Moral and spiritual development of a person: forms, stages, components

The period in which we live is a time of changing values. Not so long ago, in the 90s, our country experienced both important positive changes and negative phenomena that turned out to be inevitable during the period of socio-political transformations. The phenomena had a negative impact on the morality of society, the self-awareness of citizens, and people’s attitude towards man, society, and work.

When value orientations changed, the spiritual unity of society was disrupted, the priorities of the younger generation changed, the values ​​of the older generation were lost and destroyed, and moral attitudes and moral standards were deformed.

Note 1

Education plays a key role in the spiritual and moral development of society. It is this that strengthens and increases the level of a person’s trust in society, the state, and the future of the country.

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In the family, as a rule, the initial values ​​of the individual are formed, then this happens in groups, in the field of mass media, art, creativity, etc. Consistent and deeply moral development occurs in the educational sphere, where the education and development of the individual is ensured by the way of school life.

The Russian school is the most important factor that ensures the modernization of society. For students, the school should focus on spiritual, cultural, civic and intellectual life. If children treat school as a social institution, then this is an indicator of the moral and value state of society.

What is spiritual and moral education?

The concept we are considering does not have a clear definition. But based on its content, we can say that the spiritual development of a person is the sphere of non-corporeal education, daily work aimed at acquiring knowledge, skills, faith, and a sense of beauty. The result of such development can be both material (artistic works) and immaterial (music, philosophy, religion).

Moral education involves the development in the individual of the moral values ​​of humanity.

Spiritual and moral development takes the following forms:

• religion;
• morality;
• policy;
• right;
• philosophy;
• art;
• the science.

Concept of moral development

The concept of moral development of the individual was developed in accordance with the Constitution of the Russian Federation and the Law of the Russian Federation “On Education”. The concept is a value-normative basis for the interaction of educational institutions with other social institutions. The purpose of this interaction is to jointly provide conditions for the moral development of students.

Finished works on a similar topic

Course work Concepts of moral development of personality 460 ₽ Abstract Concepts of moral development of personality 240 ₽ Examination Concepts of moral development of personality 210 ₽

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Educational institutions (EIs) are called upon to educate citizens of their country, to reveal talents and abilities, and to prepare them for life in the world. It should be noted that educational institutions must interact with students’ families, based on national traditions.

The main goal of modern education is education, social and pedagogical support for the development of a highly moral, competent, creative citizen. Training should provide:

• Ability for spiritual development, self-improvement, responsible behavior;
• Strengthening morality;
• Formation of moral and ethical standards for certain behavior;
• Education of conscience, the ability to formulate one’s own moral obligations;
• Ability to realize creative potential;
• The ability to express and defend one’s position, critically evaluate one’s own thoughts and actions;
• Determination and perseverance;
• Hard work, optimism, frugality;
• Awareness of the value of human life, counteracting factors that pose a threat to life.

Religious education

When a person hears the concept of “spiritual development,” the first thing he thinks about is religion. This is natural, since from childhood a person is instilled with the dogma that the spirit is God’s creation. And religious education is completely based on the scriptures. Despite differences in history, forms of worship, traditions and customs, all three monotheistic religions preach the same thing - the principle of monotheism and following God's word.

Religious spiritual development begins with the personal example of parents - if adults follow religious dogmas, then the child will follow their example. But sometimes this is not enough for a child, and he demands an explanation. Then you can tell him that this or that action is permitted or prohibited by God, and He rewards for good deeds pleasing to Him, and He punishes for bad deeds. In addition to explanations, the following means of religious education will help:

• joint reading and discussion of religious literature;
• visiting places of worship;
• observing fasting and holy days;
• celebration of religious holidays.

If a child goes to school, then regular and religious schools come to the aid of parents. In the regular school they teach the subject “Fundamentals of Religious Cultures and Secular Ethics,” which is divided into 6 areas:

• foundations of world religions;
• secular ethics;
• Orthodoxy;
• Judaism;
• Islam;
• Buddhism.

The main feature of religious education is that parents can choose for themselves in which direction to raise their child, since the course was developed by a group of scientists of different faiths.

In religious studies, in addition to the basics, you can study the Holy Scriptures and get to know your religion better.

Moral education

Ideas, principles, laws, norms and rules of behavior in society are components of moral education. In short, it is based on the development of the following qualities:

• feelings of kindness;
• helping one's neighbor;
• feelings of sympathy;
• the need to follow human morality.

To do this, you need to accustom the child to moral standards, form his positive moral experience, direct his behavior, feelings and consciousness towards the realization of moral values ​​and form the moral character of the individual.

In this case, a child, teenager or adult is the object of moral education, and the family, school and other public organizations influence him. But conscious self-education is also possible, when a person himself forms activities aimed at improving moral qualities and the formation of habits and behavior in accordance with the ideals accepted in society. In this case, techniques such as self-esteem, self-order, self-hypnosis, self-correction, self-regulation, self-approval and self-punishment are used.

The development of morality in the works of domestic and foreign scientists

Olga Yandaeva

The development of morality in the works of domestic and foreign scientists

The development of morality in the works of domestic and foreign scientists

One of the pressing issues of modern pedagogy and psychology of preschool age is the question of the moral development of the younger generation. Moral is the most important task of many preschool education programs. However, with all their diversity, psychologists note an increase in children's aggressiveness, cruelty, emotional deafness, isolation in themselves and their own interests. Many foreign and domestic psychologists studied the factors that determine the moral development of an individual .

Most researchers identify the moral sphere of personality as a specific system. The moral sphere of the individual is characterized by a system of concepts, among which the central place belongs to such as moral needs , moral beliefs , habits and actions, feelings and relationships.

In foreign psychology, there are three most developed psychological directions within which moral development . In the psychodynamic approach (Freud Z., Klein M., Freud A. et al.)

the formation of
morality is considered inextricably linked with the process of formation of such a mental structure as the “Super-I”
.
Within the framework of the behavioral direction (B.F. Skinner, A. Bandura),
when studying problems
of moral behavior, a large role is given to the influence of external environmental factors with a minimal importance of internal mental processes. Representatives of the cognitive school (J. Piaget, L. Kohlberg, Walker, etc.)
consider the problem
of moral consciousness in its inextricable connection with the development of intelligence and the formation of moral beliefs .
L. made a significant contribution to . Kohlberg, who developed the cognitive-evolutionary approach to children's moral development . L. Kohlberg's theory is based on J. Piaget's idea of ​​the existence of a close relationship between the stages of mental development and the stages of a child's moral development . L. Kohlberg and his followers made a number of important conclusions regarding the moral development of children :

1. The development of children's moral judgments can be influenced by adults, including teachers.

2. Movement from one level to another, higher one, occurs naturally over several years, but this process can be accelerated.

3. Under favorable conditions, the moral development of children becomes irreversible, that is, moral degradation becomes impossible.

4. The effective moral growth of children is ensured by a number of circumstances: the presence of situations of moral choice, a change in social roles, and the use in practice of acquired moral and ethical knowledge and moral beliefs .

development based on an empathetic orientation towards the needs and requirements, feelings and experiences of another person. Defining it as an empathy approach, K. Gilligan puts forward the principle of caring for other people, based on sympathy and empathy.

In Russian psychology, N. studied the development of morality . A. Vetlugina, R. R. Kalinina, S. N. Karpova and others. Theoretical study of the definitions of “ morality ”

,
“
moral consciousness ” is most fully illuminated in the works of B. S. Bratus, L. N. Antilogova, V. V. Znakov, A. A. Andrushkevich, F. E. Vasilyuk and other authors.

For quite a long time , the elementalist approach dominated Russian of moral consciousness . Thus, a number of authors (O. G. Drobnitsky, A. I. Raev, O. S. Bogdanova, N. A. Menchinskaya, V. E. Chudnovsky, etc.) attached great importance to the assimilation of moral norms and rules the development of morality According to O. G. Drobnitsky, only knowledge of how to do it correctly can be the basis for the formation of a person’s morality .

Other researchers (M. G. Yanov, A. G. Kovalev, A. A. Zaporozhets, I. M. Yakobson, V. N. Kosyrev, T. A. Markova, B. I. Dodonov, N. A. Kornienko etc.) attached great importance to moral feelings . These authors believe that only by forming an appropriate emotional attitude towards moral norms can one form the correct values ​​and ideas about morality .

The third group of researchers (S. L. Rubinshtein, A. N. Leontiev, M. S. Neimark, V. I. Selivanov, G. I. Moreva, D. I. Feldshtein, L. M. Fridman, E. O. Smirnova, V.M. Kholmogorov, etc.) placed the main emphasis on studying the motivation of moral behavior . At the same time, within the framework of this direction, there were debates about what behavior should be considered truly moral : a moral act on an unconscious basis, or conscious moral behavior .

Considering the problem of moral formation of personality, L. I. Bozhovich proves that it is not an isolated process, but is associated with social and mental development . According to the author, there are two points of view on the process of formation of moral norms of behavior , which is understood, firstly, as the result of the internalization of externally given forms of thinking and behavior and their transformation into internal mental processes; secondly, as consistent (natural)

the transformation of some qualitatively unique forms
of moral development into others , more perfect ones.
Research in the field of the formation of moral feelings in Russian psychology can be conditionally divided into two different and actually non-overlapping areas.

The first direction can be called normative-oriented. Researchers emphasize that moral feelings are not given to a person from birth, they are acquired by the individual in the process of his social development . Moral and moral development of the individual , therefore, is the process of a child’s assimilation of the norms and rules of social behavior in conditions of active communication and joint activities.

the assimilation and appropriation (transformation into one’s own)
of moral feelings as the main condition and source of the child’s ethical development .
In normative-oriented research, the leading role belongs to moral self-regulation . Moral regulation of human behavior includes a person’s demands on himself. It is important for him to be good and not to be bad, that is, to evaluate his actions and behave accordingly. Thus, the assessment to which a moral act must be self-esteem.

The second direction can be called emotionally oriented. Researchers put in first place not the assimilation of norms of behavior and not the formation of moral ideas , but first of all the development of emotions and moral feelings , which include empathy and compassion.

It is worth highlighting the studies devoted to the moral sphere of the personality of a preschooler, S.A. Kozlova (2003, N.A. Kornienko (1998), which reveal the features of the moral development and education of preschoolers under the influence of the surrounding social reality; show that the moral development of the individual is conditioned by comprehension and emotional acceptance of moral norms , moral self-esteem, moral qualities ... They emphasize the importance of the transition of external moral norms and assessments into an internal regulator of behavior, and their implementation in the relationship of the individual with his environment.

developmental psychology, the aspect of moral development in ontogenesis is highlighted and its external and internal determinants are shown (L. I. Bozhovich, T. D. Martsinkovskaya, V. S. Mukhina, etc.)

.
J. Piaget, L. Kohlberg and others developed the first concepts of moral and spiritual development in childhood . Research by V. A. Gorbacheva, V. G. Shchur, S. G. Yakobson and others enriched the theory of moral development with knowledge about the formation of moral ideas and moral assessments in children.
One of the common approaches to the study of the moral sphere of personality is the functional-substantive approach, according to which a number of personality spheres can be distinguished: intellectual, emotional-volitional, behavioral, motivational-need, and others. Noting that the moral and ethical principle in a person is complex, V.D. Shadrikov speaks about the possibility of not only an integrated approach to this problem, but also about the necessary role of psychology, among other things.

Morality forms the elementary cell of humanity, underlying the human psyche, in the psychology of the individual himself. In the broadest sense of the word, morality is a set of customs, mores , relationships between people, which are determined by the economic structure and are considered as a system consisting of moral relations , moral consciousness and moral activity .

In the narrow sense of the word, morality is a complex , comprehensive personal formation that includes the consciousness and implementation of moral laws accepted in society, norms and rules of behavior, relationships between people and their moral experiences. It determines a person’s moral choice in every situation of his life. Therefore, moral beliefs , principles and norms form the basis of the emerging personality.

Thus, the research conducted has significantly enriched the understanding of the genesis of moral development in preschool age, the content and characteristics of individual components of the moral sphere (moral consciousness, feelings, experiences, behavior, etc.), but a holistic theory of the development of the moral sphere of a preschooler’s personality has not yet been developed.

Existing interpretations of moral consciousness indicate the fragmentation of this definition; in our work we will adhere to the definition of S. A. Kozlova and N. A. Kornienko: the moral development of an individual is conditioned by the comprehension and emotional acceptance of moral norms , moral self-esteem, and moral qualities .

Political education

Political education is a purposeful and systematic influence on the consciousness of an individual with one goal - to form certain political qualities.

Its main tasks are:

• rooting in the consciousness and behavior of values, norms, orientations and models accepted in a given society;
• the spread of a certain type of political culture.

The content of political education includes:

• The rational component is the transfer of basic political information, the formation of a system of knowledge about the political system. The rational component is implemented through school and university education and the government-controlled media.
• The emotional component is the formation of a certain attitude towards political objects and phenomena. It is closely related to a person's strong preference for politics. The emotional component is realized through such means as ceremonial parades, demonstrations, processions, celebrations, presentation of passports, party cards and awards.

Improving human morality - arguments for and against

Improving people's morality is a long process that can last a lifetime. The system of internal and spiritual qualities is corrected, the basis is honor, goodness, justice in relation to the surrounding world. Why improving morality is important:

• Improving morality, an example of which can be seen in many works of famous writers, helps a person come to an understanding with himself;
• Having stable ideals allows you to clearly define your life path, identify priorities, and goals. A person identifies aspects that can make him truly happy;
• The individual’s task is to seek harmony with the surrounding world. In the process of improving moral qualities, a person finds like-minded people, family, and friends.

The only argument against improvement is the possibility of disappointment in the people around you. Trying to act for the benefit of others, the heroes of many novels encountered ingratitude, betrayal, and betrayal.

Legal education

Related to political education is legal education, which is understood as the purposeful activity of government agencies and society, influencing the legal consciousness, culture and behavior of people to follow the law and its norms.

Thanks to legal education, citizens develop confidence and independence in the legal sphere. This stimulates the legal activity of individual citizens, which involves conscious, proactive, social, moral and responsible behavior.

Legal education includes the following elements:

• legal experience of the society;
• pedagogical and psychological methods of influencing citizens (personal example, persuasion, encouragement, punishment, coercion);
• forms of education - the external and behavioral aspects of the relationship between the state and the population.

Legal education is carried out with the participation of schools, universities, the media, legal education and self-education.

Basic theories of moral development in the family

1. Jean Piaget's theory of moral development

According to the Swiss psychologist J. Piaget, who purposefully studied the characteristics of child development, there are two periods of moral development of children in the family.

• The first period lasts from birth to seven years. It's called heteronomy. Characterized by the imposition of moral principles on a child.
• The second period is after seven years, called autonomy.

J. Piaget believed that cognitive abilities influence the development of morality in a child. Therefore, in his works he presented a list of age stages, each of which is characterized by the formation of morality. Let's look at the stages in detail.

Sensorimotor stage (up to 2 years):

• the development of motor skills is the ability through which understanding of the world around us occurs;
• the child learns about the world through physical interaction: observes objects, takes them in his hands, examines them closely;
• the baby has an awareness of the “permanence of objects,” in other words, that objects exist even in those moments when he does not visually see, hear, or touch them.

Philosophical education

Despite the fact that philosophy is a difficult science for children to understand, it is still the child who asks the first serious questions about existence, the universe and the meaning of life. This is due to the fact that the baby is not yet bound by stereotypes and does not know philosophical concepts, and the adult, due to his knowledge, is embarrassed or afraid to ask any questions. Because of the purity of consciousness, the child is freed from embarrassment and fear.

A child, and later a teenager, needs to be explained in simple language such philosophical categories as matter, movement, space, consciousness, time, freedom, ideal, truth, goodness, justice, morality, reason.

Features of moral development of young children

At an early age, children begin the process of moral personal development, which

• cognitive (information) aspect – knowledge and ideas about moral concepts, standards, norms, rules, personal moral qualities;
• emotional and motivational aspect - moral feelings, social and moral emotions, moral motives and preferences, moral assessment and self-esteem;
• behavioral aspect - moral actions and deeds, moral habits, i.e. implementation of moral norms and requirements.

The interrelation of cognitive, affective and behavioral components in the personal sphere determines the unity of moral consciousness and behavior . These components only begin to form at an early age. This is facilitated by children’s desire to collaborate with adults and their high imitation.

In early childhood, the child begins to understand certain moral rules of behavior . Such an understanding is limited to a specific situation, the framework of the child’s visual and effective thinking. Understanding the rules and norms of behavior is based on the child’s own experience, when he realizes the negative consequences of breaking the rules and the positive consequences of following them. In this regard, from an early age, an adult must justify the demands put forward, based on specific life situations and the child’s own experience. In children's active vocabulary there are few words denoting moral categories; evaluation and ethical concepts are used: good - bad, good - evil, etc. The concepts “bad” and “good” initially express the attitude of an adult, and the child only remembers and repeats them in similar situations . The content of motivational orientation from the standpoint of moral education is still poorly developed.

The development of the emotional component of a child’s morality is associated with the formation of intelligence, his mental activity, and a system of knowledge about encouraged and condemned patterns of behavior. Through this, the child gradually has the opportunity to evaluate his behavior and prepare to perceive the upcoming assessment of his activities by adults. A child’s moral emotions are manifested and strengthened in the process of observing specific actions and deeds of a person. For the moral development of a child, an organic connection between knowledge (moral concepts) and moral assessments of behavior (good - bad) is necessary. The formation of only knowledge about the moral qualities of people cannot ensure the emergence of corresponding moral feelings and emotions in a child; they appear in him as an expression of his own attitude to a certain human act, based on existing needs, a set of knowledge and experiences. The role of an adult in the moral development of children is that he teaches the child to evaluate actions and evokes in him an appropriate emotional attitude towards what is currently happening in a particular situation. Fixed in the child’s mind, such assessments begin to express his positive or negative attitude towards himself and the actions of others.

The increasing complexity of a child’s activities and his increasing independence lead to the need to introduce more complex moral rules of behavior. By obeying these rules, the child learns to regulate his actions. Compliance with moral norms and rules is not of independent importance for children, but is a means of maintaining positive contacts with adults and receiving a positive assessment from adults. The need for a positive assessment from an adult encourages the child to act in accordance with the rules.

Early age corresponds The stages corresponding to the premoral level are:

• obedience of a child to avoid punishment;
• the conditioning of actions by selfish considerations of mutual benefit (obedience in exchange for receiving some specific benefits and rewards);
• the conditioning of actions by the desire for approval from “significant others” and shame before their condemnation.

This does not mean that the child, under the influence of these motivating factors, systematically controls his behavior. It is very difficult for young children to resist immediately gratifying a momentary desire and even more difficult to perform an unattractive action at the suggestion of an adult. When performing uninteresting tasks for an adult, children either change them or get distracted and do not complete the task.

The formation of moral habits and actions is formed gradually; if an adult consciously puts forward systematic, consistent and motivated requirements, checks their implementation, then the implementation of such rules becomes habitual for the child. The child quickly reacts to the usual rules. Gradually, discipline, organization, and the need to follow the rules are formed, which contributes to the assimilation of more complex rules of behavior and the formation of moral qualities of the individual. The formation of moral habits in early childhood occurs in everyday activities, when an adult shows a model of behavior and requires the child to follow this model, first in joint activities with him, and then in independent activities.

Case Study

Maxim M., 2 years 8 months. His mother tries to ensure that her son sees manifestations of compassion and care among family members towards each other. “Don’t make noise, dad is tired, he’s sleeping. Don’t wake up dad,” mom says in a whisper. Maxim, imitating her, begins to behave quietly and, if one of the adults accidentally forgets, he himself will remind: “Nezya, daddy is drinking.”

In general, a young child is characterized by spontaneous morality. The child performs positive actions at the request of an adult and most often does not identify them as such. Without control and evaluation from an adult, the child acts situationally and impulsively, and therefore often breaks the rules. The moral behavior of young children is closely related to a positive emotional attitude towards the object at which it is directed. A child is more likely to do a good deed towards an adult or child whom he treats well. A positive emotional state, sympathy and goodwill towards other people and animals are the basis for moral manifestations.

Thus, the moral development of a young child occurs on the basis of presenting a system of demands to adults and teaching them to fulfill them. This is facilitated by children’s desire to establish and maintain positive contacts with adults. Based on imitation of adults’ assessments, the first value judgments are formed, which are then transformed into the child’s own attitude towards himself and other people. However, situational and impulsive behavior often leads to violation of requirements and prohibitions. The moral manifestations of a child depend on the emotional attitude towards an object and arise spontaneously, unconsciously, when prompted by an adult or in a specific situation.

Cultivating a sense of beauty

With the words “spiritual development,” along with religion, art also evokes a clear association. The formation process can be divided into 4 stages:

• impression;
• sensory-emotional experience;
• knowledge;
• grade.

These same criteria constitute the main content of the feeling of beauty.

Experiences can be gained through reading fiction, watching films, listening to concerts, visiting exhibitions and museums. Art consists not only of beauty, but of other categories of aesthetics - ugliness, sublimity, baseness, tragedy and comedy. A comprehensive perception of all categories of aesthetics allows us to form a sense of beauty.

After viewing, it is important to comment on what you saw, not only from the position of “like or dislike,” but also to justify why, what feelings this or that object evokes. These actions will allow you to accumulate sensory-emotional experience and sensitively perceive reality.

Over time, a person develops favorite works of art, movements and authors. Studying them will allow you to reasonably evaluate what you see. This stage is called knowledge accumulation.

The next stage of development is analysis. The ability to analyze can be developed with the help of reviews from professional critics in magazines, television and radio programs. In this case, you need to compare different points of view, agree or refute them. Over time, you will develop your own point of view.

Discussing with friends is also helpful.

Mental education

Mental education is the formation of a knowledge system based on the fundamentals of science. The system includes the following categories:

• logical thinking;
• memory;
• attention;
• imagination;
• capabilities;
• development of inclination and talent;
• desire to constantly learn new things and improve existing general educational and special knowledge, skills and abilities.

Obtaining this knowledge is achieved through:

• systematic training at school, university and other educational institutions;
• extracurricular, extracurricular and independent work.

The content of mental education depends on the educational program, the profile of professional training and cognitive interests, which presupposes knowledge of specific educational material, facts, terminology, symbols, names, titles, dates, concepts of various types, connections and dependencies between them, as well as methods of their use and understanding places of their application in the system of sciences.

How does personality development occur?

The spiritual development of a child begins in the family with its own style of education, which depends on the requirements of society. At each stage, spiritual development must meet these requirements.

1. Infancy - basic trust in the world in the person of the mother is formed.
2. Age from 1 to 2 years. The child becomes independent, as he walks independently, controls his needs and can express his desires.
3. Age from 2 to 5 years. An important period in a child’s life, which affects the spiritual and moral development and upbringing. At this age, the main position in life is occupied by play, through which the child learns to communicate with the world, gets acquainted with the basics of certain forms of spiritual and moral development - religious, mental, moral. Therefore, it is important to pay special attention to the game.
4. School age. School education comes to the aid of family development, where the child gains new knowledge and skills. During this same period, he may encounter failures at school, which can lead to insecurity. Therefore, it is important to support him during this period and explain that failures are just a reason to become better.
5. Middle and high school. This is a period of self-determination when a teenager is looking for himself and his place in the world. At this time, his philosophical, political and legal development begins, the formation of a sense of beauty moves to the sensory-emotional stage.
6. The period when a person’s spiritual development has reached its fullest, and he has formed the necessary baggage with which he will continue to go through life.
7. The accumulated knowledge helps to find a life partner who is close in spiritual and moral development, a job, and to take care of family and children.
8. The period after 50 years when a person completes spiritual/moral development and rethinks his life through acquired spiritual experience. As a result, he understands that his life is unique, realizes and accepts the logical outcome of life.

What is morality

Morality is an integral characteristic of the individual, which is the cognitive basis for the formation of a morally healthy personality: socially oriented, adequately assessing the situation, having an established set of values. In today's society, the definition of morality is in general use as a synonym for the concept of morality. The etymological features of this concept show its origin from the word “character” - character. The first semantic definition of the concept of morality was published in 1789 - “Dictionary of the Russian Academy”.

The concept of morality combines a certain set of personality qualities of the subject. Above all, it is honesty, kindness, compassion, decency, hard work, generosity, empathy, reliability. Analyzing morality as a personal property, it should be mentioned that everyone is able to bring their own qualities to this concept. For people with different types of professions, morality is formed by a different set of qualities. A soldier must be brave, a fair judge, an altruistic teacher. Based on the formed moral qualities, the directions of behavior of the subject in society are formed. The subjective attitude of the individual plays a significant role in assessing the situation from a moral perspective. Some people perceive civil marriage as absolutely natural; for others it is considered a sin. Based on religious studies, it should be recognized that the concept of morality has retained very little of its true meaning. Modern man's idea of ​​morality is distorted and emasculated.

Morality is a purely individual quality, which allows a person to consciously control his own mental and emotional state, personifying a spiritually and socially formed personality. A moral person is able to determine the golden standard between the self-centered part of himself and sacrifice. Such a subject is capable of forming a socially oriented, value-determined civic consciousness and worldview.

A moral person, when choosing the direction of his actions, acts solely according to his conscience, relying on formed personal values ​​and concepts. For some, the concept of morality is the equivalent of a “ticket to heaven” after death, but in life it is something that does not particularly affect the success of the subject and does not bring any benefit. For this type of people, moral behavior is a way to cleanse the soul of sins, as if covering up their own wrong actions. Man is an unimpeded being in his choice, he has his own course in life. At the same time, society has its own influence and is able to set its own ideals and values.

In fact, morality, as a property necessary for the subject, is extremely important for society. This is, as it were, a guarantee of the preservation of humanity as a species, otherwise, without norms and principles of moral behavior, humanity will eradicate itself. Arbitrariness and gradual degradation are the consequences of the disappearance of morality as a set of principles and values ​​of society as such. The death of a certain nation or ethnic group is most likely if it is headed by an immoral government. Accordingly, the level of living comfort of people depends on developed morality. A protected and prosperous society is one in which values ​​and moral principles are respected, respect and altruism come first.

So, morality is internalized principles and values, based on which a person directs his behavior and performs actions. Morality, being a form of social knowledge and attitudes, regulates human actions through principles and norms. These norms are directly based on the point of view of the impeccable, the categories of good, justice and evil. Based on humanistic values, morality allows the subject to be human.