Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. A description of the six levels as well as verb examples that represent intellectual activity are listed here.

1. Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

2. Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects).

3. Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

4. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.

5. Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).

6 .Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.

Identify then main areas of character education in higher education institutions: civic education, moral education, aesthetic education, physical education, environmental education. Explain why character education is necessary at HEIs.

The main directions of education

The content of the educational activities due to its goals and objectives. From this point of view, upbringing is classified for various reasons:

• depending on a substantive aspect, three aspects are most generalized: mental, labor and physical education. For the same reason, but in a more specific form, they consider political, legal, moral, ecological, aesthetic and other directions as separate directions;

• by institutional criterion - family, preschool, school, out-of-school, upbringing at the place of residence;

• according to the style of relationships - democratic and authoritarian education.

The most developed in the pedagogical theory of the main directions of education, allocated by the criterion of the aspect of its content. They have been developed by the entire lengthy process of development of national pedagogical theory and practice and take into account new trends in their development. Consider some of them.

Mental education - involves the management of the development of cognitive interests, wide spiritual needs of students. The most important role here is played by the manifestation of independence, critical thinking.

Aesthetic education - the process of formation of the aesthetic consciousness of the individual and the corresponding forms of activity.

Physical education is an organized process of transferring the methods of activity and knowledge necessary for physical improvement. Its purpose is the all-round development of the personality, its physical qualities and abilities. Fixed assets: exercise, use of natural forces of nature (sun, air, water), hygiene. Physical education, like other forms of educational work, requires strict consideration of individual, age-related features.

Ecological education has as its task the formation of a deep understanding of the multifaceted significance of nature for the life of people, their health, spiritual and physical improvement.