In Runet, a heated debate unfolded about the textbook of social science for the eighth grade, published by the Drofa publishing house, writes Regions.ru.

The attention of bloggers was attracted by the following passage: “Let's think. Imagine a person suffering from a serious mental illness from early childhood. He is incapable of learning, work, creating a family, everything that forms the spiritual world of the individual. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those who associate it with society; which make him a social, social being. In other words, he is not a person. A personality is a person endowed with a number of important social properties: the ability to learn, work, communicate with his own kind, take care of them, participate in society, have spiritual interests, and be creative.

Outraged bloggers saw in these words the dehumanization of disabled people and compared it with the attitude towards the mentally ill in the Third Reich.

Discussions spilled out and beyond the blogosphere. The President of the Center for Autism Problems Ekaterina Men, Elena Klochko, a member of the Board of Trustees in the Social Sphere under the Government of the Russian Federation, and other public figures are preparing a letter to the Ministry of Education and Science with a request to withdraw the textbook from schools and check how it could be purchased on budget money. The text of the letter will also form the basis of a petition that will be posted on the Internet to collect signatures. The Ministry of Education and Science stated that the department “is already checking the textbook” and “thanks the initiators of the discussion of the dubious fragment.”

The Ministry of Education and Science of Russia stated that the department "thanks the initiators of the discussion of a dubious fragment of a social science textbook for grades 8 (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook."

The Drofa publishing house has suspended the sale of the textbook. “The textbook ... passed all the necessary examinations and, having received positive conclusions, was included in the Federal List of Textbooks ... The author of the textbook, Anatoly Fedorovich Nikitin, passed away, but our publishing house does not disclaim responsibility for the products produced, whether educational or artistic or applied literature. This textbook has been discontinued for the time being. The textbook will be sent for additional examination. The publishing house is ready to withdraw the textbook and provide schools with another social studies textbook if it does not receive the approval of experts,” the publishing house said.

“How would you comment on this story? What does "personality" mean to you? - with such questions, the Regions.ru correspondent turned to the clergy.

His Grace Irenaeus, Bishop of Orsk and Gay, explained: "For me, a person is any person born by God on Earth." “There are people who are heroes, others look up to them, they talk about them, they try to imitate them. And there are others, with physical or mental characteristics, - he said. - It is possible that such people suffer for us. We must treat them as if we were ourselves: we feed ourselves, we clothe ourselves, we put on shoes.”

“It is necessary to treat other people in the same way,” Vladyka urged. - In each person you need to see the personality. You can not divide children into full-fledged and not. Who knows how the lives of those people who do this will turn in the future? Perhaps they themselves will become fathers or mothers of children with some kind of disease. They won’t tell others: “My child is handicapped, no one needs him, let’s put him against the wall”?

“People who are different from us need to be accepted as they are, and at the same time be able to rejoice in what we ourselves have. The person who said that people suffering from a serious mental illness since childhood are not individuals should not have done this, the bishop is convinced. - It's not beautiful. You need to be able to love others, to see someone else's pain. It is very important".

Archpriest Sergiy Rybakov, Associate Professor of the Department of Theology, Ryazan State University, Chairman of the Department of Religious Education of the Ryazan Diocese, believes that "this complete disorientation is associated with the perceived paradigm of evolutionism, which calculates a person from a monkey and considers only his social activity in a public perspective." “That is, if a person is capable, then he is a person,” he explained. - This, by the way, is very close to the paradigm of Calvinism. You can come up with as many criteria as you like to determine a person - capable, having property, adult, mentally healthy ... And for the Orthodox, the absolute criterion of personality is any person, because he is created in the image and likeness of God. And personality is indescribable, because body and soul are created by God. Even the prophet David says: "In the womb you bored me." That is, God creates man already in the womb of the mother. Personality is formed in a person at the moment of conception, and he always remains a personality, even if he does not have the opportunity to somehow socially manifest himself.

“So this is all a relic of the atheistic and desacralized theory of man,” the pastor believes. - Anthropology, built on such terrible foundations, will necessarily lead to conclusions of this kind. If we do not revise anthropology in favor of a Christian point of view, then we will invent definitions - who is a person and who is not. So we can reach the "subhuman". This is a very dangerous path, and we need to change this concept in textbooks.”

Priest Andrei Posternak, Director of the Traditional Gymnasium, Candidate of Historical Sciences, does not really understand why everyone found fault with this phrase. “We are talking about certain social functions, and not about discrimination against the disabled,” he said. - The authors of the textbook did not mean what they want to attribute. In science, there are terms that may not coincide with the meaning of the same words from a religious or universal point of view. For example, in social science textbooks for preparing for the exam, a minor is not considered a person. And why doesn’t this raise questions, why don’t they write appeals, petitions? Yes, and in this textbook only now they noticed an example about a mentally ill person, although the textbook has been used for more than a year.”

“Here it is rather necessary to raise the issue globally,” Father Andrei suggests. - Because now in textbooks there is a set of terms and stereotypes that have passed from the Soviet education system with Soviet ideological approaches. Therefore, we need to look at how other concepts are presented in schools. The same religion, tolerance - these concepts are controversial, there will never be their unambiguous definition. This means that it is necessary to choose definitions that will satisfy the majority of the population of our country. And then there will be no such situations.

Priest Andrei Mikhalev, rector of the Holy Trinity Church in the city of Orel, head of the diocesan department for interaction between the Church and society, head of the commission of the Oryol Metropolis on family issues, noted that “some of us have high intelligence, some have lower. Someone is sick, and someone, thank God, is healthy. However, each of us is a creation of God. God put a soul into a person, and therefore he can rightfully be called a personality.

“Over those who at one time classified people according to one of the signs - racial affiliation - a trial took place (the famous Nuremberg trials). However, in our society, even people who have lost their human appearance are treated humanely - for example, pedophiles, serial killers. We have abolished the death penalty, and they are simply isolated from society, while recognizing them as individuals. And if we teach our children to treat their comrades with mental or physical illness as those who are worse than them, we will get a second Ukraine. Children from an early age will measure those around them with this measure, and we will return to the fascist ideology. It's scary if adults don't realize this and think that such things can be written in textbooks,” Fr Andrei concluded.

Priest Philip Ilyashenko, Cleric of the Church of St. Nicholas in the Kuznetsk Sloboda, Deputy Dean of the Faculty of History of PSTGU, Candidate of Historical Sciences, Associate Professor, said: “Unfortunately, the people themselves, deprived of the right to be called a person by the author of the textbook, are probably of little interest to those who made a fuss. Much more important to them is the opportunity to "light up", to take a personal part in all this. Now many people will be interested in this textbook. They will start looking for him, studying what is written.

“Nevertheless,” the shepherd continued, “the question “what does personality mean?” is important from a spiritual point of view. We know that human life arises by the will of a higher power - God. If the people who received it have some kind of limited ability, it is necessary for something. Recently, our students went to a boarding school for the deaf-blind, and from the practice of communicating with such children, I can say that it is impossible to deprive them of the right to be called a person. The fact that they do not see and do not hear gives no reason to anyone.

“From priestly experience, one can also say: there are always several people with mental illness in the temple. Can we not consider them personalities? No, you can't, - Father Philip is convinced. “I think the main indicator that defines a person is the presence of a living soul.”

Priest Pyotr Kolomeytsev, Dean of the Faculty of Psychology of the Orthodox Institute of St. John the Theologian of the Russian Orthodox University, noted: “For me, every person is the image and likeness of God. And as a defectologist who has been working with children for many years, including those with Down syndrome and autists, I note: every child is special. He has no defects - society invented them for him, not finding ways to communicate with him, contact.

“In fact, we are building a way of communication, creating an environment in which a person is. And restrictions in social communication deprive a person of the right to acquire humanity. I talked with many different children, and it's hard for me to imagine that someone can divide them into individuals and not. For me, this is worse than the division of people by the Nazis into full-fledged and inferior, ”concluded Father Peter.

6.2. Fund of test tasks.

1. Psychology as an independent science took shape:

a) in the 40s. 19th century;

b) in the 80s.XIXin.;

c) in the 90s. 19th century;

d) at the beginning of the twentieth century.

2. The recognition of psychology as an independent science was associated with:

a) the publication of Aristotle's treatise "On the Soul";

b) the development of the method of introspection;

c) the creation of special research institutions;

d) the development of the method of observation.

3. Psychology as the science of the soul was defined:

a) more than 3 thousand years ago;

b) more than 2 thousand years ago;

4. Psychology as a science of consciousness began to develop:

c) inXVIIin.;

d) in the 18th century

5. Psychology as a science of behavior arose:

a) in the 17th century;

b) in the 18th century;

d) in the twentieth century.

6. Psychic Reflection:

a) is an exact copy of the surrounding reality;

b) is selective;

c) presents a photograph of the impact environment;

d) does not depend on environmental conditions.

7. According to K. Jung, that part of the human psyche that reflects the reality external to the body is called:

a) exopsychic;

b) endopsychic;

c) interopsychic;

d) extraversion.

8. Needs and emotions refer to:

a) exopsyche;

b) endopsyche;

c) interopsychic;

d) extraversion.

9. Mental phenomenon is:

a) nerve impulse;

b) receptor;

c) interest;

d) heartbeat.

10. Features of the development of the psyche in ontogenesis are studied by psychology:

a) medical;

c) social;

G)age.

11. What is the name of the principle that requires considering (studying, researching) mental phenomena in constant motion, change:

a) the principle of determinism;

b) the principle of development;

c) the principle of objectivity;

d) the principle of comprehensiveness.

12. The active intervention of the researcher in the activities of the subject in order to create conditions for the identification and establishment of a psychological fact is called:

a) conversation

b) analysis of products of activity;

c) experiment;

d) content analysis.

13. The highest form of mental reflection, peculiar only to man, integrating all other forms of reflection, is called:

a) emotion

b) reflection;

c) consciousness;

14. Conditioned reflexes are characterized by:

a) congenital;

b) the constancy of the reaction to the influence of certain stimuli;

c) variability, development, extinction;

d) uniformity of performance.

15. The development of the human body is called:

a) ontogenesis;

b) sociogenesis;

c) phylogenesis;

d) anthropogenesis.

16. The development of man as a species is called:

a) ontogenesis;

b) sociogenesis;

c) phylogenesis;

d) anthropogenesis.

17. A brief standardized psychological test, as a result of which an attempt is made to evaluate a particular psychological process or personality as a whole, is:

a) observation;

b) experiment;

c) testing;

d) self-observation.

a) relationships;

b) reflections;

c) installations;

d) perception.

19. Obtaining primary images is provided by:

a) sensory-perceptual processes;

b) the process of thinking;

c) presentation process;

d) the process of imagination.

20. Unlike other cognitive processes, it has no special content:

a) sensation

b) perception;

c) attention;

d) memory.

21. The anatomical and physiological apparatus designed to receive certain stimuli from the external and internal environments and process them as a sensation is called:

a) a receptor;

b) the conductor of the department;

c) analyzer;

d) a reflex.

22. The minimum value of the stimulus, causing a barely noticeable sensation -

This is the threshold of sensations:

a) lower absolute;

b) differential;

c) temporary;

d) upper absolute.

23. Changing the sensitivity to adapt to external conditions

known as:

a) accommodation;

b) adaptation;

c) synesthesia;

d) sensitization.

24. The main properties of sensations do not include:

a) quality;

b) intensity;

c) duration;

d) volume.

25. Reflection in the mind of a person of objects and phenomena that directly affect his senses in general is;

a) sensation

b) perception;

c) presentation;

d) imagination.

26. Perception is often called:

a) touch;

b) apperception;

c) perception;

d) observation.

27. The type of perception arising on the basis of tactile and motor sensations is:

a) apperception;

b) illusion;

c) observation;

d) touch.

28. The dependence of perception on the past experience of a person, the characteristics of his personality is called:

a) insight;

b) perception;

c) apperception;

d) sensibility.

29. Mental activity aimed at creating new images,

called:

a) perception;

b) thinking;

c) imagination;

d) attention.

30. A reproduced subjective image of an object, based on past experience and arising in the absence of an impact of the object on the senses, is called:

a) feeling

b) perception;

c) presentation;

d) imagination.

31. "Gluing" various qualities, properties, parts that are not connected in everyday life is called:

a) hyperbole;

b) schematization;

c) typification;

d) agglutination.

32. The reflection in the human mind of the most complex causal relationships and relationships of objects and phenomena of the objective world is called:

a) perception;

b) imagination;

c) thinking;

d) presentation.

33. The type of thinking based on the direct perception of objects and their real transformation is called:

a) visual-figurative;

b) visual and effective;

c) verbal-logical;

d) abstract.

34. A relatively stable structure of mental abilities is:

a) thinking;

b) insight;

c) intelligence;

d) giftedness

35. The mental association of objects and phenomena according to their common and essential features is known as:

a) analysis;

b) synthesis;

c) generalization;

d) classification.

36. The depth of thinking is his:

b) level;

d) quality.

37. The logical transition in the process of thinking from the general to the particular is called:

a) by induction;

b) deduction;

c) a concept;

d) judgment.

38. A characteristic of the intensity of attention is its:

b) degree;

c) orientation;

d) concentration.

39. Concentration of consciousness on some object, phenomenon or experience provides:

a) perception;

b) reflection;

c) attention;

d) memory.

40. Arbitrary attention is not due to:

a) the habit of working;

b) contrast of external influences;

c) the presence of interests, motives;

d) awareness of duty and responsibility

41. The degree of concentration of consciousness on an object is such an indicator of attention as:

b) concentration;

c) distribution;

d) switching.

42. The ability of a person to preserve and reproduce "traces" of influences on the psyche is called:

a) perception;

b) imagination;

c) thinking;

d) memory.

43. The type of memory based on the establishment of semantic connections in the memorized material is called memory:

a) mechanical;

b) logical;

c) emotional;

d) auditory.

44. The type of memory in which, first of all, feelings experienced by a person are stored and reproduced is known as memory:

a) visual-figurative;

b) phenomenal;

c) emotional;

d) verbal-logical.

45. The basis for the division of memory into arbitrary and involuntary is:

a) the subject of reflection;

b) lead analyzer;

c) activity of the subject;

d) type of activity.

46. ​​Information is better remembered if it:

a) perceived by ear;

b) perceived visually;

c) is included in practical activities;

d) talking to himself.

47. From the process of memorization depends (-yat) in the preservation of the material:

a) only completeness;

b) accuracy only;

c) only strength;

d) completeness, accuracy and strength

48. Speech is (choose the most complete and precise wording):

b) exchange of views;

c) the process of using language for the purpose of communication;

d) discussion.

49. The functions of speech do not include:

a) designation function;

b) generalization function;

c) distribution function;

d) impact function.

50. A property of speech is not:

b) expressiveness;

c) simplicity;

d) impact.

51. Emotions are a person's experiences of something as:

a) directly;

b) indirect;

c) conscious;

d) rational.

52. Feelings are called:

a) direct experience of something;

b) stable emotional relationship to someone or something;

c) persistent, strong, long-term emotional states;

d) indifferent attitude to reality.

53. Feelings associated with cognitive activity are called:

a) moral

b) aesthetic;

c) intellectual;

d) practical.

54. Comprehension of the emotional states of another person in the form of empathy and sympathy is called:

a) reflection

b) identification;

c) empathy;

d) affection.

55. A strong emotional state of an explosive nature, with a short period of flow, affecting the entire personality and characterized by a temporary disorganization of consciousness, a violation of volitional control is:

a) stress;

b) affect;

c) frustration;

d) passion.

56. Actions inherent in volitional regulation are:

a) unconscious;

b) conscious;

c) intuitive;

d) involuntary.

57. The following are not criteria of will:

a) volitional action;

b) volitional qualities of a person;

c) choice of motives and goals;

d) indicator of intellectual development.

58. The ability of a person to a long and unrelenting tension of energy, a steady movement towards the intended goal is called:

a) perseverance

b) optimism;

c) diligence;

d) awareness.

59. A certain level of human performance, the level of functioning of his psyche at a particular point in time is:

a) feelings

c) mental states;

d) attention.

60. What mental state of a person does not belong to sthenic:

a) cheerfulness;

b) inspiration;

c) apathy;

d) confidence.

61. Personality is a person as:

a) an individual;

b) individuality;

c) subject of activity;

62. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:

a) the pride of the nation;

b) a voter;

c) personality;

d) intellectual.

63. Human activity that has a moral meaning is called:

a) showing off;

b) behavior;

c) self-expression;

d) presentation.

64. The essence of the process of human socialization is:

a) the development of its innate properties;

b) mastering numerous relationships between people;

c) mastering the jargon of a certain stratum of society;

d) mastering the knowledge necessary for professional activities.

65. Which component in the psychological structure of the personality is superfluous:

a) motivational-target;

b) communicative;

c) strong-willed;

d) perceptual.

66. The totality of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:

a) temperament;

b) character;

c) abilities;

d) personality orientation.

67. Personal qualities predetermined mainly by social factors are:

a) instincts

b) mechanical memory;

b) value orientations;

c) musical ear.

68. The tendency of a person to see the sources of control of his life mainly in the external environment, or in himself is called:

a) introspection;

b) locus of control;

c) inversion;

d) pattern.

69. Impulsivity, initiative, flexibility of behavior, sociability,

social adaptability is characteristic of people of the type:

a) introverted;

b) extroverted;

c) intropunitive;

d) schizoid.

70. According to the concept of G. Eysenck, an emotionally unstable introvert is:

a) choleric;

b) melancholic;

c) sanguine;

d) phlegmatic.

71. Considering the psychological structure of a person, Z. Freud showed that the principle of pleasure is guided by:

a) "It";

c) "Super-I";

d) superego.

72. The transformation of the energy of instinctive drives into socially acceptable modes of activity is called:

a) rationalization;

b) identification;

c) sublimation;

d) displacement.

73. What type of temperament has advantages in certain types of monotonous work:

a) choleric;

b) sanguine;

c) melancholic;

d) phlegmatic.

74. The highest regulator of behavior is:

a) beliefs

b) worldview;

c) installations;

d) motivation.

75. Which of the following points of view should be recognized as correct:

a) the personality is formed by society; the biological characteristics of a person do not affect this process;

b) personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;

c) personality is a phenomenon of human social development; the complex process of its development is due to the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as the driving force of a person's mental development in the formation of his personality;

d) correct: a, b, c.

76. The system of established views on the world around and one's place in it is called:

a) personal meaning;

b) worldview;

c) persuasion;

d) personality orientation.

77. Eliminate the extra word:

a) temperament;

b) abilities;

c) stability;

d) character.

78. Specific cognitive activity on objects and phenomena of the surrounding world is called:

a) attraction;

b) desire;

c) interest;

d) propensity.

79. A developed state of natural inclinations, a favorable psychological factor for successful professional self-realization of a person, is:

a) skill;

b) skills;

c) knowledge;

d) ability.

80. A single person taken in the aggregate of all his inherent qualities (biological, physical, mental, social) is:

a) an individual;

b) a child;

c) a person;

d) personality.

81. The biological basis for the development of abilities are:

b) deposits;

c) origin;

82. A team of scientists led by:

a) L.I. Umansky;

b) D.I. Ukhtomsky;

c) B.D. Parygin;

d) D.B. Ukhtova.

83. The regular correlation of stable features of an individual, characterizing various aspects of the dynamics of mental activity, is:

a) character;

b) temperament;

c) feelings;

84. Quickly converges with people, cheerful, easily switches from one type of activity to another, but does not like monotonous work:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholy.

85. Roven in behavior, does not make hasty decisions, slowly switches from one type of work to another, is inactive:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholy.

86. Too impressionable, responsive and easily hurt, slowly mastering and getting used to changes, shy, timid, indecisive:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholy.

87. Psychological selectivity, practical-psychological observation of the mind, psychological tact - this triad is usually denoted by the general terms:

a) "organizational flair";

b) "stimulus - reaction";

c) "knowledge of the matter";

d) "system approach".

88. The ability of a person to infect and charge other people with his energy is:

a) public energy;

b) social activity;

c) social activities;

d) public position.

89. In character, personality is manifested to a greater extent from the side:

b) dynamic;

c) procedural;

d) structural.

90. Self-criticism, modesty, pride characterize:

a) the relation of the person to things;

b) attitude towards other people;

c) the system of a person's relationship to himself;

d) features of the performance of any activity by him.

91. Temperament is understood as the characteristics of mental activity:

a) static;

c) dynamic;

d) purchased.

92. According to I.P. Pavlov, the classification of temperament types must be built taking into account:

a) the ratio of fluids in the human body;

b) features of the functioning of the nervous system;

c) body structure;

d) the predominance of the right or left hemisphere of the brain.

93. The presence of abilities for any type of activity cannot be evidenced by:

a) a high rate of assimilation of knowledge, skills and abilities;

b) high energy costs for mastering the activity;

c) the presence of a propensity for this type of activity;

d) individual originality, originality of the products of labor.

94. Which of the following points of view is considered the most scientifically sound:

a) human abilities are innate, genetically predetermined;

b) all abilities can be equally developed in any person,

necessary social conditions would be created;

c) abilities develop on the basis of certain inclinations when a person is included in the relevant activity, the creation of the necessary social and pedagogical conditions, the active work of the individual on himself;

d) each person is able to develop any abilities in himself, would be shown desire and perseverance.

95. The interaction of two or more people in order to establish and maintain

interpersonal relationships, achieving a common result is:

a) communication;

b) activity;

c) training;

d) communication.

a) material;

b) cognitive;

c) active;

d) conditioned.

a) cognitive;

b) material;

c) active;

d) conditioned.

called:

a) active;

b) material;

c) motivational;

d) conditioned.

physiological states are called:

a) motivational;

b) cognitive;

c) conditioned;

d) material.

100. Communication, the purpose of which is the expansion and strengthening of interpersonal contacts, the establishment and development of interpersonal relationships is called:

a) social;

b) biological;

c) interpersonal;

d) group.

101. Communication, which is carried out with the help of natural organs given to a living being by nature (hands, head, vocal cords, etc.) is called:

a) directly;

b) direct;

c) indirect;

d) indirect.

102. The side of communication, which is based on the mutual exchange of information between communication partners, the transfer and reception of knowledge, opinions, feelings, is called:

a) communicative;

b) interactive;

c) perceptual;

d) social.

103. Side of communication, which is based on the processes of perception and understanding

each other's people is called:

a) interactive;

b) perceptual;

c) communicative;

d) social.

104. The field of knowledge dealing with the norms of the spatial and temporal organization of communication is called:

a) proxemics;

b) praxeology;

c) potamology;

d) presbytia.

105. The ability to be attentively silent without interfering with the speech of the interlocutor with his

comments are:

a) non-reflective listening;

b) reflective listening;

c) creative listening;

d) reproductive listening.

106. Among the verbal means of communication do not list:

a) visual;

b) acoustic;

c) emotive;

d) tactile-kinesthetic.

107. Gestures, facial expressions and pantomime are means of communication:

a) opto-kinetic;

b) paralinguistic;

c) extralinguistic;

d) space-time.

108. The main aspects of communication include:

a) dating, attraction, communication;

b) social perception, communication, interaction;

c) interaction, perception, rivalry;

d) compromise, social perception, partnership.

109. A person who knows how to influence the team in the system of interpersonal relations based on feelings of sympathy or antipathy, acceptance or rejection is:

a) leader

b) leader;

110. The sum or set of psychological characteristics of a person that determines his place in a group is:

a) status;

d) position.

111. Having a sense of proportion in relationships with people is:

a) upbringing;

b) psychological tact;

c) pedagogical tact;

d) morality.

I would be very grateful if you could send me the answers.

Option number 1

1. Public relations include links between:
A. Climatic conditions and agriculture
B. Man and technology
B. Nature and society
D. People within social groups.

2. The concept of "individual" is defined by:
A. Inseparability in a person of mental and physiological properties
B. A specific carrier of the defining properties of a person
B. The mental component of the nature of personality
D. The totality of socially significant features of a person

3. Human interaction with the world is determined by the concept
A. Touch B. Reflex C. Creativity D. Activity

4. An element of the spiritual sphere of society are

A. Representative authorities
B. Social Sciences
B. Regulations
D. Small businesses

5. Is the judgment correct
A. Progress is the movement of society forward
B. "Progress" in Latin means a return to obsolete forms and structures.
Answer options:

6. The essential difference between a person and an animal is
A. Thinking B. Instincts C. Reflexes D. Needs.

7. Communication is
A Exchange of information between two or more entities
B. Type of technical facility
B. Transfer of information from subject to object
D. Public association

8. Rational knowledge is carried out with the help of
A. observation B. direct contact C. thinking D. instinctive

A. free pricing of goods and services

B. Centralized allocation of resources

10. The highest executive authority of the Russian Federation is

A. Federal Assembly
B. Government
B. Presidential Administration
D. Constitutional Court

IN 1. Insert missing word
Morality, law, customs, traditions, rituals are social ____________

IN 2. Below are a number of terms. All but one are related to the concept of "cognition". Write down a term that falls out of their row and relates to another topic.
Sensation, feelings, inference, reason, idea, nation, perception.

IN 3. Complete the phrase:
"The totality of moral norms that have received an ideological justification in the form of ideals of good and evil, proper, fair is __________________________________"

Describe the areas of public life and give examples from life.

Option number 2

1. Public relations include links between:

But nature and society
B. groups of people
V. man and technology
D. geographical conditions and division of labor

2. The concept of "individual" is defined by:
A. a separate representative of the human race
B. prominent politician
B. A separate representative of the animal world
G. only an outstanding cultural figure

3. Complete the definition: "society is .."
A. directed development from less perfect to more perfect
B. ways of interaction and forms of bringing people together
V. part of nature
D. the material world as a whole

4. Type of activity characteristic only for humans
A. satisfaction of physiological needs B. interaction in the group
B. changing the conditions of one's existence D. caring for offspring

5. Is the judgment correct?
A. Society and nature are parts of a single material world
B. Society and nature influence each other
Answer options:
1. only A is true. 2. only B is true. 3. A and B are true. 4. Both are wrong.

6. A person's ideas about the world around him are called
A. knowledge B. worldview C. dreams D. fantasies

7. Communication is
A. exchange of information between two or more entities
B. the form of a literary work
V. unification of primitive tribes
D. stage of sensory cognition

8. The forms of sensory cognition do not include:
A. sensation B. representation C. inference D. perception
9. One of the signs of a market economy
A. competition between commodity producers
B. dominance of the state form of ownership
B. centralized distribution of resources
D. Directive business planning

10. The highest legislative body of the Russian Federation is

A. presidential administration
B. State Duma
B. Federation Council
D. Federal Assembly

1. Fill in the missing word
The set of generally binding rules of conduct developed and approved by the state is _______________________

IN 2. Below are a number of terms. All but one relate to the concept of “activity.” Write out a term that falls out of their range and relates to another topic: Subject, goal, means, party, object, result, action.
______________________________________________________________________

IN 3. Complete the phrase:
“The set of norms that determine human behavior in society and are based on public opinion is ______________________________”

Write down all the definitions of the term "society" and give examples.

11. A holistic view of nature, society, man, which is expressed in the system of values ​​and ideals of the individual, social

groups, societies

1) nature centrism 2) science centrism 3) worldview 4) sociocentrism

12 . The process of mastering knowledge and skills, ways of behavior is called:

1) education 2) adaptation 3) socialization 4) modernization

13 . The form of interaction inherent only to man with the outside world is

1) need 2) activity 3) goal 4) program

14 . Definition by a person of himself as a person capable of making independent decisions, entering into certain relationships with other people and nature:

1) socialization 2) education 3) self-realization 4) self-consciousness

15. The form of interaction inherent only to man with the outside world is

1) need 2) activity 3) goal 4) program.

16 .The term "society" not includes the concept:

1) Form of association of people

2) Parts of the material world

3) Natural habitat

4) Ways of interaction of people

17 .The transition from slash-and-burn to arable farming is an example of the relationship:

1) Society and nature

2) Societies and cultures

3) Economy and religion

4) Civilizations and formation

18. All examples, except for two, refer to the concept of "social needs". Give extra examples.

Creation of cultural values, labor activity, communication, social activity,

participation in the game, sleep.

19. Complete the sentences:

1) According to the need for the reproduction of the genus, a social

institute - ... .

2) Man is a product of biological, cultural and social ... .

3) What is most precious is sacred both for one person and for all mankind

- This … .

4) In accordance with social needs, social ... have developed.

5) The origin of man is called ....

6) Perfection, the highest goal of human striving is ... .

20. Spiritual and physical in man:

1) precede each other

2) Connected to each other

3) Oppose each other

4) Independent from each other

21. The hallmark of a person is

1)Satisfaction

2) Adaptation to the environment

3) Understanding the world and yourself

4) Use of tools

22 .Gennady has the knowledge and ability to protect personal rights, respects the rights of others, strictly fulfills his duties, and abides by the laws of the country. What qualities does Gennady have?

1) Citizenship

2) Conscience

3) Patriotism

4) Responsibility

23 .Are the following judgments about the social principle in man correct?

A. The social principle in man precedes the biological one.

B. The social principle in man is opposite to the biological

1) only A is true

2) only B is true

3) both statements are correct

4) both judgments are wrong

24. Are the following judgments about spirituality correct?

A. Spirituality is the highest level of development and self-regulation of a mature personality.

B. Spirituality is the morally oriented will and mind of a person.

1) only A is true

2) only B is true

3) both statements are correct

4) both judgments are wrong

25 .Read the text below, each position of which is numbered.

1. Avicenna, Mozart, Beethoven, Chopin - these are a few names of child prodigies whose genius has been revealed in full force over the years. 2. Ufologists believe the appearance of geeks is the intervention of aliens. 3. According to biophysicists, geeks "make" geomagnetic waves that affect the fetus. 4. The geomagnetic field of the Earth is different and its intensity depends on the Sun and other planets.

Determine which provisions of the text are: 1) Factual in nature 2) evaluative in nature

Write under the position number the letter that indicates its nature.

26 .Read the text below, where a number of words are missing. Choose from the proposed list of words to be inserted in place of the gaps:

“Society, state and culture are the means of organizing the human _______________ (A), through which coordination is achieved between the actions of individuals / Coordination __________________ (B) of people simultaneously creates a society and is created by it. People unite in order to achieve the __________ (C) facing them. Some researchers even expressed the opinion that the ability to create associations is a special form of _____________ (D) of a person to a dangerous ____________ (E). If animals change the form of their body or ________ (E), then the person combines his efforts with the efforts of other people. The words in the list are given in the nominative case. Each word, phrase can be used only once. Choose sequentially one word after another, mentally filling in each gap. Note that there are more words in the list than you need to fill in the gaps."

1) Environment

2) Culture

4) Activities

5) Interaction

6) Behavior

7) Tool of labor

8) Fixture

9) Generation

27 . You are invited to prepare a detailed answer on the problem of "Social progress". Compose complicated plan, according to which you will cover this topic.

What method of obtaining knowledge is used mainly at the theoretical level of scientific knowledge?

1) description of facts 3) accumulation of experimental data
2) making observations 4) putting forward a hypothesis

What trend in the development of education is evidenced by the attention to the realization of the right of people with disabilities to receive general and vocational education?
1) globalization 3) computerization
2) humanization 4) profiling

In order to support the domestic producer, the government of the country has limited the import of foreign dairy products and meat. What areas of public life does this fact belong to?
1) economic and social 3) social and spiritual
2) political and economic 4) economic and spiritual

A distinctive feature of the concept of "Personality" is (are)
1) articulate speech
2) the presence of physical needs
3) the ability to take responsibility
4) consciousness and thinking

Each person as a member of the human race
1) individuality
2) individual
3) personality
4) citizen

The concepts of "form of government", "state sovereignty", "electoral system" refers to the characteristics of the sphere of society
1) economic
2) social
3) political
4) spiritual

The book, which was bought with public money for Moscow schools, teaches that a person suffering from a mental illness is not a person. A textbook on social science for eighth grades, published by the Drofa publishing house and found in Moscow schools, states that a person with a severe mental illness cannot be a person. Human rights activists call this text "ignorant, obscurantist and extremist."

The President of the Center for Autism Problems Ekaterina Men, Elena Klochko, a member of the Board of Trustees in the Social Sphere under the Government of the Russian Federation, and other public figures are preparing a letter to the Ministry of Education and Science with a request to withdraw the textbook from schools and check how it could be purchased on budget money. The text of the letter will also form the basis of a petition that will be posted on the Internet to collect signatures. The Ministry of Education and Science stated that the department “is already checking the textbook” and “thanks the initiators of the discussion of the dubious fragment.”

"Let's think," the textbook says. - Imagine a person suffering from a serious mental illness from early childhood. He is incapable of learning, work, creating a family, everything that forms the spiritual world of the individual. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those who associate it with society; which make him a social, social being. In other words, he is not a person. A personality is a person endowed with a number of important social properties: the ability to learn, work, communicate with their own kind, take care of them, participate in society, have spiritual interests, and engage in creativity.

This is not just a text that someone wrote on a blog, - said Ekaterina Men. - This is a textbook approved by all authorities. We want to understand how a textbook with such an ignorant, obscurantist and extremist text can get into a school, how the examination is carried out. In general, all the text in the textbook is of poor quality. The authors show no signs of professional competence in the social sciences.

Ekaterina Men said that one of the students first drew attention to the wildness of the text, and then showed it to his mother, and she posted a photo of the text on social networks.

The Center for Autism Problems and our community - both parental and professional, and this is several thousand people - cannot help but react to this. We are doing a great job to prove that autistic people can be taught along with ordinary children. And we have successful projects that benefit everyone. Imagine that in such schools, children open a textbook and find out that their autistic classmates, it turns out, should not be allowed on the threshold, they are not personalities, they are generally half-animals. This is an obvious harm.

Child psychiatrist Antonina Shaposhnikova, Candidate of Medical Sciences, noted that the above excerpt from the textbook is "illiterate from the point of view of psychiatry."

Both children and adults with mental illness are individuals, she said. - Another thing is that this is a personality with an originality of development, which we must also respect in a person. Even a person with severe mental retardation is capable of simple social contacts. He is capable of love, which forms a person as a spiritual being, is capable of emotional attachments. And people suffering from, for example, such severe mental illnesses as schizophrenia, are often intellectually completely intact. They study, sometimes even better than some ordinary children, work, achieving success in their field. They create families. Yes, they are forced to take medicine, but they are full members of society.

We have adopted a humanistic position in the methods of education, - she added. - This passage contradicts it. The child may not even need to know the definition of personality. But it is important for him to know that any person, no matter what diseases he may have, is a full-fledged member of society and must be treated with care and understanding.

The Ministry of Education and Science of Russia stated that the department "thanks the initiators of the discussion of a dubious fragment of a textbook on social science for grades 8 (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook."

The reasons why such a fragment ended up in the textbook will definitely be clarified. Today, the system of admission of educational literature in Russian schools involves not only the mandatory passage of four examinations by each textbook, but also monitoring its use in schools and responding to complaints from children, parents, teachers and other participants in the educational process, the press service of the department told Izvestia .

The ministry recalled that publications are included in the federal list of textbooks "on the basis of positive expert opinions based on the results of scientific (scientific historical and cultural), pedagogical, public, ethno-cultural and regional expertise."

It should be noted that earlier the scientific and pedagogical examination of the discussed textbook was carried out by the Russian Academy of Sciences, the public examination was carried out by the non-profit partnership League of Education, and all the conclusions submitted to the Russian Ministry of Education and Science were positive, the press service said.

This approach can significantly improve the quality of educational literature, the ministry said. - Over the past two years, based on the appeals received by the Ministry, the number of complaints about the quality of educational literature has significantly decreased. The quality of work with publishing houses has been improved in connection with the comments of citizens on the quality of textbooks.

Ekaterina Demchenko, a lawyer and managing partner of the Alliance company, said that “the textbook actually infringes on the non-property rights of people with mental illness, namely, it detracts from their honor and dignity.”

The rights to honor and dignity of a person are natural human rights, inalienable and unconditional, - said Ekaterina Demchenko. - In case of violation of such rights, the victim may apply for judicial protection in accordance with Chapter 8 of the Civil Code. In this situation, I consider it possible for the prosecutor of a subject of the federation to file a lawsuit in defense of an indefinite circle of persons, to demand the removal of such a textbook from schools, an apology and refutation from the author.

Also, according to Demchenko, the actions of the authors can be interpreted as inciting social hatred or propaganda of exclusivity, superiority or inferiority of citizens on the basis of their attitude to religion, social, racial, national, religious or linguistic affiliation, and this is extremism. For such crimes, a term of up to five years can be threatened (Article 136 of the Criminal Code of the Russian Federation).

Expert opinion:

Anatoly Naiman, grandfather of Grigory Chernozatonsky, when asked by Novaya Gazeta whether it is scary to teach his grandson from such textbooks, answered:

Nauseous. But not hopeless. The laureate formulates, the wife corrects, the publishing house replicates, the ministry recommends, the teacher, without looking, asks homework. And all this is shattered on the 14-year-old Grisha. He bulges his eyes. He doesn't accept it. It's inedible. He intuitively knows that everything is accounted for in life. Everyone counts. We are not talking about laureates, publishers, ministers, this is extras. If someone takes out, then the grandchildren.

Tamara Eidelman: “They are already writing on Facebook: they are fascists!”:

Of course, they are not fascists. These are just people who are bad at expressing their thoughts. And they do not think at all about the reaction of readers to their text.

The section of the social science textbook devoted to personality begins with an attempt to separate the concepts of "biological individual" and "personality". But this is done in an extremely clumsy manner. What a strange definition: "not able to start a family and exercise their civil rights"? How about a hermit monk? Does this fit the formula too?

The definition of personality is the subject of the most complex philosophical discussion. If the teacher feels able, if he managed to allocate time for this in the classroom, he can bring the topic up for class discussion. Opinions will certainly differ.

But the fragment that has become so famous today is just a typical not very competent text in a school textbook. No one thought about its possible ideological consequences. They blurted out and moved on.

Anna Narinskaya: “Such textbooks are a sign of the state of education”:

What is most striking here is not the complete lack of professionalism and ethical deafness of the authors of these textbooks, but the complete lack of control over them in the Ministry of Education and in the publishing houses that publish them. In addition to the fact that it contains almost fascist considerations that a mentally ill person is not a person, and coquettish-sexist passages about what men and women should be, it is also written in ugly language, in some kind of condo style. I don't even know what revolts me more - the ideological content of this textbook or its incredible hack work.

The ideological and educational frame into which the country is plunging is based not only on well-thought-out anti-human slogans, but also on the possibility of such a hack, on general spitting, on the fact that such an important territory as the education of our children is becoming just a place to earn money . And that's it with this hack, I think you can fight. Looking at what is happening with education, I am afraid that the public should not expect radical victories, but in some separate areas it is really possible to work and achieve the best, until the time has come for unified textbooks in the humanities. When it comes, if just such a textbook, for example, is the only one, it will become a much greater tragedy.

Irina Khakamada: “Everyone should have a chance for happiness”:

First, psychologists say that all talented creative people are a little bit crazy. Second, what is a person? A person is a person who can be happy. There are a huge number of such people, including among autistic people, people with Down syndrome, dyslexics, who then grow into geniuses. And in order to develop a personality in them, you need to make special efforts. If they are not applied, then these people, remaining individuals, are not included in the collective “I”, therefore it is difficult for them to form families, communicate with ordinary people, and so on. But the meaning of a developed society is precisely to give everyone a chance for happiness. Therefore, in the West, if a child is diagnosed with autism or dyslexia, the first thing doctors say is that these children can be happy, you just need to make an effort. I am a believer, so I think that everyone has a personality, you just need to apply more effort and an individual approach to one. And what do the authors have to do with the diagnosis - who is a person and who is not? Thank God, our children spit on all the textbooks, but if one starts to realize this in life, then he, having seen a child with a different behavior - for example, a closed introvert, will immediately decide that this is a freak who needs to be bypassed.

Ekaterina Arkhipova, Communications Director of the Coffeemania restaurant chain:

The family of Nikita Panichev gave a lot of effort to his development and formation. He was trained by us, works successfully and finds a common language with the team. Nikita has been working at Coffeemania for more than a year and a half - this is an indicator that everything is going well.

Alexander Asmolov, Academician of the Russian Academy of Education: "Any person is a personality":

And he becomes a person when other people treat him as a person. Setting a person as a person is a key thing that helps him develop and maintain his dignity.

Any textbooks, no matter what publishing house publishes them, must undergo a humanitarian and psychological-pedagogical examination. The key question is: does the text of the textbook instill in the child humanistic attitudes towards respect for the value of the personality of any person? Anyone, perhaps not similar to him in skin color, eyes, height, ethnic characteristics. Among these differences, one of the most important for our society is children with developmental disabilities. It is no coincidence that I never say: defective children. Instead, I say: children with special needs, children with special needs, and best of all, an English term that demonstrates human and, of course, pedagogical ethics with brilliant accuracy: children with abilities developed differently. A brilliant term that leaves no grounds for stigmatization in society. Any stigmatization, turning someone into a caste of untouchables, is dangerous for society, because it violates its humanistic potential. This is a key tenet of dignity pedagogy.

... And the textbook in question should be urgently detained and should not be distributed to Russian schools.

Petition to the Minister of Education of the Russian Federation, Mr. Livanov D.V.

Dear Dmitry Viktorovich!

Our attention was drawn to the textbook on Social Studies for the 8th grade by A.F. Nikitin. and Nikitina T.I. Publishing house "Drofa" 2014 release. From the bibliographic description on the title of the publication it follows that the textbook “contains extensive practical and theoretical material on the course of social science. It was created taking into account modern scientific ideas about the spiritual world of the individual, the social structure of society and social relations, about the state and law. And further - "The textbook was written in accordance with the Federal State Educational Standard for Basic General Education, included in the Federal List."

On the 10th page of the textbook, the “modern scientific ideas” of the authors take on the following form. Quote: "Let's think. Imagine a person suffering from a serious mental illness from early childhood. He is incapable of learning, of labor, of creating a family, of everything that forms the spiritual world of a person. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those who associate it with society; which make him a social, social being.

In other words, he is not a person. Personality is a person endowed with a number of important social properties: the ability to learn, work, communicate with their own kind, take care of them, participate in society, have spiritual interests, be creative. Here we will say that a person is a citizen. Note that a citizen is necessarily a person, a conscious, active and social being. End of quote.

“Let's reflect,” the authors urge us. "Let's!" - they are answered by the readers of the textbook, designed within the framework of this discipline to form social competencies and civic consciousness among young citizens of Russia. But before reflection, we are forced to turn to some historical facts, which, judging by the general ignorance and illiteracy spilled throughout the textbook, escaped the attention of the authors of this mentoring opus.

First of all, we would like to remind the authors of the name of the official eugenics program of the German National Socialists for the sterilization and physical destruction of people with mental disorders, mentally retarded and hereditarily burdened patients. It was called "Action Tiergartenstrasse 4" and went down in history as "Program T4". At first, only children under three years of age were exterminated under this program, then all other age groups. One of the ideologists of the Nazi concept of racial hygiene, Wilhelm Schallmeier, was the author of one of the leading textbooks on racial hygiene. In this textbook, he proposed, in particular, to deprive the possibility of reproduction of "degenerates" and epileptics, and he proposed to lay the costs of their sterilization on their parents as a punishment for the fact that they gave birth to "lower children".

In 1920, the book "Permission to Destroy Life Unworthy of Life" was published, written by professor of psychiatry Alfred Gohe and professor of jurisprudence Karl Binding, who stated in this work that "idiots have no right to exist, killing them is a righteous and useful act ". The notion that some people are just ballast, creating trouble for others, and, not least, economic costs, made an incredible impression on the notorious historical figure named Adolf Hitler. The authors of this book quite unequivocally stated that the existence of the inhabitants of psychiatric hospitals (in their expression, "ballast creatures" and "voids in the shell" - persons incapable of human feelings) has no meaning and value. And Karl Binding directly suggested that the state establish special commissions to kill people unworthy of life.

Impressed by the texts of German eugenicists, Hitler put these "theories" in the basis of his remarkable work "Mein Kampf" for the entire history of the 20th century - the book that laid the foundation for the murder of millions of people. In the development of these "brilliant" theories in 1927, a special institute for anthropology, human genetics and eugenics was founded in Berlin. Kaiser Wilhelm to search for scientifically based ideas similar to the ideas of racial hygiene. Associated with this institute was Josef Mengele, who had previously defended his doctoral dissertation on the topic "Racial differences in the structure of the lower jaw", a doctor who, during his service in Auschwitz, would be called the "angel of death".

The reader of the social studies textbook for the 8th grade, published and officially approved in the Russian Federation in 2014, does not need to have too much imagination to see the obvious similarity between the Nikitins' text that a person with mental illness "is deprived of important aspects of human essence and is not personality” and the text of the Nazi psychiatrist Alfred Gohe that people with mental illness are “ballast creatures” and “hollows in the shell”, incapable of human feelings”. If any of the experts who reviewed this textbook and approved it for use in Russian schools can point out the difference in messages, we would be very grateful.

For people with a short historical memory, it would not be superfluous to recall that the ideas of National Socialism (which some of its quite scientific ideologists called "applied biology") quite luxuriantly "bloomed" and were then extended to fight not only with sick people, but also whole peoples who were called in the vocabulary of the Nazis "inferior races": Jews, Poles, gypsies. Exactly this concept became an inspiring resource for the goal of destroying the Slavs - the goal that served as the basis for all the atrocities endured by the people of our country during the Great Patriotic War of 1941-1945.

Just a few lines in a textbook. Just a few ideas that were widely voiced by quite respected German doctors and lawyers at that time. As a result - let us remind Mr. Nikitin and the entire Ministry of Education of the Russian Federation - during the period of the Program, according to incomplete data, at least 5,000 disabled children were purposefully killed, before the start of the war, 70 thousand people with mental illnesses and physical disabilities were killed, 400 thousand people sterilized. The number of subsequent victims of individual "authors of textbooks" in the year of the 70th anniversary of the Victory over fascism, it seems to us, does not need to be mentioned. It always seemed to us, readers of modern textbooks, that the Nuremberg trials in the Doctors' Case of 1946 put an end to these eugenicistic exercises, which sentenced more than 20 people - doctors, lawyers and officials who executed the program - to death on the merits of crimes against humanity.

The organizations and communities that we represent have been engaged for many years not only in helping families raising children with disabilities, not only in protecting the rights of people with disabilities, including mental ones, not only in systematic work with government agencies to improve care, education and social support for people with disabilities. disability. We spend a huge amount of time and energy on educational, research work, the purpose of which is to combat the stigma of psychiatry, overcome public fear of the disability of others, develop inclusive education as the most progressive and high-quality, work with the press and public consciousness. For the most part, this enormous work is carried out by public organizations either on a gratuitous basis or on the basis of donations from our citizens who direct their personal funds to these goals that are most important for the whole society. In this regard, we have the right to ask a question. If the most valuable work for society on social education and human rights practice is being carried out with extrabudgetary funds, then on what basis is an openly fascist textbook being prepared and published with budget money, our taxes, the text of which cannot be the private opinion of the authors, but should be the basis for mass teaching young citizens of Russia - teaching understanding of the civil and humanistic principles of human coexistence and full-fledged social interaction?

Using this unfortunate occasion, we would like to remind you, Dmitry Viktorovich, and your fellow experts about some people who had mental illnesses, who, from the point of view of the idea pursued in the Nikitin's textbook, "are not individuals." In order to respect the rights of non-disclosure of personal data, we cannot name prominent people living among us with certain diseases. But there are enough examples from the already gone, but forever remaining in the history of mankind. Abraham Lincoln suffered from clinical depression, Beethovet, in addition to being deaf, had a bipolar disorder, Michelangelo, according to the Journal of Medical Biographies, had autism, Charles Darwin suffered from agoraphobia, Winston Churchill had a bipolar disorder, Vaslav Nijinsky had schizophrenia, as did the world famous mathematician, Nobel laureate John Nash awards, Dostoevsky and Van Gogh had epilepsy, Virginia Woolf - bipolar disorder. And this is only a tiny part of the facts.

We will not develop in this letter the deep theme of the fact that mental lability is often a sign of just a very developed personality. This is not within the scope of this letter. The objectives of this letter include the need to formulate the following questions and requirements to the Ministry of Education:

1. We demand the withdrawal of the social studies textbook for the 8th grade by A.F. Nikitin. and Nikitina T.I. (Publishing House "Drofa", 2014) from the circulation of textbooks recommended by the Ministry of Education and Science for Russian schools.

2. We demand an answer to the question of how the examination of the text of this textbook took place in the procedure for approving it for use in general education schools in the Russian Federation, as well as the names of the participants in this examination.

3. We demand an assessment of this textbook for violations of article 282 of the Criminal Code of the Russian Federation

4. We demand a “conflict of interest” check regarding the questionable family relations between the authors, since Nikitin A.F. and Nikitina T.A. represent two sides of the production of the publication: writing and publishing. How ethical and legitimate is the inclusion in the team of authors of a textbook published with public money, an employee of a publishing house that publishes a book at public expense.

5. We demand a public apology to families raising children with mental disabilities or living with relatives with mental illness from the Ministry of Education for the serious violation of their rights and freedoms through the approval of such a textbook for mass use in Russian schools.

6. We demand publicly formulated guarantees that the procedures for accepting, evaluating and approving any Russian textbooks will not allow ignorant, discriminatory and extremist texts that offend human dignity and restrict the rights and freedoms of citizens to enter school libraries.

Sincerely,

Ekaterina Men, journalist, President of the ANO Center for Autism Problems, member of the Public Council under the Ministry of Health of the Russian Federation, chairman of the Commission for the Protection of Patients' Rights, mother of an autistic child.

Elena Klochko, Member of the Council under the Government of the Russian Federation for Guardianship in the Social Sphere, Co-Chairman of the Coordinating Council for Children with Disabilities and Other Persons with Disabilities under the RF OP, mother of a child with Down syndrome

Yana Zolotovitskaya, theater expert, executive director of the ANO Center for Autism Problems, mother of an autistic child.

Yulia Kamal, Chairman of MGARDI (Moscow City Association of Parents of Children with Disabilities and Disabled Since Childhood), member of the Constitutional Court for Disabled Affairs under the RF OP, member of the Constitutional Court for Disabled Affairs under the Mayor of Moscow, mother of a disabled child with cerebral palsy.

Lyubov Arkus, director, film critic, president of the Exit in St. Petersburg Foundation, founder of the Anton is Right Here center for social habilitation, education and creativity for adults with autism.

Svetlana Basharova

Department of Education of the City of Moscow

State budget educational institution

b) the principle of development;

c) the principle of objectivity;

d) the principle of comprehensiveness.

10. The active intervention of the researcher in the activities of the subject in order to create conditions for the identification and establishment of a psychological fact is called:

a) conversation

b) analysis of products of activity;

c) experiment;

d) content analysis.

11. The highest form of mental reflection, peculiar only to man, integrating all other forms of reflection, is called:

a) emotion

b) reflection;

c) consciousness;

12. Conditioned reflexes are characterized by:

a) congenital;

b) the constancy of the reaction to the influence of certain stimuli;

c) variability, development, extinction;

d) uniformity of performance.

13. A brief standardized psychological test, as a result of which an attempt is made to evaluate a particular psychological process or personality as a whole, is:

a) observation;

b) experiment;

c) testing;

d) self-observation.

SECTION 2

BASICS OF PERSONAL PSYCHOLOGY

1. Emotions are a person's experiences of something as:

a) directly;

b) indirect;

c) conscious;

d) rational.

2. Feelings are called:

a) direct experience of something;

b) stable emotional relationship to someone or something;

c) persistent, strong, long-term emotional states;

d) indifferent attitude to reality.

c) empathy;

d) affection.

5. A strong emotional state of an explosive nature, with a short period of flow, affecting the entire personality and characterized by a temporary disorganization of consciousness, a violation of volitional control is:

d) passion.

6. Actions inherent in volitional regulation are:

a) unconscious;

b) conscious;

c) intuitive;

d) involuntary.

7. Criteria of will are not:

a) volitional action;

b) volitional qualities of a person;

c) choice of motives and goals;

d) indicator of intellectual development.

8. The ability of a person to a long and unrelenting tension of energy, a steady movement towards the intended goal is called:

a) perseverance

b) optimism;

c) diligence;

d) awareness.

9. A certain level of human performance, the level of functioning of his psyche at a particular point in time is:

a) feelings

c) mental states;

d) attention.

10. What mental state of a person does not belong to sthenic:

a) cheerfulness;

b) inspiration;

c) apathy;

d) confidence.

11. Personality is a person as:

a) an individual;

b) individuality;

c) subject of activity;

12. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:

a) the pride of the nation;

b) a voter;

c) personality;

d) intellectual.

13. Human activity that has a moral meaning is called:

a) behavior;

b) self-expression;

c) presentation.

14. The essence of the process of human socialization is:

a) the development of its innate properties;

b) mastering numerous relationships between people;

c) mastering the jargon of a certain stratum of society;

d) mastering the knowledge necessary for professional activities.

15. Which component in the psychological structure of the personality is superfluous:

a) motivational-target;

b) communicative;

c) strong-willed;

d) perceptual.

16. The totality of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:

a) temperament;

b) character;

c) abilities;

d) personality orientation.

17. Impulsivity, initiative, flexibility of behavior, sociability,

social adaptability is characteristic of people of the type:

a) introverted;

b) extroverted;

c) ambiverted.

18. According to the concept of G. Eysenck, an emotionally unstable introvert:

a) choleric;

b) melancholic;

c) sanguine;

d) phlegmatic.

19. Considering the psychological structure of a person, Z. Freud showed that the principle of pleasure is guided by:

c) "Super-I".

20. What type of temperament has advantages in certain types of monotonous work:

a) choleric;

b) sanguine;

c) melancholic;

d) phlegmatic.

21. The highest regulator of behavior is:

a) beliefs

b) worldview;

c) installations;

d) motivation.

22. Which of the following points of view should be recognized as correct:

a) the personality is formed by society; the biological characteristics of a person do not affect this process;

b) personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;

c) personality is a phenomenon of human social development; the complex process of its development is due to the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as the driving force of a person's mental development in the formation of his personality.

23. The system of established views on the world around us and our place in it is called:

a) personal meaning;

b) worldview;

c) persuasion;

d) personality orientation.

24. Eliminate the extra word:

a) temperament;

b) abilities;

c) stability;

d) character.

25. Specific cognitive activity on objects and phenomena of the surrounding world is called:

a) attraction;

b) desire;

c) interest;

d) propensity.

26. A developed state of natural inclinations, a favorable psychological factor for successful professional self-realization of a person is:

a) skills;

b) skills;

c) knowledge;

d) ability.

27. A single person taken is:

a) an individual;

b) a child;

c) a person;

d) personality.

28. The biological basis for the development of abilities are:

b) deposits;

c) origin;

29. The regular correlation of stable features of an individual, characterizing various aspects of the dynamics of mental activity, is:

a) character;

b) temperament;

c) feelings;

30. Quickly converges with people, cheerful, easily switches from one type of activity to another, but does not like monotonous work:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholy.

31. Roven in behavior, does not make hasty decisions, slowly switches from one type of work to another, is inactive:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholy.

32. Too impressionable, responsive and easily hurt, slowly mastering and getting used to changes, shy, timid, indecisive:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholy.

33. In character, personality is manifested to a greater extent from the side:

b) dynamic;

c) procedural.

34. Self-criticism, modesty, pride characterize:

a) the relation of the person to things;

b) attitude towards other people;

c) the system of a person's relationship to himself;

d) features of the performance of any activity by him.

35. Temperament is understood as the characteristics of mental activity:

a) static;

c) dynamic;

d) purchased.

36. According to, the classification of temperament types must be built taking into account:

a) the ratio of fluids in the human body;

b) features of the functioning of the nervous system;

c) body structure;

d) the predominance of the right or left hemisphere of the brain.

37. The presence of abilities for any type of activity cannot be evidenced by:

a) a high rate of assimilation of knowledge, skills and abilities;

b) high energy costs for mastering the activity;

c) the presence of a propensity for this type of activity;

d) individual originality, originality of the products of labor.

38. Which of the following points of view is considered the most scientifically sound:

a) human abilities are innate, genetically predetermined;

b) all abilities can be equally developed in any person,

necessary social conditions would be created;

c) abilities develop on the basis of certain inclinations when a person is included in the appropriate activity, the creation of the necessary social and pedagogical conditions, the active work of the individual on himself.

SECTION 3.

HUMAN AS A SUBJECT OF KNOWLEDGE AND ACTIVITY

a) relationships;

b) reflections;

c) installations;

d) perception.

2. Obtaining primary images is provided by:

a) sensory-perceptual processes;

b) the process of thinking;

c) presentation process;

d) the process of imagination.

3. Unlike other cognitive processes, it has no special content:

a) sensation

b) perception;

c) attention;

d) memory.

4. The anatomical and physiological apparatus, designed to receive certain stimuli from the external and internal environments and process them as a sensation, is called:

a) a receptor;

b) the conductor of the department;

c) analyzer;

d) a reflex.

5. The minimum value of the stimulus that causes a barely noticeable sensation is the threshold of sensations:

c) temporary;

d) upper absolute.

6. Changing the sensitivity to adapt to external conditions

known as:

a) accommodation;

b) adaptation;

c) synesthesia;

d) sensitization.

7. The main properties of sensations do not include:

a) quality;

b) intensity;

c) duration;

8. Reflection in the mind of a person of objects and phenomena directly affecting his senses in general is:

a) sensation

b) perception;

c) presentation;

d) imagination.

9. Perception is often called:

a) touch;

b) apperception;

c) perception;

d) observation.

10. The type of perception that arises on the basis of tactile and motor sensations is:

a) apperception;

b) illusion;

c) observation;

d) touch.

11. The dependence of perception on the past experience of a person, the characteristics of his personality is called:

a) insight;

b) perception;

c) apperception;

d) sensibility.

12. Mental activity aimed at creating new images,

called:

a) perception;

b) thinking;

c) imagination;

d) attention.

13. A reproduced subjective image of an object, based on past experience and arising in the absence of an impact of the object on the senses, is called:

a) feeling

b) perception;

c) presentation;

d) imagination.

14. "Gluing" various qualities, properties, parts that are not connected in everyday life is called:

a) hyperbole;

b) schematization;

c) typification;

d) agglutination.

15. The reflection in the human mind of the most complex causal relationships and relationships of objects and phenomena of the objective world is called:

a) perception;

b) imagination;

c) thinking;

d) presentation.

16. The type of thinking based on the direct perception of objects and their real transformation is called:

a) visual-figurative;

b) visual and effective;

c) verbal-logical;

d) abstract.

17. A relatively stable structure of mental abilities is:

a) thinking;

b) insight;

c) intelligence;

d) talent.

18. The mental association of objects and phenomena according to their common and essential features is known as:

a) analysis;

b) synthesis;

c) generalization;

d) classification.

19. The logical transition in the process of thinking from the general to the particular is called:

a) by induction;

b) deduction;

c) a concept;

d) judgment.

20. A characteristic of the intensity of attention is its:

b) degree;

c) orientation;

d) concentration.

21. Concentration of consciousness on some object, phenomenon or experience provides:

a) perception;

b) reflection;

c) attention;

d) memory.

22. Arbitrary attention is not due to:

a) the contrast of external influences;

b) the presence of interests, motives;

c) awareness of duty and responsibility

23. The degree of concentration of consciousness on an object is such an indicator of attention as:

b) concentration;

c) distribution;

d) switching.

24. The ability of a person to preserve and reproduce "traces" of influences on the psyche is called:

a) perception;

b) imagination;

c) thinking;

d) memory.

25. The type of memory based on the establishment of semantic connections in the memorized material is called memory:

a) mechanical;

b) logical;

c) emotional;

d) auditory.

26. The type of memory in which, first of all, feelings experienced by a person are stored and reproduced is known as memory:

a) visual-figurative;

b) phenomenal;

c) emotional;

d) verbal-logical.

27. The basis for the division of memory into arbitrary and involuntary is:

a) the subject of reflection;

b) lead analyzer;

c) activity of the subject;

d) type of activity.

28. Information is better remembered if it:

a) perceived by ear;

b) perceived visually;

c) is included in practical activities;

d) talking to himself.

29. Speech is (choose the most complete and precise wording):

b) exchange of views;

c) the process of using language for the purpose of communication;

d) discussion.

30. The functions of speech do not include:

a) designation function;

b) generalization function;

c) distribution function;

d) impact function.

31. The property of speech is not:

b) expressiveness;

Answers:

1 section

1. in

2. b

3. in

4. G

5. b

6. a

7. G

8. b

9. in

10. in

11. in

12. in

2 section

1. a

2. b

3. b

4. in

5. in

6. a

7. b

8. G

9. a

10. G

11. in

12. G

13. in

14. a

15. b

16. G

17. b

18. b

19. a

20. G

21. b

22. in

23. G

24. in

25. in

26. G

27. a

28. b

29. b

30. a

31. b

32. G

33. a

34. in

35. in

36. b

37. b

38. in

3 chapter

1. b

2. a

3. a

4. in

5. a

6. b

7. G

8. a

9. in

10. G

11. in

12. in

13. in

14. G

15. in

16. b

17. G

18. in

19. a

20. G

21. in

22. a

23. b

24. G

25. b

26. in

27. in

28. in

29. in

30. in

31. in

Literature

1. Ananiev as a subject of knowledge - St. Petersburg, 2001

2., Domashenko in psychology - M., 2000

3., Parishioners - M., 2002

4. Ilyin will - St. Petersburg, 2000

5. Maklakov psychology - St. Petersburg, 2002

6. Martsinkovsky psychology - M., 2001

7. Nemov: in 3 books - M., 1995

8. General psychology / ed. - M., 2005

9. Pershina psychology - M., 2004

10. Petrovsky in psychology - M., 1995

11. , Yaroshevsky - M., 1995

12. Rogov psychology: a course of lectures - M., 1995

13. Horns and will - M., 1999

14. Horns of knowledge-M., 2001

15. Stolyarenko psychology - Rostov - on Don, 2005

16. Tikhomirov thinking - M .. 2005

17. Khoziev in general psychology - M., 2003