The command is an unconditional coercive requirement that does not allow. Spiritual guidelines of the individual
Test on the topic "Man as a spiritual being" B-1.
The generalized system of views on the world as a whole is called
consciousness
creation
outlook
The level of worldview, which is formed under the influence of life circumstances, is based on common sense and everyday experience:
ordinary outlook
religious outlook
scientific outlook
theoretical outlook
The type of worldview, which includes the generalized results of the achievements of human knowledge, the principles of the relationship of man with the environment:
humanistic outlook
religious outlook
scientific outlook
theoretical outlook
Universal values include:
ideas about good and evil, happiness, the meaning of life
life, health, personal safety, welfare, family
hard work, social status
honesty, unselfishness, benevolence
freedom of speech, conscience, parties, national sovereignty
all of the above
What is one of the most important ways of normative regulation of human actions in society?
Art 3) morality
Conscience 4) fear
The term "morality" comes from the Latin word
moral
right
divine
What was historically the first regulator of social relations?
The norms by which human actions are defined as good or bad, good or evil, just or unjust are:
rules of law 3) rules of etiquette
norms of justice 4) norms of morality
The definition of "Norms based on social assessments, beliefs and habits of people, ideals of good and evil, duty, justice, regulating human behavior" refers to the concept:
norms of law 3) norms of traditions
religious 4) moral standards
An unconditional, compulsory demand (command), which does not allow objections, is obligatory for all people, regardless of their origin, position, circumstances, is called
"golden rule of morality"
scientific outlook
spiritual need
Test on the topic "Man as a spiritual being" B-2.
I. Kantom
G.F. Hegel
K. Kautsky
Perfection, the highest goal of human aspirations, the idea of the highest moral requirements is:
value
3. Personal responsible adherence to moral values, personal awareness of the need for unconditional fulfillment of moral requirements in ethics is determined by the category
debt 3) honor
conscience 4) dignity
4. Respectable moral qualities of a person, manifested in all activities in ethics, are determined by the category
dignity
The totality of high moral qualities, as well as respect for these qualities in oneself in ethics, is determined by the category
dignity
The source of this type of worldview is the Bible, the Talmud, the Koran and other works of world spiritual culture.
scientific outlook
religious outlook
ordinary outlook
official doctrine
The conscious need of a person to act in accordance with their value orientations is called:
Faith 3) belief
Duty 4) conscience
Mark the correct statement:
beliefs are inherent in a person with any type of worldview
beliefs are inherent in a person with a scientific type of worldview
beliefs are inherent in a person with an ordinary type of worldview
beliefs are inherent in a person with a religious type of worldview
There is a rule for ending a telephone conversation: the first person to hang up is the one who called. What type of social norms can it be attributed to?
to the norms of morality 3) to the norms of etiquette
to the rule of law 4) to traditions
The respectful, tolerant attitude of people towards dissent is called
solidarity
perception
tolerance
conformity
Answers (B-1):
Answers (B-2):
Subject Man as a spiritual being
Purpose: the formation of students' moral guidelines, humanistic worldview, citizenship and general culture.
Tasks:
- developing an understanding of the concept of “spirituality”;
- formation of communicative, informational, sociocultural competence, own position;
- education of moral and spiritual values.
Estimated result(acquired skills):
cognitive:
- the ability to use concepts: morality, morality, conscience, patriotism, citizenship, ideal in arguing one's own opinion;
- ability to analyze situations;
informational:
- ability to take notes, work with diagrams.
- ability to use information resources;
analytical:
- apply problem analysis schemes;
- draw conclusions on your own.
Form of conducting: Lesson-research
Lesson equipment
- Textbook "Social Studies Grade 10" edited by Bogolyubov L.N., Prosveshchenie publishing house, 2007.
- Multimedia projector.
Lesson plan
- What does the concept of "spiritual life of people" include?
- Spiritual guidelines of the individual: morality, values, ideals
- Worldview and its role in human life
During the classes
I question Teacher's story with elements of conversation.
Have you thought about your life path, the meaning of your life? Have you tried to treat yourself consciously, to self-develop, to educate yourself. Surely each of you asked yourself similar questions that relate to a very important area of our life - the spiritual world of man.
What is the spiritual world human? Let's start with the word "peace". It is multi-valued. In this case, it denotes the inner, spiritual life of a person, which includes knowledge, faith, feelings, aspirations of people.
In scientific use, the conceptspiritual life of peopleencompasses all the wealth of feelings and achievements of the mind, unites the assimilation of accumulated spiritual values by mankind and the creative creation of new ones.
A person who has a highly developed spiritual life, as a rule, has an important personal quality: his spirituality means striving for the height of ideals and thoughts that determine the direction of all activity, therefore some researchers characterize spirituality as a morally oriented will and mind of a person. The spiritual characterizes not only consciousness, but also practice.
On the contrary, a person whose spiritual life is little developed unspiritual, unable to see and feel all the diversity and beauty of the surrounding world.
Conclusion. Spiritual life is what elevates a person, fills his activity with deep meaning, and contributes to the choice of the right guidelines. It requires constant enrichment through communication, and especially by referring to the works of Russian and foreign philosophers, the sacred books of world religions, masterpieces of domestic and world fiction, music, and painting.
II question.
Teacher's story. You already know that, being a social being, a person cannot but obey certain rules. This is a necessary condition for the survival of the human race, the integrity of society, and the sustainability of its development. At the same time, established rules or norms are designed to protect the interests and dignity of each individual person. Moral standards are the most important. Morality is a system of norms, rules governing communication and behavior of people, ensuring the unity of public and personal interests.
Who sets moral standards? There are different answers to this question. The position of those who consider the great world religions to be the source of moral norms is highly authoritative.
Working with a multimedia presentation
Bible (slide 1) | Koran (slide 2) |
|
|
Thus, even in ancient times, the foundation was laid for the main universal normative moral requirement, which was later called the "golden rule" of morality. It says: "Do to others the way you would like others to do to you."
The moral attitudes of the individual were studied by the largest philosophers, many famous figures thought about the problems of morality.
slide 4
There are a thousand ways to be a very bad person without breaking a single law.
One of the most common and leading to the greatest disasters of temptations is the temptation of the words "Everyone does it."
Lev Nikolayevich Tolstoy
Exercise: choose each one of the statements that is closest to your beliefs.
Write a short essay in your notebooks using the scheme you already know
After completing the task, voice 2-3 students' work
In addition to direct norms of behavior, morality also includes ideals, values, categories (the most general, fundamental concepts).
Exercise: on this slide you see a table in which only the left side is filled. Using the paragraph material on pages 37-39 find definitions for these terms
slide 6
unconditional compulsory demand (command), not allowing objections, binding on all people, regardless of their origin, position, circumstances. |
|
Ideal | perfection, the highest goal of human striving, the idea of the highest moral requirements, the most sublime in man |
Values | that which is most precious is holy both for one person and for all mankind. Values reflect a person's attitude to reality (to certain facts, events, phenomena), to other people, to himself. |
The most important moral values that make up the system of value-moral orientation of a person, inextricably linked with the categories of morality, are paired.(bipolar) character, such as good and evil. |
|
Conscience | The ability of a person to learn ethical values and be guided by them in all life situations, independently formulate their moral duties, exercise moral self-control, be aware of their duty to other people. |
Patriotism | the value attitude of a person to his Fatherland, devotion and love for the Motherland, his people |
citizenship | socio-psychological and moral qualities of the individual, combining a feeling of love for the Motherland and responsibility for the normal development of its social and political institutions, and awareness of oneself as a full-fledged citizen with a set of rights and obligations |
Definitions on the right side of the table appear after students have voiced them
Teacher's storyAre moral principles formed in a person spontaneously or do they need to be formed consciously?
In the history of philosophical and ethical thought, there was a point of view according to which moral qualities are inherent in a person from the moment of birth. Thus, the French Enlightenment believed that man is by nature good. Some representatives of Eastern philosophy believed that man, on the contrary, is inherently evil and is the bearer of evil. However, the study of the process of formation of moral consciousness has shown that there are no grounds for such categorical statements.
Moral principles are not laid down in a person from birth, but are formed in the family on the example that is before his eyes; in the process of communicating with other people, during the period of education and upbringing at school, in the perception of such monuments of world culture, which allow both to join the already achieved level of moral consciousness, and to form one's own moral values on the basis of self-education. Not the last place is occupied by the self-education of the individual.
The ability to feel, understand, do good, recognize evil, be persistent and uncompromising towards it are special moral qualities of a person that a person cannot receive ready-made from others, but must develop on his own.
Self-education in the field of morality- this is, first of all, self-control, making high demands on oneself in all types of one's activities.
Conclusion Moral self-education means the unity of consciousness and behavior, the steady implementation of moral standards in life and activity. Only in the experience of good deeds and opposition to evil can moral self-improvement be consciously carried out.
III question.
Teacher's storyAn important part of the spiritual world of a person is his worldview.
In the simplest, most common understanding, a worldview is a set of a person's views on the world that surrounds him.
A worldview differs from other elements of a person's spiritual world in that, firstly, it represents a person's view not on some separate side of the world, but on the world as a whole. Secondly, the worldview reflects the attitude of a person to the world around him: is he afraid, is a person afraid of this world, or does he live in harmony with it? Is the person satisfied with the world around him or strives to change it?
Thus, the worldview is a holistic view of nature, society, man, which is expressed in the system of values and ideals of the individual, social group, society.
What determines one or another worldview?
Slide 7.
First of all, we note that a person's worldview is of a historical nature: each historical era has its own level of knowledge, its own problems, its own approaches to solving them, its own spiritual values.
Classification of worldview typesmay be different. Slide 8
But the most common is the following classification of worldview types.
Ordinary worldviewarises in a person's life in the process of his personal practical activity, therefore it is sometimes calledlife outlook.
The views of a person in this case are not justified by religious arguments or scientific data. Such a worldview is formed spontaneously, the everyday, everyday basis prevails.
The ordinary worldview is very widespread, since the efforts of educational institutions and pastors of the church often touch only the very “surface” of the sphere of a person’s spiritual life.
Religious worldview- a worldview based on religious teachings contained in such monuments of world spiritual culture as the Bible, the Koran, the sacred books of Buddhists, the Talmud, and a number of others.
Scientific outlookis the legitimate heir to that direction of world philosophical thought, which in its development constantly relied on the achievements of science. It includes the scientific picture of the world, the generalized results of the achievements of human knowledge, the principles of the relationship of man with the natural and artificial environment.
What role does worldview play in people's activities?
- Firstly, it gives a person guidelines and goals for all his practical and theoretical activities.
- Secondly, it is the worldview that allows people to understand how best to achieve the intended guidelines and goals, equips them with methods of cognition and activity.
- Thirdly, a person gets the opportunity to determine the true values of life and culture, to distinguish what is really important for a person’s activity in achieving his goals from what has no real significance, is false or illusory.
Each worldview has its advantages and disadvantages. Slide 10
In the form of a conversation, the teacher leads students to the correct answers. They appear on the slide as they are spoken.
Types of worldview | Advantages | disadvantages |
Ordinary worldview | based on direct human experience | makes little use of the experience of other people, the experience of science and culture, the experience of religious consciousness as an element of world culture |
Religious worldview | close connection with the world cultural heritage, focus on solving problems related to the spiritual needs of a person, the desire to give a person faith in the possibility of achieving their goals. | sometimes manifested intransigence to other positions in life, insufficient attention to the achievements of science, and sometimes ignoring them. |
Scientific outlook | strong scientific validity, the reality of the goals and ideals contained in it, an organic connection with the production and social activities of people | man has not yet taken his rightful place in the scientific worldview |
Conclusion. Our time allows a person to make worldview self-determination. But it should be remembered that the ordinary worldview leaves a person at the level of everyday concerns and does not give him sufficient grounds for orientation in the complex and rapidly changing modern world. Everyone chooses what, in his opinion, helps him to live.
Consolidation of the studied material.
1. A popular composer is working on a new song dedicated to protecting the world. What type of activity is illustrated by this example?
1) spiritual
2) economic
3) political
4) social
2. A person is a unity of three components: biological, mental and social. The social characteristics of a person include
1) age features
2) racial differences
3) manifestations of heredity and variability
4) spiritual ideals and values
3. Insert the missing word in the diagram
7. The ability of a person to moral self-control is called:
1) conscience
2) persuasion
3) talent
4) etiquette
8. The foundation of the spiritual life of society is:
1) knowledge 2) art 3) science 4) culture
Conclusions on the topic. There are a lot of very different opinions about morality and ethics - about the fact that the end justifies the means, and that the winners are not judged. Perhaps those who think so have the right to do so.
But I want to finish our lesson with another statement - the words of L.N. Tolstoy
Everything can be forgiven, but not the perversion of those higher truths, to which humanity has reached with such difficulty.
Homework1. Paragraph 4 of the textbook, task 1-4.
2.On the Internet, find the definition of the concept of "humanistic worldview"
Moral -it is a system of norms, rules governing communication and behavior of people, ensuring the unity of public and personal interests.
Who sets moral standards?
There are different answers to this question. The position of those who consider the activity and commandments of the great teachers of mankind: Confucius, Buddha, Moses, Jesus Christ to be the source of moral norms is very authoritative.
In the sacred books of many religions, a well-known rule is written, which in the Bible reads as follows: "... In everything you want people to do to you, do the same to them."
According to another point of view, the norms and rules of morality are formed naturally - historical way- and are extracted from mass everyday practice.
Based on the experience, humanity has developed basic moral prohibitions and requirements: do not kill, do not steal, help in trouble, tell the truth, keep promises. At all times, greed, cowardice, deceit, hypocrisy, cruelty, envy were condemned, and, on the contrary, freedom, love, honesty, generosity, kindness, diligence, modesty, fidelity, mercy were approved.
In the proverbs of the Russian people, honor and reason were inextricably linked: "The mind gives birth to honor, and dishonor takes away the last."
The moral attitudes of the individual have been studied by the greatest philosophers. One of them is I. Kant. He formulated the categorical imperative of morality, following which is very important for the implementation of the moral guidelines of activity.
How does Kant characterize the categorical imperative? Here is one of his formulations.
There is, Kant argued, only one categorical imperative: "act always according to such a rule, the universality of which as a law you can at the same time wish."
Ideal -it is perfection, the highest goal of human striving.
These notions of what is better, more valuable, and more majestic are what some scholars call "modeling a desirable future" that meets human interests and needs.
Values -this is what is most dear, sacred both for one person and for all mankind.
When it comes to the negative attitude of people towards certain phenomena, about what they reject, the terms “anti-values” or “negative values” are often used. Values reflect a person's attitude to reality (to certain facts, events, phenomena), to other people, to himself. These relationships may be different in different cultures and among different peoples or social groups.
Types of values:legal, political, religious, artistic, professional, moral.
The most important moral values constitute the system of a person's value-moral orientation, which is inextricably linked with the categories of morality. Moral categories are opposites, good and evil.
Conscience -it is the ability of a person to learn ethical values and be guided by them in all life situations.
The poet Osip Mandelstam wrote:
... Your conscience:
The knot of life in which we are recognized...
“Remorse,” wrote Adam Smith more than two centuries ago, “is the most terrible feeling that has visited the human heart.”
Among the most important value orientations is patriotism - value attitude of a person to his Fatherland, devotion and love for the Motherland, for its people.
Give examples of manifestations of patriotism?
(Remember the events of the Patriotic War of 1812, the Great Patriotic War of 1941-1945)
Spiritual guidelines of the individual: morality, values, ideals. Morality is a system of norms, rules governing communication and behavior of people, ensuring the unity of public and personal interests. The "golden rule" of morality: "Act towards others as you would like others to act towards you." The categorical imperative is an unconditional coercive requirement that does not allow objections, obligatory for all people, regardless of origin, position, circumstances. The philosopher I. Kant formulated the categorical imperative of morality: “Always act to such a maxim, the universality of which, as a law, you can at the same time wish for.”
slide 4 from the presentation "Peculiarities of Spiritual Life". The size of the archive with the presentation is 208 KB.Philosophy Grade 10
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Two principles are constantly fighting in a person, one of which attracts him to the active activity of the spirit. to spiritual work in the name of the ideal... and the other tends to paralyze this activity, to drown out the higher needs of the spirit, to make existence carnal, meager and vile. This second beginning is true philistinism; the tradesman sits in every person, always ready to lay his deadening hand on him as soon as his spiritual energy weakens. In a fight with myself. including the struggle with the external world, and constitutes moral life, which therefore has as its condition this fundamental dualism of our existence, the struggle of two souls that live in one body not only in Faust, but also in every person ...
Questions and tasks for the document
1. What does the moral life of a person consist in, according to the philosopher?
2. What is the difference between Bulgakov's concepts of "soul" and "spirit"?
3. In what sense does the author use the words "spirit", "spiritual"? Justify your answer using the text.
4. What ideas expressed in the paragraph are consonant with the ideas of the philosopher?
5. What conclusions can be drawn from this text?
SELF-CHECK QUESTIONS
1. What are the spiritual and moral guidelines of a person, what is their role in activity?
Man, being a social being, cannot but obey certain rules. This is a necessary condition for the survival of the human race, the integrity of society, and the sustainability of its development.
Morality It is a system of norms, rules governing communication and behavior of people, ensuring the unity of public and personal interests. The source of moral norms are the commandments of the great teachers of mankind: Confucius, Buddha, Moses, Jesus Christ. The foundation of the main universal human normative moral requirement is the "golden rule" of morality, which says: "Act towards others as you would like others to act towards you."
Ideal- this is perfection, the highest goal of human striving, the idea of the highest moral requirements, the most sublime in man. These notions of what is better, more valuable, and majestic are what some scholars call "modeling a desirable future" that meets human interests and needs.
Values-positive or negative significance of any object for the subject. When it comes to the negative attitude of people towards certain phenomena, about what they reject, the terms “anti-values” or “negative values” are often used. Values reflect a person's attitude to reality (to certain facts, events, phenomena), to other people, to himself.
Activity as a way of existence of people.
Activity- a way of relating to the world around, inherent only to man, changing and transforming the world in the interests of man. In the course of activity, a person creates a "second nature" - culture.
Man and activity are inextricably linked. Activity is an indispensable condition for human life: it created man himself, preserved him in history and predetermined the progressive development of culture. Therefore, a person does not exist outside of activity. The reverse is also true: there is no activity without a person. Only man is capable of labor, spiritual and other transformative activity.
Human activity is similar to the activity of animals, but there are the following fundamental differences:
1) the result of activity is a change in nature (activity involves only adaptation to the conditions of nature);
2) goal-setting in activity is inherent in a person, he takes into account the experience of previous generations (the animal performs a genetically embedded program. The activity of the animal is expedient, guided by instincts);
3) a person uses tools in the process of activity (an animal uses ready-made natural materials)
4) activity is creative, productive, constructive in nature (activity is consumer).
Activity structure.
Activities: practical(material and production, social and transformational) and spiritual(educational-cognitive, scientific, value-oriented, prognostic).
Subject- This is the one who carries out the activity (individual, collective, society).
An object- that's what the activity is about.
Motive- a set of external and internal conditions that cause the activity of the subject and determine the direction of activity. (More details in ticket 17).
Actions- processes aimed at achieving the set goal.
Target- a conscious image of the result to which the activity is directed.
Means and methods- everything that is used in the process of activity to achieve the goal. Means are material and spiritual.
Result- goal achieved in practice. The result is material (objects, buildings) and ideal (knowledge, works of art)
Maslow divided needs into primary, or innate, and secondary, or acquired. These, in turn, include:
- physiological - in food, water, air, clothing, warmth, sleep, cleanliness, shelter, physical recreation, etc.;
- existential- safety and security, inviolability of personal property, guaranteed employment, confidence in the future, etc.;
- social - desire for belonging and belonging to any social group, team, etc. The values of affection, friendship, love are based on these needs;
- prestigious - based on the desire for respect, recognition by others of personal achievements, on the values of self-affirmation, leadership;
- spiritual - focused on self-expression, self-actualization, creative development and the use of their skills, abilities and knowledge.
- The hierarchy of needs has been changed many times and supplemented by various psychologists. Maslow himself, in the later stages of his research, added three additional groups of needs to it:
- cognitive- in knowledge, skill, understanding, research. These include the desire to discover new things, curiosity, the desire for self-knowledge;
- aesthetic- striving for harmony, order, beauty;
- transcending- selfless desire to help others in spiritual self-improvement, in their desire for self-expression.
Motives of activity.
Motive- a set of external and internal conditions that cause the activity of the subject and determine the direction of activity. In the process of forming a motive, not only needs, but also other motives are involved. As a rule, needs are mediated by interests, traditions, beliefs, social attitudes, etc.
Motives can be:
Traditions represent a social and cultural heritage passed down from generation to generation. We can talk about religious, professional, corporate, national (for example, French or Russian) traditions, etc. For the sake of some traditions (for example, military ones), a person may limit his primary needs (changing safety and security for high-risk activities).
Beliefs- firm, principled views of the world, based on the worldview ideals of a person and implying a person’s willingness to give up a number of needs (for example, comfort and money) for the sake of what he considers right (for the sake of honor and dignity).
Settings- preferential orientations of a person to certain institutions of society, which are superimposed on needs. For example, a person may be oriented towards religious values, or towards material enrichment, or towards public opinion. Accordingly, he will act differently in each case.
In complex activities, it is usually possible to identify not one motive, but several. In this case, the main motive is singled out, which is considered to be driving.
Activities.
A game- this is a form of activity in conditional situations in which typical actions and forms of interaction between people are reproduced.
Game activity, depending on the age and mental development of the child, is transformed into different types:
subject game(playing with objects and mastering their functional meanings);
role-playing game(a game in which the child assumes the roles of adults and acts with objects in accordance with their meanings, the game can also be organized between children);
play by the rules(the game is regulated by requirements or rules to which the child must subordinate his behavior).
Learning activities- this is a form of activity in which a person's actions are controlled by the conscious goal of mastering certain knowledge, skills, abilities.
The first necessary condition for the formation of educational activity is the creation in the child of conscious motives for the assimilation of certain knowledge, skills, and habits. Adults act as active carriers of social influence on the development of the child. They organize its activities and behavior in order to assign them social experience through processes. training and education.
Education- the process of purposeful influence on the activity and behavior of the child in order to transfer to him the social experience accumulated by mankind in the form of knowledge, skills and abilities.
Upbringing- this is an influence on the personality of the child in order to convey social norms and values.
Labor activity- this is a form of activity aimed at the production of certain socially useful products (values) that satisfy the material and spiritual needs of a person..
Labor activity is the leading, main human activity. The subject of the psychological study of labor activity is the mental processes, factors, conditions that induce, program and regulate the labor activity of a person, as well as his personal properties.
activity and communication.
Communication is a process of information exchange between equal subjects of activity. The subjects of communication can be both individuals and social groups, layers, communities, and even all of humanity as a whole. There are several types of communication:
1) communication between real subjects (for example, between two people);
2) communication real subject and with an illusory partner (for example, a person with an animal, which he endows with some qualities unusual for him);
3) communication real subject with an imaginary partner (it means communication of a person with his inner voice);
4) communication imaginary partners (for example, literary characters).
The main forms of communication are dialogue, exchange of opinions in the form of a monologue or remarks.
The question of the relationship between activity and communication is debatable. Some scientists believe that these two concepts are identical to each other, because any communication has signs of activity. Others believe that activity and communication are opposite concepts, since communication is only a condition for activity, but not activity itself. Still others consider communication in its relationship with activity, but consider it an independent phenomenon.
Communication must be distinguished from communication. Communication is the process of interaction between two or more subjects in order to transfer some information. In the process of communication, unlike communication, the transfer of information occurs only in the direction of one of its subjects (the one who receives it) and there is no feedback between the subjects, unlike the process of communication.
The problem of the moral education of the younger generation today worries the public all over the world and in our country in particular. Therefore, the spiritual upbringing of young people is called upon to contribute to the qualitative improvement of all educational work. In accordance with the Standards, at the levels of primary general and basic general education, spiritual and moral development and education of students is carried out, providing for the adoption by them of moral norms, moral attitudes, and national values. The program for the spiritual and moral education of students is a component of the educational programs of all schools in Russia. Among the personal results of mastering the programs, in the first place is the formation of the foundations of Russian civic identity, a sense of pride in one's Motherland, the Russian people and the history of Russia, awareness of one's ethnic and national identity; formation of values and moral culture of the multinational Russian society.
And a particularly significant role in this respect is played by the stimulation by teachers and parents of students' own efforts for self-improvement. Even a figurative thought has long become winged: a student is not a vessel filled with knowledge, but a torch that needs to be lit with the noble fire of self-improvement.
It is known that from time immemorial the backbone of public morality was constituted by religious moral postulates and moral precepts. That is why the culturological study of religion today in itself gives a lot in improving the moral world of people. Issues related to the introduction into the school curriculum of information about the foundations of Orthodox culture, considered within the framework of the culturological approach, are of great importance today because the nature of a secular school is determined, among other things, by its relations with the social environment, religious associations, and recognition of freedom of religion. and worldview of participants in the educational process.
Moral culture enables a person not only to enter the rich spiritual world of thoughts and feelings, but also helps him to become free and independent from those stereotypes, primitive patterns of hoarding, envy, vanity, which, unfortunately, are common among morally indifferent and evil people.
Of course, in individual moral improvement, much depends on the work of the intellect of the individual himself and his awareness of the moral meaning of life. You can argue with the old “rule”: work on clearing your thoughts, and if you don’t have bad thoughts, then you won’t have bad deeds. And yet there is some truth in it. The conclusion of A. Chekhov, a writer who so deeply showed many moral problems, is not accidental: “Everything in a person should be beautiful - face, clothes, soul, and thoughts.” And in his letter to his brother, he writes: “In order to be educated and not stand below the level of the environment in which you find yourself, it is not enough to read only Pickwick and memorize a monologue from Faust ... Here you need uninterrupted day and night work, eternal reading, study, will ". Those. The writer considers the work of a person on himself as one of the important moral guidelines for self-improvement. And Anton Pavlovich Chekhov especially emphasized the decisive role of faith in the values of the human personality: “A person must either be a believer, or a seeker of faith, otherwise he is an empty person ...”. At the same time, he considers faith as an ability of the spirit, which is available only to "high organizations". It is the faith of man and moral precepts, according to A.P. Chekhov are the defining spiritual guidelines for self-improvement.
What gives a person a moral culture, which is based on humanism, moral duty, conscience, dignity and honor? First of all - the ability to experience noble, moral, kind feelings that enlighten human life. It is the ability to lead a truly human life and not become isolated in biological needs. It is specifically the human treasures of the soul that begin where a person is included in the world of moral thoughts and feelings.
It is known that these noble feelings are already instilled in a person in many respects as a result of familiarization with art and literature, which, without exaggeration, can be called great teachers of moral language. The fact is that the most clearly in a concentrated form, a person is included in an atmosphere of empathy, an emotional assessment of good and evil in art and literature. A good play, a movie, a work of art that shocked a person all the more, like a searchlight, highlights noble human feelings and thoughts in a brighter form. And many people who, perhaps, in the hustle and bustle of everyday life and do not pay attention to moral problems, now, led by a talented writer, director, artist or writer, penetrate the essence of phenomena, experience ennobling feelings.
But life is richer than any thick book ... And the ability to see, understand and experience noble humane feelings, emotions of satisfaction, pleasure and joy from doing a good deed helps a person become happier.
Of course, not every person knows the world of moral relations and can be happy by doing good, humane deeds. In the minds of some people, the personal happiness of a person is limited, and even opposed to the interests of other people. Sometimes it may seem so because a person did not think deeply about himself, his experiences, did not compare his joys with the good that he did to people. A kind of moral deafness may interfere with this. Let us imagine that a person who does not have an ear for music and, moreover, is not musically educated, comes to a concert to listen to complex symphonic music. Even if, out of politeness, he pretends to be attentive, he is bored, he does not experience the pleasure that others experience when they find themselves in the world of music, emotional states, aesthetic feelings. Similarly, the world of moral feelings, subtle and sublime experiences, noble human aspirations is not available to different people to the same extent. Therefore, callous, indifferent people, not understanding this, seem to deprive and impoverish themselves, extremely limit themselves in their little world of petty thoughts, in their self-satisfied confidence that selfishness, isolation, material acquisitions are the meaning and happiness of human life.
The desire to become original, interesting with the help of external signs, the thoughtless pursuit of fashion, acquisitiveness impoverishes the spiritual world of a person, leads to the loss of individual personality. Materialism, blind acquisitiveness suppress, undermine the spiritual values of a person, make him very stereotyped, limited. He does not even notice how he depersonalizes and impoverishes himself. As a result, the psychology of such a person begins to be characterized not only by indifference to moral relationships, to other people, spiritual callousness, but also by a certain aggressiveness in achieving their acquisitive goals and cowardice, fear of losing what they have acquired, “an advantageous position” in life. An egoist, a morally poor person, in essence, loses a lot of what is actually spiritual, human. This side of human losses was noticed by V. Belinsky: “It is good to be a scientist, a warrior, a legislator, but it’s bad not to be a man at the same time!” .
Of course, even morally developed people can have certain shortcomings. And each person, in principle, is able to further improve and perfect his spiritual world, to be included in the system of moral relations. To do this, it is necessary to master the language of moral feelings and moral thoughts, to expand, first of all, the range of good human feelings. At the heart of mastering the language of moral emotions lies the desire and attitude not only to experience one's successes and achievements, but also to experience joyful, kind feelings for other people, for one's loved ones, friends, and comrades. This ability and desire to do good deeds, to experience inner satisfaction from humane deeds, to participate in the experiences of others, to rejoice with them is another important guideline for self-improvement.
The psychological basis of such moral improvement is a feeling of empathy, a mental-emotional transfer. This ability is especially evident in family relationships. It is rare to find a person who did not empathize with his loved ones, did not mentally put himself in their position, did not experience their emotions, did not rejoice at their successes. And not only relatives. Probably, everyone empathizes not only with their comrades and relatives, but also with the heroes of works of art, heroes of films. Let us recall how subtly and knowingly Chekhov, Dostoevsky, Leo Tolstoy were included in the world of the heroes of their works, with what sympathy for a person they describe the experiences of sometimes imperceptible and at first glance of little interest people. The world of spiritual experiences of the “little man”, deeply revealed in literature, arouses deep sympathy for the reader. And why, in relation to their acquaintances, comrades, relatives, others, people sometimes do not show such sensitivity?! There are no assistants: a writer, director, artist, who open the inner world of a person more visibly in a work of art. And yet everyone can become a "poet and artist" of the human soul. Here you need to peer into another person on your own, imagine his worries, needs, interests, experiences. How to mentally transform into another. This helps a person to fulfill his moral duties, not so much because he is required and can be punished for non-fulfillment or he expects a reward for this, but because it will bring him joy, inner satisfaction. As M. Gorky noted: “How to treat a person humanely, cordially.” Conversely, forced virtue loses its price. “Good by decree is not good,” Turgenev believed. Probably, these thoughts are clear to all of us.
And how important it is to notice in a timely manner the good sprouts of the best and at least the first attempts of a person to do something good. After all, it is so important - to rely on the positive in a person! In this case, they even use "moral advances", encouragement beyond merit, as if with an advance for the future. This is a kind of expression of trust in a person that she will justify him in the future. Let us recall an instructive episode from the Pedagogical Poem. Makarenko, a wonderful teacher, entrusted the former recidivist Karabanov with a significant amount of money. It was not only a great trust and recognition of correction, but also a powerful incentive to believe in oneself, to really start a new honest life. Karabanov fulfilled his teacher's instructions well and became his faithful assistant.
It's no secret that the moral foundations are laid, first of all, in the family. In the upbringing of children, special knowledge and skills are useful; a personal example of parents is needed. It pleases when parents bring spirituality to their children, and there is confidence that they will grow up as moral people. Mistakes in the upbringing of a child, quarrels between parents about the approach and requirements for it, can make family life bleak, and the result of such upbringing is most often the rudeness and bad behavior of young children and the callous ingratitude of growing children.
Unfortunately, sometimes parents simply do not understand what consequences their rash actions or even just words can turn into. For example, it seems abnormal to a mother that her child is so happy with a ray of sunshine, an elegant moth, green grass. She does not accept this, in essence, wise childish cheerfulness and allows herself to make a remark to the child: “Why are you laughing, why are you happy, did you find money ?!” At the same time, we must not forget that the task of cultivating joyful feelings in children does not mean, of course, that one must indulge children's whims. As Pierre Boiste remarked: “Do not make an idol out of a child; when he grows up, he will require sacrifices ”[wikiquote].
We must not forget about the influence of positive examples from the lives of famous people. Let us recall the example of a courageous attitude to life by Irina Trius, the author of the book “Life is worth living”. Bedridden by illness, Irina graduated from the second institute, studied five languages, began working as a researcher, and joined the Union of Journalists. As L. Grafova rightly wrote about her in Komsomolskaya Pravda, Irina's main merit is that she did not become a gloomy person, and we are grateful to her for the fact that we need her more than we need her. People come to her for lessons in optimism. Irina Trius herself believes: “I still believe that a person’s happiness lies in himself. And it depends ... first of all, on what the person himself and his inner world are.
Thus, given the deep crisis in the upbringing of children and youth, the revival of morality must, first of all, be taken care of by both parents and school teachers. I would like to hope that the Russian people will acquire spirituality and faith. And I am deeply convinced that a significant word in the moral revival of the people belongs to the teacher.
Literature
- Belinsky V. Articles about Russian literature, M.: Vlados, 2008, p.239.
- Buast P. Wikiquote.
- Grafova L. Against his anger // Komsomolskaya Pravda from 05/22/1973.
- Makarenko A. Pedagogical poem / Comp., entry. Art., notes, explanations S. Nevskaya - M .: ITRK, 2003. - 736 p.
- Turgenev I. S. Turgenev. Complete works and letters in thirty volumes. T. 10. M .: "Science", 1982. (Poem in prose Egoist)
- Felitsyna V.P., Prokhorov Yu.E. Russian proverbs, sayings and winged expressions: Linguistic and cultural dictionary. Under. ed. EAT. Vereshchagin, V.G. Kostomarov. - 2nd ed.-M.: Rus.yaz., 1988. - 272p.
- Chekhov A.P. Uncle Vanya, Complete Works and Letters in thirty volumes. Works in eighteen volumes. Volume thirteen. Plays (1895 - 1904). - M.: Nauka, 1986. (words by Astrov).
- Chekhov A.P. Letters to a brother, PSS, M., Ogiz - Gikhl, 1948, vol. XIII, p. 194.
Option number 1.
1. Choose the definition corresponding to the concept of "morality":
a) perfection, the highest goal of human aspirations, the idea of the most sublime in man;
b) the conscious need of the individual to act in accordance with their value orientations;
c) the form of the informative and evaluative orientation of the individual, commonality in command and spiritual life, mutual perception and self-perception of people;
d) institutionalized justice, a means of civilized resolution of contradictions.
2. The science of morality, morality is
3. An unconditional, compulsory demand (command), which does not allow objections, is obligatory for all people, regardless of their origin, position, circumstances, is called
b) the "golden rule of morality"
c) scientific worldview
d) spiritual need.
4. Perfection, the highest goal of human aspirations, the idea of the highest moral requirements
5. Thinkers who substantiated the moral ideal as a universal law of nature
d) Aristotle.
1. The view that moral criteria are relative and depend on the circumstances, the times, or the people who apply them.
2. The doctrine of values.
3. One of the directions in ethics that arose in ancient philosophy and is represented by the names of Democritus, Socrates and Aristotle; The main motive in human behavior is the pursuit of happiness.
4. Denying all positive ideals and any behavior of morality in general.
Complete the sentences.
1. The system of views, concepts and ideas about the world around - ...
2. The type of worldview that arises in a person’s life in the process of his personal practical life of a person in the process of his personal practical activity, a person’s views are formed spontaneously - ...
3. The source of this type of worldview is the Bible, the Talmud, the Koran and other works of world spiritual culture - ...
4. A worldview firmly substantiated by the achievements of science -
Exercise:
World religions about morality.
Christian commandments.
5. Honor your father and mother.
6. Thou shalt not kill.
8. Don't steal.
10. Do not envy someone else's good.
Bible, Exodus, ch. 20
Gospel of Matthew, ch. 22
From the Old Testament.
"Do not offend the widow and the orphan."
Hindu principles of yoga.
1.Ahimsa
2. satya
3. Asteya
4. Aparibraha
5. Brahmacharya
From the Quran.
Tests "Moral guidelines of activity".
Option number 2.
1. Which of the following definitions does not apply to the definition of morality?
a) the form of the informative and evaluative orientation of the individual, commonality in command and spiritual life, mutual perception and self-perception of people;
b) institutionalized justice, a means of civilized resolution of contradictions;
c) a system of norms, rules governing communication and behavior of people to ensure the unity of public and personal interests;
d) a form of social consciousness in which the ethical qualities of social reality are reflected and consolidated.
2. Central to ethics are the concepts
a) general and particular;
b) good and evil;
c) absolute and relative;
d) ideal and material.
a) D. Diderot; | b) I. Kant; | d) K. Kautsky |
4. Personal responsible adherence to moral values, personal awareness of the need for unconditional fulfillment of moral requirements in ethics is determined by the category
5. Thinkers - supporters of the social origin of morality
a) Thomas Aquinas, Augustine the Blessed;
b) Pythagoras, Heraclitus, J. Bruno, Spinoza;
c) T. Hobbes, K. Marx, M. Weber, J. Mill;
d) Aristotle.
Working with concepts. Hungarian crossword.
Find concepts here, to the following definitions:
The view that moral criteria are relative and depend on the circumstances, time, or people who apply them. The doctrine of values. One of the directions in ethics that arose in ancient philosophy and is represented by the names of Democritus, Socrates and Aristotle; The main motive in human behavior is the pursuit of happiness. Rejection of all positive ideals and any conduct of morality whatsoever.
Complete the sentences.
A system of views, concepts and ideas about the world around - ... The type of worldview that arises in a person's life in the process of his personal practical life of a person in the process of his personal practical activity, a person's views are formed spontaneously - ... The source of this type of worldview is the Bible, the Talmud, the Koran and other works of world spiritual culture - ... A worldview firmly substantiated by the achievements of science - ...
Exercise:Familiarize yourself with the commandments of world religions. Note ideas that are the same or similar for all world religions: call for peace; about helping those in need; about justice; about wealth; about good.
We all walk under one God, though we do not believe in one.
World religions about morality.
Christian commandments.
1. I am the Lord thy God; May you have no other gods but me.
2. Do not make for yourself idols either in heaven, or on earth, or under the earth; and do not worship or serve them.
3. Do not take the name of the Lord your God in vain.
4. Sabbath (day of rest) dedicate it to the Lord your God.
5. Honor your father and mother.
6. Thou shalt not kill.
7. Do not commit adultery, do not change love and fidelity, keep the purity of thoughts and desires.
8. Don't steal.
9. Do not bear false witness, do not lie.
10. Do not envy someone else's good.
Bible, Exodus, ch. 20
The essence of these commandments Jesus Christ stated as follows:
“Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and greatest commandment. The second one is like it: love your neighbor as yourself.
Gospel of Matthew, ch. 22
From the Old Testament.
“Honor your father and mother. Dont kill. Don't steal. Don't commit adultery. Thou shalt not covet thy neighbor's house, covet not thy neighbor's wife, nor his servant, nor his ox, nor his donkey, anything that is thy neighbor's.
“Share your bread with the hungry, and bring the wandering poor into your house; when you see a naked man, clothe him.”
"Do not offend the widow and the orphan."
“If you find the ox of your enemy or his donkey that has gone astray, bring him to him. If you see the donkey of your enemy fallen under your burden, then do not leave him: unpack him with him.
“Turn away from evil and do good; seek peace and follow it."
"Blessed is he who thinks of the poor!"
"When wealth increases, do not attach your heart to it."
“Learn to do good; seek the truth; save the oppressed; protect the orphan; intercede for the widow."
“And He [God] will judge the nations ... and they will beat their swords into plowshares, and their spears into sickles; the people will not raise the sword against the people, and they will no longer learn to fight "
Hindu principles of yoga.
Five vows of restraint - Yama, which make up the Great Vow - Maha-vratam.
1.Ahimsa - non-violence, non-murder, non-harm to all living things in deeds, feelings, words and thoughts, love for all things.
2. satya - truthfulness, sincerity in deeds, feelings, words and thoughts.
3. Asteya - non-theft, non-appropriation of someone else's.
4. Aparibraha - non-hoarding of the superfluous, the rejection of the secondary for the sake of the main.
5. Brahmacharya - abstinence, control over all desires, emotions, thoughts.
Five main duties of faithful Muslims. Five pillars of faith.
1. To believe that there is only one single God - Allah, and Muhammad is his Prophet.
2. Perform namaz (pray) 5 times a day.
3. Observe the main fast from dawn to dusk during the holy month of Ramadan for everyone except small children and the sick.
4. Spend one fifth of your income on alms.
5. Make at least once in your life a hajj - a pilgrimage (journey) to holy places - Mecca and Medina.
From the Quran.
“Verily, Allah loves those who do good, restrain anger, forgive people.”
“Let not hatred towards the people of sin come upon you because you violate justice. Be fair."
"And to parents - doing good, and relatives, and orphans, and the poor, and a neighbor, and a friend, and a traveler."
"The righteous feed the poor, the orphan and the captive."
“And do not say to the one who offers you peace: “You are an unbeliever.”
"He who is rich, let him be temperate."
“Don't be immoderate. He [God] does not like the immoderate."
Olympiad in social studies Grade 10 school stage
Surname _______________ First name _____________
1. By what principle are the rows formed? Name the concept that is common to each of the following series.
Sociology, political science, economics, psychology, anthropology…
Philosophy, art history, literary criticism, language….
Anaximenes, Anaximander, Thales, Plato, Aristotle….
Subject, object; purpose, means, results, actions….
Feeling, perceiving, imagining...
"United Russia", LDPR, Communist Party of the Russian Federation, "Fair Russia" ...
Agrarian society, Industrial society, Post-industrial society...
A. Saint-Simon, C. Fourier, R. Owen…
Hypothesis, Disposition, Sanction…
2. What or who is extra in the row? Write down the extra word (expression) and explain why you decided so
Agrarian society, traditional society, pre-industrial society, post-industrial society
National - state structure, form of government, political regime, totalitarian regime.
N. Berdyaev, A. Smith, J. Keynes, F.A. Hayek.
Concept, feeling, judgment, conclusion.
Administrative Law, Civil Law, Labor Law, Criminal Law.
3. The main economic functions of a democratic state include.
Protection of competition, its rational scale.
Creation of a legal framework conducive to the efficient functioning of the market system.
Strict control over the measure of labor and the measure of consumption.
Redistribution of income and wealth.
Controlling the level of employment and inflation, stimulating economic growth.
4. A scientist must correctly write concepts and terms. Fill in the correct letter(s) instead of the gaps:
Gross ... in ... national product - the sum of the market prices of all final goods and services created by the producer of a given country during the year, both domestically and abroad.
T…l…random – tolerance for other opinions, beliefs. Deeds.
Ekstr... mysm is a manifestation of extreme views on the world.
S…klarization is the process of liberation of society, its various spheres from the domination of the church.
... mp ... rativ - a command, an unconditional mandatory requirement that does not allow objections and is binding on all people.
... bstr ... action - a distraction from particulars in the methods of cognition.
D…in…ant behavior is deviant behavior.
D...pressure - stagnation in something.
T ... n ... yger - a teenager, a boy or a girl aged 13-19 years.
N……sphere is a new evolutionary state of the biosphere, in which the rational activity of a person becomes its decisive factor.
5. From the list below, indicate (in numbers) the concepts related to
political sphere:
1. Faction 2. Populism 3. Pluralism 4. Parliamentarism 5. Strat
6. Marginal 7. Glasnost 8. Tribe 9. Parliament 10. Art. 11 Recession. 12. Existentialism, 13 Relativism, 14. State 15. President
6. Replace definitions with a concept.
Exhaustive, complete, reliable knowledge about the objective world.
Recurring ups and downs in the economy.
The benefit or benefit we would get from the best of the unselected options.
The "youngest" monotheistic religion in the world.
A group of legal norms governing homogeneous social relations.
7. Indicate the only correct answer
1. Which of the sciences listed below provides the most general knowledge about society and man? 1) ecology 2) philosophy 3) jurisprudence 4) political science
2. The formation of the ability of each person to be creative, his susceptibility to the best works of art is one of the tasks
1) elite culture 2) pop culture 3) mass culture 4) spiritual culture
3. Reflection and transformation of reality in artistic images underlies 1)art 2) science 3) production 4) education
4. Social needs include human needs for
1) rest 2) food 3) water 4) communication
5. Economics is a science that studies 1) motives of human behavior 2) methods of rational management 3) ways of introducing the achievements of science and technology
4) forms of professional development of employees
8. Fill in the blanks
1. Possession, ... disposal
2. Traditional society, ... post-industrial society
3. ..., Feudal socio-economic formation (OEF), Capitalist OEF
4. …, Submission of proposals for the issuance of a law to the legislative body of the country, Consideration and discussion of the bill.
5. ..., the Constitution of the Russian Federation, Federal constitutional laws, Federal laws, ....
6. ..., perception, representation
7. Purpose, means, …, …,
8. Buddhism, … Islam
Answers to the Olympiad in social science for 10 grades
1 task(20 points)
Social sciencies
Humanitarian sciences
Ancient Greek philosophers, thinkers
Political regimes
Activity structure
Sense cognition
Political parties, based on the results of the 2007 elections, represented in the State Duma
Typology of societies
Late socialists - utopians (socialist utopians - 1 point)
The structure of the legal norm
2 task (10 points)
1. post-industrial society, since the other three are synonyms that characterize one stage of society
2. totalitarian regime, since the other three are elements of the form of the state
3. N.A. Berdyaev is a philosopher, the rest of the scientists are economists.
4. Sensation - refers to sensory knowledge, the rest to rational
5. Criminal law - refers to the security industries, the rest to the regulatory
3 task (4 points)
Answers 1,2,4,5
4 task (10 points)
Answers: 1 point for each correctly spelled word
5 task (8 points: wrong answer)
1,2,3,4,7,9,14,15
6 task (5 points)
1. truth;
2. economic cycles;
3. opportunity cost
5. branch of law
7 task (5 points)
1-2, 2-4, 3-1, 4-4, 5-2,
8 task (9 points)
1. use
2. industrial (industrial) society
3. Slave OEF
4. Identification of needs for the creation of legal norms
5. International treaties (norms of international law); Decrees of the President
6. Feeling
7. Actions, Result
8. Christianity
Total 72 points
Performed by A. Kazantsev
34768 2-37-59; kaalex[email protected] mail. en
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