Šiuolaikinė pedagogika remiasi humanizmo idėjomis, pagrindinis pedagogų ir tėvų dėmesys koncentruojamas į vaiko asmenybės ugdymą, jo vidinio pasaulio formavimą, humanistinių vertybių perteikimą, todėl jau ikimokyklinio amžiaus vaikams turėtų būti skiriamas didelis dėmesys doriniam ugdymui. Ugdant dorą ir aktyvią asmenybę reikšmingiausias vaidmuo atitenka pedagogams ir tėvams, jų turimoms vertybėms, vaiko kultūrinei aplinkai namie ir darželyje. Auklėjant muzika ugdytinis net neįtaria, kad jis yra auklėjamas, nes muzika nemoralizuoja, nemoko doros taisyklių. Muzika moko klausyti ir girdėti, skatina aktyvaus pažinimo pastangas, leidžia užsimegzti glaudesniam bendravimui su meno vertybėmis, kurių veikiamas vaikas, kaip ir suaugęs žmogus, gali patirti gilesnius emocinius ir mentalinius išgyvenimus. Daugelis žmonių visą gyvenimą išsaugoja vaikystėje įgytas muzikines savybes, jai pakankamas buvo muzikinis ugdymas. Vaikas savyje nešiojasi muziką, kuri spontaniškai veržiasi išsilieti. Jai pedagogas, tėvai padės jai išsilieti ir toliau puoselėti, išauginsime geresnį, doresnį, kultūringesnį ir laimingesnį žmogų. / Children are our future, the power of creation. Them we supervising, educating, developing. The spirit world of child fast changing for him does influence our community, they cherishing values. Child is great source of opportunities, witch could dry, if by him will touch bad artisan hand. Therefore in psychic of child should we penetrate very careful. This master work fundamental purpose is research, if music educate moral of child? This topic I missed analysis, although in intellectual climate of Lithuania same problems constantly treating. So my work purpose is topical in Lithuanian concept context. At this master work I experimented to answer at his question, with reference varied science literature and articles. Special impact power of music for human since many centuries ago cognize, priests, philosophers. Philosophers accent, that in great music, language of intonation expressing and specifically feel as integral unity of being meaning. Plato said „formative perfect Citizen first place belong to music”. By V. Lansbergis „music in general meaning is life, love expression with all their variety”. Music make child happy, help to be disciplined, and do impact to child vision, feelings, emotions, behavior. The music learns to hear, stimulate active interesting in art. And by impact of these factors the child and adult human could feel great emotional and mind experience. Music is one of great ways to relax and to joy. If pedagogue or parents help cherishing music... [to full text]

Cette recherche s’intéresse aux pratiques pédagogiques des enseignants portant sur le développement du respect de soi, des autres, voire de la vie des élèves en primaire au Japon. L’ « éducation à la vie » est liée au contexte social et scolaire de l’apparition des phénomènes massifs de brimades, de violences, de refus d’aller à l’école et de suicide. S’y associent souvent les problèmes psychologiques comme une faible estime de soi, la tendance dépressive, le développement relationnel et communicationnel insuffisant.Une enquête a été menée auprès des acteurs éducatifs adultes à Kyôto. Prenant une approche anthropologique, nous avons construit une conception de l’éducation à la vie basée sur les données empiriques. Les résultats montrent qu’en faisant cette éducation, les enseignants participent pleinement à la transmission culturelle et à la socialisation des élèves, tout en les éduquant aux normes et aux valeurs culturelles et sociales. / This research focuses on the pedagogical practices of teachers relating to the development of self-respect, respect of others and the lives of primary students in Japan. “Life education” is linked to the social and educational contexts of the emergence of bullying, violence, refusal to go to school and suicide among children and young people, which are often associated with psychological problems such as low self-esteem, depressive tendency, insufficient relational and communication development. A survey was carried out among different adult educational actors at the primary school level in the city of Kyoto. Adopting an anthropological approach, life education was examined based on empirical data. The results show that by teaching life education, teachers fully participate in the cultural education and socialization of pupils, while at the same time educating them about cultural and social norms and values.