Abstract: the modern education system requires humanizing the process of education, upbringing and development. The growth of democratic institutions in the developed countries of the world does not allow the teacher to resort to the traditional technological process of education. Therefore, the problem of humanization of education is acute before the professional community of teachers and psychologists. The contradiction of modernity lies in the bipolar tendencies of the world mass consciousness: on the one hand – the democratic institutions of the state and society of civilized countries, on the other – increasing in its periodicity facts of terrorism and extremism, as a projection of hatred and want for the destruction of dissent. The international community, with human values as the moral base of life goals, however, has not technology improvement of human spiritual life. Criteria, determinants and stages of development and formation of moral health are not yet clearly defined by modern pedagogy and psychology. Authors of this article try to find them only at the theoretical level so far, but with hope for empirical prerequisites of programs of experimental works. Having tested the questionnaire on the definition of moral health, scientists found the main criteria and its indicators of it. Having made a discussion and the included observation, stages of use of pedagogical technologies of its formation were revealed.
Keywords: humanization, education, personality, value, spirituality, moral health, education concept, spiritual and moral education, moral development, learning, reflection, teenagers