Pedagoške koncepcije moralnog vaspitanja u delu Ave Justina i naša savremenost

In contemporary living conditions characterised by frequent social changes, erosion of morality, crisis of moral system and moral orientations, the problematics of moral education is becoming increasingly important, if not the most important issue of today's era. Morality (ήθος), as a disposition of the will, helps a man to exit his narrow circle of egotism and care for himself only and to move into a broader circle of universal sympathy towards other people, towards the society and the social environment he lives in. Thus, morality is a sound disposition of the will manifested in external actions. The main content of moral education is comprised of the three following concepts: good, duty and virtue. These terms comprise the main content of moral education because they are the integral elements of an ideal form of life that morality aspires to realise. The task of moral education is directed to make an individual capable of and to get accustomed to working for general good; to get accustomed to attaching importance to general social tasks and being enthusiastic about them. With the development of human thought, various approaches to education have been developed and conceptions of education have evolved. Conception (concipere) is translated as understanding, comprehension; whereas, in pedagogy, a conception represents a fundamental idea on education. When speaking about the conceptions of education, the basic classifications of the concepts of education may be classified according to their starting point base, i.e. what the criteria for determining the aim are. For some, the starting point is child, for some other it is society, for the third ones it is hereditary basis, for the fourth ones these are values beyond an individual, for the fifth ones it is the ideal of God's sanctity, for the sixth ones it is the individual himself. Abba Justin does not see the pedagogical conceptions of moral education separately from the entire education and educational work, yet he sees them as an integral part of that work; vi ...