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.本研究旨在探讨教育矫正（pedagogical correction）手段在促进学生物质生活与精神生活和谐统一方面的应用可能。在当代教育语境中，愈演愈烈的物质主义倾向往往会引发学生个人发展失衡，亟需针对性的教育干预措施。本研究剖析了价值观教育、反思实践、社会情感学习（Socio-Emotional Learning, SEL）以及文化响应式教学，如何帮助学生将物质诉求与精神及道德成长实现协同统一。研究同时探讨了教师作为引导者与行为典范的角色，并将其视作塑造学生价值体系的核心影响因素。此外，本研究着重强调了整合数字素养教育的重要性，以削弱数字环境中物质主义内容所带来的负面影响。研究结果显示，采用整体化、系统化的教育教学方法，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。