Book: Lecture Notes Ethics

Problems moral education and self-education in the pedagogical heritage of the revival and enlightenment

A significant step forward in the development of ideas about the essence, goals, principles and methods of moral education and self-education was made by a number of representatives of pedagogical thought. An outstanding place among them is occupied by J. A. Comenius (1592 - 1670). The great Czech educator and thinker belongs to that historical epoch, within which there was a radical change in all the social and spiritual institutions of the Middle Ages. The bourgeois system actively penetrated into all spheres of society. Comenius, the first of the figures of the Renaissance, tried to isolate and bring into a system the objective laws of education and training. The scientist's worldview is dominated by the ideas of progress and humanism, which found its reflection in his pedagogical writings, where he set the task of giving children a complete picture of the world, determining the place of a person in it.

Ya. A. Comenius was the first of the teachers to substantiate the principle of conformity to nature in education. Following the tradition of such great predecessors of the Renaissance as Rabelais and Montaigne, he considered man as an autonomous natural system with its own laws. Accounting for the latter is necessary in the process of forming a moral personality. Considering that the nature of the “microcosm” of a human being has an independent and self-destructive power, the phi-philosophy-humanist formed the principle of the pupil’s independence in understanding and active development of the world as a regularity of education.

The old system of education, which Comenius radically reformed, came out of the position that external circumstances played a decisive role in shaping the personality. In other words, the will, activity, mental potential of the individual were subject to the laws of the indicated circumstances. For Comenius, the educational process is impossible without taking into account the will and activity of the pupil as components of this process.

In the spirit of the humanistic ideas of the Renaissance, Comenius proclaims the natural equality of people. Society should be interested in the fullest possible intellectual and moral development of its members, which will bring it undoubted benefits. Since the philosopher considered this development as corresponding to the ideals of goodness and public good, Special attention he gave moral education. Chapter XXIII (“Method of Customs”) of his main work “Great Didactics” Y. A. Comenius begins with the following words: “All the previous is not so significant in comparison with the main thing - morality and piety” (humanism. - Auth.) ". In the named chapter teacher-reformer formulates sixteen rules of art to develop morality.

A number of these rules contain the ideas expressed by the thinkers of the past. First of all, these are the rules about instilling all the virtues without exception in the younger generation: moderation, courage, justice, sincerity and endurance in work, honesty. An important condition for the formation of a moral personality Comenius considered the education of her habit of work. The latter can be carried out even in fun. Separately, a rule is formulated that concerns the importance of personal example in moral education. “Let,” Ko-mensky wrote, “examples of the decent life of fathers, mothers, teachers, comrades constantly shine before us.”

All these ideas have not lost their significance today. Some of them determine the development of the system of principles of moral education for more than three centuries. The idea of ​​the transformative role of education, democracy and humanism of the civic position of Ya. A. Yemensky continue to arouse the interest of researchers in his theoretical heritage.

After the victory of the bourgeois revolution in the middle of the XVII century. in England there was a need to develop a new approach to issues related to the formation of personality. It's about first of all, about the factors of personality formation, about the role of education, its goals and objectives, which was the subject of the treatise of John Locke (1632-1704) “Thoughts on Education”.

Like all humanist philosophers of the past, Locke highly appreciated the role of education in people's lives. It is this, according to the English philosopher, that creates significant differences between people. So, on the very first page of the treatise, the position is expressed that “nine-tenths of the people with whom we meet are what they are - good or evil, useful or useless - thanks to their upbringing” 2.

Just like Ya. A. Comenius, but based on own experience Many years of practical pedagogical work, Locke raises the question of the need to develop internal incentives in the process of raising a child that determine the content of her behavior, moral feelings and ideas. The treatise points to the importance of the experience of the moral education of the child, which involves repetition (exercises), with the aim of turning it into a habit, an action independent of "memory or reasoning." For the first time in the history of ethical thought, in formulating the tasks of education, Locke expresses the idea of ​​the expediency of the educator creating life educating situations. Subsequently, this idea was developed in the novel Emile, or On Education by J. J. Rousseau (1762).

In the treatise, Locke found her rationale and opinion on the importance of taking into account age, as well as individual features children, which was seen as an indispensable condition for education. The process of upbringing itself was seen as an interaction between the educator and the pupil, since the abilities, inner strengths of children can manifest themselves only if they are independent, for the educator to create an atmosphere in which children can show “that they are free, that their good deeds come from themselves, that they are self-sufficient and independent…” 1 in connection with Locke, taking into account the age and individual qualities of pupils must necessarily be supplemented by a respectful attitude towards them; requirements should be set feasible, according to age and level of understanding. "The simplest and easiest and at the same time the most effective method education of children and the formation of their external behavior, - the philosopher believed, - is to show them with illustrative examples how they should act and what they should avoid "2. Thus, the idea of ​​visual education, first put forward by Ya. A. Comenius , was applied by D. Locke in the field of moral education.

Reflecting on the problem of personality education, the author of the treatise points to another important condition for moral education - the personal qualities of the educator must necessarily meet pedagogical requirements, they are put by educators before their pupils.

D. Locke considered learning the sciences to be a necessary moment in the formation of personality, however, he relegated this process to the background in terms of importance, considering such learning as aid for the development of more significant for the life of society civic qualities of the individual, the formation of which is main task education.

Recognizing as the initial thesis that the principles of the system of education of the individual are directly dependent on the social system, Zhe. J. Rousseau (1712-1778) demanded a radical transformation of both the system of education and the structure of society. For the first time, an outstanding representative of the Enlightenment outlined his views on the essence of moral education in the treatise “Project of Education de Sainte-Marie”. The author considered moral education to be the most important and primary pedagogical task: “... to form the heart, judgment and mind, and exactly in the order in which he named them” , in his opinion, the kindness of man.

In the novel "Julia, or New Eloise" (1758), the philosopher pointed out the importance of forming the human feelings of an individual on the principles of humanism, respect for nature. Rousseau's main pedagogical work, Emil, or On Education, was published in 1762. Criticizing mercilessly the theory and practice of upbringing and education in the era of feudalism, the author showed their inhuman nature in families of privileged classes. Thus, giving a child under the supervision of a tutor or to a boarding school destroyed family ties, which caused irreparable moral harm to many generations.

The author of "Emil ..." singled out three main factors of upbringing that affect the child: nature ("upbringing from nature"), people ("upbringing from the side of people") and things ("upbringing from the side of things"). The tasks of education include the coordination of the actions of these factors. Rousseau considered "natural education" necessary, meaning the formation of a child organized in the bosom of nature in accordance with his abilities and age. According to Rousseau, there is no tool more effective, which most quickly leads to success in education, than "rightly directed freedom." Natural upbringing, on the one hand, must take into account the inclinations and needs of the child, on the other hand, it must not let out of sight the preparation of the pupil for the performance of social duties. The need for self-education should become the internal driving force of the educational process. "Immediate interest is the great mover, the only one that leads true and far..."

J. J. Rousseau put forward a fairly consistent program of pedagogical measures, the implementation of which was intended to lead to the formation of a real citizen, free, one that has its own independent judgments. Since a person can achieve independence, according to Rousseau, primarily through his own labor, the latter acts as both a means and an end of education. Thus, the personality formation program put forward by J. J. Rousseau, in addition to mental, physical and labor education, provided for moral education, the formation of the heart "as the foundation of the" zero cycle "of the program.

The Swiss democrat educator J. G. Pestalozzi (1746-1827) paid considerable attention to the development of the ideas of D. Locke and J. J. Rousseau on moral education. So, he believed that the process of personality formation, which begins in the family, should be continued and improved at school. The core of this process is the simplest moral feeling - the love of the child for the mother, her "natural educator". In the future, this feeling, according to Pestalozzi, is realized by the child and transferred to relatives, then to teachers and schoolmates. The moral person transfers this feeling to his people and all of humanity.

Based on his observations while working with children in educational institutions, the innovative teacher for the first time put forward the idea of ​​using children's society as a leading factor in moral development. It was Pestalozzi who formulated the principle of the unity of education and moral education, which he tried to translate into a system of “elementary moral education”. The latter, in his opinion, aims at "the correct comprehensive and harmonious development of the moral inclinations of a person, which is necessary for her to ensure the independence of moral judgments and instill in him certain moral skills." "As such, it is one of the constituent parts of the foundation vocational training younger generation.

Thus, in the history of philosophical thought and the pedagogical heritage of the past there are many methodologically valuable provisions, the essence of which determined the direction of modern research in the field of moral education. First of all, this is the provision on the unity of moral education and self-improvement, moral, labor and aesthetic education, sensual and rational in the educational process, on the relationship of individual and "social" approaches in solving the problems of the formation of a moral personality, on the role of the social environment in the development of personality. In the end, very fruitful attempts were made to generalize the practice of moral education with the allocation of a system of its principles.

1.	Lecture notes Ethics
2.	SECTION I. SUBJECT AND TASKS OF ETHICS SECTION I. SUBJECT AND TASKS OF ETHICS Ethics as a philosophical theory of morality
3.	THE SUBJECT OF ETHICS AND FEATURES OF ETHICAL KNOWLEDGE
4.	Actual problems of ethics and their significance for solving universal problems
5.	SECTION II MAIN STAGES AND DIRECTIONS OF DEVELOPMENT OF ETHICS
6.	Periodization of the history of ethics
7.	Periodization of the history of ethics (continued)
8.	Ethical problems of Marxist philosophy
9.	The main lines of development of domestic ethical thought
10.	Typology of ethical thought
11.

1.3. Moral ideal and self-education.

Under conditions of intense community development the role of moral principles in the entire life of society is growing. There is a unanimous opinion in the world that a moral ideal encourages imitation, for self-education, a standard of a morally educated personality of a student is needed, which must meet the following indicators:

hard work;

creative attitude to work;

high culture of behavior.

In their article "On the moral education of students" L.A. Zamyko, A.A. Nazarenko give some helpful tips:

work on the moral education of students is effective when systems approach, involving pedagogical diagnostics; use of various methods of education; the inclusion of the pupil in social and intra-collective relations; intensive involvement in activities, taking into account the available positive qualities and abilities; formation of an objective self-assessment; training in the method of self-stimulation of positive behavior (self-hypnosis, self-approval, self-condemnation).

Psychological preparation for moral self-education involves the formation of a social standard of the individual in the educational work of the school, the organization of the life of the team on the principles of humanistic morality and the inclusion of each student in the process of his moral self-improvement.

1.4. From education to self-education.

In the book of A.I. Kochetov "Organization of self-education of schoolchildren" it is said that in the younger school age the boundaries of self-education are determined by the emergence of a new type of activity - teaching. It is aimed at developing strong-willed qualities, responsibility, collectivism and is associated with accustoming the child to regular and conscientious performance of educational tasks.

A.I. Kochetov offers rules conducive to self-education:

Five musts:

1. Always help parents.

2. Fulfill the requirements of teachers to study in good faith.

3. Be honest.

4. Subordinate personal interests to collective ones.

5. Be honest at all times and everywhere.

Five "can":

1. Have fun and play when the job is done perfectly.

2. Forget grievances, but remember who and why you offended yourself.

3. Do not be discouraged by failures; If you persist, you will still succeed!

4. Learn from others if they work better than you.

5. Ask if you don't know, ask for help if you can't cope on your own.

This is what you need!

1. Be honest! The strength of a man is in the truth, his weakness is a lie.

2. Be hardworking! Do not be afraid of failure in a new business. Those who are persistent will create success from failures, forge victory from defeats.

3. Be sensitive and caring! Remember, you will be treated well if you treat others well.

4. Be healthy and clean! Do morning exercises, temper yourself, wash yourself to the waist with cold water every day, keep your hands clean, set aside an hour a day for walks and give another hour to work or sports.

5. Be attentive, train attention! Good attention protects against mistakes in teaching and failures in the game, work, sports.

This cannot be done!

1. Study without effort, lazily and irresponsibly.

2. Be rude and fight with peers, offend the younger ones.

3. Tolerate shortcomings, otherwise they will destroy you. Be stronger than your weaknesses.

4. Pass by when a baby is being offended nearby, a friend is being bullied, and blatantly lying in the eyes of honest people.

5. Criticize others if you yourself suffer from a similar deficiency.

Five good things:

1. Be able to control yourself (do not get lost, do not be a coward, do not lose your temper over trifles)

2. Plan your every day.

3. Evaluate your actions.

4. First think, then do.

5. Take on the hardest things first.

The rules are introduced gradually. At first, the child learns to live in accordance with the five musts. This means that it is presented increased requirements when these rules are followed. At the same time, it indicates what cannot be done and why. After a while, you can connect five “good”, because they are much more difficult to understand and accustom.

1.5. How to work on yourself.

A.I. Kochetov in his works offers students specific plan work on yourself.

How to work on yourself.

1st stage. Determine the social purpose and meaning of your life. my moral ideal. 1. The motto of life. 2. Final goal my aspirations and activities. 3. What I love in people and what I hate. 4. Spiritual values ​​of a person.	2nd stage. Know yourself. What I am. 1. My virtues. 2. My shortcomings. 3. My interests and hobbies. 4. Purpose of my life. 5. Attitude towards learning. 6. Attitude towards work. 7. Attitude towards people. Objective self-assessment.	3rd stage. Define a self-education program. What am I supposed to be. 1. Requirement of my parents and teachers. 2. Requirements for me comrades, the team. 3. Requirements for oneself from the position of an ideal and an objective self-assessment. Self-education program.
4th stage. Create your lifestyle. 1. Daily routine. 2. Respect for time. 3. Occupational and leisure hygiene. 4. Rules of life.	5th stage. Train yourself, work out necessary qualities, knowledge, skills and abilities. Workouts, exercises. 1. Self-commitment. 2. Tasks for yourself for the day, week, month. 3. Self-persuasion. 4. Self-compulsion. 5. Self-control. 6. Self-order.	6th stage. Evaluate the results of work on yourself, set new tasks for self-education. Self control. 1. Introspection and self-assessment work on yourself. 2. Self-reward or self-punishment. 3. Improving the program of self-education.

1.6. The ideal of personality.

a) Man

humanist

democrat

worker

intellectual

· creative person

optimist

fighter for social justice

b) Qualities of a man

attractiveness

· loyalty

masculinity

craftsmanship

delicacy

mutual understanding

c) Qualities of a citizen

collectivism

internationalism

patriotism

national honor and dignity

· conscience

courage

· responsibility

d) The quality of a woman

charm

· loyalty

femininity

housekeeping

Compliance

mutual understanding

e) Specialist Traits

professional competence

· high efficiency

Organization and efficiency

business cooperation and self-discipline

demanding of oneself and others

Work culture and frugality

The need for self-education

in self-improvement.

1.7. Materials for the self-knowledge of the student.

W. Goethe claimed: “ Clever man not the one who knows a lot, but the one who knows himself.”

What gives a person self-knowledge?

1. Objectively assess yourself, your capabilities and abilities. Based on this, determine the goals of life.

2. Do not make mistakes, disappointments, unfounded claims, collapse of life plans.

3. Determine your vocation, accurately choose a profession.

4. Do not claim special attention to yourself from others; modesty and dignity are indicators of objective self-esteem.

5. Look for the causes of trouble in yourself, and not in others.

Ways of self-knowledge

1. Judge yourself by your deeds. Success in work is an indicator of your strengths, failures characterize your weaknesses and shortcomings.

2. Compare yourself with others, not with those who are worse, but with those who are better than you.

3. Listen to criticism in your address:

if one criticizes - think about it,

if two - analyze your behavior,

If three - remake yourself.

4. Compare your opinion with the opinion of others about you. Be more demanding of yourself than others. The enemy of your shortcomings is your friend.

1.8. The purpose of self-education. Hypothesis.

The goal of self-education comes from the motives that encourage work on oneself and the desires and aspirations of a person. Without a goal, not a single business can be started, including self-education. But one must, of course, have enough sound sense to set one's own tasks within one's strength. Otherwise, unrealistic, unrealistic hopes can lead to the opposite effect, to self-doubt.

Each of us can make a list of traits that should be strengthened and a list of traits that should be weakened or eliminated. The eradication of shortcomings as well as the development of the desired qualities of character and abilities can be the goal of self-education.

The youth today found themselves in a crisis situation. Along with the collapse of the system of social order and moral ideals, many traditional norms and ways of behavior collapsed. The criteria of life, which seemed eternal, are becoming a thing of the past.

There is a sharp reassessment of values. Young people have to adapt to rapidly changing conditions of life. Moral ideals and values ​​are changing. All these factors have a significant, not always positive, impact on the personality of the student. Therefore, if you convince students of the need for self-education and help them organize it, then the process of personality formation will proceed more efficiently.

2. Special part

From life experience the need for each person to engage in his own improvement was introduced, which means that the theory of self-education was also adopted. But, since everything in the world is in continuous development, it naturally needs its further adjustment.

In order to predict what needs to be changed in the theory or what additions need to be made, I considered it necessary to carry out such research methods as questionnaires and interviews. Based on the materials collected as a result of the survey, I saw the level of self-education among students, and after interviewing, I found out how class teachers deal with the problem of self-education, whether systematic work is being done to form the need for self-education.

I conducted my research in secondary school No. 3 in Polyarnye Zori.

2.1. Interviews with class teachers

The class teachers were asked the following questions:

1. Do you systematically work on the formation of the need for self-education?

2. Do you try to instill in students the norms of morality? What is being done for this?

3. Are conversations, debates, evenings, meetings, excursions and other events held in your class that raise the moral level of students and give a pronounced orientation towards self-education?

4. Do you conduct individual conversations with students?

5. Do you have your own programs for the formation of the need for self-education in children?

After the interview, I made the following conclusions.

Some class teachers of school No. 3 in the city of Polyarnye Zori are not sufficiently trained in the theory and methodology of managing the self-education of students, systematic work is poorly carried out to form the need for self-education and inculcate appropriate behavioral skills.

To guide self-education, in my opinion, the teacher needs to represent the structure of the components of this process, the motives that encourage the teenager to work on himself, it is important to help find an activity in which the pupil would take active position, which would reveal the lack of any important qualities and thus encourage them to work on themselves.

Class teachers who have been working at the school for many years have their own programs to guide the process of self-education.

So, for example, the class teacher Sadilova T.A. sets itself the following tasks:

1. Stimulate students' interest in their own inner world, the desire to improve themselves as a person.

2. To equip schoolchildren with a system of knowledge on self-education.

3. Equip students with self-education methods.

Purposeful work in this regard made it possible to single out the following stages in the process of managing self-education:

Stage I - encouraging students to strive to become better, to develop positive personality traits, to get rid of negative qualities.

Stage II - assisting students in evaluating themselves, in analyzing their lives, knowing their positive qualities and shortcomings (provided that students have a desire to become better).

Stage III - assisting in the development of a self-education program (provided that the goal is set and the student knows what needs to be educated in himself and what to get rid of).

Stage IV - Arming students with methods and examples of self-education with the organization of exercises, activities to develop the necessary character traits, personality traits.

Stage V - self-control.

Bogomolova O.A. believes that moral education and the formation of moral experience is impossible without a deep understanding of moral norms, without the formation of correct ideas about moral qualities. Students should be able not only to determine what is good and what is bad, but also to evaluate their behavior, their character, their strengths and abilities, their shortcomings and virtues. To do this, during the work with children, the following educational conversations were used:

1. What is the main thing in a person?

2. What do we know about ourselves?

3. Who gets things done?

4. Create yourself.

5. How to create a character?

6. About habits useful and harmful.

7. How to overcome your shortcomings?

8. My shortcomings are my enemies, my virtues are my friends.

9. What are the benefits of a disciplined person?

10. What is self-education?

11. Can you change your character?

12. About willpower, perseverance and stubbornness.

13. How to create character?

14. Principle and indifference.

15. On the self-education of industriousness and the fight against laziness.

Starosek N.I. works as a teacher of Russian language and literature. In her lessons, she often conducts conversations, debates about the lives of wonderful people, great attention pays attention to the methods of their work on themselves. For example, he uses the letters of A.P. Chekhov brother Nikolai and his recommendations for moral self-education; personal rules for self-education, compiled by Ushinsky. The titanic work of L.N. Tolstoy over himself, his demands on himself and his works, acquaintance with his program of self-education.

To improve the moral level of students, class teachers organize all kinds of evenings, games, disputes, and excursions. Children really like meeting with poets and teachers try to invite them as often as possible.

Organized such intra-school games as “Brain-Ring”, “What? Where? When?”, “Field of Miracles”, “Wheel of History”, “Guess the Melody”.

All sorts of literary evenings are organized in the classes, at which students read poetry, put on all kinds of skits, small plays.

All class teachers unanimously believe that individual conversations with students play a big role, especially when teenagers have a feeling of dissatisfaction with themselves, their behavior, actions. With the help of adults, they begin to analyze their own behavior. Such conversations require a special pedagogical tact, complete trust and respect between teacher and student. Conversations should not be of a moralizing nature, contain ready-made conclusions, a pedagogical assessment of actions, actions, but should make the teenager himself comprehend his behavior, believe in the necessity and possibility of overcoming the negative in himself.

Almost every class teacher has their own programs for shaping the need for self-education in children. For example Kustova A.P. conducts discussions with his students on the following topics:

1. Can we make big and necessary things?

2. A feat - a moment or a life?

3. What is the beauty of a person?

4. Who leaves a good mark in life?

5. Can any business be interesting?

6. Do you need modern man modesty and courtesy?

7. How to become an interesting person?

8. What kind of person can be called beautiful?

9. I want and I need to.

10. Does a person have the right to live with defects?

11. Everything should be perfect in a person.

Disputes cause spiritual activity, affect the emotions of adolescents and help to identify their readiness for self-education. In the course of discussions, disputes, moral assessments are formed, which contributes to the assertion of self-control skills.

In my opinion, disputes are a complex form of work, as they require a certain level of self-awareness and preliminary preparation.

Some class teachers use a questionnaire for oral or written discussions. Based on the answers to the questions, the teacher can draw a conclusion about the moral ideas of the students.

Questions can be of the following nature:

1. Sometimes, characterizing a person, they say: “a good person”, “a bad person”. List the qualities that you think good man, a bad person.

2. Do you agree with the opinion that every person can be good?

3. Are you satisfied with yourself or consider it necessary to get rid of any shortcomings, name any?

4. How would you like to see yourself in 5-10 years?

5. Who is a model of life and behavior for you?

6. Are you striving now to cultivate the desired qualities and how do you do it?

Bogomolova O.A. practices so-called self-characteristics and gives students a framework for self-analysis. She gives students the following questionnaire:

1. Yours appearance.

2. Beliefs and ideals (Do you have principles in life and what? What do you dream about?).

3. Abilities and interests (What interests you the most, what do you do best, what books do you read?).

4. Attitude towards work (What kind of work do you do with pleasure, what types of work annoy you? Do you have a constant labor duty in family?).

5. Moral-volitional qualities (What qualities of people do you consider the most valuable; what are negative? Who is your favorite literary hero, movie character? Who and what would you like to imitate? What qualities do people around you have more: positive or negative?).

One of the means is the drawing up of plans for work on oneself and programs that make it possible to specifically plan the organization of the process of self-education.

Self-planning of work on oneself is a difficult process that requires certain skills, therefore purposeful pedagogical guidance is needed.

Teacher Kustova A.P. after the debate “Everything should be fine in a person”, during which it became clear that rudeness is incompatible with self-respect, together with the guys outlined the following ways to eradicate this negative character trait:

1. Drop jargon.

2. Be polite and considerate to each other.

3. Accustom yourself to good manners.

4. In public places, talk without raising your voice.

5. Always remember that there are people around us and own “magic” words; we ourselves can become magicians among people.

6. Always say hello and be attentive to others, acquaintances and friends

7. Try always and everywhere to show high discipline.

The class teacher should help the children decide what results need to be achieved, what shortcomings to correct. When the need for self-education is recognized, its goals and objectives are defined, and a program of work on oneself is drawn up, it is necessary to organize exercises to develop certain personality traits.

Work on oneself is successful if students master special methods of self-education.

The process of self-education proceeds individually. However, in my opinion, the team plays a very important role in this. Since in the team the student finds role models, knows himself, in the team he is evaluated. The help of the collective is expressed in the fact that students make collective obligations, which are much more difficult not to fulfill than obligations taken individually.

The teacher should explain to the children that no good intentions, vows and good plans for self-education will not work if a person does not educate himself in activity, in the process of continuing difficulties. Therefore, when organizing self-education, the central place should be occupied by the development of students' abilities for volitional effort, tension, so that any reasonable decision turns into action. The lack of the necessary strong-willed qualities hinders the implementation of the best plans.

Young class teachers with little work experience use the self-analysis scheme proposed by V.B. Bondarevsky:

1. Can you say about yourself that you are a sociable person? Do not forget that a sociable person easily establishes contacts with people, brings animation to any boring campaign, always prefers society, does not like to be alone.

2. How well do you know people? If yes, then you can easily characterize the business and personal qualities of your classmates. Think of some difficult but typical situations and try to imagine how each student in your class, your comrades and friends, and yourself will behave in them.

After an interview with class teachers, I concluded for myself that at school No. 3 of the city of Polyarnye Zori, much attention is paid to the problems of self-education. Teachers develop their own programs for the organization of self-education, conduct all kinds of activities. They try to teach children to restrain themselves, control their feelings, set specific goals to overcome negative traits and develop positive ones.

2.2. Questionnaire

To verify the effectiveness of the work carried out by class teachers, I conducted a survey in the 9"A" class of school No. 3 in the city of Polyarnye Zori. The survey helped me to see the level of self-education of these guys.

An analysis of the questionnaires that were offered to students in grade 9 indicates that older adolescents try to look at themselves more seriously, tend to be more critical of their shortcomings. And the main merit of this, in my opinion, is the systematic work of the class teacher to form the need for self-education.

Questionnaire

1. What do your comrades and adults value you for, what positive qualities do they note in you?

2. What positive qualities are you striving to develop in yourself at the present time?

3. What are the flaws that give you the most trouble?

4. How do you strive to overcome them?

5. In what area would you like to master the skills and abilities of working on yourself?

Questionnaire analysis

Analysis of the results of the questionnaires that were offered to students allows us to draw some conclusions.

To the question: “What do comrades and adults value you for, what positive qualities do they note in you?” the following responses were received:

1. For fidelity in friendship, kindness;

2. For a sense of humor;

3. For activity;

4. For honesty;

5. For purposefulness.

Positive qualities that the guys would like to develop are:

1. Willpower;

2. Perseverance;

3. Courage;

5. Diligence;

6. Persistence.

7. “I want to become more serious”;

8. "The desire to understand comrades and support in difficult times."

The guys name such shortcomings that cause the greatest trouble:

2. Forgetfulness, distraction, inattention;

3. Credulity;

4. Instability of character;

5. Short temper;

6. Stubbornness.

But there are answers: “none”, “I don’t know”.

To the question “How do you strive to overcome them?” some guys answered that they develop willpower in themselves, try to overcome difficulties, work on themselves more, communicate more with people. But, unfortunately, most of the guys answered that they “do not know how to do it”, “no way”, “somehow”.

These data show that all students try to analyze their character, their activities, behavior. But, in my opinion, some students exaggerate their shortcomings and come to the false conclusion that they are incapable of anything. Such children should be explained that only with a correct assessment of the qualities and properties of their personality, with faith in their own strength, it is possible to draw up a real program of self-education, develop their abilities, and eradicate shortcomings.

First of all, children must be taught to observe themselves, to objectively analyze their activities.

And in the rest, no doubt, the painstaking work of the class teacher is visible. Children are aware of the need for self-education, they understand that a person creates himself, the creator of his own character.

Conclusion

So, self-education is a pedagogically controlled process. Psychological and practical preparation for work on oneself is one of the most important tasks of education. I tried to identify the main stages of the emergence and development of self-education.

Firstly, it is the students' awareness of their way of life, understanding the significance of the activity that requires self-education. At this stage, the class teacher helps students to realize their positive and negative qualities, to understand the intolerance of their shortcomings.

Second, mastering the skills independent work in the area in which the student wants to succeed.

Thirdly, drawing up a program of self-education. This is a very important step in working on yourself. Here, help is needed to assess how objectively the student judges himself, whether he sets the right goals and whether he chooses the right techniques.

Fourthly, the organization of self-education in the chosen activity. This is the most important stage in the transition from education to self-education. Without concrete activity, the desire to become better will remain only a desire.

Fifthly, it is necessary to include self-education in the integral process of personality formation. The highest stage of the transition of education to self-education begins when the student wants and knows how to work on himself, when the motives, goals and methods of self-education have taken shape.

Thus, if you convince students of the need for self-education and help them organize it, then the process of personality formation will proceed more efficiently.

Bibliography

1. Dale Carnegie “How to Win Friends and Influence People”, Leningrad, 1992

2. Kochetov A.I. “How to engage in self-education”, Mn., Vysh. school, 1986

3. Kochetov A.I. “Educate yourself”, Mn., Nar. asveta, 1982

4. Kochetov A.I. “Organization of self-education of schoolchildren”, Mn., Nar. asveta, 1990

5. Kochetov A.I. “A person educates himself”, M., Politizdat, 1983

6. Orlov Yu.M. “Self-knowledge and self-education”, M., Enlightenment, 1987

Application

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Self-education is a social phenomenon inherent in man, which became possible due to his isolation from the animal world as a result of the development of consciousness, due to labor activity; it is a natural process of human adaptation to social conditions life and the demands placed on it by the social environment, study group, labor collective. Through self-education, a person forms, develops the personal qualities he needs for life and work and eliminates those that prevent him from living and acting in the right direction. Thanks to self-education, the sphere of personality development is expanding. With age, as experience is gained, with the growth of upbringing, work on oneself takes more and more significant weight in moral and professional self-improvement.
Modern life changes every second, and a huge flow of information is sent to a person, which must not only be perceived, but processed and assimilated for the purpose of further use. All this requires flexibility, mobility and willingness to change. Accordingly, those areas of pedagogical science that help a person in solving these specific life tasks become a priority.

Self-education is becoming increasingly important, since the educational process becomes more effective with the active participation of the person himself, on which pedagogical influence is carried out. Without the desire of the student to change and improve himself, the efforts of the teacher turn into a waste of time. Therefore, the task of the teacher this stage is to encourage the student to work on himself. The teacher should not only give specific academic knowledge, but "teach how to learn" so that the student, faced with a new problem, does not wait for outside help, but, having the skills of independent work, can cope with the task.

In modern psychology, self-education is considered as a conscious activity aimed at the fullest possible realization of oneself as a person, the development of such qualities by a person that are desirable. The pedagogical science of self-education determines the systematic and conscious activity of a person aimed at developing in himself the desired physical, mental, moral, aesthetic qualities, positive traits of will and character, and eliminating negative habits. The goals and objectives of self-education are stipulated by the requirements of society and the spiritual needs of a particular individual, his desire for self-realization in life.

Methods of self-knowledge and moral self-education

One of the most important methods of self-education is self-criticism. Revealing the shortcomings of the personality, self-criticism ultimately serves to improve it and ensure success in business. No less important is the role of self-criticism in the sphere of morality, moral relations, in life, especially at work, “I want” and “need” do not always harmonize. Self-criticism serves to reveal and resolve the contradictions between them; without it, conscious moral improvement is unthinkable. The most important requirement for the effectiveness of self-criticism is to take into account one's own dignity, because the true meaning of applying this method lies in relying on oneself as the main force for liberation from shortcomings and ensuring further development. The goal of self-criticism is not self-destruction, but self-affirmation.

The profession and circumstances of life also require such methods of self-education of auditors as self-restraint and self-denial, self-commitment, etc. Self-commitment, in particular, is widely used in the process of studying, preparing for exams, etc. Obligations and self-obligations arise from the auditor after the young specialist signs a contract with the firm. This solemn act leaves in the mind young man a deep imprint and will forever be remembered as one of the most significant events in his life.

Some people use the switching method to develop power over themselves. This method lies in the fact that a person switches his attention from harmful, unnecessary thought and directs it to the useful, necessary. You can switch not only thoughts, but also actions, deeds. Switching is based on an act of will, and the best means of switching is selfless work. The development of this quality is facilitated by sports, amateur art, passion for literature, etc.

Self-encouragement has a positive effect on the process of moral self-education. A difficult situation can lead to a decline in mood, a decrease in morale. We must find the strength in ourselves to hold out, to maintain vigor and firmness of spirit. Self-encouragement helps to do this. It can be either direct (“cheer up”) or indirect (appeal to a pleasant thought of the past or future).

When performing complex tasks that require great willpower, self-order can be used. Self-order is given in internal or external speech form. The impact of self-instruction is based on the strength of the verbal stimulus. The use of this method requires thorough volitional training and the practice of self-education.

Often, in order to keep themselves from harmful deeds and actions, as well as to develop positive qualities, students and young professionals make up personal rules for self-education. Such rules may be in the nature of a motto. For example: “every second counts, every minute is for good”; “obstacles exist for that, to be overcome”; “hard to study, easy to work”; “I gave my word - confirm it with deed”, etc. Often personal plan grows into a program of self-education, which sets specific tasks for moral self-education on certain period. Many young people have such a program. It is characteristic that those who actively work on themselves feel the need to involve others in such work. And then the program of self-education takes on a collective character. The program provides for familiarization with the theory and methodology of self-education, and its implementation is carried out through activities. It is organically combined with current and future plans. professional activity and covers all aspects of the life of young professionals. At the same time, the main attention is paid to developing the ability to always and everywhere follow the standards of today, the scientific organization of labor, the requirements guidance documents, the desire to learn oneself and teach others, help them in word and deed, control their work and teach self-control. It is desirable to develop the topics of individual lessons on self-education, the methodology for conducting trainings and exercises. One of the main aspects of this work on moral self-education is the development of a desire to complete tasks only with high quality, the development of skills for scrupulous observance of sequence in actions and exactingness towards oneself.

Self-reminder is also used as a method of self-education. When starting to perform an assignment, the auditor reminds himself that the performance of this assignment should serve the development of the qualities he needs. Based on this, he determines the approaches, rules and appropriate actions in the performance of a professional task. In this case, self-reminder can develop into self-instruction, into a detailed "playback" of the upcoming operation and methods for its implementation.

Before forcing oneself to perform certain actions, a person may have doubts about their expediency. This is where the need for self-confidence comes in. In the process of self-persuasion, various arguments are given to support the expediency of a preliminary decision, and only after that its implementation begins. As a result of self-persuasion, a decision may appear to give up bad habits and actions.

Correctly placed self-hypnosis is called upon to play a large role in the process of moral self-education. Self-hypnosis is a normal property of the human psyche. Its basis is the neutralization of the delaying mechanisms and the critical ability of the individual. This neutralization is achieved through command role the second signal system relative to the first.

The power of suggestion and self-hypnosis can be extremely great. It is very important to select suggested ideas, to beware of negative self-hypnosis: “I can’t”, “impossible”, etc. To consider oneself incapable is to begin to be one. Conversely, confidence in success is already the beginning of success.

In general, as we see, the methods and techniques of moral self-education cover all the spiritual and physical manifestations of a person - his feelings, mind, will and practical activity. The essence of the actual application of the methods and techniques of self-education is to find in the spiritual world of one’s own personality the points of one’s application in the form of desires, aspirations, interests, inclinations, etc., and so organize their struggle so that everything negative, immoral, base.

For making a moral decision, it is important not only to have a moral impulse, striving for good, but also a correct understanding of what is really good in the present conditions, what are objective circumstances and by what means, under given circumstances, can best achieve what is desired. At the same time, one must be able to foresee the future in order to calculate as accurately as possible (again this calculation!) the possible indirect consequences of an act. Without understanding the situation, without the ability to look into the future, the best motivation may either not come true, or even lead to a negative result. There is a well-known saying: "A helpful fool is more dangerous than an enemy." The bear from the famous fable had a completely good intention - to drive away the fly from the sleeping traveler, but the result of his action was not good, but evil. Consequently, the content of an act and its result depend not only on the intention, but also on the knowledge of what, how and by what means to do in order to achieve the goal, as well as on the ability to perform the planned action. We see that in the presence of a positive motive due to ignorance or inability, the result of an act may turn out to be negative.

An essential factor in moral self-education is also the artistic and aesthetic culture of the individual. Therefore, its formation is one of important tasks educational activity.

Real art crystallizes the emotional, ideological and aesthetic experience of mankind, affirming the ideal of sociality and humanism, the ideal of the harmony of the world (society) and man. It brings up high feelings and convictions, among which moral feelings and convictions occupy the most important place. It cultivates in man a receptivity to beauty and an aversion to the ugly. It unites the thoughts, feelings and will of people, directs them to serve social goals and ideals.

Art, while performing a moral and educational function, at the same time plays the role of one of the factors that determine ethical behavior. Since it includes moral content, it can be considered as a peculiar element of moral consciousness. In this aspect, by the nature of its impact on behavior, it differs from moral feelings, beliefs, ideals only in that it expresses them in an artistic form. Art gives them an "additional" regulative power, due to the emotional-figurative, pronounced aesthetic form inherent in it as a specific phenomenon of spiritual life. The image of a positive hero, capable of embodying the main characteristics of the moral ideal of a person, has a special morally motivating power. Being imprinted in the memory, this image can become an organic part of the inner world of the individual, not only helping her choose the right course of action, especially in difficult situations, but also contributing to the emergence of enthusiasm - that emotional tension, uplift, without which actions of high moral value could not be performed. . Art does not create the moral forces of a person from itself, it only embodies in its creations the highest manifestations of its moral capabilities and, acting on the emotional-figurative sphere of consciousness, has a significant impact on the will of a person, on his behavior.

One of the non-ethical factors of moral behavior is the aesthetic sense, the sense of beauty. Important role art plays in its formation, but it is also brought up in the process of man's communication with nature, with the entire objective world around him. In the same respect, the aesthetic taste of the individual is essential. Aesthetic taste is the ability of a person to rationally and emotionally evaluate social and aesthetic values, people's actions, first of all, to distinguish the beautiful from the ugly, the sublime from the vile, the moral from the immoral.

What guides a person, setting himself this or that specific goal? He determines it under the influence of external and internal motives. The external ones include social, professional, official, family and any other duties, and the internal ones include needs, interests, desires, emotions, passions. And here a number of spiritual barriers arise before the personality. The first is an aesthetic barrier. It is the most versatile, because it mediates almost every step of a person. Even in such everyday activities as communication, eating, clothing, etc., a person is constantly guided by the criterion “beautiful - ugly”. The choice of it in this case is determined by such a category as aesthetic taste. But, let's say, a person has overcome this barrier: the goal seems to him so tempting that in order to achieve it, he decides to act "ugly". Then another barrier arises before him - a moral one with its own system of criteria, the essence of which boils down to the concepts of "good - bad." In this case, such a category as conscience helps to regulate the movement along this path, thanks to which a person is able to experience a sense of shame for his actions, and this can be a decisive factor for stopping further attempts to commit unseemly actions. And only after overcoming this barrier, a third and final barrier arises in front of a person - legal.

The choice is now mediated only by the fear of the punishment one hopes to avoid. Somerset Maugham said very well about this: “In the fight against the human personality, society uses three weapons: law, public opinion and conscience; law and public opinion can be outwitted, but conscience is a traitor in its own camp. It fights in the human soul on the side of society and forces the individual to sacrifice himself on the altar of the enemy.

Thus, the expansion of the role and significance of the moral factor in a democratic society extends not only to general social, but to everything, including purely professional relations, acquiring its own specifics in each area of ​​activity.

Petrova Alla Stanislavovna, Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Personnel and Moral and Psychological Support for the Activities of the Department of Internal Affairs, Tyumen Institute for Advanced Training of Employees of the Ministry of Internal Affairs of Russia, TyumenA [email protected]

Spiritual and moral self-education as a necessary factor in the development of the personality of an employee of the internal affairs bodies

at the stage of reforming the Ministry of Internal Affairs of Russia

Annotation. The article deals with the issues of spiritual and moral self-education of an employee of the internal affairs bodies, which contributes to increasing the efficiency of professional activity. The process of spiritual and moral self-education of an employee of the internal affairs bodies is connected with the optimization of the processes of formation of high professional, moral and psychological and combat qualities, the development of resistance to negative phenomena that manifest themselves in society. Key words: employee, internal affairs bodies, spiritual and moral development, methods, self-education.

An indispensable condition for the formation of the personality of each employee of the internal affairs bodies is work on oneself. The constant complication of the tasks to be solved, the expansion professional duties require the employee to purposefully improve their personality, professional knowledge and skills of activity, independent improvement of the spiritual and moral sphere. Spiritual and moral formation and development of the personality occurs under the influence of various factors of an objective and subjective order. At the same time, the role of the subjective factor naturally increases in the transitional periods of history. This means that in the process of training employees of internal affairs bodies modern conditions the role of their personal efforts in spiritual and moral development increases. Without belittling the importance of the moral and psychological training of the personnel of the internal affairs bodies of all forms of educational work, it should be noted that due to objective circumstances due to the transformations taking place in society, the basis of the spiritual and moral education of an employee becomes his self-education. A highly moral employee of the internal affairs bodies becomes not under duress, but by an inner conviction, which is developed independently. Spiritual and moral development can only be effective when the principle prevails: "I must educate myself." And, on the contrary, one cannot expect success where they act only according to the principle: “I must be taught and educated.” Spiritual and moral self-education helps to increase the efficiency of each employee of the internal affairs bodies. It is connected with the optimization of the processes of formation of high professional, moral and psychological and combat qualities, the development of resistance to negative phenomena that manifest themselves in society. It causes the need for a comprehensive development of the employee's personality, gives purposefulness, activity, allows you to most rationally overcome the hardships of service and life. IN educational organizations system of the Ministry of Internal Affairs of Russia, the process of self-education of students necessarily affects the performance indicators and the observance of law and discipline. Spiritual and moral self-education involves intellectual, emotional and volitional development personality, skills of self-control, management of one’s own thoughts, feelings, actions, the ability to foresee the immediate and long-term results of one’s activity. internal affairs. These features include the fact that along with the development of general personal qualities, it includes the formation of a special kind of specific professional qualities. In the process of self-education, the employee learns the basic provisions and principles of universal morality and their manifestation in the employee's activities; turns this knowledge into socially significant needs, gives them a personal meaning, confidence in their truth and vital necessity; implements moral knowledge and beliefs in education, service and everyday life. There is a dialectical relationship and interdependence between the processes of spiritual and moral self-education and spiritual and moral education. They relate to each other as external and internal. Education is one of the most important conditions in which the process of forming the personality of an employee takes place. Conditions, as you know, play a big role in any process, but the source of development is, nevertheless, internal contradictions. External (education) is organically involved in the formation of a new quality of personality, but only through internal (self-education). Effective education can never be separated from self-education, and learning from self-education. In the process of self-knowledge and spiritual and moral self-education, the employee uses numerous methods and techniques. Theoretically, a coherent system of such methods and techniques has not been created, and the practice of self-knowledge and self-education is so individual that one can say: how many people, so many systems; Everyone understands and educates himself in his own way. Considering this, we will consider some of the most important methods of self-knowledge and spiritual and moral self-education of employees of the internal affairs bodies. These methods include, first of all, self-observation. Self-observation has a deliberate, purposeful character and includes a certain plan and a system of techniques, but still it is only a person's perception of himself, a sensual support for abstract-logical thinking about himself. Self-observation data is only empirical material and one of the initial moments of self-knowledge. The results of self-observation are necessary for practical actions for self-education, and are not an end in themselves. The transformation of self-observation into an end in itself results in fruitless and harmful "self-digging." At a certain point, self-observation takes the form of self-control. It should be noted that self-control must be extended to all the spiritual and practical activities of employees of internal affairs bodies at work and at home. At the same time, the effectiveness of self-control increases along with the growth of the reliability of self-observation. When in its development self-observation reaches the stage of understanding the results, then it develops into the second logical stage of self-knowledge. Further deepening of the employee's knowledge about himself, his penetration into his own spiritual essence is associated with the use of the entire arsenal of cognitive methods. In particular, self-analysis is widely used in the practice of self-knowledge and self-education of internal affairs officers. The scientific approach to self-analysis requires that its object be mainly concrete actions, actions, attitudes, and not experiences. For the benchmark of the truth of introspection are the results of professional activity. It is also impossible to allow a one-sided orientation of introspection, i.e. analysis of only their negative or only positive features. All aspects of professional activity should be subject to analysis, and, completing a certain stage of analysis, it is necessary to draw the right conclusions from it, set tasks and implement them. Excessively deep self-analysis of trifles does not bring any benefit, and if an employee of the internal affairs bodies overestimates himself, then he usually stops working on himself, and underestimating his strengths and capabilities gives rise to disbelief in success and can also lead to the termination of self-education. Without a right attitude to one's own personality, there can be no effective spiritual and moral self-education and success either in training or in service. Based on such self-assessment, optimal self-regulation of behavior and activities in the system is carried out. interpersonal relationships in the workforce and society as a whole. In the process of spiritual and moral self-education of an employee of the internal affairs bodies, we will apply the method of self-coercion, aimed at forcing ourselves to perform certain actions. At the same time, it is very important to take into account that the value and effectiveness of self-coercion increases when it is caused by internal motives. The greatest effort of will is required in a situation where an employee encourages himself to act that he “does not like”. One of the forms of self-coercion is the conscious subordination of oneself to another person (boss, colleague) or to the circumstances of the service. Fulfillment of statutory provisions, instructions for service, compliance with all requirements of service discipline is also moral self-education, which sometimes takes place with labor and is contradictory. bad habits The ability of an employee to survive in extreme conditions of activity is self-control. Self-control is the ability to mobilize one's spiritual and physical forces in times of danger, to suppress fear and negative feelings in oneself, to maintain clarity of mind and strength of will. Self-control is characterized by the presence of moral feelings of a higher order (love for the Motherland, faith in the rightness of one's cause, etc.), the ability to navigate in a difficult environment; the presence of a strong will. An analysis of the activities of employees of the internal affairs bodies shows that manifestations of heroism and self-sacrifice are associated precisely with self-control. Self-mastery usually manifests itself in inner peace. This calmness, composure is more easily achieved by a prudent person, accustomed to weighing and thinking, than by an impulsive one, in whom the impulse to action directly turns into execution. The performance of professional duties by internal affairs officers at the present stage often requires no less self-control than in war, and each employee must develop this quality in himself. The requirement for discipline and legality by internal affairs officers is well known, but the task is to turn discipline into self-discipline. Self-discipline is the highest form of employee discipline, based on a deeply realized need to always and in everything act in strict accordance with the requirements of the service. It is complete control over oneself in the interests of the cause one serves. Self-discipline covers not only issues related to the service, but also all issues of the life of an employee. One of the most important methods of self-education of an employee of the internal affairs bodies is self-criticism. Revealing the shortcomings of the personality, self-criticism ultimately serves to improve it and ensure success in business. The role of self-criticism in the sphere of morality, moral relations is great. In the life of an employee, “I want” and “need” do not always harmonize. Self-criticism serves to reveal and resolve the contradictions between them, without it the conscious spiritual and moral improvement of the employee's personality is unthinkable. The goal of self-criticism is not self-destruction, but self-affirmation. Service conditions and life circumstances also require such methods of self-education as self-restraint and self-denial, self-commitment, etc. Self-commitment, in particular, is widely used in the learning process, in preparation for classes, tests, exams, etc. The highest degree of obligation and self-commitment is the taking of an oath. Pronouncing a solemn oath, an employee of the internal affairs bodies assumes the high duties of defending the interests of the Motherland and citizens of the country. The requirements of the oath must be used as an incentive for self-education, not only for persons first recruited into the internal affairs bodies, but also for experienced employees of the internal affairs bodies. Self-encouragement has a positive effect on the process of moral self-education. A difficult situation may entail various emotional reactions in an employee, but one must find the strength in oneself to maintain cheerfulness and fortitude. Self-encouragement helps to do this. It can be both direct (“cheer up”) and indirect (appeal to a pleasant thought of the past or future). Often, in order to develop positive qualities, employees make up personal rules for self-education. Such rules may have the character of a motto. Often a personal plan grows into a self-education program that sets specific tasks for moral self-education for a certain period. Self-reminder is also used as a method of self-education. Starting to perform the task, the employee reminds himself that the performance of this task should serve to develop the qualities he needs. Based on this, he determines the approaches, rules and appropriate actions in the performance of a service task. At the same time, self-reminder can develop into self-instruction, into a detailed “playing out” of the upcoming activity and methods for its implementation. Before forcing oneself to perform certain actions, the employee may have doubts about their expediency. This is where the need for self-confidence comes in. In the process of self-persuasion, various arguments are given to support the expediency of a preliminary decision, and only after that its implementation begins. In general, it should be noted that the methods of spiritual and moral education cover all the spiritual and physical manifestations of an employee of the internal affairs bodies

1

At the present stage of development of Russian society, the requirements for graduates of professional educational institutions and determining the social order of the state for representatives of these professions are quite high. This applies not only to the level of professional knowledge and skills, but also to the professionally significant qualities of the individual, including its moral principles. So, in the "Concept of modernization Russian education until 2025" It is emphasized that a developing society needs modernly educated, moral, entrepreneurial people who are able to independently make responsible decisions in a choice situation, be mobile, dynamic, constructive specialists, and have a developed sense of responsibility for the fate of the country. In the national doctrine of education Russian Federation priority is given to the spiritual and moral health of the younger generation. Under these conditions, the moral position of a specialist is of particular value.

Of particular relevance to the consideration of the problem of developing the moral qualities of future specialists is the spiritual and moral crisis of modern society, caused by Russia's transition to a market economy model and entailing significant changes in the socio-economic and socio-political life of the country.

It must be emphasized that the problem of the formation of morality worried mankind at all stages of its development. historical development. It was in the center of attention of progressive teachers and educators and was reflected in the works of Ya.A. Comenius, S.I. Gessen, T.N. Granovsky, N.I. Novikova, V.A. Sukhomlinsky, L.N. Tolstoy, K.D. Ushinsky and others.

Great importance is given to the consideration of these issues at the present stage. So, according to modern researchers, such as L.N. Bogolyubov, L.F. Ivanova, A.Yu. Lazebnikova, the ability to feel, understand, do good, recognize evil, be persistent and uncompromising towards it are special moral qualities of a person that she cannot get ready from others, but must develop on her own. Eo requires creative effort, i.e. self-education, self-improvement. Self-education in the sphere of morality is, first of all, self-control, making high demands on oneself, in all types of one's activities.

In this regard, it should be noted that the level of spirituality and morality of our youth today is noticeably declining. Important moral principles are missing a large number of asocial subcultural youth trends that attract schoolchildren and students and lead them to mental, intellectual and spiritual degradation. Along with such qualities as enterprise, creativity, efficiency, efficiency, life optimism, rudeness, indifference, laziness, self-confidence closely coexist. Therefore, at present, for Russian society, the problem of morality is one of the most topical and serious. It is impossible to talk about its total disappearance, but the current state of the moral principles of the younger generation makes us think about raising the level of moral education and about the possibility of maintaining a single cultural and educational space.

In modern explanatory dictionaries, morality is understood as a set of norms and principles of human behavior in society; the oldest form of social consciousness; social institution, which performs the functions of regulating behavior. Its peculiarity lies in the fact that the moral principles, norms, rules that guide people in their life, their implementation is an internal human need, controlled by social thought.

Every person in his life faces a moral choice. This moral choice consists in determining the highest moral values ​​and following them and the moral ideal. However, due to what is happening in modern society reassessment of values, a person is forced to decide for himself what is good, justice, duty in a particular situation. The spiritual crisis of society gives rise to a crisis of the family and school as the most important institutions influencing the formation of the moral qualities of a person.

As you know, moral principles are formed in the family. This happens on the basis of the example that is in front of the child's eyes. This process finds its continuation when communicating with other people, teaching and educating at school, in the process of perceiving such monuments of world culture that allow both to join the already achieved level of moral consciousness and to form their own moral values ​​on the basis of self-education.

However, in today's Russian society, we see violations of moral norms and prohibitions everywhere, especially in advertising, the media, popular culture. There is a manipulative influence on a person, especially from television and advertising, which popularizes the so-called "hedonistic project". He proposes to "get everything from life", which means to try alcohol, drugs and other "joys of life", which leads to a change in the values ​​of both a person and society as a whole.

This leads to the fact that there is a moral degradation of society or, using the well-known expression of E. Giddens, "evaporation of morality." It is natural that, according to the results of sociological surveys, the decline in morals is perceived by our fellow citizens as one of the main problems. modern Russia, they state "corruption of morals" as one of the worst tendencies.

However, today society, being in a state of permanent crisis, which arises due to political instability and economic problems forgets about the formation of our future generation, which is a powerful factor in its development. This can lead to irreparable changes in the life of the country. To stabilize the situation, first of all, we need to talk about the moral side of the development of the personality of our youth. This formation should begin from the moment the child is born, but parents, being in a state of constant lack of time, sometimes do not notice the actions of their children or do not want to notice them, and the child grows and develops quite intensively and very quickly passes from infancy to preschool, then - in adolescence and youth. The lack of formation of moral qualities leads to deformation of ideas, value orientations, consciousness and personality.

Scientific research shows that a significant part of the immoral acts committed by young people is associated with their orientation towards group norms that conflict with social norms. As a result, young people express an ambiguous attitude towards the need to comply with social norms.

As a result, the percentage of young offenders and the number of suicides is growing every year in our society. It is also necessary to raise the issue of the lack of adequate norms for the behavior of our youth in public places: on the street, in transport, at the cinema, in cafes. Modern young people have developed and adopted forms of behavior that are convenient for them, but not those that are considered the norms of behavior in a civilized society. The problem of the lack of morality among the younger generation deforms not only an individual, it affects the state of the further development of our society.

As the researchers note, having studied the historical cycles of the evolution of the Russian state, each political and economic upsurge or downturn was always preceded, respectively, by the upsurge or downturn of spiritual life and culture. Thus, morality is the highest conscious-volitional form of social spirituality as an internal - external manifestation of the independence of the will. It reflects the ratio of the spirituality of the people with the level of development of society and the quality of education.

The problem of the development of morality and morality is touched upon and considered by many branches of science. Its resolution should be primarily concerned with the state, which needs to ensure the political and economic stability of the country, so that a young person developing in this society can realistically imagine his future life path and benefit your country.

The social value of the formation of professional moral standards, professional ethics, consists in the fact that it creates a moral microclimate in the team, ensures the moral health of the individual, and favors the moral atmosphere in society.

The moral microclimate in the work collective is ensured by moral norms, which always carry an estimated load in a certain perspective - in the categories of good and evil. The norm is both a model and at the same time an incentive, both to self-restraint and to active action. Compliance with the norms of morality is mandatory for every individual in any work collective, which indicates the culture of not only individuals, but also the cultural level of the entire team, as well as the degree and diversity of the moral life of society.

That is why in the process of studying at a university, the need for the formation of moral values ​​that are most significant for a particular profession is actualized, professionally significant values ​​are formed. moral values and ideals, professional value orientations are formed.

The task of education in a higher professional educational institution is to help the student, before he makes a decision, to form an optimal attitude to the specific realities of life. In modern conditions, the goal of education at a university is to form a competitive specialist from a student, with a higher vocational education who has social activity, a high general culture of an intellectual, the ability to confidently navigate in the rapidly changing conditions of public life.

Therefore, in our opinion, the formation of the moral qualities of the future professional will be facilitated by:

The introduction of students into the world of new ideas about what morality is and how it is characterized, what significance it has in a person’s life and what benefits it brings, what role morality plays in self-development and the formation of the best human qualities which must be present in the personality of the future professional; broadening the horizons of students, deepening knowledge, since during the period of study, when the foundations of mastering a profession are laid, it is important to teach future specialists the technologies of self-organization, ethical standards and rules of conduct determined by moral qualities;

Mastering not only theoretical knowledge about morality, but at the same time equipping students with techniques and methods of moral self-regulation, self-government and self-development and preparing them for a spiritual and moral independent life, both theoretically and practically.

Bibliographic link

Kuyanova I.V. To the question of the formation of moral qualities of a graduate of higher professional educational institution// Successes of modern natural science. - 2013. - No. 10. - P. 78-80;
URL: http://natural-sciences.ru/ru/article/view?id=32970 (date of access: 02/14/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"