Mokinių vertybinių nuostatų ugdymas filosofine samprata integruojant populiariąją muziką

Abstract

The present article is devoted to discussion on the philosophic specificity of a conception related to developing junior school age learners’ moral value attitudes through integration of popular music: the significance of the conception is grounded in the context of different conceptual approaches to educational philosophy, and interrelations between school learner musical activities and development of moral value attitudes as well as possibilities of improvement in the field are discussed on the basis of the research performed. The issue of moral values transfuses all the other spheres of activity in the contemporary world, starting with pre-school education and finishing with lifelong learning. Moral value attitudes are named as priority goals in various strategic documents and reflect the newly emerged challenges to education, i.e., the rapid changing of our country’s social and economic life as well as the expanding possibilities to implement educational innovations. The contemporary society treats pre-school education of children as a key priority sphere of educational policies. When accomplished successfully and in a quality way, this phase of education ensures disclosure of a personality and forms preconditions for further lifelong learning. Primary musical education presented in attractive forms of activity may help foster development of school learner moral value attitudes, abilities, knowledge and understanding as an integral process. Depending on the values that satisfy a person’s needs, moral value attitudes gain development, and they are interpreted as an integral part of competences, as the inner relationship with moral values presupposes subordination of a person’s all powers and allows giving sense to interrelationships, activities and future visions in the dimension of moral values