XI klasės mokinių dorovinių vertybių ugdymo prielaidos dailės pamokose

Abstract

The moral values forms man‘s moral position content and determinate his relationship with other values world. Its distinguish feature to exchange according to realizable humanity (transcendental, sociocentric or athropocentric). Problems of moral values close relate with human education, his valuable orientations development, so most important purpose of moral education is to help for person to search moral values and care its internalization, it is values realizing give meaning and go experience to its. However person couldn’t realize all moral values in development of moral education, because its complex is hardly embraced. That way it is adopting still some values and only some aspects. In age from fourteen to twenty one years in values internalization importance centre is cognitive factors. Therefore person cans deeply realizing values only in adolescence and in early youth. One from possible methods to grow moral values of pupils is the art, because it is one of most properly way to change moral perception of the individual and to develop his ability to make serious moral decisions. The art work‘s moral influence is conditioned various factors: the art work’s content (idea, subject) and form, its artistic value, artist’s intentions and spectator’s personal features. The religious stories taking up special place in structure of moral content of the art work, because the Religion express normative and emotional orientation to its subscribing reality. The Religion sort of lends its expression of the emotional meaning for the art. Its moral aspect is explaining the Christianity’s scriptural stories conveying morality principles of mankind for us: isn’t one of secular moral principle that springs doesn’t in Bible. This work’s author improving three methods of moral education in XI classes’ experimental lessons of art: pupils analyzing art works of moral content after the New Testament’s stories and so learning moral knowledge, then pupils learning to assess the art work’s characters actions and searching ways what to solve moral dilemmas at the time of ethical conversation. After experimental research it emerged that experimental group’s pupils having more sound moral knowledge, they distinguishing more high competence morally to assess action and better can to recognize valuable the art works among penny-a-line works. They frequently embrace valuable the art works what important for them. As a result is believable, that doing experiment more long time, it is possible to reach better results.