POSSIBILITIES OF PEDAGOGICAL CORRECTION IN FOSTERING HARMONY BETWEEN MATERIAL AND SPIRITUAL LIFE IN STUDENTS

This study explores the possibilities of pedagogical correction in fostering harmony between material and spiritual life in students. In modern educational contexts, increasing materialistic orientations often create imbalances in students’ personal development, necessitating targeted pedagogical interventions. The research analyzes how value-based education, reflective practices, socio-emotional learning, and culturally responsive teaching contribute to aligning students’ material aspirations with their spiritual and ethical growth. The role of teachers as facilitators and role models is also examined as a key factor in shaping students’ value systems. Additionally, the study highlights the importance of integrating digital literacy to mitigate the influence of materialistic content in digital environments. The findings suggest that a holistic and systematic pedagogical approach can effectively support students in developing a balanced personality characterized by ethical awareness, self-reflection, and social responsibility.本研究探讨了教育矫正（pedagogical correction）在促进学生物质生活与精神生活和谐共生方面的可行路径。当代教育语境中，日益凸显的物质主义导向常导致学生个人发展失衡，亟需针对性的教育干预举措。本研究分析了价值引领教育、反思性实践、社会情感学习（socio-emotional learning）以及文化响应式教学（culturally responsive teaching）如何助力学生将物质诉求与精神及道德成长相统一。研究同时考察了教师作为引导者与榜样的角色，这是塑造学生价值体系的关键因素。此外，本研究强调了整合数字素养（digital literacy）教育以弱化数字环境中物质主义内容负面影响的重要性。研究结果表明，整体化、系统化的教育路径能够有效助力学生培育出兼具道德意识、自我反思能力与社会责任感的健全人格。