THE ROLE OF UNIVERSITY FACULTY MEMBERS IN THE SPIRITUAL AND MORAL DEVELOPMENT OF FUTURE TEACHERS WITHIN THE EDUCATIONAL SPACE OF HIGHER EDUCATION INSTITUTIONS
The relevance of the problem under study is due to the fact that spirituality forms the personality and is the highest moral center where the whole essence and the whole meaning of human existence are concentrated. The social crisis and transformation of the last few decades particularly have shown that the current generation of young people has an evident mismatch and underdevelopment of certain properties and qualities. Motivation for material consumption and overconsumption has increased and the role and significance of intellectual and spiritual and moral spheres has decreased. The aim of the article is a theoretical study of the basic concepts of the educational process - spirit, spirituality, religion, and morality; attempts to associate the concept of "spirituality" and "morality" in the philosophical system of views. The article analyzes the existing approaches to the understanding of spirituality, the inclusion of spirituality in the context of psychological analysis; it also views possible ways of spiritual and moral formation of a person, the tendencies in modern education and the role of a teacher. The authors emphasize that the sphere of education is designed to resist the destructive tendencies of modern society and to support creative and innovative tendencies, which are realized through the action of social institutions, one of which is the University. Science should play a crucial role in the development of future society, in education of spiritual and moral personality, and higher school teacher acts as a translator of human values. The main national priority in Russia of the twenty-first century is the development of innovation. The development of the national project "Education" has led to a comprehensive modernization of education.
Kazan (Volga Region) Federal University takes a leading position in the development and implementation of SAU, which, along with the change in the bachelor training model (subject teacher for modern school) also includes:
- increasing role of a teacher's personality and their professional competence in the successful implementation of innovative social and educational problems in the new socio-cultural conditions;
- the creation of the model (the portrait) of a XXI century teacher’s professional competence in the new socio-cultural conditions.
Being one of the most important areas of public knowledge, morality nevertheless has not become an educational field in any school or university. The pedagogical community is increasingly aware of the fact that the goals, values and purports, which are now set in modern knowledge-centrist and even competence model of modern higher education, are far from ideal and do not meet the prognostic expectations, which would correspond to the real challenges of the contemporary socio-cultural situation in the world and in the Russian society.
The study used socio-cultural and conceptual approaches to forecasting purposes, and value-meaningful orientations of education of the XXI century.