Events and Inspire as Key Factors of Effective Educational Activities

Aim. The purpose of this research is to identify and describe the key factors of effective educational activities aimed at developing a personality ready for independent and responsible existential choice.

Methodology and methods. The research is based on the existential approach to education. The main methods were theoretical analysis of scientific literature on the problems of upbringing of a modern child, as well as an appeal to analyze the results of research in the field of studying the moral ideal of the younger generation.

Results. The eventfulness of the educational environment and the child's involvement in educational events as key factors of effective educational activity at the present stage were revealed and described. The research confirmed the necessity of pedagogical support of events aimed at creating conditions for realizing the involvement of pupils in the events. The pedagogical means contributing to the creation and maintenance of event-based educational environment are presented. The role of the reference adult in the formation of existential sphere of an adult personality and the possibilities of educational activities organized by the reference teacher in the adoption of moral values as a basis for the formation of a moral ideal are revealed.

Research implications. The results of the research substantiate the existential approach to the pedagogical support of events and orient the pedagogical community to the realization of the existential strategy of upbringing, in which each child is given the opportunity to express subjectivity in the context of event-based educational activities, and also stimulates moral self-improvement through the implementation of moral reflection, self-expression on the basis of formed moral values.

Conclusions. The research revealed that moral education in the context of modern socio-cultural conditions, on the one hand, should take into account the specifics of self-identification of a maturing personality, predetermined by trends associated with the entry of virtual communication into a person's life. On the other hand, the educational process should be child-oriented, and therefore have an event-based nature and provide each pupil with an opportunity for self-expression, the realization of their subjectivity, a sense of involvement in the educational events taking place. The emphasis is placed on the fact that personality is formed in the process of interaction with a reference adult who organizes an event-based educational environment focused on the child's personality, in which the formation and acceptance by the child of moral ideals based on high moral values and existential meanings is possible.

1. Antopolskaya, T. A., Panov, V. I. & Silakov, A. S. (2020). Modeling the development of subjectivity of adolescents of generation Z in the context of a socially enriched environment of additional education. In: Herzen Readings: Psychological Research in Education, 3, 43–50 (in Russ.).

2. Astashova, Yu. V. (2014). Theory of Generations in Marketing. In: Bulletin of the South Ural State University, 8, 1, 108–114 (in Russ.).

3. Grigoriev, D. V. (2007). An event of education and education as an event. In: Law and Education, 1, 90–99 (in Russ.).

4. Ivanova, I. V. (2019). The ability to overcome difficulties as an indicator of an individual's readiness for self-development. In: Bulletin of Kaluga University. Series 1. Psychological Sciences. Pedagogical sciences, 2, 4 (5), 13–23 (in Russ.).

5. Miroshkina, M. R. (2014). Different generations – different pedagogical approaches. In: School technologies, 2, 8–20 (in Russ.).

6. Reprintsev, A. V. (2023). Risks and contradictions in the formation of the value-semantic sphere of personality in the "digital" era. In: Theoretical and methodological foundations of existential pedagogy: monograph. Yaroslavl, Yaroslavl State Pedagogical University Publ. (in Russ.).

7. Reprintsev, A. V. (2023). Modern approaches and experience in studying the value-semantic sphere of adolescents and young people. In: Theoretical and methodological foundations of existential pedagogy: monograph. Yaroslavl, Yaroslavl State Pedagogical University Publ. (in Russ.).

8. Grebenyuk T. B., Gushchina T. I., Ivanova I. V. & Rozhkov I. I. (2023). Theoretical and methodological foundations of existential pedagogy: collective monograph. In 2 volumes. Vol. 1. Yaroslavl, Yaroslavl State Pedagogical University Publ. (in Russ.).

9. Rozhkov, I. I. (2020). Education of a free person as a target function of additional education for children. In: Methodist, 6, 2–5 (in Russ.).

10. Slobodchikov, V. I. (2010). Co-event educational community – a source of development and a subject of education. In: New values of education, 1, 4–14 (in Russ.).

11. (2017). “Digital Generation” and Pedagogical Realities of Contemporary Russia: Proceedings of a Scientific and Practical Internet Conference with International Participation. Moscow, Institute for the Study of Childhood, Family and Education of the Russian Academy of Education Publ. (in Russ.).

12. Heidegger, M. (1991). Conversation on a Country Road. Selected Articles from the Late Period of Creativity. Moscow, Higher School Publ. (in Russ.).

13. Elkonin, B. D. (1994). Introduction to Developmental Psychology (in the Tradition of L. S. Vygotsky’s Cultural-Historical Theory). Moscow, Trivola Publ. (in Russ.).

14. Yakovlev, S. V. (2024). Good manners as a socio-cultural identity of the value systems of the basic culture of the individual and the traditional culture of society. In: Journal of Pedagogical Research, 9, 1, 54–68 (in Russ.).