Volume 04 Issue 12-2024
211
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
211-215
OCLC
–
1368736135
A
BSTRACT
The article examines the issues of spiritual education, the formation of culture and values in the family. Its
role in strengthening moral principles and stability in society is shown.
K
EYWORDS
Family, society, culture, education, morality, humanism.
I
NTRODUCTION
As is known, the family is at the origins of the
formation of a person. It plays the role of the first
social institution that participates in the
reproduction of moral values in society.
Therefore, it is no coincidence that the President
of the Republic of Uzbekistan Sh. M. Mirziyoyev
stated in his lectures: “Family is a fortress of love
and happiness. When there is a family, there is a
priceless blessing called a child, there is human
dignity and spirituality. Family happiness is the
greatest happiness.” In the family, a whole range
of high spiritual needs is satisfied - in love,
motherhood,
cultural
and
emotional
communication. In this regard, the role and
importance of education in general, spiritual
culture and spiritual values in particular increase.
In our opinion, the propaganda of “mass culture”,
bordering on immorality, is designed for a person
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Research Article
SPIRITUAL EDUCATION IN THE FAMILY
Submission Date:
December 12,
2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-32
Davronova Dildora Saidovna
Associate Professor, Department of Pedagogy and Psychology, Uzbek State University of World Languages,
Doctor of Philosophy in Educational Sciences (Doctor of Philosophy), Uzbekistan
Volume 04 Issue 12-2024
212
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
211-215
OCLC
–
1368736135
who lives in an alienated world. The goal of such
"mass culture" is to completely standardize a
person, turn him into a pliable conformist, forever
wean him off independent thinking and make him
a walking bearer of stereotypes and cliches of a
way of life unacceptable to us. The formation of
spiritual and moral values is the most important
task of the formation of the personality, the
assimilation of moral principles developed by
previous generations. Morality and commitment
to its principles are not inherited. Each person is
called upon to independently undergo the
process of moral education, but he cannot become
a moral person by himself. This is possible only in
the family, in educational, work and military
associations, in communication, etc. Where does
a person's introduction to morality and its
principles begin? Where is the personality
formed? In the family. It is in the family that
people's views and attitudes to life are formed. At
the state level, it should be treated as the most
important value. Many thinkers of the past saw
the meaning of human existence in work. Thus,
the great humanist Nizami wrote that we came to
this world for the sake of work, and not for the
sake of empty talk. The thinker compared
working people who create life's blessings to
honey bees [1] The French writer and
philosopher-educator Voltaire wrote: "To live is
to work. Work is a person" [2] In this regard, the
task of social responsibility of parents is
actualized. In our opinion, social responsibility of
a parent is a conscious fulfillment of social
requirements imposed on his activities aimed at
raising children in the spirit of universal, moral
principles, preparing them for an independent
working life, the ability to foresee the result of this
activity and bear responsibility for it. Social
responsibility requires that a parent cultivate
love and respect for a person. As R. Abdulatipov
writes: "A person who has not learned to love
others will not learn to love himself. Only by
limiting love for oneself can one learn to love
others" [3] The foundations of personality
development, physical, moral and spiritual health
are laid in the family. It is in the family that such
vital qualities as love for people around, social
orientation towards another person, which
implies understanding and acceptance of the
motivation of people around, taking into account
their interests, responsiveness and emotional
empathy, are formed. In the family, a child gains
his first experience, masters knowledge, behavior
patterns, normative and value concepts. In the
family, he gets acquainted with customs and
traditions that are perceived by his parents and
representatives of the older generation as
something
self-evident.
The
ideological
convictions and attitudes of adults are manifested
in their everyday reasoning and actions.
Life confirms that success in forming spiritual and
moral values in the family depends on how
pedagogically appropriate and pedagogically
competent the educational efforts of adults are,
how much they correspond to the general tone of
family life, the behavior of adults, how much the
models of moral behavior cultivated in the family
correspond to real moral models, the bearers of
which are adults, and how much these models
correspond to generally accepted social models. It
is known that even the highest pedagogical
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
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Pages:
211-215
OCLC
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1368736135
culture of adults can be powerless if parents want
to form moral qualities in a child, the bearers of
which they themselves are not. The current
problems of raising children in the family are
acutely felt in our days, when the role of the family
in the spiritual and moral development of the
individual is objectively increasing. Spiritual and
moral education of a child is always relevant and
important. The basis of spiritual and moral
education is the spiritual culture of the
environment in which the child lives and where
his formation and development takes place. The
spirit that reigns in the family, the spirit by which
parents and people who make up the child's
immediate social environment live, turns out to
be decisive in the development of the child's
spiritual and moral education. The penetration of
violence into family life will lead to its destruction
as one of the significant values of society, the
degradation of intra-family values, to the growth
of child homelessness, to the involvement of
minors in alcohol and drug use, and in criminal
activity. Family traditions play a great role in the
formation of spiritual and moral qualities of
young people. It is known that a prosperous
family with humanism is characterized by the
following moral values: love, mutual assistance,
responsibility for one's actions, and goodwill.
These moral values have been formed over
centuries in the lives of many generations of many
nationalities. And the task of the state, its legal
and social structures, and work collectives is to
help families preserve their humanistic potential,
protect them from hostility and national hostility.
The fundamental basic category of moral
education is the concept of moral feeling - a
constant emotional sensation, experience of real
moral relationships and interactions. Morality for
a child is, first of all, a living feeling, a real state. A
constituent element of moral feeling is moral
consciousness - this is an active process of
reflection by a child of his moral relationships,
states. It presupposes knowledge of moral
principles, norms and, at the same time, constant
awareness and understanding of his moral
position in society, moral state, sensation, feeling.
Moral feelings, consciousness and thinking are
the basis and stimulus for the manifestation of
moral will. In life practice, especially in extreme
conditions, all of the above components are
always realized in unity. Moral education is not
hammering in, not memorizing moral norms and
soulless practicing of habits, but it is an active life
process of relationships, interactions, it is a
process of constant decisions, the choice of
volitional actions in favor of certain moral norms.
The result of moral education is moral
upbringing. Moral upbringing is evidenced by the
depth of moral feeling, the ability to emotional
experience, shame and empathy.
The authority of parents plays a major role in
family upbringing. Without parental authority,
upbringing is impossible. The main basis of
parental authority can be the work of parents,
their civil face, behavior. Authority is the
influence of any person, based on knowledge,
moral virtues and life experience.
Upbringing in the family is complex, natural. The
most important factor in the implementation of
the educational potential of the family is the
conscious, purposeful and systematic educational
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International Journal of Advance Scientific Research
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VOLUME
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OCLC
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1368736135
activity of parents, which is subordinated to the
value ideal and aimed at promoting self-
improvement of the child in his desire to become
a full-fledged highly moral person. Close attention
in the formation of the spiritual and moral
foundation of the child should be paid to the
content and ideological orientation of the child.
The correct spiritual and moral education of
children in the family should go through three
levels, this is the only way to raise a personality
that is resistant to negative influences from the
outside. The first level is motivation. It is
important to create in the child a need for
development, a desire to learn the norms and
rules of morality. The second level is emotional
and sensory. This is the correct education of
emotions and sensations. Such feelings as pity,
compassion, empathy, and responsiveness are
based on emotions. The personal example of
adults is important here, and not just verbal
instructions. Feelings can only be cultivated with
the help of affection, support, and not
prohibitions and punishments. The third stage is
rational. The third stage is rational. The little
person already assimilates certain knowledge,
norms of behavior, moral principles, learns to
distinguish immoral behavior from moral.
The spiritual and moral development of a child
occurs gradually, starting from infancy to
adolescence and older age. Let's consider in more
detail the main stages of this process:
Infancy
Early childhood (2-3 years)
Preschool age (3-5 years)
School age (7-10 years)
Adolescence (11-16 years)
To bring out the best moral qualities in a child,
invite him to play individual, group and
educational games. Games can teach children
cooperation and equality, because: group games
(for example, hide and seek, racing, etc.) teach
children honesty and the importance of following
the rules; through group games, children
understand that they need to follow the rules not
to avoid punishment, but because it is right and
ethical; the game of tic-tac-toe is well suited for
small children. Play it with your child to show that
you can be equal with him; this game helps
children understand that they can take
responsibility for some of their actions and
decisions and that not everything depends on
other people. Games successfully develop
children's relationships, they are given a spirit of
goodwill, feelings, skills and habits of cultural
behavior develop, some spiritual and moral ideas
are clarified. It is in preschool age, especially at 5-
7 years old, that the game takes the form of a role-
playing game. The family, together with the
school, will have to bring their positions closer
together in the requirements for children, their
studies, obtaining the education necessary for life
and work, choosing a profession, determining the
correct orientations in combining material and
cultural values. We cannot close our eyes to the
negative phenomena associated with the ill-being
in many families, with divorces, with the fact that
tens of thousands of children are abandoned, and
their parents, father or mother, and often both
lead an immoral lifestyle. And this in many cases
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
211-215
OCLC
–
1368736135
gives rise to social pathology of children, their
entry onto the path of delinquency, to the
commission of crimes [4] The role of words in
family education is great. Without verbal
instruction there is no and cannot be education.
From childhood a person must hear (precisely
hear!) what is allowed, what is not, why one
action is evil, another is good. Words are great
educators! This is how the outstanding educator
V.A. Sukhomlinsky spoke about it: “Education by
words is the most complex and the most difficult
thing in pedagogy. It is absolutely absurd to assert
that the vice of educational work in many schools
(as well as in families) is verbal education. We
need to talk about something else: about the
primitiveness of verbal education, about the
inability of some teachers to educate with
words"[5]
Education is a process of interaction between
parents and children, which must certainly bring
pleasure to both sides. In conclusion, we can
conclude that spiritual development determines a
person's behavior from within, helps a person to
resist negative external influences. Spirituality
and morality are best cultivated in preschool age,
since it is during this period that a child is easily
influenced, and the most important thing is from
what side to influence a child and his future fate
depends on this. Since at preschool age a child is
a good observer, parents should be a positive
example for the child in all respects. If parents
follow all the rules, their child will grow up to be
a well-mannered and highly moral person, of
whom they can be proud.
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Абдулатипов Р. Позывные разума. М., 1996,
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Рогова Р.М. Развитие гуманистического
мировоззрения и ценностных ориентаций
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Сухомлинский
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