Keyword: «pedagogical continuity»

At turning points in the history of the country, it is necessary to analyze and find solutions to emerging new problems in the education of the younger generation. The right choice determines what generation will live in our country tomorrow. Rethinking the results and achievements in the education of youth (primarily students) of the 19th century, relying on the giant domestic scientific and pedagogical heritage, modern teachers more successfully solve the problem of spiritual and moral education of students at higher educational institutions. The article is devoted to the process of education, in particular, spiritual and moral education of students in the 19th century. The work is based on articles from pedagogical journals of the 19th century (collections of the Russian National Library, St. Petersburg), pedagogical works of famous Russian writers and teachers, historical official documents. The aim of the study is to identify the continuity of the principles of spiritual and moral education of students at higher educational institutions of the nineteenth and twenty-first centuries. Objectives: to identify the system of values developed in the students of classical gymnasiums and, upon graduation, in university students of the nineteenth century; to compare with the requirements of the modern educational system. Leading approaches to the study: socio-cultural, systemic, cultural, anthropological. In official documents, in the works of famous teachers, writers, philosophers, public figures, attention is drawn to the commitment to the traditions of Russian education of youth: patriotism, nobility, honesty, hard work. The studied scientific sources of the nineteenth century implement the idea that the process of spiritual and moral education does not begin and does not end within the walls of the university, and this is relevant for our time as well. As in the nineteenth century, now teachers of higher educational institutions solve difficult problems of training not just highly qualified specialists, but individuals with strong, highly moral foundations, loyal to their Fatherland. The theoretical significance of the study is in finding and rethinking the creative ideas of famous Russian educators, scientists and public figures of the nineteenth century. The experience of practical application of the developed forms and methods of education of students in the nineteenth century (with adjustments for modern requirements) will undoubtedly help in finding new approaches to the spiritual and moral education of modern students. This study will be useful for teachers interested in studying the sources of pedagogical thought for their application in their practice of spiritual and moral education of students of the twenty-first century.