Application of moral dilemmas in the educational process to form moral guidelines in high school students

the purpose of the study is to substantiate the possibilities of applying moral dilemmas in the educational process in high school. The article presents the data of a survey of high school students and teachers based on a questionnaire developed by the author, as well as an analysis of a written survey of students on the formulation of a definition of morality. The scientific novelty of the study lies in the development and testing of primary diagnostic tools for identifying the level of knowledge of teachers and high school students in the field of moral foundations of an act and related moral dilemmas. As a result of the study, it was found that high school students have deep knowledge of the nature of morality, can identify its main characteristics in accordance with the concepts of philosophy, pedagogy and psychology. At the same time, more than half of the respondents (53%) encounter the topic of morality in lessons only occasionally or very rarely. When identifying the importance of personal qualities, schoolchildren rank "justice" first. 63% of the teachers surveyed have difficulties in moral education of students. 89% are familiar with the concept of "moral dilemma", but 57% of respondents answered "rarely" and "never" to the question "How often do you address moral dilemmas using educational material?" 43% of teachers do not have didactic techniques for using moral dilemmas.

morality, moral dilemma, personal qualities, semantic barriers