The place and role of moral-ecological identity development for a lifelong learning subject

The current documents regulating the content of moral-ethical development and ecological education on different levels of general academic competency are analyzed in the article. The author claims that the development of moral-ecological identity of a lifelong learning subject is a part of educational and developmental components of upbringing for sustainable development and a necessary means for moral-ethical development of a citizen of the Russian Federation. On the basis of theoretical analysis and philosophic-pedagogical reflection, the necessity of personal involvement in moral-ecological education through the identity category is revealed and proved. The terminological comprehension of moral-ecological identity of a lifelong learning subject is presented. The identity of a lifelong learning subject is described through pedagogical concepts, main elements and component composition. The moral-ecological identity of a lifelong learning subject is interpreted as a process and positive result of moral and ecological identity. It is distinguished by the following: a) the need of identification by a personality; b) accumulation of ideas and knowledge of the identification subject; c) acceptance of norms and requirements for a subject as the normative learner centered basis of identification behavior. The structure of moral-ecological identity includes the following components: motivational, cognitive, reflexive, and normative learner centered approach. Presented conclusions are of methodological character and might be used as a guide for the content of ecological education and moral-ethical upbringing in modern Russia.