Pedagogical conditions of moral and ethical education of students of Osh State University College

Moral and ethical education is based on the principles of humanism, democracy and cultural conformity. According to the concepts of V.A. Sukhomlinsky, L.N. Tolstoy, A.S. Makarenko, education should be closely connected with the life of students, taking into account their interests, needs and character traits. In modern conditions, the ideas of the competence approach and the principles of personality-oriented learning also play an important role.

At all stages of educational work there are goals related to certain interests. Education is a system of activities related to the study and promotion of the essence and meaning of spirituality, the implementation of educational work. In any case, the spiritual maturity of society, the formation of a person's personality is achieved through educational activities related to certain goals.

In the spirit of the national spirituality of the Kyrgyz people, our youth has always maintained its position on the world stage - that is, those who deeply understand these sacred feelings, in a word, who are forced to pursue their personal interests in accordance with the interests of the people. If today we are determined to educate our youth as people devoted to their country, our great independence, our place in the world will always be in our hands. It will not be a mistake to say that this is our highest goal. Moreover, the

Law on Education of Kyrgyzstan notes that the educational and educational processes must be inseparable (Article 55), which requires teachers of a high professional level to solve the problems and tasks of moral and ethical education [6].

People who do not have spiritual and moral qualities do not encourage young people to study science, work honestly or acquire professions that benefit people. For this reason, one of the main tasks of the state is the upbringing of the younger generation and providing it with education at all stages of development.

Moral and ethical education has always occupied an important place in the system of educational work of Kyrgyz folk pedagogy. Modern conditions in Kyrgyzstan are characterized by contradictory and complex socio-political processes (terrorism, internal and external migration of the population, aggravation of interpersonal and interethnic relations, loss of spiritual and moral values, etc.). It is very difficult to determine the boundaries of spiritual and moral education. What is the essence of spirituality, morality? This is an eternal philosophical problem that worried the minds of scientists of the East, antiquity, the era of the European Middle Ages and the Renaissance, the Enlightenment, romanticism, etc.

Currently, the search for the essence of spiritual values, their nature has intensified. In domestic pedagogical science, the ideas and ideals of spiritual and moral education are being comprehended [3, p. 173].

It is very important for a young democratic state to define these guidelines. Economic development and prosperity directly depend on the answers to the questions: "What is the meaning and purpose of life?", "What should we strive for?".

Modernization of higher education in the Kyrgyz Republic, due to the requirements of modern society, is associated with increased attention to spiritual and moral education. This issue is emphasized in documents of conceptual and strategic importance: the Constitution of the Kyrgyz Republic, the Law of the Kyrgyz Republic "On Education", the Law of the Kyrgyz Republic "On the Fundamentals of State Youth Policy". On the National Strategy for Sustainable Development of the Kyrgyz Republic for 2013-2017.

The "Concept of Education of Schoolchildren and Students of the Kyrgyz Republic until 20212030", presented by the Ministry of Education and Science of the Kyrgyz Republic in 2014, notes the need to "form moral values and culture in young people" [9].

It is known that the formation of moral qualities in students is a complex process that includes not only the transfer of knowledge, but also the education of such qualities as responsibility, tolerance and respect for other cultures. In this process, not only teachers but also student organizations and the social environment of the educational institution play an important role [2, p. 53]. Currently, the moral and ethical direction plays a very important role in the education of young people, so it is necessary to consider the necessary pedagogical conditions that will allow this direction to become successful within the college.

In general, the following set of pedagogical conditions can be distinguished that contribute to the effectiveness of the process of moral and ethical education of students in an educational organization:

• 1)    Development of youth students;

• 2)    Use of the experience of traditional folk culture, study of the content and symbolism of folk traditions;

• 3)    Use of the potential of the traditions of a professional educational institution;

• 4)    Participation of students in charity events and volunteer activities;

• 5)    Participation of students in the discussion platform of the film club;

• 6)    Identification and specification of the tasks and content of moral and ethical education of students in the context of their future professional activities.

Let us look at them in more detail:

• 1.    The main pedagogical condition is the creation of a student body in college and the interaction of individuals in it. Such collective activity becomes successful with joint educational, work, creative and educational activities. Conducting various events, promotions, thematic classes and volunteer initiatives contributes to the development of a sense of civic and social responsibility in students.

• 2.    Integration of theoretical knowledge and practical skills.

• 3.    The role of teachers as mentors.

• 4.    Integration of moral education into the educational process.

The focus of the activities and goals of any team shape the nature of interactions within the team, since they are built on a single basis. The development of these characteristics in any individual in the team is a criterion for the overall level of development of the student body [3, p. 177].

The pedagogical conditions for moral and ethical education include the integration of theoretical knowledge with practical skills. Students should not only know the norms and rules of conduct, but also be able to apply them in real life. This is achieved through the use of active learning methods, such as case methods, roleplaying games, simulations and group discussions [11, p. 90]. These methods allow students to develop critical thinking and independent decision-making skills. It is also important to include practical classes in the educational process aimed at solving real social and ethical problems.

For example, students can participate in social projects that require them to be responsible and work in a team. This not only contributes to the development of moral qualities, but also forms social activity and involvement in society in students [4, p. 112].

The involvement of students in morally oriented practical activities will be more effective experience of studying traditional folk culture, studying the customs and morals of the peoples inhabiting Kyrgyzstan. One of the areas in the content of moral and ethical education of Kyrgyz students can be the traditions of the peoples of Central Asia. For the effectiveness and implementation of this condition, it is necessary to include the discipline "Culture of Interethnic Communication" in the block of elective disciplines of the curriculum.

Teachers play a key role in the development of moral and ethical values in students. Their task is not just to impart knowledge, but also to be a role model. To achieve this, teachers need to develop such qualities as empathy, tolerance, and respect for the student's personality [5, p. 69]. Teachers must create an atmosphere in which students can freely communicate and share their opinions. In addition, it is important for teachers to regularly update their professional knowledge and working methods. Participation in various pedagogical seminars and trainings will help them master new technologies and approaches to teaching, which in turn will contribute to more effective moral and ethical education of students [5, p. 71].

The implementation of the pedagogical condition is ensured by the active work of curators in groups in the following areas: work with students at the choice of creative student associations, involving students in socially significant activities, conversations with students during class hours.

The use of morally rich material in teaching the humanities and social sciences helps develop students' ability for ethical reflection. During the internship, it was noted that the integration of educational tasks into the educational process is carried out, among other things, through the use of morally rich content in teaching humanitarian and social disciplines. This approach contributes to the formation of students' ability for ethical reflection, the development of moral consciousness and critical thinking in the context of the topics studied [1, p. 164].

For example, in the course of teaching literature as part of pedagogical practice, special attention was paid to the integration of educational elements into the educational process. The use of morally rich literary texts that touch on the themes of good and evil, responsibility, choice, conscience and honor helped develop students' ability for ethical reflection. In particular, when analyzing Charles Dickens' novel Oliver Twist, students considered social and moral problems of Victorian England, such as poverty, injustice, cruelty and moral choice. Discussing the actions of the main characters, their internal struggle and desire for good helped develop students' ethical reflection, empathy, a sense of justice and the ability to critically evaluate life situations [7, p. 295]. Thus, the study of literary material performed not only an educational but also an important educational function.

To summarize the above, we note that moral norms, principles, categories and ideals learned and accepted by a person at a young age express a certain personal attitude towards other people, towards oneself, towards one's work, towards the world around us. The study examined examples of successful practices of moral and ethical education implemented in Osh State University colleges:

• -    holding ethnocultural festivals dedicated to tolerance and interethnic unity;

• -    work of student clubs aimed at developing leadership, responsibility and social activity;

• -    volunteer projects with the participation of students aimed at helping vulnerable groups of the population.

At the present stage, the content of educational work on moral and ethical education in Osh State University colleges is based on the principles of humanism, participation, social compensation, social partnership, unity, mutual responsibility and equal opportunities. Volunteering is very popular in our colleges today.

First-year students of the Financial and Legal College of Osh State University created the Fatiha Charitable Foundation. This foundation was created with the aim of spreading good deeds. The foundation has three areas: financial, social and organizational.

The organizational department assembles a team, collects information about boarding schools and boarding houses. On March 25, 2024, students visited the Borukerdik boarding school in Osh.

In order to identify the priority values of students of OshSU colleges and determine the areas in which moral and ethical education can be most effective, college teachers conducted an anonymous survey among 250 students of three OshSU colleges.

Keyquestion: What values do you consider the most important in life?

The diagram shows the six values most frequently noted by students:

Family - 78%

Honesty - 61%

Education - 52%

Material well-being - 45%

Religiosity - 38%

Tolerance - 30%

The analysis shows that the traditional values - family, honesty and education - remain a priority. However, the relatively low percentage noting tolerance and spirituality indicates the need to strengthen the moral and ethical component in educational work.

These forms of educational work received positive feedback from students and teachers and contributed to the formation of stable moral guidelines in young people.

Based on the above, it can be argued that in order to form harmony of moral values in the minds of students, it is important to implement the following tasks:

• -    instill in young people not only secular knowledge, but also the noble values of cultural knowledge;

• -    enrichment of customs, traditions and rituals based on universal values, with new values formed during the period of globalization;

• -    holding events together with families and educational institutions to analyze the importance of moral values in society, explaining to young people that life itself is the greatest value.

Moral and ethical education of students in Osh State University colleges requires a systematic, purposeful and creative approach. Given the challenges of the time, active forms of interaction with young people, professionalism of teachers and focus on the cultural values of Kyrgyz society play a special role. Only in this case is it possible to educate a highly moral, responsible person, capable of living and acting in the conditions of modern reality.