воспитание

Introduction. The education of tolerance has been of interest to scientists since ancient times. Theoretical analysis.

Introduction. Currently, the inclusion of children with any developmental disabilities in society is a priority direction of state policy in relation to these children. In the article, the child-adult community is considered as a resource for educating schoolchildren with special problems (deviant behavior, limited health opportunities). The purpose of the article is to reveal the educational potential of the child-adult community, its possibilities for the upbringing and development of children with special diffi culties. Theoretical analysis.

The article is devoted to the problem of education content that is significant for modern pedagogical theory. It is written using teaching English to postgraduate students at Saratov State Law Academy as an example. A foreign language for postgraduate students in higher education institutions has always been associated with the postgraduate students’ major in which they carried out scientific research.

The article considers the dialectical correlation between patriotism, morality and spirituality. Spirituality is interpreted as the main condition and basis of all moral qualities and abilities of the human being, including patriotism. In comparison with patriotism as a spiritual quality of the person, spirituality looks like a transcendental condition of personal existence, which allows us to interpret it more fundamental and, therefore, primary phenomenon. Based on this, the widespread idea found in literature according to which patriotism is the basis of spirituality is criticized.

The problem of the shortage of teaching tolerance methodic in primary school is viewed. The method of teaching primary school students in «the spirit of peace» is offered. The exercises worked out on the base of the method of «Teaching through experience» are shown.

В системе высшего российского образования в последние де-
сятилетия приоритет отдавался организации учебного процесса, 
воспитательная  функция  которого  нивелировалась;  произошла 
утрата качественной составляющей жизни молодых людей; утра-
та опыта воспитательной деятельности профессорско-препода-
вательского состава. Констатируется дифференцированный опыт 
общественной активности молодых людей, гражданская позиция 
которых не всегда согласуется с морально-нравственными кри-