Pedagogical traditions of spiritual and moral education in Russian education

Background. The domestic education system is undergoing reform. Some of the latest changes are related to the full return of educational work to schools and the emergence of a new independent subject, “Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia”. There are certain problems on the path to the full implementation of this program, related to the limited experience of teaching this discipline. These include problems with the motivation of students and teachers, problems with the content and substance of the subject, as well as the preparation of teachers to teach it. In this regard, we believe it is necessary to refer to the historical and pedagogical experience of the pre-revolutionary and Soviet periods, when issues related to the formation of students' worldviews were very effectively addressed on the basis of traditional spiritual and moral values, especially at turning points in the country's development.

Purpose. The goal is to analyze the historical and pedagogical experience of spiritual and moral education of students in Russia in the history of domestic education.

Materials and methods. The main research method is retrospective analysis. In addition, we used historical-structural and historical-genetic methods, which allowed us to identify the pedagogical traditions of spiritual and moral education of students in the pre-revolutionary and Soviet periods of Russia's development.

The article is based on archival sources and includes references to regulatory acts and scientific research literature.

Results. A new subject, “Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia,” has been introduced into Russian schools. Its aim is to give students an understanding of the fundamentals of the spiritual and moral culture of the peoples of Russia, the role and significance of traditional Russian religions, and secular ethics in the development of Russian culture and history. The introduction of this new subject was supported by a number of documents: Decrees of the President of the Russian Federation No. 809 of November 9, 2022, “On the Approval of the Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values”, and No. 314 of May 8, 2024, “On the Approval of the Fundamentals of State Policy of the Russian Federation in the Field of Historical Education”. At the same time, a number of problems have emerged related to increasing the motivation of students and teachers for the new discipline, the content of its curriculum, and the readiness of teachers to teach it. These problems force us to turn to our national historical and pedagogical heritage for solutions. This heritage is particularly relevant given that our country has undergone an ideological shift over the past three decades. Given that both communist and liberal doctrines are variants of Western global ideologies that claim to be universal and universal, it is necessary to turn to our own civilizational uniqueness, which must be creatively rethought. Referring to the works of the prominent philosopher, theologian, and historian V.N. Trostnikov, we were able to ascertain that the core of any civilization is religious beliefs, which form the basis of both a people's self-identification and its views on the categories of good and evil, acceptable and unacceptable behavior, thus forming a system of legal consciousness embedded in culture. Due to this circumstance, in pre-revolutionary Russia, which was a vivid example of a traditional society, the Law of God was studied in all educational institutions without exception. Studying this subject, as well as participating in regular religious services, shaped the worldview of the younger generation. Certain provisions of this academic discipline's program concerning the ethics of human relations can be used today not only in classes on the Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia, but also at parent-teacher conferences. In Soviet times, after a period of revolutionary changes aimed at a complete break with previous traditions, especially in the education of students, in the 1930s, on the eve of the Great Patriotic War, positive retro-innovative changes emerged in the teaching of literature and history, introducing students to the spirituality of our ancestors. This policy continued during the war years. When studying the topic of the Great Patriotic War, it is necessary to pay attention to its relevance in connection with the ongoing Special Military Operation, in which the feats of our soldiers reflect the military tradition of serving the Fatherland, which is historically one of our traditional spiritual and moral values, along with others. When introducing students to spiritual and moral culture, schools should take into account the principles of voluntariness and variability, with the mandatory participation of other entities in spiritual and moral education: families, public and religious organizations. In this regard, the relevance of this study is beyond doubt.