Regulations for the choice at GBOU school No. 297 by parents (legal representatives) of students of one of the modules of the comprehensive training course “Fundamentals of Religious Cultures and Secular Ethics.”

Practical advice for parents “How you can help your child study the subject of ORKSE”

Methodical piggy bank

Students' work as part of the ORKiSE course

Comprehensive training course “Fundamentals of religious cultures and secular ethics” (hereinafter referred to as ORKiSE) implemented in 4 grades of general education organizations in all constituent entities of the Russian Federation in accordance with the orders of the Chairman of the Government of the Russian Federation dated August 11, 2009. (VP-P44-4632) and the Government of the Russian Federation dated January 28, 2012 No. 84-r.

From September 1, 2015, a comprehensive curriculum will be introduced into the curriculum for 4th grade students “Fundamentals of Religious Cultures and Secular Ethics” (ORKSE) 1 hour per week, including 6 modules. The child and his family select for study the module that is most consistent with educational needs and family traditions, worldview and moral principles:

• “Fundamentals of world religious cultures”,
• "Fundamentals of secular ethics",
• “Fundamentals of Orthodox Culture”,
• “Fundamentals of Islamic Culture”,
• "Fundamentals of Buddhist Culture"
• "Fundamentals of Jewish culture."

The purpose of the comprehensive course ORKSE is the formation in the student of motivation for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews.

Main tasks complex course are:

• acquaintance of students with the basics of Orthodox, Muslim, Buddhist, Jewish cultures, the basics of world religious cultures and secular ethics at the choice of parents (legal representatives);
• development of students’ ideas about the importance of moral norms and values ​​in the life of the individual, family, and society;
• generalization of knowledge, concepts and ideas about spiritual culture and morality previously acquired in elementary school, the formation of the value-semantic sphere of the individual, taking into account ideological and cultural characteristics and the needs of the family;
• development of students’ abilities to communicate in a multi-ethnic, multi-ideological and multi-confessional environment on the basis of mutual respect and dialogue.

You can find detailed information about the “Fundamentals of Religious Cultures and Secular Ethics” on the SPbAPPO website and on a special Internet portal.

Why is the subject “Fundamentals of Religious Cultures and Secular Ethics” introduced at school?

The subject “Fundamentals of Religious Cultures and Secular Ethics” is unique in modern conditions. For the first time in recent decades, Russian schoolchildren will begin to be systematically introduced to the historical and cultural foundations of traditional religions: Orthodoxy, Islam, Buddhism, Judaism, which form the foundation of the thousand-year-old culture of our country, and to national spiritual and ethical traditions.

Schoolchildren, together with teachers and parents, will reflect on the most important questions of life: What is a person? What is a sense of life? Why should we follow good and avoid evil? How to build relationships with other people? Why does a moral person create and live, while an immoral person destroys and dies?

School teachers will consistently, deeply, professionally talk with children about morality, morality, spirituality, about their significance in human life, family and society, about the soul, conscience, human responsibilities, and reveal to them the vital meanings of traditional moral commandments.

One of the objectives of the subject “Fundamentals of Religious Cultures and Secular Ethics” is to help parents meaningfully fill family education. Each of the modules of the new subject reveals, taking into account early adolescence, the historical, cultural, moral foundations of one of the spiritual traditions: religious (Orthodoxy, Islam, Buddhism, Judaism, secular ethics) or secular (history of world religions, ethics).

Parents can choose the module that is consistent with family traditions, worldview, and moral principles. This allows you to use the content of the selected module in order to expand and enrich the content of family education, strengthen the argumentation in justifying the need for children to choose moral forms of behavior, and widely use examples of spiritual achievement, moral action, family and public service that are significant for the child.

Regulatory documents of the Ministry of Education and Science of the Russian Federation

(regional level)

1. Order of the Education Committee of St. Petersburg “On the experimental introduction of the course “Fundamentals of religious cultures and secular ethics in educational institutions of St. Petersburg”

Regulatory documents of the Ministry of Education and Science of the Russian Federation
(federal level)

“ON AMENDING THE FEDERAL STATE EDUCATIONAL STANDARD OF PRIMARY GENERAL EDUCATION,
APPROVED BY ORDER OF THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION OF OCTOBER 6, 2009 N 373″

2. Letter of the Ministry of Education and Science of the Russian Federation dated July 8, 2011 N MD-883/03
“On the direction of teaching materials of ORKSE”

3. Order of the Ministry of Education and Science of the Russian Federation No. 69 of January 31, 2012 on the introduction of ORKSE in elementary schools

5. Order of the Government of the Russian Federation

The choice of subject is the legal right of parents and should be free, voluntary and independent.

If, some time after starting to study the module, you and your child realize that the choice was made incorrectly, you can contact the school principal with a written application to change the module, indicating the reason.

The first 4 modules of ORKSE are confessional. They are dedicated to the most ancient spiritual traditions of religion - Christianity, Islam, Buddhism and Judaism, however, they are not doctrinal, but cultural in nature. Their study instills in children citizenship, patriotism, love for family, nature, the Motherland, respect for the rights and legitimate interests of fellow citizens, regardless of their social status, ethnicity, religion and other affiliation. In addition, turning to traditional values ​​contributes to the formation of a strong spiritual and moral foundation and value guidelines for the child’s future adult life, which will protect him from various types of addictions.

Module “Fundamentals of World Religious Cultures” introduces basic ideas about the history and characteristics of the main religions of the world, and the cultural traditions of the peoples of Russia that influence people’s lives.

Module “Fundamentals of Secular Ethics” forms in students initial knowledge about secular ethics, its role in the history and modern life of Russia, introduces the student to the moral norms accepted in a secular society without relying on the cultural values ​​of traditional religions of Russia.

Module “Fundamentals of Orthodox Culture” has value not only for those who profess Orthodoxy. If a person sincerely strives to know and better understand Russian history, literature, art, and the cultural traditions of the life of our ancestors, then he must have an idea of ​​Orthodoxy. Orthodoxy is the historical foundation of Russian culture and statehood.

Structure of a comprehensive training course (34 hours)

• Block 1. Introduction. Spiritual values ​​and moral ideals in human life and society (1 hour).
• Block 2. Fundamentals of religious cultures and secular ethics. Part 1. (16 hours).
• Block 3. Fundamentals of religious cultures and secular ethics. Part 2. (12 hours).
• Block 4. Spiritual traditions of the multinational people of Russia (5 hours).

Blocks 1 and 4 are devoted to patriotic values ​​and the moral meaning of intercultural and interfaith dialogue as a factor of social harmony. Lessons within these units are taught to the whole class together. At the request of the teacher, it is also possible to conduct joint final lessons in block 2 related to presentations of students’ creative projects.

Block 4 – final, generalizing and evaluative. Provides for the preparation and presentation of creative projects based on the studied material. Projects can be both individual and collective. Parents are invited to the presentation of projects. During the preparation of the project, students have the opportunity to summarize previously studied material and master it again, but in an active, creative, activity-based form. During the presentation of projects, all students in the class have the opportunity to familiarize themselves with the main content of all 6 modules and learn about other spiritual and cultural traditions of Russia from their classmates. Preparation and presentation of the project make it possible to evaluate the student’s work as a whole and give him a final grade for the entire course.

Teaching aids for a comprehensive training course

Textbooks “Fundamentals of Orthodox Culture”, “Fundamentals of Islamic Culture”, “Fundamentals of Buddhist Culture”, “Fundamentals of Jewish Culture”, “Fundamentals of World Religious Cultures” and “Fundamentals of Secular Ethics” have been prepared for the experimental course “Fundamentals of Religious Culture and Secular Ethics” for 4-5 grades of basic school. Each student receives one of the six proposed teaching aids, which have a general structure of four blocks and are connected by general methodological principles, as well as the goals and objectives of the course indicated above.

As a methodological principle for the development of all teaching aids, a cultural approach was chosen, which contributes to the formation of students’ initial ideas about the foundations of religious cultures and secular ethics, taking into account the students’ existing range of knowledge, as well as interdisciplinary interaction. All presented materials are adapted taking into account the age perception of younger adolescents.

Dear parents!

We offer you assistance in choosing a module of the training course "Fundamentals of Religious Cultures and Secular Ethics"

From September 1, 2012, in all educational institutions of Russia, 4th grade students will begin to study the course

In pursuance of the order of the President of the Russian Federation dated August 2, 2009 No. Pr-2009 and the Order of the Government of the Russian Federation dated January 28, 2012 No. 84-r, from the 2012-13 academic year in all constituent entities of the Russian Federation in educational institutions, it is planned to introduce a comprehensive training course for general educational institutions “Fundamentals of religious cultures and secular ethics.”

Here you can get acquainted in more detail with each module of ORKSE.

The ORKSE course includes 6 modules:

• "Fundamentals of Orthodox Culture"

• "Fundamentals of Islamic Culture"

• "Fundamentals of Buddhist Culture"

• "Fundamentals of Jewish culture"

• "Fundamentals of world religious cultures"

• "Fundamentals of secular ethics"

The purpose and objectives of the comprehensive training course

"Fundamentals of religious cultures and secular ethics"

Purpose of the ORKSE training course- formation in younger teenagers of motivation for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews.

Objectives of the ORKSE training course:

1. acquaintance of students with the basics of Orthodox, Muslim, Buddhist, Jewish cultures, the foundations of world religious cultures and secular ethics;

2. development of the younger teenager’s ideas about the importance of moral norms and values ​​for a decent life for the individual, family, and society;

3. generalization of knowledge, concepts and ideas about spiritual culture and morality received by students in primary school, and the formation of their value-semantic worldview foundations, ensuring a holistic perception of national history and culture when studying humanitarian subjects at the primary school level;

4. developing the abilities of primary schoolchildren to communicate in a multi-ethnic and multi-religious environment on the basis of mutual respect and dialogue in the name of social peace and harmony.

Placecomprehensive training course
"Fundamentals of religious cultures and secular ethics"
in the training program

The course, which reveals the foundations of religious cultures and secular ethics, is proposed to be studied at the transitional stage from the primary to the main stage of secondary school. Both in its place in the curriculum and in content, it serves as an important link between the two stages of humanitarian education and upbringing of schoolchildren. On the one hand, the ORKSE training course complements the social science aspects of the subject “The World Around us”, which primary school students are introduced to. On the other hand, this course precedes the study of the subject “History”, which begins in the 5th grade. Thus, familiarization with the moral ideals and values ​​of the religious and secular spiritual traditions of Russia takes place in a context that reflects the deep connection between the past and the present.

Why is the school introducing the course “Fundamentals of Religious Cultures and Secular Ethics”?

The course “Fundamentals of Religious Cultures and Secular Ethics” is introduced into the educational process at the end of the 4th grade - the first quarter of the 5th grade. During this period, the educational crisis begins to overlap with age, the child leaves primary school and experiences considerable difficulties in adapting to the new education system in primary school. His attitude towards himself, parents, school, education changes. There is a revaluation of values.

It is necessary to support the child during this difficult period for him. It is very important that the rejection of the values ​​of childhood and the transition to the values ​​of adulthood occur in the context of a certain cultural and ideological space. In this context, exposure to a religious or non-religious tradition at school does not lead a child to necessarily accept them. It provides a solution to an important psychological and pedagogical problem: a younger teenager, under any conditions, creates his own system of new values, but if he does this, having a clear understanding of the highest values ​​in which the best moral experience of humanity is concentrated, then his own process of revaluation of values ​​will be conscious and positive.

The course “Fundamentals of Religious Cultures and Secular Ethics” is designed to facilitate this process.

Raising children has been and remains the most difficult job in the world. What could be more difficult and responsible than raising a Human being?

Education is carried out in dialogue between fathers and children. However, their relationship quite often takes on a dramatic character: the older generation, trying to protect young people from mistakes, wants to pass on their own experience, their own patterns of behavior and ideas, the younger generation, at the same time, not wanting to live in someone else’s mind, defends their right to an independent path, your understanding of life.

It is no coincidence that the theme of “fathers and sons” belongs to the category of eternal ones. This dispute began a long time ago and continues to this day. We find vivid illustrations of the tension of this conflict on the pages of world literature: the tragedy of Shakespeare’s King Lear, the fierce clashes of the “present century” with the “past century” in the comedy of A. S. Griboedov, the destructive nihilism of Turgenev’s Bazarov, which turned against the hero himself, and many other examples .

The modern era has also not solved the problem of intergenerational relationships. There are many reasons for this: the difficult 90s of the last century, which destroyed much of what the grandparents of modern teenagers believed in, deprived their parents of stability and confidence in a bright future, and the unprecedented pace of world renewal, and powerful flows of information. that befall us every day. Of course, a person always has something that he is able to pass on to his children and grandchildren regardless of time - love, honesty, decency, a good name.

The biggest pedagogical mistake of parents is their belief that they know modern life better than their children. The modern world is unstable, changeable, multi-layered. And even if the older generation, with the best intentions, strives for the younger ones to fully assimilate their life experience, generational conflict is still inevitable. Children refuse direct advice from their elders, intuitively understanding that living conditions are different today and will change even more tomorrow.

You have probably noticed more than once and been amazed at how easily children handle a computer - they act and think as if inside it, so quickly, naturally and freely that it can be difficult for an adult to even follow their actions. And we learn from them.

Our children grow up earlier, know more, are better versed in the latest advances in technology, speak a different language, dress and entertain differently, feel and think differently. They have accepted the world as it is and are learning to survive in it, to live in a new world in a new way.

The peculiarity of the modern era is that we, adults, master the new conditions of modern, dynamically changing life together with children, we learn together with them. There is only one right way for this - dialogue between fathers and children, mutual and sincere respect between parents and children, their desire to hear and understand each other.

Is the problem of fathers and sons really insoluble? Do age differences and traditional family roles always lead to misunderstandings, make communication meaningless, and exclude friendship? How can we make sure that the eternal dispute between generations turns into dialogue, into a joint search for truth? Despite, or perhaps in response to, the challenges of the time, we need to choose a path that would not separate generations, but bring them together. Perhaps the emergence of the course “Fundamentals of Religious Culture and Secular Ethics” can be considered one of the steps on this difficult path.
The idea of ​​this new course from a parent’s point of view is simple - if the older and younger generations belong to different times, are at different stages of development of culture and technology, were formed in different social, everyday, informational and even economic conditions, then something that does not depend on them can unite them from these stages, conditions and other temporary factors, but it was of great importance for all generations who lived before us, and is also important in our time. Cultural tradition can unite us and create the basis for a meaningful dialogue between fathers and children.

Therefore, each of the course modules will tell schoolchildren about the system of eternal values, the richest and most varied experiences of moral life, and examples of human feats in the name of highest ideals. Parents can choose the module that is consistent with family traditions, their worldview, and moral principles.

One of the most important objectives of the course “Fundamentals of Religious Cultures and Secular Ethics” is confidential communication between parents and children based on the moral foundations of family life. Family is based on love, mutual support, mutual understanding. The happiness of children depends on the situation in the family, on the degree of mutual understanding and trust, on the ability of adults to survive all the problems of the child, to find and say the right word to him at the right time.

Most parents, to one degree or another, feel a lack of live communication with their children. The lack of genuine communication is one of the diseases of our time. The speed of time and the directly proportional volume of problems solved daily leave too few opportunities to talk to each other, hear and understand each other. The family psychologically and physically protects the child, creates the necessary material, socio-economic, and cultural conditions for his development, and invests money in education. But sometimes all these functions are performed at the expense of one, but the most important one - real family communication, creating a special atmosphere of family comfort (in the intangible meaning of the word). Unfortunately, there is too little time left to talk about the main thing - about the meaning of life, about the choice of values, about good and evil. But these are precisely the topics that are relevant for the younger teenager, in whom a sense of adulthood begins to awaken.

At this age, it is especially important to inspire a child, to take an active, active part in his life, without replacing a sincere, confidential conversation with parental moralizing, a “machine-gun burst” of claims, or direct imposition of one’s own plans and principles.

Too often our children hear from us and from others about bad people, rising prices, poor living conditions, environmental degradation, and “such and such” politicians. But do we help our children believe that life, despite all the problems and difficulties, is a great and priceless gift? After all, if we ourselves sometimes don’t believe that life is beautiful and amazing, full of meaning, and don’t prove it by example, how can we explain this to children?

We have no right to forget that for a child, the most effective example of love of life and moral self-determination are his parents.

What will your children study?

The training course “Fundamentals of Religious Cultures and Secular Ethics” consists of 6 modules: the fundamentals of Orthodox culture, the fundamentals of Islamic culture, the fundamentals of Buddhist culture, the fundamentals of Jewish culture, the history of world religions and the fundamentals of secular ethics. Each module includes four thematic sections.

Students study the first two sections in the last quarter of 4th grade:

• Russia is our Motherland.

The third and fourth sections are assigned to the first quarter of grade 5:

• Fundamentals of religious cultures and secular ethics.
• Spiritual traditions of the multinational people of Russia.

This design allows parents to choose and students to study one module and at the same time connects different modules with common sections, ensuring the pedagogical unity of the course “Fundamentals of Religious Cultures and Secular Ethics.”

The first section, “Russia is our Motherland,” takes only 1 lesson. But this is an important lesson that sets the tone for all the rest. Its peculiarity is that the whole class is present and is led by the class teacher or one of the most trained teachers in the school. Students are not yet divided into groups according to their chosen module. They begin to study a new course all together. They are one class, and they have one course, one school, one country - Russia. Schoolchildren will learn about the unity of the multinational Russian people and the diversity of their cultural, spiritual, and religious traditions. About what the world of culture, tradition, values ​​are, what significance they have in the life of a person, family, society. Already at the first lesson, children should feel, and this thought will determine all subsequent study of the course, that despite the obvious difference in our views on the world (each of the students has already chosen a certain module), despite the fact that all people are different, we - the people of Russia - are united , we have a common language, culture, history, territory, state, and most importantly, common moral foundations that make us human in relation to each other.

The study of the second section, “Fundamentals of religious cultures and secular ethics,” will continue until the end of the academic year. For the second and subsequent lessons, students each come to their own group to study their chosen module.

The second lesson is an introductory lesson for each module. Its topic is “Culture and Religion”, “Culture and Morality” (for the module “Fundamentals of Secular Ethics”). Culture is an important concept that meaningfully unites all modules. Each spiritual or ideological tradition is revealed in the course content as a tradition that underlies the national culture.

In the subsequent lessons of the second section, students should gain a holistic understanding of what the culture of Orthodoxy, the culture of Islam, the culture of Buddhism, the culture of Judaism, other world religions, and what secular ethics are. Schoolchildren will get acquainted with the life and work of the founders of world religions - Christ, Muhammad, Buddha, and the patriarchs of the Jewish people. The basic moral concepts that form the basis of this or that worldview will be revealed to them: man and the world, good and evil, love, mercy, etc. The way of life of people, their moral, family and social responsibilities will be shown. In the only module where different religious traditions will not be discussed - “Fundamentals of Secular Ethics” - students will become familiar with the system of humanistic values, the history of the emergence of morality, and its significance for human life.

The second section, and with it grade 4, ends with a summary of the material covered and simple creative work.

The first quarter of grade 5 begins with the study of the third section, “Fundamentals of religious cultures and secular ethics.” If the goal of the previous section was to introduce students to the general foundations of religions and ethics, then in this section the content of education for each module will be more structured taking into account the cultural and historical characteristics of our country and the specific region where the student’s family lives. Schoolchildren will begin to study the topics: “How Christianity came to Rus'”, “History of Islam in Russia”, “Judaism in Russia”, “History of religions in Russia”, “Buddhism in Russia”, “Moral action”, etc.

The theme of the Motherland, national culture, traditions, love for the native land determines the focus of most of the topics in the third section, both in historical and modern contexts.

The second and third sections are studied separately by students of the same class, according to the selected modules. At the same time, in pedagogical terms, the modules are not separated from each other by an impenetrable wall - their content is united by key concepts, basic values: Fatherland (Russia, small homeland), family, people, society, tradition, moral values, life and its ideals. These traditional values ​​underlie the educational process and unite schoolchildren studying different modules into a single class team in spirit, and the content of different modules into one academic course.

The presence of common basic values ​​in the first, second and third sections allows a smooth transition to the study of the final, fourth section, “Spiritual traditions of the multinational people of Russia.” Here the preparation and presentation of individual and collective creative projects of students takes place, the educational process goes beyond the lessons and ends with a large school and family holiday dedicated to National Unity Day, as mentioned above.

It should be especially emphasized that in the fourth section the educational process moves into an active, creative and productive phase. In the process of preparing and presenting projects, students have the opportunity to summarize previously studied material and master it again, this time in an active, active, creative form. Students thus get the opportunity to become familiar with the main content of all modules, learn about other spiritual traditions, compare, and analyze the content of similar topics for all modules. Such analytical, creative educational work helps every student to form a holistic picture of the diversity and unity of the spiritual traditions of the multinational people of the Russian Federation.

You can find more detailed information on the website

From February to April, parent meetings are held in the Krasnoyarsk Territory to select the course module “Fundamentals of Religious Cultures and Secular Ethics” (ORKSE). And even before they started, a number of media outlets heard the hackneyed phrase that “children will be taught religion.” The reason for this is low awareness and biased presentation not only by journalists, but also by teachers and representatives of faiths. To find out how the three parties - teachers, parents and priests - actually behave, we went to a parent meeting.

We did not choose the school at random. Lists and reviews of meetings from previous years were studied, and familiar parents whose children had already taken the course were interviewed. This is how openly “problematic” schools emerged, in which meetings are not held at all, and successful ones, where everything is carefully checked down to the smallest detail.

One of the mothers I know (she wished to remain anonymous) said that when her child was choosing a module, representatives of religious denominations were not invited to the meetings. Introductory information was sent out in advance, then at the meeting they were told about the course and asked to make a choice. And the course was taught... by a labor teacher! We decided to check this information and chose secondary school No. 4 in the Central District.

In order to assess the situation as objectively as possible, not to give the opportunity to prepare, and even not to deliberately embellish the reality, we did not warn its participants about our participation in the meeting. For the same reason, we refused to take photographs. By the way, my PSS colleague’s visit to a meeting at one of the schools was completely disrupted - the reason for this was administrative delays. I was luckier.

Conversation during recess

The school administration learned about our arrival a few minutes before the meeting. The role of holding the meeting was entrusted to the Deputy Director for Educational Work Oksana Gracheva, a teacher with extensive experience, winner of awards for professional success, including from top officials of the city and region.

Our visit did not bother her at all (or she tried not to show it). We managed to talk to her during recess. Kindly offering to sit down, Deputy. The director spoke about the choice of modules for the ORKSE course, and said that regular parent meetings have been held at the school since 2012. Previously, parents always chose “Fundamentals of World Religious Cultures.” The situation began to change in the last two years, when parents began to make choices in favor of Orthodox, Islamic, Buddhist and Jewish cultures.

Sometimes this led to ambiguous situations. Thus, the teacher said that there was a case when Buddhist culture was chosen for only one child. After some time, it was decided to change the module: everyone was satisfied with both the knowledge and the quality of teaching, but the child simply did not want to be left to study alone when everyone went home.

When it came to today's meeting, the teacher showed the letter that the parents of the third graders had received the day before. In addition to information about the modules, it included a message related to the selection itself. Thus, parents were warned that they have the right to take into account the child’s opinion, but the final decision remains with them, and that they must fill out the application for choice in person after the meeting and they do not have the right to refuse the course.

Word to the teacher

This school year there is only one 3rd grade, 19 students. The parents of seven of them came to the meeting, one representative from 6 families and one representative in full. They all remained unaware of the presence of the journalist (for them it was just a man who sat in the classroom next to the priest).

Oksana Gracheva presented the curriculum to parents so that they could be convinced that the course was compulsory for everyone, and proceeded to talk about the purpose of the subject.

“Mastering the educational content of each module should provide an understanding of the meaning of spirituality, morality, knowledge of the basic norms of secular and religious morality, an understanding of their significance in the life of a person, family, and society,” the teacher noted.

Then the teacher explained why the course is taught in the fourth grade:

- At this age, children are already quite old, have some personal experience and knowledge, and are aware of the events taking place in the country and the world. At the same time, they are still children. They are open to everything new. They are ready to learn.

Having started covering the modules, the teacher emphasized that each of them has concepts that are common to all - “love”, “compassion”, “mercy”. “So it doesn’t matter what culture the child learns. Everyone will talk about the same thing."- Oksana Alexandrovna added, emphasizing: “When choosing a module, you should think about the traditions, preferences that the family adheres to, and the principles of education”.

The story was accompanied by a computer presentation, where the titles of the lessons for each module were clearly written. Parents read everything carefully, some even took pictures on their phones.

Next, Oksana Gracheva spoke about the teacher leading the course. He turned out to be a teacher of technology (a different impression arises than with the phrase “teacher of labor,” isn’t it?) and fine arts of the highest category. She has been teaching the course since its inception at school (5 years), and has undergone retraining and advanced training courses many times. Every year she participates in seminars on ORKSE and the interregional conference - Krasnoyarsk Regional Christmas Educational Readings.

Word to the priest

Traditionally, a representative from the Krasnoyarsk diocese is present at meetings in schools. True, the school itself does not invite anyone in particular; the priests take the initiative, which both teachers and parents are often happy about. It is worth noting that representatives of other confessions, except the Russian Orthodox Church, did not attend meetings at this school.

This time, the chairman of the Diocesan Department of Orthodox Psychologists, consultant psychologist of the Diocesan Department for Prevention and Rehabilitation of Addictions, and full-time priest of the Intercession Cathedral in Krasnoyarsk, Priest Rodion Petrikov, came to talk with the parents.

- In a modern world full of anxiety, a person must have a point of support, clarity, an understanding of what is “good” and “bad”, - Father Rodion began. - If a person is empty in his soul, then sooner or later someone will take this place. And this someone may not be friendly at all.

The priest noted that some people think that religion is information that is not relevant to life, although faith provides answers to the most important questions.

- Christianity is more than 2000 years old, and during this time no one has been deceived. Every person who became a Christian, one way or another, came into contact with God, - added Father Rodion.

The Chairman of the Diocesan Department of Orthodox Psychologists highlighted three main theses regarding the module “Fundamentals of Orthodox Culture”:

• OPK is the subject that can tell a person about religion, and it can become spiritual protection for him. A child who knows Orthodox culture will be protected from sects. These are not fairy tales, but a real fact.
• OPK is an opportunity to get acquainted with a religion that can protect your child from all sides and introduce you to the country in which we live. We are a Christian country. Our country was created by the Orthodox faith.
• OPK is not the Law of God. No one will drag your children into the Church, teach them to pray, etc. This is just one of the options for getting acquainted with spiritual and moral culture.

Questions from the floor

The parents' first reaction to the priest's words was positive (at least no one was openly indignant). One of the parents said: “We are just glad.” But after the first emotions, questions began to arise. Published in abbreviation.

Parent #1:And if you are interested in two modules, what should you do?

Teacher:If we talk about the choice between the defense industry and secular ethics, then you can read about ethics yourself on the Internet. But I wouldn’t undertake an independent study of the military-industrial complex, for example. This should be done by specialists who can explain everything in detail.

Parent #1:Orthodoxy is Orthodoxy. A child should know it, but he should know about all world religions too.

Parent #2:In fourth grade it will be a mess in your head.

Teacher:The most important thing is that whatever the culture, the values ​​there are still the same: mother, family, Fatherland, Motherland, good and evil, justice.

Parent #1:In this regard, Foundations of World Religious Cultures wins. We have multinational classes. There are Orthodox Christians, Muslims, and those who don’t believe in anything at all.

Teacher:That’s why we set the task of choosing a module for ourselves, for our family, for our child.

There was even a small debate about the spiritually safe choice. Different points of view of parents collided, one of whom believed that by choosing a specific module, he deprives the child of the opportunity to choose and imposes his position. Another insisted: “In order for a person to make the right choice, he must be spiritually mature.”

Here the parents inquired about the possibility of inviting a priest to classes and visiting churches on excursions. Oksana Gracheva explained that everything here depends on the parents themselves, on their initiative, and churches of all faiths are always happy to welcome guests. Father Rodion, in turn, added that such excursions and meetings play a positive role and, “From experience, children respond better to a priest”.

A question also arose about grades, to which the parents received a clear answer: “The course does not imply grades.”

Parents were also concerned about the possibility of changing the module. The teacher assured that if problems arise, then in September parents will be able to change the decision. And then the dialogue took an interesting turn.

Parent #3:Can I choose Muslim culture for six months, and Orthodox culture for six months, so that he understands both? I am a Muslim, and so is my son, but I want him to know other cultures.

Teacher:Then you can choose “Fundamentals of World Religious Cultures.” There are all cultures at once - Orthodox, Muslim, Buddhist, and Jewish.

Parent #3:Buddhist, Jewish...hmm...I need him to have an understanding of Orthodox culture.

Teacher:Surely you support Islam in your family, you have special traditions. You will teach this yourself. So choose OPK. What you cannot teach yourself, others will teach.

Who has won?

The results of the meeting became known after the weekend. At the same time, at the time of writing, out of 19 people, the parents of 17 children brought statements. As a result, the parents made a choice in favor of three modules: “Fundamentals of Orthodox Culture” - 7 people, “Fundamentals of Secular Ethics” - 6 people, “Fundamentals of World Religious Cultures” - 4 people.

If we talk only about those who were at the meeting, then of them 4 people were chosen by the OPK, 2 people by OSE and 1 person by OMRK. It is interesting that a Muslim man, who wanted his child to also know Orthodox culture, chose “Fundamentals of Secular Ethics.” We can only guess about the reasons for his change of choice.

Using the example of school No. 4, we saw several not so much violations, but reasons that, by eradicating them, can achieve different results when choosing a module.

The first is that the school does not show sufficient initiative in presenting the modules. Yes, priests come, but without an invitation from the administration. Representatives of other faiths also do not receive such offers.

The positive point here comes from the teacher. Oksana Gracheva, who conducted the meeting, for her part tried to cover as fully as possible all the modules proposed for study.

The priest was also able to explain the advantages of the OPK module, voicing its direct purpose, without imposing his own point of view.

The second is the behavior of parents. Those who came to the meeting turned out to be really interested in the moral education of the child. What other parents thought about the modules, as well as the reasons for their absence from the meeting (from significant circumstances to simple laziness), remained a mystery.

Of course, not every school has positive meetings. But in each, the objective and interested role of three parties is important - teachers, parents, priests. Only then is it possible to form a unified position on moral education that does not raise questions or speculation among either parents or children.

Metropolitan of Krasnoyarsk and Achinsk Panteleimon

- We must understand for ourselves that the defense industrial complex is not the law of God. This is not even thinking or reasoning about the personality of the Creator, God. For this purpose there is a Church, a mosque, a synagogue, a Buddhist datsan, houses of worship and educational buildings of other faiths.

In my opinion, the Church has thousands of years of experience in educating people, introducing enduring values ​​into people’s lives, which are obliged to help a person become free from everything violent, and especially ideological.

OPK is a cultural subject, which was set with the goal of reviving the most precious attitude towards one’s native land, teaching one to understand the religious diversity that surrounds both teachers and children, and remaining a teacher.

NUMBERS

The website of the Main Department of Education of the Krasnoyarsk City Administration regularly publishes statistics on the choice of the defense industry module. Compared to the 2015/2016 academic year, in 2016/2017 the share of parents who chose the educational program for their children increased by 2% (19% versus 17.7%). The largest number of children study it in schools in the Oktyabrsky district (32.8%).

In second place in popularity is the module on world religious cultures (24% in the current one, 22.4% in the past). It is preferred by residents of the Central and Zheleznodorozhny districts (32%).

The module “Fundamentals of Secular Ethics” remains the most popular, although the number of parents who chose it decreased by 2.6% of the total number (57% in the current academic year, 59.6% in the past). Most often, parents of students in the Leninsky (72.5%) and Sverdlovsk (68.3%) districts are in favor of studying this course.

Slyusarenko Elena Vladimirovna,

primary school teacher in St. Petersburg

"FUNDAMENTALS OF RELIGIOUS CULTURES AND SECULAR ETHICS"

(Guidelines

for studying a comprehensive training course)

In accordance with the order of the Government of the Russian Federation dated January 28, 2012 No. 84-r, from the 2012/13 academic year, a comprehensive educational course “Fundamentals of Religious Cultures and Secular Ethics” (hereinafter referred to as FRCSE) is being introduced in 4 grades of general education institutions of all constituent entities of the Russian Federation. Its study is intended to promote self-determination of the individual in ideological positions, spiritual values, to form ideological and confessional tolerance, and to promote the realization of freedom of conscience.

The course touches on vital issues of human existence: the meaning of life, the “price” of life and death, good and evil in human life, and in this sense contains great moral potential.

The ORKSE course is culturaland is aimed at developing in schoolchildren ideas about the moral ideals and values ​​that form the basis of the religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in them.

Organizational and methodological foundations

studying a comprehensive course of ORKSE

In accordance with the order of the Government of the Russian Federation dated January 28, 2012 No. 84-r, from the 2012/13 academic year, a comprehensive educational course “Fundamentals of Religious Cultures and Secular Ethics” (hereinafter referred to as FRCSE) is being introduced in 4 grades of general education institutions of all constituent entities of the Russian Federation.

In connection with the introduction of the ORKSE course into the federal basic curriculum and model curricula for educational institutions

The ORKSE course is presented in the following subject modules:

1.Fundamentals of Orthodox culture;

2.Fundamentals of Islamic culture;

3.Fundamentals of Jewish culture;

4.Fundamentals of Buddhist culture;

5.Fundamentals of religious cultures of the peoples of Russia;

6.Fundamentals of secular ethics.

One of them is studied by students with his consent and at the choice of his parents (persons acting as substitute parents).

The course is studied on the basis of sample curricula for the course, taking into account regional and local cultural, historical, and religious conditions.

The ORKSE training course is a single comprehensive educational discipline. All its modules are consistent with each other in terms of pedagogical goals, objectives, requirements for the results of mastering educational content, the achievement of which by students must be ensured in the process of mastering the course, as well as in the system of content, value-semantic connections of the course with other humanitarian subjects of primary school.

The ORKSE course is an integral part of a unified educational space for the spiritual and moral development and education of the student, including classroom, extracurricular, extracurricular and socially useful activities.

Purpose of the ORKSE training course– formation in younger teenagers of motivation for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews

Objectives of the ORKSE training course:

1) acquaintance of students with the foundations of Orthodox, Muslim, Buddhist, Jewish cultures, the foundations of world religious cultures and secular ethics;

2) development of the younger teenager’s ideas about the importance of moral norms and values ​​for a decent life for the individual, family, and society;

3) generalization of knowledge, concepts and ideas about spiritual culture and morality received by students in primary school, and the formation of their value-semantic worldview foundations, ensuring a holistic perception of national history and culture when studying humanitarian subjects at the primary school level;

4) developing the abilities of primary schoolchildren to communicate in a multi-ethnic and multi-religious environment on the basis of mutual respect and dialogue in the name of social peace and harmony.

In order to provide methodological support to teachers in the implementation of the ORKSE course, the Ministry of Education and Science of the Russian Federation sent methodological materials for teachers and curators of this course. These materials contain answers to questions most often received by educational authorities, the media, as well as institutions providing methodological support.

Main content of the ORKSE course“Fundamentals of religious cultures of the peoples of Russia”presents in chronological order the history of the emergence and development of traditional religions and a brief description of beliefs. Well"Fundamentals of Ethics" examines the basic norms of morality, gives a primary idea of ​​morality.

Features of the ORKSE training course

The ORKSE course is cultural and is aimed at developing the cultural competence of students. Its study is focused on systematization and generalization of students’ knowledge about morality, history, and culture, which they received in previous years of study. The course expands ideas about the moral ideals and values ​​that form the basis of the religious and secular traditions of the multinational culture of Russia, reveals their significance in the life of modern society, and forms an understanding of one’s involvement in them.

Mastering the course is designed to lay the ideological foundation for the spiritual and moral development of schoolchildren at subsequent stages of education. The course develops and complements the social science aspects of the subject “The World Around us”, which is studied in primary school. On the other hand, this course, substantively related to history, precedes the study of a systematic history course, laying down general ideas about the moral ideals and spiritual values ​​of the peoples of Russia in a historical context that reflects the deep connection between the past and the present.

ORKSE training courseis introduced into the content of primary general education in a multicultural society that recognizes the value diversity . This determines the emphasis in teaching the course: content and technology should be aimed at developing tolerance among students. In this context, it is important to include in the content of classes material that reflects the regional and ethnocultural characteristics of Tatarstan. Such material is well presented in the textbook “Fundamentals of Secular Ethics.”

The study of cultural and religious traditions and moral norms embedded in the content of the ORKSE course is considered as the basis for nurturing the moral qualities of the student and the formation of a harmonious tolerant personality.

The study of the ORKSE course is based on the requirements of the Federal State Educational Standard for primary general education. (FSES:12.4: Fundamentals of the spiritual and moral CULTURE of the peoples of Russia):

1) readiness for moral self-improvement, spiritual self-development;

2) familiarity with the basic norms of secular and religious morality, understanding their importance in building constructive relationships in the family and society;

3) understanding the meaning of morality, faith and religion in human life and society;

4) the formation of initial ideas about secular ethics, about traditional religions, their role in the culture, history and modernity of Russia;

5) initial ideas about the historical role of traditional religions in the formation of Russian statehood;

6) the formation of an internal attitude of the individual to act according to his conscience; education of morality based on freedom of conscience

and religion, spiritual traditions of the peoples of Russia;

7) awareness of the value of human life.

The fundamental principles when studying the course are:

The principle of the developmental and educational nature of education, aimed at developing the personality and individuality of the child. The implementation of this principle in ORKSE classes is aimed at ensuring the relationship between the process of mastering knowledge, methods of activity and the development of the student, between familiarization with the values ​​of society and individualization;

The principle of consciousness and activity of students. Compliance with this principle requires the activation of students’ cognitive activity in lessons and outside of class hours, the development of their self-organization skills in educational activities, and the ability to operate with acquired knowledge and skills in other situations;

The principle of value orientation, which means focusing students’ attention on the socio-cultural and spiritual values ​​contained in the material being studied, on the significance of moral categories such as goodness, dignity, beauty in the broad sense of the word and others in human life;

The principle of the connection between learning and life, which involves familiarization and active involvement of schoolchildren in social and work activities in the process of classroom and extracurricular activities according to the ORKSE course, the formation of experience of moral behavior in various situations, and reliance on students’ own experience;

The principle of interdisciplinarity, which involves the use by the teacher of knowledge and experience in considering moral and ethical issues acquired by children in the study of basic subjects (literary reading, the course “The World Around us”, etc.) in the classes of the ORKSE course.

By means of various subjects in the educational space of the school, a system of value relations of students to themselves and to the world is formed; the foundations are laid for mastering the ORKSE course and conditions are created for students to achieve meta-subject and personal results. Teaching the ORKSE course implies the unity of educational influences of everyone involved in the education and upbringing of children: school, family, and the public.

The ORKSE course, unlike traditional school subjects, is fundamentally new; naturally, mastering it presents a certain difficulty for both the teacher and younger students. Considering the level of development of younger schoolchildren to whom the course is addressed, it is important to organize training inaccessible and interesting form.

Accessibility principle is especially relevant due to the fact that textbooks contain quite a lot of new information that is unusual for children, and many new concepts. The implementation of this principle is ensured by taking into account the age characteristics of students when forming the content and choosing teaching methods, relying on the existing knowledge and social experience of students when mastering new knowledge and learning activities, expanding the vocabulary, and using various forms of working with text.

Typical for a primary school studentemotionalityperception. Taking this into account, cognitive activity in classes on the ORKSE course should be built on the basis of:

Using vivid images, interesting facts, clarity - everything that attracts attention and makes an impression;

The use of modern visibility: photographs, paintings, audio and video materials presented by multimedia learning tools;

Organization of activity-based learning based on differentiated and individual forms of classes;

Organization of intellectual and emotional dialogue interaction at a level appropriate to the age of children.

The microclimate in the classroom is also of particular importance for the successful teaching of ORKSE.

Taking these factors into account will make it possible to organize training in an interesting and exciting way for children.

Extracurricular activities while studying the ORKSE course

Extracurricular activities of schoolchildren is a concept that unites all types of activities of schoolchildren, except academic ones, in which it is possible and appropriate to solve the problems of their upbringing and socialization. Involvement in various types of extracurricular activities enriches the child’s personal experience, contributes to the development of interest in various types of activities, and the desire to actively participate in them. In various forms of extracurricular work, children learn to live in a team.

According to the Federal State Educational Standard for primary general education, the organization of extracurricular activities is an integral part of the educational process at school. The hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education. Its purpose is to deepen students' knowledge, create conditions for the realization of students' cognitive interests, taking into account the specifics of the region. During extracurricular activities, topics that interest students are revealed in more detail, children's horizons expand, and their interest in specific knowledge and deeper observations in the field of ethical knowledge develops.

Being an organic part of learning, extracurricular activities are based on the same conceptual positions as classroom activities, differing, however, from lessons in that:

There is no strict regulation of time, extracurricular activities can be short-term, less than a lesson in time, or can be longer;

Children's participation in it is voluntary and determined by their interests.

The organization of extracurricular activities on problems related to ORKSE should be built taking into account such approaches as:

Formation of motivational foundations for studying the ORKSE course;

Purposeful inclusion of students in the discussion of issues related to the study of the origins of ideas about the Fatherland and duty to it, about morality in the context of domestic, including regional cultural tradition;

Organization of various forms of independent cognitive activity of schoolchildren during the extracurricular block of the ORKSE course (project, research);

Ensuring continuity of educational and extracurricular activities, implementation of interdisciplinary approaches;

Providing a positive emotional background to classes, ensuring personal perception of the content of classes.

Extracurricular activities open up wide opportunities for the implementation of the regional and ethnic components of the ORKSE course.Content aspectis ensured by the use of material about ethnocultural values ​​and traditional religions of the peoples of the Middle Volga region. At primary school age, the foundations of such social feelings as love for the Motherland and national pride are laid; students show an active interest in patriotic heroes, brave and courageous people, and bright pages of history. In this context, local history material has significant potential for implementing the objectives of the ORKSE course, aimed at:

Formation of ideas about the historical past and present of the city (village, district), about the personalities who left a noticeable mark on the history of the region, about the contribution made by the residents of the city (district, village) to the historical, cultural and spiritual heritage of the region;

Students’ awareness of their connection with the “small” world around them, involvement in the affairs and traditions of their fellow countrymen, the formation of personally significant value guidelines in the context of self-realization in the conditions of the region and the region; education of citizenship and patriotism;

Development of intellectual and search and information skills during the study of local material, imagination and emotions in the process of familiarization and historical reconstruction of local stories; formation of key competencies.

The historical space, considered within the framework of local history, is directly related to the real life of the child, his parents, acquaintances, it is close and understandable to him. In this space, he begins to realize that he is a representative of the people, a part of the world around him, connected with a distant and large world. The concept of “local history” is usually understood as the history of a city, region, or village. Studying the history of the region also involves becoming familiar with the natural-geographical, socio-economic and demographic features of the place of residence, its historical and cultural monuments, and the spiritual and moral values ​​of the inhabitants. Refracting through the events of the region, history and modernity become close and understandable to students.

Stories that specify these factors can be used in lessons to illustrate certain provisions under consideration or be the subject of study in extracurricular activities. In the process of mastering it, children become acquainted with the spiritual and moral values ​​inherent in religions and secular traditions that take placein personal, family life, in communication with representatives of other ethnic groups living nearby.

The inclusion of regional and ethnocultural, as well as local history material in extracurricular activities contributes to the development of students’ understanding of social reality in its everyday manifestations, the acquisition of experience of a positive attitude towards the values ​​of the surrounding society and the experience of independent behavior and social action in a socially significant situation.

When organizing extracurricular activities, it should also be taken into account that students have a certain social experience and own ideas in the field of spiritual and moral values. Their formation is influenced by the child’s immediate environment: family, friends, as well as television, computers (Internet, games), cartoons, documentaries.

Forms of extracurricular activities can be varied; it depends on local conditions, goals and expected results.

Sample forms of extracurricular activities and activities

As part of the ORKSE course

Conversation.

Discussion.

Quiz.

Excursion.

Business and role-playing games.

Public review of knowledge.

Student research.

Projects.

Wall newspapers.

Historical performance.

Olympics.

Competitions.

Oral journal.

Electronic journal.

Meeting interesting people (in the context of the content of the ORKSE course).

Social events (participation in cleanup days, volunteer movement together with high school students, memorial events).

In the process of extracurricular activities, the personal development and spiritual and moral education of the child continues. Preparing for various events and participating in socially useful activities contributes to the formation of useful habits, on the basis of which beliefs are formed. An important role is played by public assignments, which allow the student to receive public recognition and assessment of his importance. Schoolchildren gain experience of independent social action. It is in the experience of independent action that those qualities that are necessary in real life are acquired and the readiness to act is formed.

Thus, communicative, social, civic, and ethical competences are formed in younger schoolchildren.

The results of completing the course are:

1. Acquisition by schoolchildren of socially significant knowledge that a person needs to fully live his daily life, for successful socialization: knowledge about the structure of society and social norms, about socially approved and disapproved forms of behavior in society, understanding the role of religion and ethics in the life of a person and society .

2. Students gaining experience and a positive attitude towards the basic values ​​of society, moral principles, and a value-based attitude towards life around them is a valuable component of the course.

3. Students gain experience in social action: expanding the boundaries of activity (group, class, school, surrounding society), increasing the complexity of interaction with adults (teacher, parents, other adults).

FORMS AND TYPES OF ORGANIZATION OF THE EDUCATIONAL PROCESS

The following organizational forms of training have been established in practice: frontal, group and individual.

Frontal formslearning organizations involve cognitive activity of the whole class under the guidance of a teacher. In this case, the class performs a common task, working, as a rule, at the same pace.

In the process of studying the ORKSE course, the following types of classes can be organized frontally:

Various forms of working with text (commented reading, collective drawing up of plans, supporting notes for texts, retellings);

Conversation;

Working with images (on paper and electronic media).

However, frontal work is not designed to take into account individual characteristics; as a result, it is difficult for some to work at a given pace, and for others it is uninteresting. Therefore, the modern situation requires the organization of the educational process in group and individual forms.

Group workis actively used by teachers as a form that promotes the development of schoolchildren not only cognitive, but also communicative competencies. It involves the functioning of small groups working on both general and specific tasks. Group forms of organizing the educational process are used both in class and in extracurricular activities of students within the framework of the ORKSE course. They are characterized by awareness of the purpose of the activity as unified and significant, the division of functions, and the establishment of relations of mutual responsibility and cooperation.

The organization of work in a group makes it possible to take into account the personal characteristics of students, the degree of development of their meta-subject competencies, the degree of motivation, as well as the degree of independence in cognitive activity.

Working in a group also allows students to receive emotional and meaningful support and creates the effect of inclusion in the overall work of the class. One of the tasks facing a teacher when organizing work in groups is to create prospects for each student to obtain an individual educational result.

In modern educational practice, significantcustomized formsorganization of classes that make it possible to more fully take into account the cognitive capabilities and interests of students, for example, performing various tasks for classes, preparing a variety of creative works (messages, essays, projects, etc.). This is especially true in extracurricular activities within the framework of the ORKSE course.

The considered organizational forms of training can act as independent forms of the educational process (lesson-excursion, lesson-research, etc.) and as an element of the lesson.

The main organizational form of training in the ORKSE course is a lesson. It ensures organizational clarity, integrity and consistency of the educational process, and provides an opportunity within the lesson to organically combine frontal, group and individual forms of learning.

When mastering the course “Fundamentals of Religious Cultures and Secular Ethics,” both reproductive and creative forms of student activity are appropriate:

Reproductive formsnecessary for obtaining factual knowledge, developing visual and figurative thinking, memory, and educational skills;

Partial search(heuristic) contribute to the development of intellectual skills, they are necessary for consolidating knowledge and contributes to the development of independent thinking and cognitive interest;

Creative formsmastering the material of the ORKSE course (essay, student research, project) contributes to the formation of critical thinking skills, the ability to navigate the information flow, and develop one’s own position on the issues under discussion.

A common form of work in elementary school and relevant in teaching the ORKSE course is conversation, involving a focused conversation on a specific topic. The conversation is conducted for different purposes and at different stages of the lesson when:

Determining the level of knowledge of students;

Studying new material;

Consolidation of knowledge.

The conversation can be reproductive or heuristic. A conversation of a reproductive nature is aimed at the conscious assimilation and subsequent reproduction of knowledge by students; of a heuristic nature - to stimulate the cognitive activity of students, to create problematic situations.

When organizing a conversation, the teacher needs to know how to establish and activate feedback mechanisms. It is important to prepare a thoughtful system of logically related questions that reveal the topic being studied and are appropriate to the level of development of students.

The effectiveness of the conversation depends on the following factors:

Clear definition of the purpose of the conversation;

Development of questions accessible to students;

The sequence of their presentation during the conversation;

The ability to modify questions if necessary, ask leading questions, etc.

One of the important forms of educational work in the classroom within the framework of the course “Fundamentals of Religious Cultures and Secular Ethics” isworking with textbook text, since it is one of the main sources of knowledge when studying the ORKSE course. Among the variety of forms of working with text we can name:

Commented reading – it is relevant if you are mastering complex material;

Reading the text or its fragments followed by discussion;

Transmitting text in converted form - drawing up plans, reference diagrams.

It is important to form in students a thoughtful attitude to questions and tasks related to the text, and to pay attention to their typology. Some of them are aimed at reproducing information, for example: “What are the names of the holy books of Christians?”, “What are the foundations of Islam?” Completing tasks for retelling, defining concepts, etc. is also reproductive in nature.

Other tasks require listing, extracting and describing information, for example: “Describe the structure of the synagogue,” “What does the mosque look like?” etc. This type of task contributes to the development of students’ observation skills and ability to find the necessary information.

There are tasks that require comprehension and evaluation of information. These are tasks of a comparative, cause-and-effect nature, for example, “Indicate the similarities and differences between different temples.”

The development of skills in working with text, on the one hand, and, on the other hand, a better understanding of the content is facilitated by tasks aimed at transmitting the text in a transformed form. This is highlighting the main idea of ​​a text fragment, drawing up a plan, preparing a message or report, filling out tables.

In the process of studying the course, the teacher can use documents and excerpts from fiction. When working with documents, students, under the guidance of the teacher, find out the contents of the document:

For what purpose was the document written?

What is the text talking about (about whom)?

How does he feel about what he writes about?

After reading the text, watching a film clip or illustrative material, a teacher’s story, etc. a conversation is organized, students answer questions, sometimes formulate them themselves.

Taking into account the age characteristics of younger schoolchildren, it is of great importance when studying the course visibility, which ensures concreteness, emotionality, and strength in mastering the course content, stimulates comprehension of the material being studied, and promotes the development of imaginative thinking and cognitive interest. Visualization helps to better understand the idea of ​​what you read, to more fully reveal the author’s intention, and to see events and characters more clearly. Illustrative material is widely represented in the educational and methodological complex of ORKSE - these are works of fine art, drawings, intended for perception in unity with the text.

Visual teaching aids (illustrations, photographs, drawings, etc.), by specifying the material, partially replace the description, increase the content of the presentation of the material, and optimize the use of time in the classroom.

Students can find the necessary illustrative material for many lessons on the Internet.

To create a figurative perception of the material being studied in the ORKSE course, to establish internal connections of the course not only theoretically, visual material: photographs, illustrations, reproductions of paintings, costumes, ritual and everyday objects characteristic of the religious or secular culture in question. Students can write short annotations for the selected materials, and at the final lesson (session) - give a presentation of the gallery materials.

To master the course material, it is important to masterconceptual apparatus. You can practice compiling a dictionary that will present concepts that are key to understanding the ideological and cultural specifics of what you are studying.Working with a dictionarycontributes not only to understanding the essence of the phenomena and facts being studied, but also improves skills in working with sources of information, oral and written communication skills, because requires the creation of precise, understandable, competent formulations.

An interesting and attractive form of classes for younger schoolchildren istheatrical stories. Dramatization can be included in a lesson as an illustrative fragment during an explanation or homework, or it can be the result of long-term project work by students.

Excursion Concretizes the program material, broadens the horizons and deepens the knowledge of students. The content of the excursion should be the program content of the course being studied, specifying or expanding the material being mastered. The teacher determines the observed objects, their appropriateness, the sequence of observations, the system of questions, the topics of group and individual assignments.

If it is impossible to organize an excursion, it can be held in absentia or virtual form. It is advisable to use presentations prepared by the teacher or students.

The use of the listed teaching methods in their optimal combination when studying the course will ensure the practical orientation of the educational process, will help create real opportunities for students to acquire new knowledge and improve universal learning activities, and will create conditions for understanding and emotional and value development of moral and ethical standards.

Currently, students, as a rule, do not experience a shortage of information. Another one arises problem: The student must have certain competencies in working with information. For these purposes, many teachers use various memos. Referring to reminders is especially useful at the first stages of performing a particular type of task. Students develop patterns of performing tasks of various types - analyzing educational material, forming detailed answers, etc. This relieves stress when working with text, during oral presentations at the board, and contributes to the development of students' communication skills.

Memos can also be used in organizing multi-level cognitive activity of students, which contributes to the implementation of the principle of differentiation and individualization of learning. The use of reminders is possible at various stages of learning: when getting acquainted with new material, consolidating, testing knowledge. Subsequently, when students have formed stereotypes for completing tasks, the need to use reminders disappears; mental actions are performed in a “collapsed form” or automatically.

Below I offer approximate samples of various reminders that can be modified by the teacher for specific pedagogical conditions.

Memo for the description of the historical monument(temple)

1. What is the name of the monument?
2. Who created it (who is the author)?
3. What does the monument look like? (describe its appearance).
4. What is its purpose?

Reminder for drawing up a text plan

1. Read the text carefully.
2. Divide the text according to its meaning into logically complete parts.
3. Highlight the main idea in each part.

4. Title each part. Headings should contain the main idea of ​​each part.

5. Check whether the next item in the plan is related to the previous one.

How to determine the main idea in a text (part of a text)?

1. Read the text;

2. Think about what is being said. If you find it difficult to answer briefly, ask questions to the text;

3. Choose the answer without which the text loses its meaning, that is, without which it is impossible to do without. This answer must contain the meaning of others.

Cheat Sheet for Cultural Comparison(cult) objects

1. Find commonalities in the facts being compared (events, characteristics of historical figures, monuments, their purpose, etc.).
2. Find the differences.
3. Draw a conclusion.

Educational technologies in studying the ORKSE course

Both traditional and modern teaching technologies can be used as tools for mastering the ORKSE course in class and extracurricular activities. Among them, those that make it possible to implement an activity-based approach to learning (research, various types of projects, brainstorming, analysis of life situations, gaming technologies, discussions, etc.) are especially relevant.

Project technologies

Project technologies are based on the active cognitive activity of students, which contributes to the development of communication competencies, research and creative abilities, the ability to navigate the information space, integrate and generalize information from various sources. In the process of planning and independently performing certain practical tasks within the framework of the project, students become accustomed to self-organization, self-analysis, and develop self-education skills.

Distinctive features of this technology:

• goal setting, which involves researching a problem and developing a specific product;
• practical or theoretical significance of the expected results;
• orientation towards independent activities (individual, pair, group) of students;
• activity approach;
• collaboration between teacher and student, as well as between students (group project);
• ability to work at an individual pace;
• formation of vital competencies.

Types of project activities

Based on dominant activities, the following types of projects are distinguished:

Exploratory – reminiscent of scientific research. They involve choosing a topic related to solving a creative, research problem with research methods characteristic of any scientific work (defining research objectives, putting forward a hypothesis, its subsequent testing);

Applied – aimed at obtaining a specific result of activity;

Informational – aimed at collecting and analyzing information about any phenomenon or object for presentation to the class;

Role-playing and gaming - aimed at reconstructing or simulating social or business situations.

Projects can be either individual or collective (group, school-wide, interschool, etc.).

The role of the teacher in project activities is great. He forms the motivation of participants, provides consultations during the work on the project, provides assistance in providing resources, coordinates the actions of participants in collective projects, and helps in analyzing the work done.

Student research activities

School disciplines, including ORKSE, already with their content lay the foundations of scientific knowledge: the content of textbooks is a scientific text adapted for a certain age of students, they reveal the conceptual basis of the subject - the language of basic science, pose problematic questions, provide arguments and justifications. By mastering the content and methods of cognitive activity, getting acquainted with examples of scientific analysis of problems, students become familiar with the methods of historical research.

In the practice of history teachers, the experience of student research is quite widely represented. Without setting the task of analyzing this experience, we will note only some approaches and directions in this area.

1. Elements of research are introduced directly in class. When students are sufficiently prepared, sometimes an entire lesson is conducted in the form of research. Education in this case acts as a joint search between teacher and student.
2. Student research as individual or group work takes place outside of class in preparation for seminars and conferences.
3. Research of various types is carried out by schoolchildren during various events, competitions, olympiads, etc.

• historical research of a theoretical nature in the form of an abstract - educational research;
• generalization of expedition materials (archaeological, ethnographic, environmental);
• development of research projects.

Approximate topics

projects, student research

Good and evil in folk tales (Tatar, Russian, Chuvash, Udmurt, etc.)

Spiritual and moral values ​​in proverbs of some Russian people

Friendship begins with a smile

The beauty of communication: etiquette in people's lives.

Who is a friend?

Our grandmothers

National costumes of the peoples of Russia

National traditions in our family

Our family during the Great Patriotic War

Moral rules in the behavior of heroes of folk tales (Russian, Tatar, Chuvash, etc.)

Monuments of spiritual culture in my city

Rules of conduct in places of worship (churches, mosques, synagogues)

Rules of hospitality of the peoples of Russia

Religious holidays in our republic.

This is how our grandfathers lived

Traditions and values ​​of my family

Gaming technologies

Game is one of the main activities of students. Games in learning involve activities aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.

Gaming activities are multifunctional, implemented through all areas of extracurricular activities and are especially in demand among younger schoolchildren. Role-playing game promotes the development of rules and behavior patterns, schoolchildren acquireknowledge about social norms, about socially approved and disapproved forms of behavior in society. In play, children try on different social roles, create different behavior scenarios, and gain experience using them in different situations.

Business game – This is the modeling of various social situations, the purpose of which is to teach decision making. During the business game, students:

Find the first practical confirmation of acquired social knowledge;

Gain experience in solving problems in direct action, living through a certain situation during the game;

Analyze what happens during the game - feelings, emotions and behavior, based both on their own feelings and on feedback from the participants and the presenter;

They learn to draw conclusions based on subsequent analysis about their own level of competence, and use the most valuable things received as examples.

Information and communication technologies

The ORKSE course is provided with sufficient multimedia teaching aids, which allows you to organize the study of the course at a modern level in an interesting and exciting way for students. Computer support for course teaching allows you to simultaneously use diverse information: texts, audio, video materials, presentations. The use of various forms of visualization and musical accompaniment enhances the emotional background of classes, arouses interest among students, and enhances motivation for studying the course.

The use of ICT provides greater opportunities to improve the effectiveness of course teaching. This:

• use of diverse visual aids - paintings, portraits, photographs, maps, etc.;
• activation of students' cognitive activity through the use of active and interactive forms of activity;
• creation of an information base for the course for organizing independent research and project activities of students;
• organizing student knowledge testing and self-control;
• organization of design and research activities.

Working with parents and family members of students

As part of the ORKSE course

Cooperation between family and school is a necessary condition for creating optimal conditions for the spiritual, moral and intellectual development of the child. Without interaction with the family, community with parents, without emotional and ethical support from the family, studying the subject “Fundamentals of Religious Cultures and Secular Ethics” will be incomplete and insufficiently effective.

Involving parents and family members of schoolchildren in educational and extracurricular activities within the framework of the course “Fundamentals of Religious Cultures and Secular Ethics” involves:

• creating conditions for parents to understand the goals, objectives and ways of implementing the declared educational program, as well as the expected result;
• activating the position of parents in interaction with the school and expanding their ideas about the modern school, its tasks and opportunities;
• deepening and expanding the personality-oriented component of general education through the use of family education methods and the potential of family spiritual and everyday experience in the learning process.

The introduction of the ORKSE course should be preceded by preparatory work with parents, which can be carried out in the form of an interview or a press conference. The main goal of these events is to create an attitude of cooperation; the intended result is to motivate and stimulate the interest of parents in the positive results of their children mastering the course content.

After studying the first part of the program, in order to establish positive intermediate results of mastering the course and to provide parents with the opportunity to control the learning process, it is advisable to hold a parent meeting in which the students themselves will take part, speaking about their impressions, their understanding, their achievements, with a presentation of their intermediate educational results .

Many of the activities recommended as part of the course involve the child contacting family members to obtain information, for example, completing extended homework such as interviews, writing essays, preparing a speech at a final event.

Parents can be of great help in selecting illustrative material for lessons and material for the image gallery. Perhaps some parents visited places of worship that were discussed in class, saw certain religious shrines and artifacts and can not only talk about them, but also show photographs or video fragments.

When studying topics related to the everyday life of representatives of various faiths, family members of students can speak about family traditions. For example, how traditional holidays are celebrated in the family, what favorite dishes are prepared, what gifts are given to children, and other interesting and deeply individual features of the family way of life. Stories about family heard in class can become another unifying factor in student interaction.

Traditions, holidays, knowledge of basic concepts and facts can become topics for family competitions and quizzes. Tasks can be prepared by children for parents, parents for children, or teams of adults and students.

Also within the framework of the course, issues of spiritual and moral education of children through home reading and the formation of a home library can be addressed. It is possible to organize a “Family Reading” club, whose members will tell children and their parents about their reading experience, give recommendations on choosing books, and share their impressions of what they read.

The topics of students’ final creative and research work can be family traditions, family chronicles, and stories about their ancestors. The student will not be able to complete this type of work without the support and assistance of the family.

Parents and family members of students must be invited to the final event that concludes the Foundations of Religious Cultures and Secular Ethics course. It is even possible that they will become not just spectators, but co-authors and participants in children's presentations.

It is advisable to involve parents in extracurricular activities - organizing and conducting excursions, holidays, etc.

The training course “Fundamentals of Religious Cultures and Secular Ethics” provides the school and teacher with great opportunities to involve parents in the educational process, in educational and extracurricular activities of the class, to assist families in raising and educating children, and to promote the preservation and strengthening of the family.

Literature

National educational initiative “Our New School”.

Federal state educational standard for primary general education.

Arkadyeva A.V. Problems of teaching religious studies in primary school//Primary education. - 2011. - No. 3.

Bykov A.K . Patriotism in the context of the civic and moral development of schoolchildren // Education in modern school. - 2012. - No. 4.

Grigoriev VD. Social and spiritual in human upbringing//Educational work at school. – 2009. - No. 10.

Klepikov V. Psychological and pedagogical mechanism of familiarization with values ​​// Educational work at school. – 2010. -No. 9.

Kolokoltseva M.A.Family projects as a means of moral education of younger schoolchildren, /Primary education. - 2011. - No. 3.

Konysheva N.M. . Project activities of schoolchildren//Elementary school. – 2006. - No. 1.

Kravets T.N., Teleganova M.V., Sputai S.Junior schoolchildren conduct research // Primary education. - 2005 - No. 2.

Lapshina T.P. Fostering a culture of behavior//Primary school. 2010. - No. 1.

Loginova N.V. The role of parables in self-determination of personality in the process of spiritual and moral education of students // Primary education. - 2011. - No. 3.

Metlik I.V. Spiritual, moral and civic education at school: features and relationships in the educational process // Education of schoolchildren. No. 2. – 2012.

Metlik I.V. Religious education at school and the problem of integration of Russian society // Education in modern school. - 2012. - No. 4.

Basics religious cultures and secular ethics(results of the experiment and prospects for the training course) / Library of the journal “Bulletin of Education of Russia”. – 2012. - No. 1.

Pidkasisty P.I., Khaidarov Zh.S.Game technologies in training and development. - M., 1996.

“The holy science is to hear each other…”(once again about the study of religious culture in elementary school). From the portfolio of the editor-in-chief. /Elementary education. - 2011. - No. 3.

Sergeeva V.P. Spiritual and moral education is the basis for personality formation. Toolkit. - M.: TC “PERSPECTIVE”, 2011.

G.I. Tarasova. The moral significance of the modern lesson//Primary school. - 2010. - No. 1.

Suvorova N. Interactive learning: New approaches. – M., 2005.

Khutoryanskaya T.V.Technological methods of cooperation between a teacher and the family of a primary school student // Primary school. – 2010. - No. 4.

Dear parents!

Since 2012, a comprehensive educational course “Fundamentals of Religious Cultures and Secular Ethics” has been taught in the 4th grade of all educational institutions in the Russian Federation. If your child is currently in Year 3, you will soon be asked to choose one of the six learning modules that make up the course.

The main goal of introducing this comprehensive educational course is to educate children in school, taking into account the cultural characteristics and needs of the student’s family and the child himself. The widespread introduction of the course since 2012 was preceded by its successful two-year testing in 2009-2011. in 21 regions of Russia. The course has been successfully taught in the Moscow education system since 2012.

The course contains:

• four modules on the fundamentals of traditional religious cultures of the peoples of Russia: “Fundamentals of Orthodox culture”, “Fundamentals of Islamic culture”, “Fundamentals of Buddhist culture”, “Fundamentals of Jewish culture”;
• The module “Fundamentals of World Religious Cultures” is aimed at familiarizing students with the history and culture of the main religions traditional for the peoples of the Russian Federation.
• The module “Fundamentals of Secular Ethics” provides for the study and development of generally accepted norms of secular or civil ethics in our country.

Please note that the choice of the module that your child will study in 4th grade is exclusively the right of your family, only your right!

The selection procedure in a general education institution is established by the regulations adopted in the city of Moscow. In order for you to make an informed and free choice, the school administration is obliged to provide you with information about the selection procedure, as well as basic information on each of the course modules. At special parent meetings, which will be held in Moscow schools in March-April 2013, you will be able to ask teachers and representatives of religious organizations questions about the content of the modules, features of the educational process, including your participation in it.

Your decision must be recorded in a personal statement, the form of which is also approved by the specified regulations.

In your choice, focus solely on the interests of your child and your family. Do not entrust your choice to the school administration or even your favorite teachers. The Moscow education system is taking the necessary measures to provide any of your choices with trained teachers and all the necessary teaching aids. If in some educational institutions free and voluntary choice is not provided within the specified time frame, or you think that your decision was not adequately taken into account or distorted at school, contact the educational authorities of the city of Moscow, and measures will be taken to correct the situation. Contact information for district education offices is available on