doi: 10.18503/2658-3186-2025-9-2-06-13
Abstract. The formation of future educational psychologists’ orientation towards the most significant spiritual and moral values in personal, social and professional terms today is one of the most important tasks of their professional training at the university, since these values are one of the starting mechanisms of human life, an indicator of a human’s activity and spirituality, a stable basis for discerning behavior. The focus on spiritual and moral values determines the richness of a person's inner world and, stimulates his desire for a high ideal and spiritual growth. The purpose of this article is to draw attention to the spiritual and moral values that are professionally significant for teachers of psychology and to reveal the ways in which university students are oriented towards these values by means of psychological disciplines. The research is based on axiological, systemic and activity-based approaches, the idea to see personality as the highest value, which serves as a basis for individual education and training at all levels of education. The results of the study give grounds to conclude that a steady increase in the level of the spiritual sphere development of future psychological teachers’ personality is ensured through the organization of their professional training based on an axiological approach. The novelty and significance of the study consists in identifying the content of the concept on “orientation of future educational psychologists’ personality towards spiritual and moral values”, manifested in all directions of human activities, as well as in developing and theoretically substantiating pedagogical conditions for formation of their orientation towards spiritual and moral values by highlighting the core of spiritual values which are the most significant in social professional and personal ways for educational psychologist’s work.
Keywords: educational psychologists, spiritual and moral values, personality orientation, psychological disciplines
Information about the author:
Nurmukhametov D. S., Methodologist of the Department of Education of the Sibai city Administration of the Republic of Bashkortostan. Municipal Coordinator for work with gifted children.
References
1. Berdyaev N. A. O naznachenii cheloveka, Moscow, Respublika, 1993, 383 p.
2. Bulgakov S. N. Svet vechernii, Moscow, Prosveshchenie, 1994, 414 p.
3. Leont'ev D. A. Ot sotsial'nykh tsennostei k lichnostnym : sotsiogenez i fenomenologiya tsennostnoi re-gulyatsii deyatel'nosti, Vestnik Moskovskogo universiteta = Lomonosov World Politics Journal, 1996, no. 4. pp. 35–44. (In Russ.).
4. Rozanov V. V. Tsel' chelovecheskoi zhizni. Smysl zhizni: antologiya, Moscow, Press-Kul'tura, 1994, 529 p.
5. Tugarinov V. P. O tsennostyakh zhizni i kul'tury, Leningrad, Leningradskii universitet, 1960, 156 p.
6. Medvedev A. V. Iskusstvo kak forma sotsial'nogo ehksperimenta, Chelovek v mire kul'tury, 2012, no. 2, https://cyberleninka.ru/article/n/iskusstvo-kak-forma-sotsialnogo-eksperimenta">URL:https://cyberleninka.ru/article/n/iskusstvo-kak-forma-sotsialnogo-eksperimenta (accessed 20 December 2024). (In Russ.).
7. Simonov P. V., Ershov P. M., Vyazemskii Yu. P. Proiskhozhdenie dukhovnosti, Moscow, Nauka, 1989, 352 p.
8. Shardakov M. N. Ocherki psikhologii shkol'nika, Moscow, Uchpedgiz, 1955, 264 p.
9. Anisimov S. F. Dukhovnye tsennosti: proizvodstvo i potreblenie, Moscow, Mysl', 1998, 256 p.
10. Arkhangel'skii L. M. Tsennostnye orientatsii i nravstvennoe razvitie lichnosti, Moscow, Pedagogika, 1978. 64 p.
11. Kagan M. S. Chelovecheskaya deyatel'nost' : opyt sistemnogo analiza, Moscow, Politizdat, 1974, 398 p.
12. Myasishchev V. N. Problema potrebnostei v sisteme psikhologii, Uchenye zapiski LGU = Scientific notes of P. F. Lesgaft University, 1957, no. 244, pp 3–23. (In Russ.).
13. Rubinshtein S. L. Osnovy obshchei psikhologii, Saint Petersburg, Piter, 1999, 720 p.
14. Karakovskii V. A. Stat' chelovekom: obshchechelovecheskie tsennosti – osnova uchebno-vospitatel'nogo protsessa, Moscow, Tvorcheskaya pedagogika, 1993, 80 p.
15. Sharov Yu. V. O sushchnosti, spetsifike i klassifikatsii dukhovnykh potrebnostei, Problemy formirovaniya sotsiogennykh potrebnostei, mater. I Vsesoyuzn. konferentsii, Tbilisi, 1974, pp. 47–49.
16. Kir'yakova, A. V. Orientatsiya lichnosti v mire tsennostei, Shag v nauku = Step into science, 2018, no. 1, pp. 5–15. (In Russ.).
17. Platonov G. V., Kosichev A. D. Problema dukhovnosti lichnosti (sostav, tipy, naznachenie), Vestnik MGU = Lomonosov World Politics Journal, Seriya 7: Filosofiya, 1998, no. 3, pp. 27–38. (In Russ.).
18. Shchurkova N. E. Tsennostnye otnosheniya, Vospitanie shkol'nikov, 1999, no. 3, pp. 17–22. (In Russ.).
19.Artamonova E. I. Filosofsko-pedagogicheskie osnovy formirovaniya dukhovnoi kul'tury uchitelya : avtoref. dis. ... d-ra ped. nauk, Moscow, 2000, 39 p.
20. Kosichev A. D. Platonov G. Dukhovnost' i problema vospitaniya, Vysshee obrazovanie v Rossii = Higher Education in Russia, 1998, no. 1, pp. 124–127. (In Russ.).
21. Pryanikova V. G., Pryanikova V. G., Ravkin Z. I. Problemy formirovaniya dukhovnosti lichnosti v peda-gogicheskoi teorii i praktike (konets XIX–90-e gody XX veka), Nauka, tezisy dokladov na 34-i sessii nauch-nogo soveta po problemam istorii i obrazovaniya i pedagogicheskoi mysli, Moscow, RAO, 2000, 199 p.
22. Afanas'eva I. G. Sotsialisticheskie tsennosti i tsennostnye orientiry lichnosti, Moscow, MGU, 1986, 57 p.
23. Slastenin V. A., Mishchenko A. I. Professional'no-pedagogicheskaya podgotovka sovremennogo uchitelya, Sovetskaya pedagogika = Pedagogy, 1991, no. 10, pp. 79–84. (In Russ.).
24. Ehtnotolerantnost' podrostka: vospitanie v sem'e i shkole slovar' / [Aksenova A. YU. i dr. ; pod obshch. red. d. p. n., prof. A.G. Kozlovoi], Saint Petersburg, Rech', 2007, 329 p.
For citation: Nurmukhametov D. S. Formation of Future Educational Psychologists’ Orientation to Spiritual and Moral Values: Problem Statement, Gumanitarno-pedagogicheskie issledovaniya = Humanitarian and pedagogical Research, 2025, vol. 9, no. 2, pp. 6–13. (In Russ.), doi: 10.18503/2658-3186-2025-9-2-06-13.