A Pedagogical System Based on the Integration of Social and Moral Education

Drawing on a theoretical-analytical and constructive study, the article develops a pedagogical system based on the integration of social and moral education. The aim is to identify the paradigmatic differences between the two lines of upbringing, to substantiate the risks arising from their separation, and to design a model of an integrated system. The study applies conceptual and comparative analysis, a systematised review, typological analysis and modelling. The findings show that the two lines answer different questions: social education addresses how to act effectively, moral education how one ought to act. The central conclusion is that the absence of integration leads to two opposite outcomes: without moral orientation, social skill becomes instrumental and even manipulative, while without skill, moral knowledge remains declarative. This thesis is supported by empirical evidence: children who hold peers under pressure have been found not to score low on social cognition. The article proposes a two-dimensional typology of children, a five-block model of the system, three levels of integration, and indicators for evaluating the outcome.