I APPROVED
Director of MKOU "Klyuchevskaya Secondary Educational Institution"
school named after »
"____" ____________ 2012
on spiritual and moral education of students
We are now not just children, we are now students. Your school look. Organizing your workplace First time in first grade Am I polite? What is good and what is bad? In the school library. Visiting the nurse. With love for my native school.
(cultivating love for animals)
In the animal world, the Forest is our friend. Forest and its inhabitants. The game is a journey. At the zoo. A dog is man's friend! We are from the Red Book of Russia Visiting the inhabitants of the “Underwater Kingdom” Animals are heroes of fairy tales and stories. Pets. Excursion to the Shadrinsky Museum of Local Lore.
Conversation “Respect your elders - don’t hurt your kids” Meeting with parents “It’s good that there is a family that protects me from troubles.” Morning "Be polite and kind" Extracurricular activity“All working people are friends and brothers” Conversation “Dangerous Couple” (about boasting and envy) About friendship and mutual understanding between girls and boys Family holiday“Holiday of Grandmothers and Mothers” Visit to the city museum Class hour “Let us bow to the Great Ones of those years...”
1. Glorious symbols of Russia
2. Moscow is the capital of Russia
3. The past of my homeland
4. Traveling around Russia
5. Flora and fauna of my country
6. My Small Motherland - Shadrinsky district.
8. The country that opened the way to space
9. Great War- Great Victory
1. Sons of the Shadrinskaya Land (oh)
2. Dramatization of fairy tales “What do folk tales teach?”
3. Research work"History of my village"
4. Famous people of the district, region.
5. Christmas fortune telling “Once on Epiphany evening...”
6. My ancestry
7. Conversation about folk crafts “What did the toys tell you?”
8. Excursion to the local history museum
9. “Holiday with tears in our eyes”
1. Conversation “Polite pedestrian - polite driver”
2. Rules and norms of behavior in society
3. Etiquette is an integral part of public order and a decent person
4. School etiquette. Rules of conduct at school.
7. To give people joy, you must be kind and polite.
8. Greet guests warmly
9. Culture and safety of recreation
1. Man is a thinking being.
2. What is happiness?
3. What is labor?
4. What is conscience?
5. What is freedom?
6. What is fate?
7. What is money?
8. What is “I”?
9. What is my life?
1. What is a person?
2. The life credo of a worthy person
3. Youth subcultures
4. Class hour “The Stealer of Sanity” (alcoholism, drug addiction)
5. Game program"Let's talk about us..."
6. What is love?
7. Me and the law.
8. " Golden rule morality"
9. Literary and artistic evening “No one will ever forget...”
1. Career guidance session “World of Professions”
2. Professional consultation “Your professional route”
3. Testing at the employment center “My temperament and choice of profession”
4. Sectors of the national economy and their main professions
5. Excursions to vocational schools, colleges, universities
6.Professions of our parents
7.Psychological - pedagogical features that determine the choice of professions.
8. Conversation with invitation to graduates “How to achieve success in the profession?”
9. Where to go to study?
1. Conversation “Colors of Autumn”
2. Beauty etiquette
3. A man's wardrobe and a woman's wardrobe
4. The beauty of the human body
5. Beauty is all around us
6. Love is the agreement of mind, soul and body.
7. A little about everything. Class hour with an invitation from a cosmetologist, doctor, hairdresser, fashion designer.
8. Conversation “Be happy and humane.”
9. “The muses led into battle.” Literary and artistic figures during the Great Patriotic War.
1. “I have the right to...” - conversation on a given topic
2. “My future profession. How do I see her? Excursion to the employment center.
3. Thematic business quiz “Profession and modernity”
Currently, spiritual moral education. They try to conduct classes in this area at all levels of education. Many schools also have patriotic clubs that operate under special programs.
What classroom hours on spiritual and moral education can be taught for schoolchildren? We offer several examples of such activities for students different classes. Let us dwell on those aspects that a mentor should cover in his work.
Development teaching materials for carrying out cool hours begins with identifying the target audience, since different methods help make classes effective in different age groups. The next stage is the selection of material and development of a lesson plan. You will find ideas for implementing these actions in the article.
Working with high school students
In adolescence, conversations and debates become especially important, within the framework of which children can demonstrate to their peers their creative and intellectual abilities.
What classroom hours can be taught on spiritual and moral education? We offer an example of a lesson “How to behave in the world of people.”
Its goal is the moral education of children adolescence. What is the best way to spend a class hour? in 9th grade it involves communication in the form of a creative workshop. Both the schoolchildren themselves and class teacher.
Progress of the lesson
How should spiritual and moral education be carried out? The teacher starts the class hour. He notes that these days many members of the younger generation have no idea about the rules of behavior in society. What exactly is important to know? Why do people need good manners? The class teacher addresses these questions to his students, then systematizes and summarizes the children’s statements.
The teacher notes that you need to know and use the rules of etiquette in order to be able to communicate, establish relationships with a partner or interlocutor, and not cause harm or anxiety to other people. A person who has certain manners, leaves a pleasant impression of his upbringing on the people around him, is considered a well-mannered and civilized interlocutor.
The teacher notes that there are certain rules that are used in different options communication: official, civil, public, everyday, family.
The rules included in the code are not new; they are simple and clear in meaning and content.
How does spiritual and moral education relate to them? Class hour, an example of which is offered in this material, is an excellent way to form the basics of relationships between people in the younger generation.
Elements of communication etiquette
What specific rules can be included in classroom hours on the topic of spiritual and moral education? The teacher notes that it is important to behave in relationships with other people the way you would like them to behave with you. For example, by smiling at your interlocutor, you can count on a friendly response from him.
There are several rules that any civilized person must know:
in the presence of a lady, a man should not sit without an invitation from her;
you cannot start a conversation with a woman until she makes it clear that she recognizes the man;
V public places It is unacceptable to address a woman by her last name;
talking about unpleasant things is prohibited at the table;
no one has the right to belittle representatives of any nationality;
a well-mannered man first lets his companion into the room, only then enters himself
Questions and answers
How to carry out spiritual and moral education in an accessible form? It is advisable to organize a class hour for teenagers in the form of questions and answers. First, the teacher finds out how to greet correctly. As part of the conversation, some greeting rules are revealed. The teacher notes that it is necessary to say hello in any situation, even if the relationship with the person is far from ideal. Of course, the younger generation should greet older people, a man greets a lady. But a handshake is not a mandatory element of etiquette. It can be used to greet only people you are familiar with.
When shaking hands, you must look into the eyes of your interlocutor. The palm should be slightly squeezed so as not to cause discomfort to the other person.
The art of communication
During the conversation about moral education, the teacher pays special attention to compliments. What are they? In what situations are they appropriate? These questions are especially interesting for teenagers, so they should definitely be addressed as part of a class lesson.
Not everyone can naturally speak pleasant and beautiful words to the interlocutor. If a compliment is given inappropriately, it can offend a person because it will not be perceived as kind words, but like a grin, insincere flattery. Teaching the art of complimenting the younger generation is also spiritual and moral education. A class hour can be devoted separately to this particular issue, so that the children form the correct idea that compliments are equally good for both men and women.
What you need to know
Of course, a woman will be happy to hear kind words addressed to her, but men also need attention. How to properly compliment a representative of the stronger half of humanity? If words about her are important to a woman external beauty, housekeeping, then a man wants his masculinity and mental abilities to be noted.
In order to win friendship and win over a man, it is important to celebrate these very qualities. It is advisable to give compliments not out of necessity, but precisely when there is an internal desire to note the positive qualities of your interlocutor. At such moments, the most successful words will be found.
Rules for communicating with other people
How to build spiritual and moral education? can be built on the basis of training, within the framework of which schoolchildren will receive not only theoretical, but also practical skills in communicating with peers and adults.
For example, as part of an organized lesson, together with his students, the class teacher identifies the basic rules for successful communication. To make the work interesting and useful, you can include certain trainings and role playing games. For example, in order to talk about trust, the children are offered the following exercise. Everyone stands in one circle, and a “brave” student is selected. He sits in the center of the circle and closes his eyes. The teacher invites him to lean back without fear that he will fall to the floor. Depending on how much trust the child has in his classmates, they will complete this task more or less successfully. Then the teacher explains to the children that only when a person is confident in other people can we talk about trusting and constructive communication.
Working with children in middle school
We offer a class hour “Spiritual and moral education”. The 7th grade according to the Federal State Educational Standard involves not only the formation of universal educational skills in schoolchildren, but also the instilling in the younger generation of a desire for self-development and self-improvement. How to properly organize a conversation with children about such a complex but very important concept of morality? Of course, if you are planning a class on “Spiritual and Moral Education” (6th grade or 7th grade) at the secondary level, it is important to choose the right theoretical material and “dilute” it with specific examples.
The class teacher is obliged to take into account the individual characteristics of a given age, otherwise all his efforts will be in vain. For example, you can invite fictional characters, heroes of a fairy tale, epic, or literary work to a class hour. By performing some kind of theatrical performance for the children, they will help the teacher set up the schoolchildren for a constructive conversation.
Lesson example
For example, we can talk about the ability not only to hear, but also to listen to your interlocutor. As part of such a conversation, the class teacher smoothly moves on to the concept of tolerance, explaining to children how important it is to be patient with people who have different historical and cultural traditions and patterns of behavior.
For children 12-14 years old, specific examples are of particular importance, so the teacher must carefully approach the selection of material. Of course, one of the most important factors in the successful formation of a tolerant attitude among the younger generation is the personal example of adults surrounding the child: teachers, parents, grandparents.
Involvement in the volunteer movement
How to create a class lesson “Spiritual and moral education”? 5th grade, for example, is that fertile period when children are happy to get involved in active activities. A teacher who works with children of this age can form the basics of morality in his students by involving children in active volunteer work. The objects with which children will work can be not only veterans and homeless animals, but also trees and shrubs.
For example, as part of the preparatory work, the teacher, together with the biology teacher, tells children about the importance of the living world, the rules for planting shrubs, and the features of caring for them. Then, together with the class teacher and parents, the little volunteers begin to take active action.
If the children plant shrubs themselves and constantly care for their “green pets,” they will develop such moral qualities as responsibility, diligence, care, and empathy. This will be an excellent basis for developing a respectful and caring attitude towards living nature in the younger generation.
How can you organize and conduct a “Spiritual and Moral Education” class hour in an elementary school? 1st grade is the time when children are just getting acquainted with the educational institution and learning the traditions that have been formed at school. At this time they need the support and help of their parents. That is why, as part of moral education classes, a teacher can involve the mothers and fathers of their students by organizing joint holidays and competitions.
For example, you can organize a creative workshop, in which works will be presented not by individual participants, but by entire families. Similar joint activities contributes to the formation of relationships not only between peers, but also within the family between the older and younger generations.
Information for teachers
As effective means which help stimulate moral development personalities of schoolchildren, we can consider different psychological tests. They are quite acceptable for use at the senior level of education. If a class teacher offers such tests to his students in a relaxed atmosphere, he will awaken in them a desire not only to know themselves, but also to find ways for self-knowledge and self-improvement.
Let's sum it up
Currently, issues related to the moral education of the younger generation are especially acute. In connection with the events that are taking place in the political and economic life of the country and throughout the world, issues related to the moral education of the younger generation have become particularly relevant.
The final result—education—depends on how seriously and responsibly the class teacher approaches this work and thinks through the theme and focus of class hours in planning. positive qualities in the younger generation. Spirituality and morality are necessary for modern young man for successful adaptation in society.
School and family are areas where a child receives the basics of moral education and value orientations. Therefore, the interaction between parents and teachers in the education system is of great importance. The school life of children should be filled with moral content in lessons and in extracurricular activities.
Based on spiritual values, the school and parents must solve the problems of moral education of children during class hour. It is necessary to help every child find a life guide so that he can distinguish evil from good in the modern world.
The duty of parents is to assist the class teacher in activities to form a harmonious personality of the child as a member of society.
Definition of the concepts of “morality” and “spirituality”
The concept of “morality” in the explanatory dictionary is explained as the totality of a person’s internal qualities that guide him in life, a set of ethical norms and rules of behavior determined by these qualities.
This means that a moral person is one who in childhood learned the rules of behavior in a team and constantly follows them in communication with other people. For example, there is a saying: “A man of impeccable morality.”
The concept of “spirituality” is more complex. On the one hand, spiritual – related to religion and church. For example, a spiritual child in Orthodoxy is a person who is guided by the instructions of his confessor and always confesses. On the other hand, spirituality is associated with the inner world of every person.
An example is the words: “A spiritually rich person.” Spirituality in this understanding consists of the following concepts:
- intelligence,
- feelings,
- thoughts.
The concepts of “spirituality” and “morality” are interconnected. The issue of moral education of children is very relevant right now, when the spiritual guidelines of the new post-Soviet society have not yet taken shape. In Soviet times, spiritual and moral education was based on the idea of equality of all people living in the state, who were called “workers.”
Work, labor for the good of society, as well as decent moral behavior of a person were the ideological goals of education. In pre-revolutionary Russia, the ideological concept of Orthodoxy was the core for the spiritual formation of a person’s personality, whether he was rich or commoner.
At the present time, when the church is separated from the state, and moral values have not yet been developed at the state level around which the unification of society is possible, the school and family in the process of raising children are guided by universal human values, such as:
- do good
- avoid evil deeds,
- be noble in your actions,
- come to the rescue
- provide assistance to those in need,
- be friendly and attentive to people.
Formation of moral behavior of a child in the family
Moral standards of behavior are, on the one hand, prohibitions that limit a child’s actions and deeds (for example, do not do evil). On the other hand, these are the rules of ethical behavior in society that shape the moral character of children (to do good). By the time a child enters school, he or she is 50% developed as a person.
The family and the relationships between its members lay the foundation for a child’s morality. In terms of duration and strength of influence on the psyche of children, the family is many times superior to school classroom hours for moral education. Children retain the rules of behavior, norms and values acquired in the family for life.
Advice for parents: It is not so much the verbal instructions to the child that are important, but rather the personal example of positive behavior in everyday life.
The main thing is that the words and actions of parents have the same focus in raising their children to have a good attitude towards people.
In order for children to happily comply with all norms of moral behavior, and not perceive them only as prohibitions that interfere with a free life, it is necessary to formulate their moral needs. A positive moral environment, good relationships between parents and other family members contribute to the child’s desire to be kind, affectionate, and calm.
Children transfer patterns of behavior in their family to other people: school friends, teachers and other team members. Class time at school only reinforces the positive moral and ethical guidelines given to the child in the family.
The role of parents and school in education
The main elements of moral needs include:
- Sensitivity, responsiveness and participation, which mean the ability to empathize with people and the desire to help.
- The ethical attitude is not to harm anyone, but to try to bring only benefit.
- Actively do good and be irreconcilable to manifestations of evil.
Preparation for a class hour on spiritual and moral education
Parents must be aware of their responsibility for preparing for the class hour on spiritual and moral education in grade 2. Teachers influence the minds of students through persuasion. The school uses books, films and presentations to educate children spiritually. In this way, the will and feelings of the younger generation are formed.
In the process of explanation and conversation, teachers teach children spiritual values and give them moral guidelines in life, teach them norms and rules of behavior. In the process of communicating with others, children consolidate their acquired knowledge in practice. Specific deeds and good deeds, communication with parents and friends, examples of people who are around the child - all this contributes to the formation of moral attitudes and personality traits.
IN junior school Moral education classes are held for grade 2 on various topics, for example:
- The ABC of Morality.
- Let's learn to be cultural.
- Do good.
- Moral action.
Spiritual and moral education in the 5th grade during the class hour is carried out at a higher level than for primary school. In high school, children participate more actively in the event; they decorate the classroom, learn poems and aphorisms, and prepare a presentation with the help of computer equipment. Topics for this could be something like this:
- The golden rule of morality.
- Moral ideals.
- A moral person and his health.
The teacher faces an important task - organizing the spiritual education of schoolchildren in such a way that every child is involved in labor and social and cultural activities. It is necessary to form in children the unity of word and deed, give them basic concepts about ethical behavior and consolidate this knowledge in practice.
Advice for parents: By helping your child prepare the necessary materials for a school event, allow him to show his initiative, and also teach him to independently search for the necessary information in literature and on the Internet. In this way, you will help instill in your son and daughter the quality of responsibility.
The role of the teacher in the moral education of children
The teacher's task is to study the character traits of each child in the group, his behavior and morals. Among the various means of pedagogical influence on students, the most common method of education is the organization of a class hour. During this time, the teacher conducts conversations about concepts such as:
- kindness,
- friendship,
- cordiality,
- modesty,
- justice,
- hard work.
The active participation of children in the classroom is a prerequisite for a successful educational process. The teacher talks with children about ethical standards of behavior. The teacher explains to students such concepts as morality and spirituality, and uses examples from life to teach schoolchildren moral standards.
Children must learn to correctly evaluate behavior - their own and those around them - from the point of view of its compliance with moral and ethical standards. Younger schoolchildren are especially susceptible to such conversations and educational influence. Educators note that it is difficult to teach teenagers morality, and if they have not learned the code of moral behavior, then they no longer need to be educated, but re-educated.
A large role in the spiritual education of children is given to the organization and conduct of school-wide events.
Preparing an event takes a lot of time and involves teachers, children and parents.
Advice for parents: Always remember that not only the event itself has an educational impact on your son or daughter, but also the preparation for the class hour.
When helping your child search for the necessary information, learning poems with him, be patient and show him an example of friendly behavior.
Development of a class hour on the topic of spiritual and moral education.
"Hello, man!"
Goals: a) to promote the formation, development, and education of moral qualities of students;
B) help students learn to live among people;
C) contribute to the formation of new life values in students.
D) develop critical thinking, group work skills, the ability to conduct dialogue and argue one’s position, and find compromise solutions to the problems being discussed.
D) help increase the level of creative activity of students.
Equipment: presentation, poems, aphorisms, tasks for individual work.
Preparation:. Everyone receives the task: 1) select aphorisms about human qualities (class design); 2) learn poems for class.
Progress of the lesson:
Man has two worlds:
The One who creates us
Another one that we have been since forever
We create to the best of our ability.
N. Zabolotsky.
1. Motivational block.
Teacher: Our conversation today is called “Hello, man!” Do you think it is difficult to be human? Support your idea with an example from life. Try to pronounce the statement of the writer M. Gorky: “Man, that sounds proud!” just as the author suggests to us. Now try saying with a questioning intonation: “Man, does that sound proud?” What has changed? Which idea are you leaning more toward? Mamardashvili said: “Man is a daily effort to be a man.” So Zabolotsky spoke about some worlds (read the epigraph).
2.Work with the concept.
Student: Let's look at Ozhegov's Explanatory Dictionary. In the first meaning of the word: “Man is a living being with the gift of thinking and speech, the ability to create tools and use them in the process of social labor.”
Teacher: What distinguishes a person from other living beings? What else would you add?
Now let’s explain the word MAN ourselves (children are offered cards with the names of character qualities. Their task is to fill in the field “Human”).
H - honesty, sensitivity, ambition.
E - autocratic, unanimity, individual.
L- Frivolous, liar, inquisitive.
O - deceptive, educated, responsible.
B - treacherous, attentive, well-mannered.
E-
K - tricky, capricious, collective, contact.
Why didn't you choose all the qualities? What qualities can aphorisms tell about - catchphrases? (group performance, who decorated the office)
3. The students offered statements:
1. If you want to be respected, know how to respect others. (proverb)
2. A person is rich only in the attitude of others towards himself; there are no other real riches in the world. (A. Akhmatova)
3. Don’t throw your head back: you will stumble. (proverb)
4. Lying on the floors means you won’t see the slice. (proverb)
5. An empty barrel makes more noise. (proverb)
Teacher: Who makes us human? Draw a verbal portrait (you can illustrate) a man of habit and a man of will. What will be their difference?
Student: Habits (Tatyana Valyaeva)
It’s not a joke, I’ll tell you, it’s a bad habit,
You will shout, for example, once, twice,
And on your twentieth: “Hysterical!
It’s completely impossible to have conversations with you!”
And you are indignant: “I’m quiet, it seems…”
But she just said it - and again there was a shout;
Habit is not something that comes and goes
Easily, as if the wind rose and died down.
The movement towards habit goes vertically,
To the good one - with a huge effort upward,
And down - I stumbled, as if by accident,
And only to those who somehow clung,
It is possible to return to the previous level,
But hardly anyone manages to rise,
Having descended into habit to the very bottom.
Only rare faces crawl out from the bottom,
And more often they don’t even look up,
From laziness they will justify their habit
And they will even call her worthy.
Cruelty - the desire to achieve order,
And jealousy is a special form of love,
Beautiful in appearance, empty pad,
An attempt to cover up one's shortcomings.
Substitution of concepts with a new name,
And instead of falling, success is visible.
It’s so simpler, it’s easier - to justify with words,
Than trying to climb up.
Student: And here is Adam Mickiewicz’s poem “Wing”
What is willpower?
The ability not to scream in pain,
When did the wing break?
The ability to wait: until it grows together,
Then flying is not the way you have to,
And just to be lucky?
But maybe it’s completely different?
Screaming with rage and crying,
Force a whole wing
Solve a difficult problem:
Rise above failure.
And to win - out of spite!
Teacher: “A person is known in three cases: in critical situations, in absolute freedom and in an environment of success,” said Spinoza. The time has come for us to analyze some situations.
4.Working with tasks.
1.Advisor arrow.
Clever Styopa always carried a special arrow with him. If he had to choose where to go and what to take, he put it in front of him and turned it back and forth. And then suddenly he said: “Over there!” or “This is it!” When Styopa was asked: “Why?” he answered: “The arrow showed.” “Oh, arrow,” everyone nodded and agreed.
2.Flower on a maple tree.
One day a beautiful flower grew on a maple tree, the only one. “What a miracle!” the maple tree rejoiced. And he gave all his juices to the flower. Even the foliage has withered. “If you bring seeds, maples will bloom from them,” the maple whispered to the flower. “Well,” the flower once snorted, “I’m already good.” And flew away with the autumn wind.
3.Umenyaka.
Umenyaka listened to others very carefully. Sometimes I listened to almost a whole sentence. And he immediately picked up: “But I have...” Then he talked about himself. I just couldn’t stop until they sprayed me with some water. Umenyaka loved to talk to everyone. True, he was very afraid of other smart people.
4. Zabivon.
Zabivon's main pleasure was nailing down doors. Wherever he could, he hammered them in with huge nails. And even better - with boards crosswise. And with the inscription: “No move!” But one day he got carried away and boarded up all the doors in the house from the inside, but he didn’t know how to hammer them down. So now he lives forever. (3 minutes to solve and then discussion)
5.Teacher: So what makes a person a person? The ability to work on yourself.
Let's listen to the advice.
Student: Know how to control yourself,
Look for a good beginning in everything.
And, arguing with difficult fate.,
Learn to start life over again.
Having stumbled, get up yourself,
Look for support in yourself,
And if you're moving uphill,
Don't lose yourself along the way.
No need to complain to everyone
Neither fate nor illness -
Nothing will be more useless
These hackneyed, pathetic topics.
Don't burn your heart with tobacco
And don’t fill your brain with wine,
And don’t shorten your life
Memories of bad things.
Have friends - in difficult times
They will support and help,
The road won't be difficult
Not for friends and not for you.
Don't die while you're alive!
Believe me, all troubles will go away, -
Bad weather also makes you tired.
After a day of misfortune there is a happy day.
6. Teacher: I prepared a presentation “What makes a person happy?” (viewing and comments)
8. Teacher: A person is distinguished by the ability to think. Choose food for thought and write a mini-essay.
1.The best day is today.
4.The biggest troublemaker is the talker.
6. The most dangerous person is a liar.
7.The greatest wealth is health.
8. The greatest gift you can give or receive is love.
Human! This is a high rank.
Man, like a star, is born
Among the vague foggy milkiness,
It begins at infinity.
And it ends in infinity...
Generations create the imperishable earth, century after century.
Man, like a star, is born
So that the Universe becomes brighter.
Dm. Golubkov.
“Create peace within yourself and send it to people,” these words of F. Abram should become the motto of every person.
7. Reflection: mark on the temperature scale your attitude to the topic of our conversation:
a) blue color (cold): I’m not going to think about it, at least not now;
b) white(norm): a relevant topic, there is something to think about;
c) red color (hot): the topic worries me very much, I try to work on myself.
Literature: 1. Ozhegov S.I. "Explanatory dictionary of the Russian language."
2.Golden collection. Proverbs and sayings.
3. Aloeva M.A. Class hours for grades 5-7.
4. Derekleeva N.I. Modular course of educational and communicative motivation of students.
5. Komarova I.I. The best aphorisms for the smart and cheerful from the greats.
Class hour: Eternal values (duty, conscience)
Classroom goals : ; increasing the level of knowledge on moral and ethical issues.
Classroom objectives : introduce the concepts of “duty” and “conscience”; organize collective discussion, active exchange of thoughts and views; develop the ability to collectively analyze a problem; bring to the necessary conclusions; learn to express thoughts competently and reasonably, improve communication skills; to be interested in studying literature on issues of morality, morality, and ethics.
Preparatory work : select literature on the topic; pre-discuss the topic of the round table with students; give recommendations on preparing speeches; invite the head of the library; choose sayings of great people on the topic.
Participants: students, class teacher, librarian, ethics teacher.
Form of conduct : round table.
Mottos : “A clear understanding and strict observance of your duty to people is your complete freedom. The more humanely and consciously you observe your duty to people, the more you draw from the inexhaustible source of true human happiness - freedom” (V.A. Sukhomlinsky).
“The strictest judge is our conscience.”
“Conscience is the spectator and judge of virtue.”
Class progress
Leading. Probably the most important words that shape us as a person we hear already from early childhood: “You must!” A child's first responsibilities arise in the family. But the person grows. And the process of socialization increasingly expands the range of his responsibilities. Even while in kindergarten, the baby is already aware of his responsibility to his parents, teachers, and comrades.
As a person grows up, his world becomes more and more complex, and so do his responsibilities. Let's think about what new responsibilities a person has as he grows up and further socializes.
Students:
I think that a person is faced with a very large range of responsibilities (which not everyone can cope with) from the very first years school life. The first thing is the responsibility to learn. Then - live by certain school rules. And this includes relationships with teachers, friends, other elders and all the people who surround you and with whom you come into contact. Then there are circles, sections, clubs, organizations. And here a person also has certain responsibilities.
I am sure that one of the duties, namely the duty to protect nature and the world around us, should be taught to a growing person from childhood.
As a person grows older, he has a duty to work. Otherwise, how would society exist?
Leading . You are right. After all, such a person’s duty to society does not even depend on his desire. It is objectively determined. Society can live and develop only if its members certainly fulfill all their duties, regardless of their subjective aspirations and inclinations. There is a certain set of such responsibilities. But it is already determined by a person’s place in public life. So a person must. What is this, debt?
Students:
If we talk about ethics, then duty is one of its main categories. From an ethical point of view, duty is a social necessity, expressed in moral requirements in the form in which they appear to a certain individual. In other words, the requirement of morality applies to all people equally. In this case, this requirement turns into a personal task for each person, the solution of which he carries out in a certain situation.
This means that debt is the relationship of the individual to society.
Leading . Yes, the individual in this case acts as an active bearer of certain moral responsibilities to society. She is aware of and implements these responsibilities in the course of her activities. What definition of debt do psychologists give?
Students:
Duty is a moral obligation performed by a person out of motives of conscience. Debt expresses the attitude of an individual towards himself, towards other people, people, society, a certain group or collective.
It should be noted that the basis and source of debt was seen in many ways. They tried to argue that only God can determine the content of debt (divine commandments, religious morality). Then they talked about how society dictates everything to a person. The dependence on the presence of conscience or moral sense in a person was affirmed.
I think that when talking about duty itself, it is also necessary to talk about the content of moral duty. Proponents of different views on this issue have come to different conclusions. For example, some of them tried to argue that it does not matter at all how a person acts, what he sees as his duty. The only important thing is that he follows his personal plan. Supporters of another school of thought believe that when a person fulfills his duty, only the action itself is important. And the motives by which he is guided are not at all important.
There is also a theory called the Moral Kindness Theory. Based on this theory, the nature of the motive of a particular action is of decisive importance. In addition, more than once there have been discussions about whether the real result is so important when a person fulfills his duty. They even tried to argue that it is enough to simply make certain efforts or attempts to do something, to undertake something. It is not so easy to understand what a debt is, what it is and to whom it is.
If we talk about Christianity, it distinguishes between duty to God, to people and to oneself.
Debt to God is a purely personal matter. In addition, we have so many religions and beliefs that it turns out that everyone believes in their own God. And the duty and responsibilities of each people before their God are different. True, there is something that connects all religions and beliefs - the duty to remain a decent person.
Leading . What about duty to yourself? What is this? How often do you think about this? And do you think about it at all?
Students:
I would say that life itself forces us to think about this question. A person grows up, and he becomes concerned about the essence of his purpose. The search begins for the truth that justifies the meaning of human life on Earth. It is in such doubts and searches that a feeling of responsibility arises for everything you undertake in life. Everything is weighed, assessed, analyzed. And you begin to understand that your duty to yourself is to succeed in this life.
To succeed is not so easy. To do this you need to become a person. And not just a person, but a highly moral person. And for this, at a minimum, you need to be good-natured, that is, love people, strive to do good to them. Be a hardworking person who enjoys both personal work and work for the common good. Wisdom is also a companion of a highly moral person. It lies in the ability to foresee the consequences of one’s own and others’ actions. A highly moral person must also be truthful and not tolerate lies and hypocrisy. I don’t think that there are a large number of people in our time who would truly fulfill their duty to themselves.
It seems to me that if a person is brought up in normal conditions, then he is quite capable of becoming a highly moral person. People, of course, have many vices or shortcomings. But just as not everyone is vicious, not everyone is highly moral. I want to emphasize "high". Small shortcomings do not prevent most of us from succeeding in this life as professionals or just people. I am sure that a sense of duty to ourselves is common to many of us.
A duty to oneself is a duty towards oneself. And this responsibility is, as I. Kant wrote, “for a person to maintain human dignity in himself.” And this means not only being in harmony with yourself and achieving your life goals that do not run counter to moral standards, but also fulfilling all your responsibilities to your family, state and other people.
I believe that duty to oneself begins with the duty to become educated and smart. In order to subsequently fulfill all your other duties with dignity.
Yes, but you don’t have to become a highly educated scientist to do this. Thanks to special education, you can become a professional in your field. Become a good worker who can honorably fulfill his duty both to the state and to his family and loved ones. Good workers are usually wise people. And such people most often do not have any problems with the fulfillment of their moral duty.
I am sure that a person must begin by mastering all the riches and possibilities of his inner world.
By learning and developing himself, he will be able to make available to himself the whole diversity of the external world. And not only accessible, but also correctly accepted and understood. And from here comes a guide to the right actions and actions. Including awareness of one’s duty to God and people. I believe that only such people have the right to use such a phrase as “pure before God and people.”
Leading . If you noticed, we are gradually moving to the next point - duty to people. What does this concept mean?
Students:
A person does not live in this world for himself. Or rather, not only for myself. Perhaps this is the most important thing in life. Of course, there can be all sorts of nuances and shades. Each of us has something personal, unique in our lives. But everyone should have something important. A person in life should not be scattered about trifles and live only with his small everyday worries. Even if something of your own is very kind and significant. Although it is not so simple and not everyone can do it, a person must rise above everyday life. I must think about the meaning of life in general, looking back at the past and boldly looking into the future. Academician Dmitry Likhachev wrote: “If you live only for yourself, with your petty worries about your own well-being, then not a trace will remain of what you have lived. If you live for others, then others will save what you served, what you gave strength to.”
I think that if you live and work honestly, then by doing so you are repaying your debt to the Motherland and honestly serving people, fulfilling your duty to them.
Leading . Considering the category of debt in this way, we move on to considering debt as a moral category. We see the moral value of our life or its individual actions, naturally actions of a moral nature, in the fact that we perform these actions out of a sense of duty.
Students:
I think that a sense of duty elevates a person above himself, over those human inclinations that sometimes oppose the fulfillment of duty. And interests, as they say, of a lower order fade into the background (he gives examples from everyday school life, his actions, and his duty to defend the Motherland).
Indeed, what we do and accomplish does not always bring joy and pleasure. But there are some things we simply must or are forced to do. And as a result of this, good, kind and praiseworthy deeds are often accomplished.
Fulfilling one's duty, which, of course, implies a certain type of activity, provides the opportunity for self-knowledge. You will discover who you really are and what is valuable about you. And a person has to act, fulfilling his duties in relation to society and the state, in this case we are talking about a patriotic, civil, international, labor duty. Speaking about fulfilling duties to the team and organization (institution), we mean fulfilling the duty of a student, student, etc. Our duties to other people are our filial, maternal, parental, comradely, friendly duty. And of course, the moral duty of one’s own self-improvement.
I know people who treat the fulfillment of their duty, their responsibilities as something difficult, as a yoke weighing on them. But if you think carefully, then your duty is, first of all, the requirements of each day. And without conscientious fulfillment of them, you simply cannot exist in life with dignity.
(Everyone talks about the pressing concerns of an ordinary day, discusses situations:
1. Of the 28 essays, only half were submitted to the teacher on time. Some of the guys, out of a sense of solidarity, take back their essays and don’t hand them in either. Two students disagree with this formulation of the question. They submit their essays on time.
2. Pupils of two classes work in a sponsored farm, harvesting crops. It starts to rain heavily. One class drops everything and leaves the field. The kids from the other class leave only after they have dragged all the bags under the canopy.
3. A person was not provided with medical care because he did not have the right to it in a given city (based on a television story).
They talk about violation of student and human duty, about the soul, a sense of shame, conscience, one’s responsibilities, about an immoral attitude towards the most precious thing on Earth - human life.)
Leading . All types of our duties, our duty are harmoniously combined. But one of our responsibilities occupies a special place. This is our patriotic duty. And its essence is that we must preserve life on Earth, preserve peace and civilization. It is known that issues of war and peace are very relevant these days.
Students:
I agree, because the preservation of the fundamental right of humanity—its right to life—depends on this.
Every person has the right to life.
Being a person in human society is not a heavy duty, but a simple development of an internal need. A person must live. And this means fulfilling your duties, which are necessary for your life and the lives of other people.
Leading . This is true. I would like to confirm our conclusions with the words of A.I. Herzen: “...No one says that the bee has a sacred duty to make honey, she makes it because she is a bee.” Because you are a person... People on earth are different, everyone has their own views on life and on fulfilling their duty in life. Some do it, others do it incompletely, and others forget about it altogether. Many (sorry, not all) begin to suffer from remorse. The relationship between duty and conscience is obvious. What do you know about conscience?
Students:
Conscience is one of the categories of ethics that characterizes an individual’s ability to exercise moral self-control, independently formulate moral duties for himself, demand that he fulfill them, and make a self-assessment of his actions. It is one of the expressions of an individual’s moral self-awareness.
Psychology considers conscience as a trait of a person’s spiritual appearance, which expresses his ability to internally evaluate his behavior, his feelings, as well as the actions and opinions of other people from the standpoint of good and evil.
Leading. I invite you to listen to the sound of this word - conscience. What does the prefix co- indicate to us? Agree that it’s about community, some kind of involvement. After all, we find this prefix in other words.
Students . Condolence, cooperation, sympathy, involvement, agreement, etc.
Leading. Then comes the root -news-. And this means that conscience gives us a message, lets us know, know whether we did the right thing or the wrong thing. How do you understand this word, how do you feel it?
Students:
I think that we can say about conscience this way: “This is the awareness of the evil caused to someone.”
For me, conscience is my strictest judge.
Conscience is a thousand witnesses of your wrongdoing or wrong decision taken. She reproaches and accuses.
Leading . Conscience is usually spoken of as a category of ethics and as a quality of personality. Discussing the question of the origin of conscience, many minds converged in the dispute. For example, idealist philosophers view conscience as something innate. They do not look for explanations in real life, in its real needs. Plato spoke of conscience as an innate quality that has roots beyond our knowledge. I. Kant argued that man, as a moral being, has conscience from birth. Materialist philosophers emphasized in the process of development of conscience important role mind, education and enlightenment. Naturalistic theories of the origin of conscience in the 19th century argued that human conscience is a continuation of the conscience of animals. But later it was proven that conscience appeared at a certain stage of development of human society, that it is a product of the needs of human existence. And the source for this was labor, which was the source for other social feelings of man.
Student. This means that conscience appears when a person himself begins to realize what is good and what is bad from the point of view of his habitat and behavior in the social environment. That is, the good or evil that he does and which brings him either a feeling of satisfaction or torment called “conscience.”
Leading . Now we have begun to talk about conscience as a quality of personality. When do you think a person should experience the most terrible pangs of conscience?
Students:
I think when he takes the life of another person. As long as people are alive, everything can be fixed. We can come to an agreement and sort it out. But when a person is gone, everything is irreparable.
In this regard, I would add that people need to fulfill all their earthly duties on time, their duty to others (especially to their parents), so that later for the rest of their lives they will not experience pangs of conscience for the fact that they could have done something, taken action, and forgot, didn’t have time, didn’t pay attention, etc.
There are people with extremely sensitive consciences. Such people often suffer, as they say, with or without reason. And if they are also melancholic, then you can become a sick person.
I am sure that such people simply value their moral self very highly. And it would be better if there were more such people than those who are not tormented by regrets and remorse either about the orders given to kill, or about someone’s ruin or simply an insult that led a person to a heart attack and even death. The conscience of such people is silent. They say: “He had a bad heart.” Or: “It’s not my fault that she’s so nervous.”
The conscience of such people is called flexible and weak. And is this even conscience? Such people often claim that they have a clear conscience. But it is pure not because it is not tainted by thoughts of the evil caused, but because such people have a short memory.
Presenter . Folk wisdom says: “He who has a clear conscience does not have a pillow under his head.” How many people do you think are concerned about this issue these days?
Students:
I think it would be more accurate to say that many people should be concerned. Because in our time the power of evil, which openly destroys morality, is quite great. Kill, destroy, profit in any way - isn’t this what we constantly read and hear about? (Gives examples.)
This, of course, is being fought by the state, which is adjusting and revising many laws. The church addresses human conscience. And I must say that this problem has always been raised by the school.
I would like to note that the education of conscience must begin from the first conscious actions of a child in this world. For example, when he says his first “I won’t give it, mine,” parents must make every effort to ensure that the candy that he diligently hides in his palm is divided between him and his parents. I am sure that a child, constantly brought up by such life situations, will not forget about his parents, that they need something, when they grow up.
Of course, causing material damage in its various manifestations is a relevant topic these days. But there is also such a thing as moral damage.
And often this damage is worse than material damage. Humiliation of human dignity is something people experience more severely than even financial difficulties.
I believe that no one can insure themselves against offending anyone in one way or another. Life is a complex phenomenon. And you never know what can happen in it. But some can repent, they try to make amends for their guilt; others, on the contrary, do not blame themselves for this, do not experience either shame or pangs of conscience.
The inexorability of the impartial internal judge - conscience, which pronounces its verdict on a person, is well described in literature. We can see this in the example of Raskolnikov, a man who committed the act of a sincerely repentant person - he confessed to his crime and asked for punishment. Does this happen these days? Yes. (Gives an example.)
Blaming yourself for something, feeling shame, pangs of conscience - this, of course, is good. But the fact took place. A terrible thing has happened, a human life has been ruined. Who will benefit from such repentance? True, if we talk about not so terrible actions, then dissatisfaction with oneself and the desire to improve matters are very commendable. And on this occasion, I now suggest that everyone refresh their memory of what causes you a feeling of inner unrest, what does not allow your conscience to calm down. Is it possible that if our conscience reminds us of something, it can still be corrected?
(Students receive cards with the following phrases:
1. I could have, but I didn’t...
2. We can fix this...
3. I completely forgot about...
4. I’m guilty, but I still haven’t apologized...
5. In my behavior I should avoid...
6. I repent..., I will try not to repeat anything like that.
7. I should finally forgive...
8. Of course, I am to blame for the fact that...
9. I need to improve such moral qualities as...
10. To correct what has already been done, to fulfill everything planned, I
necessary...
Students can work with the cards during the activity (if time is available).)
Leading . Admission of guilt and its subsequent awareness lead a person to the desire to correct at least what is still possible. Sincere repentance for what they have done keeps a person from further immoral acts and awakens a sense of responsibility and duty.
Students:
And you need to start by deciding to think about everything. After all, some people just don’t want to bother themselves with it. And what are these common phrases worth: “Never mind. Don't tense up." And it’s really worth taking into account. It’s also worth straining your mind and conscience.
We make notches for memory,
Not trusting my own tracks,
And conscience remembers all our actions
And does not age despite the years...
These words were written by the poet N. Rylenkov. Here's what I'd like to say:
The world of good and evil, the world of wars, contradictions,
The world that is dear to me is familiar,
Stop testing everyone's strength,
Including the Earth, this is our home.
Well, destroy the foundations at home, world, answer me,
Is it worth doing this?
Why are you, world, cruel and restless?
And when will your conscience awaken?
When you experience the pangs of conscience,
Why is there unclean water in your streams?
What is also full of evil and poverty?
And then the world answered: “And you?
Full of negative passions
I am made up of you people.
So, answer me, man,
Why did you shorten my age?
Why did you deceive and burn, steal,
Why did you take human life?
Why are you, trampling all morals,
Have you driven your conscience into a dark corner?
Do you want to save great peace in the world,
Listen to your conscience, don’t contradict it,
Don't contradict her wise one, here she is
Pangs of shame, full of determination
To fulfill your duty from century to century,
To remind you: you are a human being!
So, don’t disgrace your title,
Live with a sense of duty to your conscience!”
Cool hour. What is a true friend?
Goals: to deepen teenagers’ understanding of friendship, to form a positive moral assessment of such human qualities as reliability, loyalty, commitment, mutual assistance, to promote the development of a critical attitude towards themselves, to encourage teenagers to analyze their own actions, to instill skills of tolerance and correctness in communicating with friends.
Preparatory work: children prepare short statements on the topic “A story about their friend.”
Equipment: scarf for the game “Do you know your friend?”
Design: write on the saying board:
- If you don’t have a friend, look for him, and if you find him, take care.
- Comrade, acquaintance, friend, friend.
- To have a friend is not to feel sorry for yourself.
- You can't buy a friend with money.
“Whoever leaves a friend in trouble gets into trouble himself.”
Class plan:
1. Opening remarks.
2. Problem situation “How to choose a friend?”
3. Unfinished sentences on the topic “A friend is the one...”
4. Interview “Tell me about your friend.”
5. Vocabulary work “Acquaintance, friend, comrade, friend.”
6. Assessment of the problem situation.
Choose a proverb.
7. Game “Do I Know My Friend”
8. Final word “Who is worthy true friendship?»
9. Summing up.
Progress of the class hour:
1. Opening remarks.
Today we will talk about friendship. Friendship is a great value, a gift of fate. Friendship helps us study, work, live. It makes us better, kinder, stronger. A person simply cannot live without friends. Having a friend is a great blessing.
2. Problem situation “How to choose a friend.”
Read the story. “Misha had two friends: Oleg and Denis. We went to the swimming section together. We studied in the same class. In 7th grade, their friendship began to crack. And Misha realized that he would have to choose who to be friends with next. It was fun with Oleg. His parents gave him pocket money. He took Misha with him to slot machines. Paid for it. We met with Denis less often. He continued to go swimming. He is full of plans and goals. He constantly criticized Misha for absenteeism, for not knowing how to choose friends.” - Which friend should Mishka choose?3. Unfinished sentences on the topic “A friend is the one...”
- Raise your hands, who would like to find such a friend? 4
4. Interview “Tell me about your friend.”
Maybe someone has already found a friend. Imagine that a reporter came to your class and asked you to give an interview for the newspaper. Tell us about your friend. What connects you? What attracts you to him?
5. Vocabulary work “Acquaintance, friend, comrade, friend.”
After listening to your stories, I realized that some people do not understand the meaning of the word “friend.” And they use it where it would be necessary to use the words “comrade”, “acquaintance”, “friend”. Do you think these words can be called synonyms? And how would you rank them in ascending order? - About a person with whom you simply say hello, you can say... - About a person with whom from time to time you discuss the details of a match, a film, events, you will say... - About a classmate with whom a pound of salt has been eaten in 8 years, you will say... - About the person you trust with your secrets, with whom you share joys and sorrows, you will say...
6. Assessment of the problem situation.
Choose a proverb. Friendship is not only a great gift, but also a great work. You can find a friend, but it is very easy to lose him. Many Russian proverbs contain wise instructions on how to maintain friendship. 4 proverbs are written on the board. I will describe situations, you choose a proverb.
Situation 1. A friend calls you and asks you to help him carry a heavy monitor to the workshop. (I’ll help. To have a friend is not to feel sorry for yourself) Situation 2. You played football. A friend broke his arm. (I’ll take you home. I’ll call an ambulance. A friend in trouble)
Situation 3. A friend acted meanly. But then he decided to return your friendship by offering an expensive gift. (I won’t accept a gift. You can’t buy a friend with money)
Situation 4. Let the children come up with the proverb themselves: “Whoever leaves a friend in trouble gets into trouble himself.”
7
. Game "Do I Know My Friend"
Two friends go to the board. I will ask questions. One of the friends will write the answer on the board, then we will listen to the other. We will compare their answers and decide whether they know each other well. - What is his favorite lesson? - what does he like to ride? - what time of year does he like? - What kind of sport does he like? - what does he want to become when he grows up? - what animal does he want to have? - what books does he like to read?
8. Final word “Who is worthy of true friendship?
“Friendship is unselfish, lasting affection. This is how V. Dahl defined friendship in the dictionary. You are friends with a person not because it is beneficial. But because he is close to you. His interests, views, and inner world are close.
9. Summing up.
Do you think today's conversation was useful for you? What do you remember most?
Class hour on spiritual and moral education. Good and evil
Form: conversation.
Target: Formation of spiritual and moral values among students;
give concepts of good and evil, the essence of mercy;
motivate for moral self-improvement, teach to perform actions in the name of good.
Tasks:
Expand the concepts: good, evil, mercy.
Introduce works of literature.
Shape spiritual and moral human qualities.
To cultivate feelings of camaraderie, compassion, and the desire to do good deeds.
Basic concepts:
mercy
compassion
Teaching methods:
Exercises
1.Opening speech by the teacher.
Hello guys! An evil witch snuck into our class and mixed everything up. See if everything is fine. (There is a picture of the sun on the board. The words are written on the rays: hatred, rude, angry, greedy, sad, grief, enmity, deception, cruelty.
Let's fix everything. Choose antonyms for the words, and the sun will start smiling again.
Now try to determine the topic of the class hour. (Children's answers)
The theme of the class hour is “Good and Evil.”
2. Main part
Formulate a definition of concepts "good", "evil".
Independent work using cards, continue...
"Good is..."
"Kindness is..."
“A kind person is...”
"Evil is..."
"An evil man is..."
An explanatory dictionary reveals the meaning of these words. (The meaning of these words is read out).
Can we say that good and evil are opposite concepts? (children's answers)
Can a person be born evil?
Should we strive for good and avoid evil? Why?
Listen to the parable
Two wolves
Parable of unknown origin
Once upon a time, an old man revealed one vital truth to his grandson:
“There is a struggle in every person, very similar to the struggle of two wolves. One wolf represents evil: envy, jealousy, regret, selfishness, ambition, lies. The other wolf represents goodness: peace, love, hope, truth, kindness and loyalty.
The grandson, touched to the depths of his soul by his grandfather’s words, thought for a moment, and then asked:
- Which wolf wins in the end?
The old man smiled and answered:
What did the grandfather want to tell his grandson? Can a person always be only kind?
Every person can do good deeds. But at the same time, he can do bad things. I think each of you could have done both good and bad things. How did that make you feel? Can a person do bad things and be happy? We feel proud for some of our actions, and shame for others.
Please listen to the parable song about good and evil. Try to understand and feel the events described.
https://www.youtube.com/watch?
What does this story teach? What made the sick man at the door do such an act?
What do you think happened next?
Situations. Try to determine what is good and what is evil.
1. A puppy was running in the yard. It was immediately obvious that he had no owner. Vitya brought the puppy home.
2.Mom asked her daughter to clean the room. After numerous reminders, my mother tidied up the room herself.
3.Vera was walking down the street. Suddenly she saw a wallet. The girl picked it up. There was a small amount of money and some receipts. The wallet was very beautiful. She took it for herself.
4.3 children climbed into the farmer's garden to pick apples.
5. The teacher asked the student to decorate the classroom corner. The student promised, but did not complete the task.
6. The student did not complete his homework and, so as not to scold him, said that he forgot his notebook at home.
7. There was a lot growing in the flowerbed beautiful flowers. The young man picked a bouquet for the girl.
8.Nina is getting ready for school. Mom asks the girl to dress warmly. It's freezing outside.
Nina resists.
9. In the store, the teenagers asked an adult to buy cigarettes.
10. The guys in the yard offered their friend a drink.
11. A citizen, passing by, stroked a kitten sitting alone and moved on.
12. A group of guys gathers at the entrance every evening. They talk loudly, listen to music, and gnaw seeds.
13. A classmate helped a friend on a test and told everyone about his help.
Tell me, is it necessary to talk about your good deeds? Boast?
Good has been fighting evil for a long time and most often wins, since good is stronger than evil. Guys, where does good always triumph over evil? Of course, in fairy tales.
A tale of good and evil. Ju Julia
Once upon a time there lived Good and Evil. They lived as neighbors, on the same street, and even their houses stood next to each other. Good created: it grew beautiful gardens of human souls, it sowed good, eternal things.
Evil destroyed what Good created, leaving behind a scorched, devastated land and empty dead souls.
What is this? - Good lamented, - You build, build, create, create, but Evil will come and destroy everything!
But Good could not do anything, could not help either itself or people.
And Evil also showed all sorts of attention to Good. It happened that he would meet him on the street and pat him on the shoulder: How are you, they say, Good?
Or, it happened, Evil would come to the house of Good and ask to be let in. Dobro asks through the closed door: Why?
And Evil sings sweetly:
Oh, Darling, let me in, I’m cold, I’m sick. Help me, support me.
And take the Good and let the Evil into your house. He treats him to tea and cake, it’s still a pity. The guest will eat, warm up, and, leaving, take a bite - and take a bite from the hospitable hostess. Yes, and he will go to himself without thanking him for the warmth. And the housewife is bleeding, crying from pain and injustice, but she can’t do anything - after all, she let her into the house.
One day Evil again came to the house of Good. And he knocks on the door.
What do you want? - asked Good.
Let me in, Darling, I really want to have a heart-to-heart talk.
“No, Evil, your visits cost me too much,” Good answered and did not open the door.
Evil got angry, spun and spun in one place, releasing its most terrible weapon - the Monster that Destroys and Incinerates Everything Around. And Evil unleashed this Monster on the house of Good. And he swooped in and destroyed the house to the ground, and shredded the Good itself and tore it into small pieces.
And the earth became scorched all around, and there was not a flower, not a bug, or anything living on it. And it seemed that Life on Earth had ended.
Suddenly, in the place where the house of Good stood, a small blade of grass began to break through the ashes. And Good was reborn, and realized that it was impossible to live like this anymore, that it was impossible to let Evil into your world.
And Good built a new beautiful house, and revived gardens on earth and in the hearts of people.
But Evil did not have to wait long. It came again and sang sweetly:
Darling, how glad I am that you are alive and well. Let me in, let's chat, drink some tea.
But Good closed all the windows and doors, and did not even answer Evil.
Evil got angry again, spun and spun, but this time he could not release his Monster, instead he rose in a whirlwind of ash and disappeared into the air.
Now we will correctly connect the beginning and ending of proverbs.
(On the board):
Hello... (good answer).
About a good deed... (speak boldly).
Life is given for... (good deeds).
Learn good things... (bad things will not come to mind).
Without good deeds... (no good name).
It is bad for him... (who does no good to anyone).
Good deeds... (beautify a person).
By the path of evil... (they do not reach good)
You will spend an hour in goodness... (you will forget all the grief).
He who lives in goodness... (he walks in silver).
The dashing is remembered, but the good... (the century will not be forgotten).
To offend the poor... (not to wish well for oneself).
3. Summary
If you are ready to change, then you can do it now and become kinder. To do this, it is enough to stop harming someone, being angry with someone, being offended or afraid. To do this, it is enough to realize this and you can change. Our conscience, the incorruptible judge who is inside us, who feels what is really good and what is bad, can help us. And if conscience objects to some action, then we must refuse it, no matter what benefits it promises.
On this good note we end our class hour. What impressions do you have after today's conversation? What did you like? What upset you? Has anything changed in you after today's class?
Literature:
Bozhovich L.I., Konnikova T.E. Moral formation of a schoolchild’s personality in a team. - M., 1987
Dal V.I. Explanatory dictionary of the living Great Russian language.
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