Open AccessThe experience of moral interaction of students with other people: a pedagogical aspect
Author(s) -
Anna Aleksandrovna Razumovskaya
Publication year - 2021
Publication title -
samarskij naučnyj vestnik
Language(s) - English
Resource type - Journals
eISSN - 2782-3016
pISSN - 2309-4370
DOI - 10.17816/snv2021103313
Subject(s) - morality , psychology , value (mathematics) , social cognitive theory of morality , social psychology , meaning (existential) , moral development , personality , moral disengagement , set (abstract data type) , cognition , epistemology , philosophy , machine learning , neuroscience , computer science , psychotherapist , programming language
The paper actualizes the problem of a persons formation as a moral person with virtues. The directions of moral education, contributing to the formation of a moral personality, are indicated, and the need to highlight the formation of the experience of moral interaction with other people among university students as an aspect of moral education is argued. It is substantiated that the experience of moral interaction of students with other people is the result of the implementation of a special type of relationship in which moral values are actualized, taking the form of motives of actions and actions of students in relation to other people, which in such an experience reflecting moral practice as a set of real actions of a student, the world of morality and its inherent values is being realized. The methodological grounds for identifying the structure of the experience of moral interaction of students with other people are revealed: scientific provisions on the reflection in the fundamental structure of experience of the fundamental structure of the world; scientific provisions on individual morality, mediating the relationship between external factors that determine the behavior of a person and its internal (social, moral) meaning. The structural components of the experience of moral interaction of students with other people are highlighted: cognitive, motivational-value, communicative and behavioral components and the possibilities of identifying these components are argued. It is substantiated that the allocation of the cognitive component is based on the idea of the correspondence of behavior to knowledge; the allocation of a motivational-value component on the position of the guiding role in human activity of motives, the form of which values take; highlighting the communicative component on the interpretation of communication as one of the types of interaction that has a moral component; the allocation of the behavioral component on the provisions of moral practice.