Formation of moral values among younger schoolchildren in the context of Buryat ethnopedagogy

Abstract

The scientific article is devoted to the study of the process of formation of moral values in younger schoolchildren using the potential of Buryat ethnopedagogy. The introduction substantiates the relevance of the problem in the context of globalization, leading to the displacement of national educational traditions. The author emphasizes the uniqueness of Buryat ethnopedagogy, which synthesizes collectivist principles, spiritual values (shamanism, Buddhism), tribal principles and respect for elders, and the need for its integration into the modern school system to create a solid moral foundation for the child's personality. The research materials and methods include an analysis of ethnopedagogic experience, which involves not a formal assimilation of rules, but a practical immersion in the cultural environment. The key methods are: using folklore (fairy tales, legends) to analyze archetypes of good/evil; involving children in traditional rituals and holidays with an explanation of their meaning; creative activity (costumes, songs, dances, dramatizations of epics); establishing intergenerational ties (communication with elders); integration of cultural values into general education subjects; application of design and research methods on ethnocultural material; active use of the native (Buryat) language as a carrier of worldview. The results demonstrate that the systematic application of these methods contributes to the deep assimilation by children of the basic moral values of Buryat culture: respect for elders and their experience, teamwork and mutual assistance, responsibility to society and nature, honesty, diligence. Children begin to perceive morality not as abstract rules, but as an organic part of life, linking traditions with modernity. Positive ethnic self-identification, patriotism, tolerance and environmental awareness are being formed. The effectiveness of education increases with the coordinated work of schools, families and the local community, as well as with the harmonious combination of traditional practices with modern educational technologies (virtual tours, multimedia projects). The discussion of the results highlights the multidimensional nature of the process of moral formation, which requires a meaningful approach by the teacher, avoiding the formalization of traditions. The importance of the teacher's role as a bearer of culture and moral standards is emphasized. The key challenge is discussed – the search for a balance between the authenticity of traditions and adaptation to modern realities and technologies in order to preserve the relevance and attractiveness of ethnopedagogical methods for younger schoolchildren. The conclusion is made about the importance of Buryat ethnopedagogy as a living tool for the formation of a holistic, morally mature personality capable of harmonious existence in a multicultural world.