CONCEPTS OF MORAL EDUCATION THROUGH ACTIVITY: WORLD PEDAGOGICAL EXPERIENCE AND CONTEMPORARY APPROACHES

The paper examines concepts of moral education through activity that took shape in world pedagogy from the late nineteenth to the early twenty-first century. It traces a line of development from the ideas of the labour school and pedagogical pragmatism to contemporary models of character education and service-learning. The author identifies the principles that can underpin practical lessons in the school subject Tarbiya in grades 1–4.