Dvasingumas: brandos ypatumai ir prielaidos vyresniajame mokykliniame amžiuje

LTStraipsnyje pagrindžiamas dvasingumo ugdymo aktualumas pasaulyje ir Lietuvoje. Taip pat atskleidžiamos ryškesnės vyresniųjų moksleivių, besimokančių bendrojo lavinimo vidurinėse mokyklose ir gimnazijose, dvasingumo raiškos ir kaitos tendencijos. Aptariami dorovinio auklėjimo, kaip prioritetinės dvasingumo ugdymo krypties, integraciniai ryšiai ir jų stiprinimo galimybės. [Iš leidinio]Reikšminiai žodžiai: Dvasingumas; Vertybių internalizacija; Kognityvinis ir emocinis lygmuo; Dvasinis auklėjimas; Spirituality; Internalisation of values; Cognitive and emotional levels; Developing spirituality.

ENIn this article spirituality is defined as an adequate person's relation with the world reasoned ly the highest values and expressing the personality. As human's spiritual might shines forth and ripens in various contacts with people (singly and in community), with nature, supernature (transcendental reality). On the basis of this spiritual concept, value internalisation becomes the foundation of development of spirituality that defines its levels and nature of expressiveness. Along with the problem of selection and hierarchy of spiritual values the orientation marks out values of well-being, beauty, truth, holiness and their including into spiritual contents. As internalized values operate on cognitive, emotional and behavioural levels, so such evaluational criteria may be used: person's standpoint to value positiveness (favourableness), soundness, purposefulness of valuable experiencing and its sources, stability and self-independence of concrete actions. Elder pupils' research data of cognitive level showed that there is an oftenest tendency at this age to recognize the values connected with well-being. The most important values to the pupils' mind are robust love, inner harmony, responsibility, true friendship, altruism, happy family and life. The important values also are gnosticism or truth: development, intellectualness, wisdom; unimportant values are national security and also those which reflect beauty or creation. Proving the sense of spiritual values, elder schoolchildren orient themselves mostly to what helps them to affirm their "self" or receive personal welfare and so to become more mature personality or only to accord hedonistic, pragmatic, utilitarian sense. Schoolchildren's standpoint to the emotions which attract them most and stipulate their emotional purposefulness as the specific demand of emotional experience it made clear not very tough ties of emotions with spiritual values.That is why having in mind the situation between relations of elder pupils and internalisation of spiritual values moral purposeful education takes priority of developing spirituality. [From the publication]