Educating a virtuous student as a multifaceted process

The relevance of the topic of the paper is motivated by the importance of finding ways to preserve the highest moral values in the minds of the younger generation, and the development of moral feelings. The paper argues that one of the possible ways to preserve traditional values is education of a virtuous person. The author motivates the social relevance of educating such a person by the fact that a virtuous way of life, the person’s virtues are not innate. It is shown that a virtuous person is a moral person who cares about his spiritual qualities, or virtues, the essence of which is the ability to feel ashamed. The author points out that the development of the concept of «virtue» is carried out mainly by ethics that this concept is interpreted ambiguously and is not identical to the concept of «moral quality» used in pedagogical research on education. Various interpretations reflect the complex nature of the phenomenon and, accordingly, suggest the multifaceted nature of the process of educating a virtuous student. Each meaning of the concept of «virtue» corresponds to a specific area of the teacher’s activity in educating a virtuous student: a) improvement of moral qualities (virtue in the sense of moral quality); b) improvement of value orientations (virtue in the sense of value); c) raising moral awareness (virtue in the sense of the concept of moral awareness, the concept of morality); d) raising ethical awareness of young students (virtue in the sense of the category of ethical awareness, the category of ethics). The integrity of the teacher’s activity in educating a virtuous student as a multifaceted process is due to the dominance of the value approach: the sense of value has a moral quality, the category of ethics and the concept of morality, and the student’s focus on values forms his/her value orientations.