Why does the author consider it necessary to reconsider the role of i. Funny case from life

Lesson in social science on the topic "Economics: science and economy"

Purpose: to consider the subjects of study of economic science, to identify the main problems of the economy as an economy, to get acquainted with the main indicators of economic activity.

Subject: social science.

Date: "____" ____.20___

I.Message about the topic and purpose of the lesson.

II. Presentation of the program material.

Storytelling with elements of conversation

The textbook is a continuation of the basic social studies course that you studied in grade 10. The main content of the course, as well as the documents, questions, and tasks included in the textbook will allow you to obtain the necessary knowledge and skills that meet modern requirements for the level of graduate training. Practical conclusions will guide how to apply the acquired knowledge in life.

Many of the questions you studied in grade 10 will be covered more fully and in more depth in this part of the course. First of all, this applies to issues of economics, politics, and law. When studying new material, it is necessary to rely on the knowledge gained in grade 10. The connection of new knowledge with previously acquired is a condition for their correct understanding, development in an integral system.

In the course of working with the course content, it is useful to refer to the social processes and phenomena that you studied in the history course. At the same time, it is important to be interested in ongoing social events and, using the knowledge that the course provides, learn to independently understand a particular socio-political situation.

Whatever your plans after graduation, a social studies course will help you become competent people, able to develop and defend your own civic position, competently and responsibly solve social and personal problems.

Is the economy able to meet all the needs of people? Can economic activity be measured? How does the economy develop - spontaneously or according to its own laws?

The economy is the most complex sphere of society. Its numerous and varied manifestations make it difficult to accurately define the concept of "economy". Let's try to consider the most general ideas about this area of public life, reflecting the views of theoretical scientists and practitioners.

You got acquainted with the concept of "economics" in elementary school. Recall that it is necessary to distinguish between double meaning. This word is used to characterize both economic activity and the science of the laws of such activity. Compare two different definitions used to characterize the same word "economy".

Economy - it is an economic system that ensures the satisfaction of the needs of people and society by creating and using the necessary vital goods.

Economy - the science of the economy, the methods of its conduct and management, the relationship between people in the process of production and exchange of goods, the laws of the flow of economic processes.

In order to better understand and assimilate the meaning of each of the definitions, we will consider them in more detail, starting with the second.

What does economics study

Economics also studies the functioning and interaction of such economic institutions as the state, enterprise, family and household.

The stable, significant interconnections between economic phenomena, processes, and relations identified by scientists make it possible in practice to more effectively solve economic problems.

In the following paragraphs of this chapter, you will get acquainted with the main scientific ideas and works (not only the educational text will help you with this, but also the reference to the documents at the end of each paragraph) of such outstanding thinkers who contributed to economics, such as A. Smith, D Ricardo, K. Marx, D. Keynes, A. Marshall, as well as modern scientists, including representatives of the Russian school of economic thought.

Economy and economic activity

In the broad sense of the word, the economy is a set of methods for creating conditions for the survival and progress of mankind. From this we can conclude that economic activity is all types of economic activity of people to meet their needs and ensure material living conditions.

Economic activity is necessary in order to turn resources into the necessary economic benefits - goods and services that satisfy one or another human need and are available to society in limited quantities. Schematically, the process of transforming natural objects into commodities can be represented as follows:

Production Distribution Exchange Consumption

There is a close relationship between different types of economic activity. Thus, production and distribution cannot be separated, because the goods produced can give a useful result when they reach the consumer. Consumption is not only the goal of production, but also a stimulus for its development. It has a serious impact on the growth of production volumes, the development of certain industries.

Another component of economic activity that links production with distribution and consumption is exchange.

Exchange - an economic transaction in which one person transfers a thing, a commodity to another, receiving money or another thing in return.

A variety of relations that develop in the process of production and distribution of material goods are included in the concept of "the economic sphere of society." (Remember what other spheres of society are distinguished, how they are connected with the economy.)

The success of solving the main problem of the economy - determining the most efficient ways to use limited resources - largely depends on the rules and principles of organizing activities. Thus, for several centuries the world of economics has been governed by one of the main principles - the principle of rationality, which allows choosing decisions based on the desire to obtain the greatest economic results with the lowest possible expenditure of all the resources necessary for this. (Compare the forms of farming familiar to you from history: subsistence and commodity. Which of them takes into account the principle of rationality more fully? Which is more efficient?)

The results of economic activity depend not only on the general principles of its organization, but also on the so-called economic mechanisms, i.e., ways and forms of people combining their efforts in solving life support problems. Such important mechanisms of the economy are, for example, the division of labor and specialization, trade. (Think about how these familiar ways of human cooperation affect the content and results of economic activity.)

People satisfy the needs for goods and services either by producing them themselves or by exchanging the products produced for the necessary goods and services. Therefore, in order to improve the standard of living of the population, it is necessary to find ways to increase the volume of production. There are two such ways: expand volumes use of economic resources or increase efficiency their use. An indicator or measure of how efficiently available resources are used is productivity (not to be confused with labor productivity). When more quality goods are produced with the same resources, productivity increases.

Performance - is the volume of goods and services produced per unit of input. Costs can be any resources involved in the production process - land, fuel, equipment costs, labor costs, etc. Productivity is directly affected quality of labor resources(professional training, qualifications of employees), technologies used and the effectiveness of management decisions.

Measures of economic activity

To measure economic activity, various economic quantities and indicators are used that characterize the state, properties, quality of the economy, its objects, processes. These values allow you to find out how the processes of production, distribution, consumption are going, what are their results.

Economic quantities and indicators can be divided into absolute(characterize the amount of product) and relative(characterize the ratio of two quantities). You see, for example, data that Russia sells 130 million tons of coal on the world market - you have an example of an absolute indicator. If economists note that this year the decline in production is 90% compared to last year (for this it is necessary to compare two values), this is an example of a relative indicator.

Let's get acquainted with some economic indicators used to assess the level of production and development of the country's economy.

In most countries, the annual output of the national economy is measured through the indicator gross national product(GNP). This indicator has been used since 1988 in Russia as well.

GNP is defined as the cost of all final products(goods and services) created by producers in a given country during a year how inside the country, so per abroad.

Why are we only talking about final products? In order for the volume of national production to be determined correctly, it is necessary to take into account all products only once. Most goods and services go through many stages of the production process before reaching the final consumer. For example, before a book gets into the hands of readers, it must go through several technological stages - from the development of content by the author, papermaking and printing to sale.

GNP includes sales of only final products (in our case, books), excluding sales of intermediate products, that is, those used in the manufacture of the final product (in our case, paper, printing, publishing costs). This eliminates double counting and overestimation of GNP.

GNP is considered a measure of the economy as a whole, because it actually includes the value of all goods and services produced during the year. Based on GNP, several more indicators are calculated: gross domestic product, net national product, national income. National income - is the total income generated by all factors of production.

Let us dwell on an indicator similar to GNP and just as often used - gross domestic product(GDP). This indicator of the volume of national production is defined as the cost of all final products(goods and services) produced throughout the year in the country.

By dividing the country's GDP by the number of citizens, we get an indicator called GDP per capita. According to this indicator, one can compare the degree of economic development and the standard of living of different countries. It is GDP per capita that is one of the main indicators the standard of living of the nation. When production grows faster, then there are more and more goods and services per inhabitant of the country, and the standard of living rises. If population grows faster than production, the average standard of living decreases.

It is necessary to clarify on the basis of what indicators one can judge the growth of gross domestic product. GDP is calculated both in constant (constant) prices of the base year, and in current (acting) prices. That is, economists distinguish between two indicators: real GDP, when its volume is expressed in constant prices of products produced; nominal GDP, when its volume is measured in current prices.

When calculating real GDP, as a rule, an adjustment is made for inflation rate(rising prices), and it will depend only on changes in real output. Meter inflation processes in the country is the GDP deflator, which is determined by dividing nominal by real GDP.

When the prices of goods and services rise, nominal GDP (based on current prices) can rise even if the level of output stays the same or falls.

Assume that nominal GDP has grown during the year from 200 billion rubles. up to 500 billion rubles But over the same period, prices doubled and 1 ruble in this period had a purchasing power equal to half of the previous one. It can be said that GDP increased only to 250 billion rubles. (500 billion rubles: 2). For example, in Russia from 1990 to 1999, the GDP indicator increased by more than 7 thousand times. During this time, prices have risen 13,750 times (i.e., almost doubled). Thus, real GDP also decreased by almost 2 times, respectively.

Since on the basis of data on the volume and dynamics of GDP, economic growth in the country is usually judged, it is necessary to use the indicator of real gross domestic product.

The economic information obtained with the help of various meters is the source material for analyzing the development of the country's economy and developing economic forecasts. Thus, the observed positive dynamics of GDP growth in Russia in recent years (from 2001 to 2003 this indicator increased from 5 to 7.2%) allowed the government to put forward the task of doubling GDP in the next 10 years.

In conclusion, it should be noted that the main subjects of economic activity are producers and consumers. You will learn about how they ensure the goals and effectiveness of economic activity by their actions in the following paragraphs.

III. Practical conclusions.

1. Economic knowledge is necessary for every person as a consumer and as an employee. An economically literate person knows how to make buying and hiring decisions, how to protect himself from the consequences of rising prices, how best to use his savings, what profession to choose so as not to be unemployed later.

The lack of economic knowledge and the ability to make rational decisions based on it results in a decrease in the level of well-being, financial losses, dissatisfaction and disappointment in professional activities, and a reduction in the ability to competently defend their economic rights for participants in economic activity.

2. The development of market relations in our country required from their participants new economic knowledge, without which successful practical activity is impossible, the ability to make the right economic choice in conditions of limited resources. Understanding the general nature of the functioning of the economy helps its participants to correctly determine their economic policy, make reasonable economic decisions even in the most unfavorable periods of the enterprise's activity.

3. The modern economic development of Russia depends to a large extent not only on officials or politicians, but also on the active participation of its citizens in the government of the country. Your choice as a voter can affect the economic policy of the country, and your choice as an employee or consumer will determine not only your well-being, but also how people around you will live.

IV. Document.

Reflections on the Features of the Russian School of Economic Thought Academician of the Russian Academy of Sciences(from a report at a scientific conference of the Institute of Economics of the Russian Academy of Sciences and the Free Economic Society of Russia).

Globalization, which has become the leading trend in world development, by no means removes, but in many respects exacerbates the problems of economic, social and political progress. It removes the opposition of civilizations or formations according to the principle: higher and lower, advanced and backward. Each of them has its own merits and advantages, its own system of values and its own understanding of progress... In this regard, we have to return once again to understanding the special role and place in the science of the Russian school of economic thought... A huge impact on the self-determination of the Russian school of economic thought, as in domestic, and in world science, had the originality and uniqueness of the civilization that has developed in our country. No other civilization, if we exclude the still poorly studied specifics of Asian civilization, did not have such different approaches from the West, moral values, perception of the surrounding world and the place of man in it. This could not but affect culture and science, especially the humanities. What is recognized in the West as an indisputable truth, which removes all restrictions as insignificant, is perceived in a completely different and often fundamentally different way in Russian economic thought.

The world of the economy is interpreted not as an eternal struggle of individuals optimizing their well-being, but as a complex, initially multi-colored complex of complementary and thus mutually enriching processes, forms of organization and management methods ... The state is not rejected, but organically combined with the market, the general social welfare is higher than individual success.

Science was called upon to absorb this approach, and where it did so, it succeeded. Where she deviated from this rule, she (and the country) was disappointed. The 20th century, including its last decade, is a clear evidence of this.

Questions and tasks for the document

2) What approaches, moral values, and views on the place of man in the world, different from Western ones, characterize, in your opinion, Russian civilization?

4) Using the knowledge of recent history and the facts of the social and economic life of Russia in the last decade of the 20th century, give examples that confirm the scientist's conclusion that the deviation from the approaches and values developed by Russian economists led to failures.

V. Questions for self-examination.

1. What is the reason for the emergence of economic science?

2. What are the main problems of economic science? Name and describe them.

3. What do macroeconomics and microeconomics study?

4. What is necessary for the objects of nature to be transformed into commodities? What is the role of economic activity in this process?

5. How can gross domestic product be measured and defined?

6. In what ways can the volume of production be increased with the limited resources available?

VI. Tasks.

1. China's GNP is higher than France's. Is it possible to conclude on this basis that the state of affairs in its economy is better? Explain your answer.

2. Fill in the table "Sections of economic science".

Microeconomics

Macroeconomics

World economy

Enter the listed problems studied by various parts of economic science in the appropriate column of the table: the conditions for concluding an entrepreneurial transaction, the turnover of the international foreign exchange market, producer competition, the slowdown in economic growth, the interaction of consumers and producers in the goods market, the deepening of the international division of labor, employment, costs and the profitability of the enterprise, the foreign trade policy of countries, the level and rate of inflation, the causes of the economic crisis, the reasons for the growth of wages in the oil industry.

3. What mechanism of regulation of the economy provides the best opportunity to allocate resources to its sectors in accordance with the volume and structure of consumption: market (free) pricing or directive (centralized) price setting? Justify your answer.

4. Choose the most accurate definition of the subject of economic science:

− study of people's behavior in the process of production and exchange of material goods;

− the science of ways to improve the efficiency of the functioning of economic systems;

- a science that studies the use of limited resources of society for the production of material goods in the face of ever-growing needs of people;

− the science of people's daily business activities and their livelihoods;

− study of methods and criteria for the distribution of produced economic benefits.

VII. Thoughts of the wise.

"Economics is the art of satisfying unlimited needs with limited resources."

L. Peter (), American writer

VIII. Final part.

1. Evaluation of student responses.

Detailed solution Paragraph § 2 on social science for students in grade 11, authors L.N. Bogolyubov, N.I. Gorodetskaya, L.F. Ivanova 2014

Question 1. Is the economy able to meet all the needs of people? Can economic activity be measured? How does the economy develop - spontaneously or according to its own laws? Does the consumer benefit from producer competition?

The economy cannot satisfy all needs. Economic activity is a set of actions at different levels of management, as a result of which people satisfy their needs through the production and exchange of material goods and services. An activity becomes economic when it aims or results in the production and exchange of goods or services recognized as both useful or rare. Economic activity has a certain sphere of application of forces: agricultural, industrial, handicraft, activities in the field of imports, exports, activities of freelancers, etc.

Economic laws are stable, significant causal, recurring relationships between economic phenomena and processes. In other words, economic laws are a manifestation of stable relations between people that develop in the process of production, distribution, exchange and consumption, which at the same time manifest themselves as interests.

Competition is a struggle between economic entities for the most efficient use of factors of production. In economics, they talk about the business competition of business entities, each of which, by its actions, limits the ability of a competitor to unilaterally influence the conditions for the circulation of goods on the market, that is, the degree of dependence of market conditions on the behavior of individual market participants.

Competition benefits the consumer. The more active the competition, the cheaper and better the manufacturer makes his product (service) in order to sell exactly his product (service).

Questions and tasks for the document

Question 2. What different from Western approaches, moral values, views on the place of man in the world characterize, according to L. I. Abalkin, Russian civilization?

The world of the economy is interpreted not as an eternal struggle of individuals optimizing their well-being, but as a complex, originally multi-colored complex of complementary and thus mutually enriching processes, forms of organization and management methods. The state is not rejected, but organically combined with the market, the general social welfare is higher than individual success.

Yes, we can agree. Science was called upon to absorb this approach, and where it did so, it succeeded. Where she deviated from this rule, she (and the country) was disappointed. The 20th century, including its last decade, is a clear evidence of this.

Question 4. Using the knowledge of recent history and the facts of the socio-economic life of Russia in the last decade of the 20th century, give examples confirming the scientist’s conclusion that the deviation from the approaches and values developed by Russian economists led to failures.

The economic crisis of 1998 in Russia was one of the most severe economic crises in Russian history.

The crisis occurred against the backdrop of a difficult economic situation in the country, aggravated by ineffective macroeconomic policies pursued by the authorities in the mid-1990s. In those years, a tight monetary policy (curbing inflation by refusing emission financing of the state budget and by maintaining an overvalued ruble exchange rate) was combined with a soft budget policy (unreasonably inflated budgets adopted by the State Duma and signed by President Yeltsin). The impetus for the emergence of the crisis was given by two external factors: a sharp decline in world prices for goods of the fuel and energy complex (the main item of Russian export) and the crisis in Southeast Asia that broke out in mid-1997.

SELF-CHECK QUESTIONS

Question 1. What is the reason for the emergence of economic science?

This is due to the fact that for most of the history of mankind, the main issues of the economy (what, how and for whom to produce) were most often decided either in accordance with traditions and customs, or by order of the head of state. Therefore, the actions of people were predetermined and predictable, and there was no need for economic science. In a market economy, decisions on basic economic issues began to be made by a free, independent producer. Scientists were interested in how this "free" and "self-regulating" economic system works.

Economists sought to study both the general interconnections of large elements of the market economy (for example, employment, foreign trade, the economic policy of the state) and individual problems (for example, supply and demand, market competition).

Question 2. What are the main problems of economic science? Name and describe them.

The subject of attention of scientists has become such universal problems as limited resources and economic choice. (Remember what you learned about these concepts from the social studies course in elementary school.)

The needs of society in connection with the increase in the population, the acceleration of scientific and technological progress, the deepening of cultural ties are constantly increasing and becoming almost limitless. On the contrary, economic opportunities - those real resources that society can direct to satisfy needs - are always, at any given moment, limited. Society is constantly faced with the need to resolve this contradiction and the problem of economic choice. How can the existing needs be better met with the available resources? This is the problem that economics is trying to solve.

Economic science studies various areas and laws of economic development at different levels. Thus, the part of economic science that studies the economy as a whole is called macroeconomics. Its subject is, for example, the problems of unemployment, poverty, economic growth, the role of the state in regulating the economy and protecting the interests of society.

Question 3. What study macroeconomics and microeconomics?

Microeconomics is a part of economic science that studies economic relations between individual economic entities (consumers, employees, firms), their activities and impact on the national economy. It studies the choice problems faced by individual participants in economic activity. For example, the interaction of consumers and producers in the market of goods and services, entrepreneurs and employees in the labor market, etc. At the same time, microeconomics studies the functioning of individual markets and industries. It explains how prices for individual goods are set, what funds and why are directed to the construction of new enterprises, the development of industries, how the activities of industries and markets are affected by state policy.

Both levels of economic analysis (macro- and microeconomics) are interconnected. For example, if the reasons for the rise in prices for the products of an oil refinery are analyzed, then this is a microeconomic problem. Analysis of the decision on the antimonopoly policy of the state in relation to the enterprises of the oil industry is the subject of macroeconomics. At the same time, the behavior of individual participants in economic activity (manufacturers, firms) largely depends on the state of affairs in the economy of the whole country.

The current stage of economic development is characterized by a high interdependence of national economies on a global scale. Therefore, economic theory necessarily involves consideration of the problems of the relationship of national economies with the world economy. The laws of development of the world economy are studied by an independent part of economic science - the world (international) economy. The subject of her research is international trade in goods and services, the movement of capital, the exchange and trade in the results of scientific and technical activities, international monetary relations, etc.

Question 4. What is necessary for the objects of nature to be transformed into commodities? What is the role of economic activity in this process?

In a broad sense, the economy is a set of methods for creating conditions for the survival and progress of mankind. From this we can conclude that economic activity is all types of economic activity of people to meet their needs and ensure material living conditions.

Production - Distribution - Exchange - Consumption

To measure economic activity, various economic quantities and indicators are used that characterize the state, properties, quality of the economy, its objects, processes. These quantities allow you to find out how the processes of production, distribution, exchange and consumption are going, what are their results.

Let's get acquainted with some economic indicators used to assess the level of production and development of the country's economy.

Economic quantities are divided into two large classes - absolute and relative.

Question 5: How can gross domestic product be measured and defined?

This indicator of the volume of national production is defined as the value of all final products (goods and services) produced during the year on the territory of the country. By dividing a country's GDP by the number of citizens, we get an indicator called GDP per capita.

GDP is calculated both in constant (constant) prices of the base year and in current (current) prices. That is, economists distinguish between two indicators: real GDP, when its volume is expressed in constant prices of manufactured products; nominal GDP when measured in current prices.

When calculating the real indicator of GDP, as a rule, an adjustment is made for the value of inflation (the level of the price growth rate), and it will depend only on changes in real output. When the prices of goods and services rise, nominal GDP (based on current prices) can rise even if the level of output stays the same or falls.

Let us assume that nominal GDP has grown during the year from 200 to 500 billion rubles. But over the same period, prices doubled, and 1 ruble in this period had a purchasing power equal to half of the previous one. It can be said that GDP increased only to 250 billion rubles. (500 billion rubles: 2). For example, in Russia from 1990 to 1999, the GDP indicator increased by more than 7 thousand times. Prices during this time have risen 13,750 times (i.e. almost twice as much as GDP). Thus, real GDP also decreased by almost 2 times, respectively.

Since on the basis of data on the volume and dynamics of GDP, economic growth in the country is usually judged, it is necessary to use the indicator of real gross domestic product.

Question 6. What are the ways to increase the volume of production with the limited resources available?

The developed forecasts reflect the priority areas of modernization: the growth of investments, the creation of a favorable competitive and business environment, the search for new sources of economic growth, overcoming the technological gap and stimulating high-tech production, the development of the innovative sector of the economy.

There are two ways to increase the result: extensive and intensive. In the first case, growth occurs due to the involvement of more resources in production: labor, time, equipment, material resources, and so on. In the second case, production growth occurs due to a more efficient (rational, economical) use of available resources, or even with a decrease in the amount of resources. In conditions of limited resources, development, of course, should only be intensive.

TASKS

Question 1: China's GNP is higher than France's GNP. Is it possible to conclude on this basis that the state of affairs in its economy is better? Explain your answer.

In most countries, the annual production of the national economy is measured through the gross national product (GNP).

GNP is defined as the value of all final products (goods and services) created by the producers of a given country during the year, both domestically and abroad.

The size of the GNP is not the main criterion in determining the success or failure of any country. The size of the population plays a big role. In China it is 1.3 billion, in France - 65.4 million. Per capita, France will be in a better position, since its population is ten times smaller. And the standard of living in France is many times higher than in China.

Question 2. Fill in the notebook table "Sections of economic science."

Microeconomics: conditions for concluding an entrepreneurial transaction, competition between producers, interaction between consumers and producers in the goods market, costs and profitability of an enterprise.

Macroeconomics: slowdown in economic growth, employment of the population, the level and rate of inflation, the reasons for the growth of wages in the oil industry.

World economy: turnover of the international currency market, deepening of the international division of labor, foreign trade policy of countries, causes of the economic crisis.

Enter the listed problems in the appropriate columns of the table: the conditions for concluding a business transaction, the turnover of the international foreign exchange market, competition among producers, the slowdown in economic growth, the interaction of consumers and producers in the goods market, the deepening of the international division of labor, employment, the costs and profitability of an enterprise, the foreign trade policy of countries , the level and rate of inflation, the causes of the economic crisis, the reasons for the growth of wages in the oil industry.

Question 3. In 2004, compulsory car insurance was introduced in Russia. This process had both supporters and opponents among car owners. What position would you support? Justify your answer.

Auto insurance is a type of insurance protection that is designed to protect the property interests of the insured associated with the costs of restoring a vehicle after an accident, breakdown or buying a new car after theft or theft, compensation for damage caused to third parties during the operation of the car.

A lot of questions are raised by the interaction of insurance companies with the Russian Union of Motor Insurers, where instructions are developed for companies on the application of specific provisions of the law. By the time the law comes into force, all the necessary papers must be ready, and how they will work is not always clear. They will check on Russian drivers.

The second problem is how insurers will be able to cope with traditional Russian troubles like the rudeness of traffic cops, "setting up" on the roads and the dubious quality of car services. On this score, foreign colleagues will not be able to cope.

SOCIAL SCIENCE. Tasks C1-C4. Material for the exam in grade 10.

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Option 49

Read the text and do the tasks Cl- C4.

“Society is the most complex social organism and it is impossible to evaluate it in a one-dimensional coordinate system. It is necessary to use a group, a set of criteria, each of which would modify the leading (main, decisive) criterion in relation to different periods of human history and to individual spheres of society.

At the same time, it should be borne in mind that in publications on this topic, social progress and social progress

usually considered as synonyms. Meanwhile, they are not identical, as well as the relations connected with them. Social relations are only a part of social relations. Consequently, social progress includes progressive changes both in the social sphere itself (relationships between classes, intra-class changes, relations between town and country, physical and mental labor, the development of the social class structure of society and the political superstructure), and beyond it: production (economic), ideological, foreign policy and other relations. This means that the criteria of social progress should also capture broader phenomena and processes than social ones proper.

In order for a general sociological criterion of progress to be established, it is also necessary to define an area of social activity that would have no alternative. This means that such an area cannot be eliminated in any society, in any historical epoch.

It should be a single common feature, an indispensable property for any society, and a fundamental, decisive area, without which its existence and development is impossible. Another requirement for it is the continuity of functioning, which ensures the continuity of society, and hence the objective possibility of comparison, comparison of levels of development.

(Migolatiev A.A. Social progress and regress: philosophical aspect // Social and humanitarian knowledge. 2004. No. 3. S. 81-82.).

C I . How can one objectively evaluate a particular society? What is the reason for this way of assessing it?

C2. Based on the text, indicate the difference between the concepts of "social progress" and "social gress" . Which one is broader in content?

SZ. Indicate the enduring, eternal factors (“area of social life that would have no alternative”) of the existence of society, its evolution.

C4. Formulate a general criterion of social progress in the conditions of modern civilization. Explore its social meaning.

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Option 21

“Using the experience of creating and functioning of the welfare state in the developed countries of the West, domestic experience, taking into account the historical traditions and mentality of the Russian and other indigenous peoples of Russia, as well as the geopolitical position and climatic conditions of our country, the principle of the welfare state in its Russian model should be considered as methodological, as the main and defining principle of the structure and the entire system of state activity. Compared with Western democracies, the term "social" is proposed to be used in this case not in the narrow, but in the broad sense of the word. With such an interpretation, the concept of a welfare state will not only denote its obligations to solve purely social problems, but also predetermine the social orientation, goals and objectives of its activities in all other spheres of society, the nature of its relations with citizens.<...>

The state is obliged, both at the expense of its own resources and by creating the necessary conditions for private domestic and foreign capital, to ensure the further development of science-intensive and high-tech industries, the modernization of industrial and agro-industrial production, the actual replacement of the extremely neglected technologically and obsolete communal, construction and road transport infrastructure.<...>

“It seems that the definition of civilization as a synonym for culture cannot be recognized as justified for historical and logical reasons.<...>

It would be equally erroneous to oppose these phenomena, to consider them absolutely independent and non-identical, equal to themselves, that is, self-valuable and sufficient. Following the absolutes here would be detrimental to the truth. Culture and civilization are the most complex social formations that require a deep and comprehensively compared analysis.<...>The differences between civilization and culture go beyond their inherent values. Civilization, as the largest socio-historical community, creates institutions adequate to itself, among which the state with its inherent system of law takes precedence in importance. Modern civilization cherishes statehood and universal legal regulation of socio-economic and political relations. It rests on them and civil society.

Culture also has its own institutions, including state ones.<...>The state serves as a link between culture and civilization. At the same time, culture does not change its original nature as a creator of values, its functions of their conservation, reproduction and distribution.

(Migolatsv A.A. Philosophy of civilization // Social and humanitarian knowledge. 2003. No. 6. S. 71 - 72, 82.).

C1. Based on the text, reveal the essence of the concept of "civilization"».

SZ. Why does the author believe that the definition of civilization as a synonym for culture not can be justified? Give two explanations based on the knowledge of the social science course.

C4. The author argues that culture, like civilization, has its own institutions, including state ones. Using the knowledge of the social science course and your social experience, name at least three institutions of culture.

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Option 35

Read the text and complete tasks Cl - C4.

“... Civilization and culture appear in history not as antipodes; their opposition is not absolute, it arises and develops within the framework of the relative unity of these two different "halves" of human existence.<...>

The values of civilization are universal, generally significant.<...>The more common and accessible these values are for the broad masses of the people, the more useful and significant they are in the hierarchy of civilizational achievements.<...>The anti-values or antipodes of genuine civil conquests are primitive natural exchange of goods, dictatorship and lack of freedom, various forms of social and personal dependence.

Civilizational universals that are useful to people are usually formed over a long period of time, years and centuries, ensuring the progressive development of society along the path of progress, expanding world ties and relations, and facilitating the involvement of significant sections of the population in active civil life. This is their progressive social function.

These and other similar values in our social science literature of recent years are usually referred to as universal human values.

(Migolatiev A.A. Philosophy of civilization // Social and humanitarian knowledge. 2003. No. 6. pp. 76-77.).

C2. Based on the text, determine what is the progressive social function of civilizational values?

SZ. The author, analyzing the values of civilization, emphasizes their universal, generally significant character. Give one example of such values in relation to the economic, social, political spheres of public life, using the content of the text and social science knowledge.

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Option 43

Read the text and complete tasks Cl - C4.

“Pseudo-patriotism, anti-globalism, as well as cosmopolitanism, pseudo-globalism, express the real tendencies of human life and society. In one case, this is a trend towards the unity of all mankind, the trend of globalization. In the other, there is a tendency towards its isolation, division. In this sense, cosmopolitanism, like localism, can only be considered an ideal type of a certain socio-philosophical approach that is never realized, because in the real life of people, countries and peoples, the universalization of forces is so. as necessary and inevitable as their differentiation.<...>

The anthropological root of globalization is the ability or need for communication irrationally given to human nature. This means that people are "arranged" in such a way that they cannot but pass on and receive each other's experience and values. Moreover, globalization is a necessary link in the development of society, a tool for its life and renewal.<...>

And yet, an overly optimistic perception of modern globalization is just as untenable as a pessimistic assessment of it.

(Voronovich. B. A., Torukalo V. P.Man in a globalizing world: problems and trends // Social and humanitarian knowledge. 2004. No. 4. S. 178, 181, 182.).

C1. Based on the text, identify the main trends in human life and society. Why do the authors claim that these trends cannot be implemented separately?

SZ. The authors claim that globalization is a necessary link in the development of society, a tool for its life and renewal. Using the knowledge of the social science course and social experience, give a rationale for this statement.

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Option 45

Read the text and complete tasks Cl - C4.

“Human rights are universal and universal, they are inherent in any person, whoever he is, wherever he is. Human rights are an inalienable, natural property of a person. They constitute the spiritual and moral basis of the rights of a citizen.<...>

The most important distinguishing feature of human rights as a phenomenon of world culture and civilization is that they embody in a specific form the high ideals of human freedom and equality, such universally recognized moral principles as justice, mercy, humanity. They are ethical in nature and represent a spiritual and moral ideal. Human rights are the humanism of the modern age.<...>

The natural rights of a person are determined by his nature, which includes biological, social and spiritual principles. The versatility of human nature gives the rights of the individual versatility and diversity.<...>

If we deny the “potential opportunities” inherent in the inalienable rights of a person, we will have to give up any attempts to change the existing situation, to overcome injustice and discrimination, legally enshrined in society”

(Gusev A.D. On the rights of man and citizen // Social and humanitarian knowledge. 2000. No. 3. S. 82-83, 85.).

C1. Based on the text, highlight the main features of human rights.

SZ. Based on the content of the text and knowledge of the social science course, give at least three examples of human rights. Why does the author claim that human rights are "a natural property of the individual"? Justify your answer.

C4. The author recognizes the differences between human and civil rights. However, their mixing, as historical experience shows, is fraught with serious socio-political upheavals for society. Give relevant examples.

The term "welfare state" emphasizes precisely the fact that the state is called upon to implement a policy aimed at ensuring a certain level of well-being of its citizens, supporting socially vulnerable groups of the population, and promoting social justice in society. The welfare state is the most expedient way to combine the principles of freedom and power in order to ensure the well-being of the individual and the well-being of society, ensuring social justice in the distribution of labor products.<...>

It is important to emphasize that the welfare state is considered inseparable unity with the rule of law”(Smolkov V. G. Social state // Social and humanitarian knowledge. 2003. No. 5. S. 99-100.).

C1. Based on the text, identify the factors that ensure a decent human life. Which one is the main one?

SZ. Based on the content of the text and knowledge of the social science course, formulate three features of a welfare state.

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Option 50

Read the text and complete tasks Cl - C4.

“Individuality means delimitation, the uniqueness of a person, that is, the ability to live independently, to self-regulate, to maintain one's stability. Human individuality, distinguished by such features as integrity, isolation, originality, autonomy, freedom, the presence of an inner "I", creativity, at the same time not only does not mean the disunity of a person and society, but, on the contrary, creates the basis for their deeper unity.<...>The uniqueness, originality of personalities, complementarity of each other with their own characteristics is one of the factors for the successful development of a truly humane harmonious society. Individualization is one of the things that bind people together. It is known that the interaction in general turns out to be strong, if in the "other" the object finds the complement of itself, then what it as such lacks. Therefore, the more developed individuality, independence, initiative, creativity of each person, the richer and stronger society as a whole.<...>

Every manifestation of an individual's life is a manifestation and affirmation of social life. Individual and social life are not fundamentally different from each other, but act as two sides of the life of one person.<...>

Thus, it is wrong to interpret the individual as only singular and unrepeatable. By defining individuality, we only focus on what distinguishes people from each other. Defining a personality, we emphasize common, typical features.<...>Individuality, which, as already noted, can develop freely only in interaction with other people, when each person complements, continues, enriches the other person due to his own characteristics, has nothing in common with individualism. Individualism means opposing a person to society, treating other people as a means of one's private existence. This fragmentation of society and the individual, as a rule, turns against the person himself. Thus, in the individualistic interpretation, the other person is the boundary “for me”, in the conditions of developed collectivist relations, each other is not a boundary, but a continuation and addition.

"myself""

(Spasibenko S. G. General and individual in the social structure of a person // Social and humanitarian knowledge. 2001. No. 3. S. 98-101.).

C1. What is individuality? What are its signs?

C2. Based on the text, indicate why individuality is one of the factors in the development of a truly humane harmonious society?

C4. The text speaks of the dual unity of the general and the individual as one of the internal sources of personality formation. Explain this conclusion with one of the examples.

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Grade 10. Social science

QUESTIONS FOR TICKETS

Society. The functions of society. Public relations. Society as a developing system. Spheres of public life and their characteristics. Society and nature.
social institutions. Complexes of social institutions. Functions of social institutions. Typologies of societies. Traditional, industrial, post-industrial societies (factor of production, product of production, feature of production, nature of labor, employment of the population, social structure).
Multivariance of social development. Reform and their types. Revolution and its types. The concept of social progress.
Theories of the origin of man. Man as a biological being. Differences between man and animal. Man as a social being.
Types of human needs. Reasonable needs. Moslow's hierarchy of needs. Interest. Addiction. Human activity.
Activity. Human activity and animal activity: differences. The main components of the activity. Types of activity (game, communication, teaching, work).
Communication. The structure of communication. Communication functions. Creation. The most important mechanisms of creative activity.
Thinking. The role of language in the process of thinking. Stages of the thinking process. Types of thinking and essence. Purpose and meaning of human life.
Individual, individuality, personality. The structure of personality. Socialization. Stages of socialization.
Human inner world. The structure of the spiritual world of the individual. Worldview. The structure of the worldview. Ways of formation of outlook. Worldview types. mentality.
Consciousness. The structure of consciousness. Self-awareness. Self-knowledge. Self-esteem. The image of "I" ("I" - the concept). Reflection.
Behavior. social behavior. Bulk Behavior. group behavior. prosocial behavior. Patterns accepted in society. Freedom and responsibility of the individual.
Cognition. How did the following philosophical trends consider the possibility of knowing the world: agnosticism, skepticism, optimism? Types of knowledge. Sense cognition and its forms. Rational knowledge and its types. Intuition. Emotions and feelings. Delusion. Lie.
True. Objective truth. Absolute truth. Relative truth. The difference between absolute and relative truth. criterion of truth. Practice. Practice forms. Practice functions.
Knowledge. Life knowledge. scientific knowledge. Practical knowledge. Artistic knowledge. Rational knowledge irrational knowledge. personal knowledge. Forms of knowledge (non-scientific, pre-scientific, para-scientific, pseudo-scientific, anti-scientific)
Scientific knowledge. Features of scientific knowledge. Levels of scientific knowledge (empirical, theoretical). Forms of scientific knowledge (scientific fact, empirical law, problem, hypothesis, theory). Methods of scientific knowledge (observation, experiment, analysis, synthesis, induction, deduction, analogy, modeling, abstraction, idealization, formalization, mathematization).
Social sciencies. Story. Culturology. Political science. Jurisprudence. Sociology. Philosophy. Economy. Aesthetics. Ethics. Social and humanitarian knowledge. Social cognition. Features of social cognition. social fact. Types of social facts. The process of interpreting social facts. Factors that influence the assessment of a social fact.
Small group. group norms. Conditional and real groups. Formal and informal groups. Reference group. conformity. Types of leadership.
A family. Features of the family as a small group. Family types. Family functions. gender behavior. Family education (family resources, purpose of education, style of education).
informal youth groups. Prosocial, asocial, antisocial youth groups. Criminalization in asocial groups. antisocial subculture. criminal groups.

Practical tasks.

Economics of the Russian Academy of Sciences and the Free Economic Society of Russia). Globalization, which has become the leading trend in world development, by no means removes, but in many respects exacerbates the problems of economic, social and political progress. It removes the opposition of civilizations or formations according to the principle: higher and lower, advanced and backward. Each of them has its own merits and advantages, its own system of values and its own understanding of progress... In this regard, we have to return once again to understanding the special role and place in the science of the Russian school of economic thought... A huge influence on the self-determination of the Russian school of economic thought, both in domestic and world science, was exerted by the originality and uniqueness of the civilization that has developed in our country. No other civilization, if we exclude the still poorly studied specifics of Asian civilization, did not have such different approaches from the West, moral values, perception of the surrounding world and the place of man in it. This could not but affect culture and science, especially the humanities. What is recognized in the West as an indisputable truth, which removes all restrictions as insignificant, is perceived in a completely different and often fundamentally different way in Russian economic thought. The world of the economy is interpreted not as an eternal struggle of individuals optimizing their well-being, but as a complex, initially multi-colored complex of complementary and thus mutually enriching processes, forms of organization and management methods... The state is not rejected, but organically combined with the market, the general social welfare is higher than the individual success. Science was called upon to absorb this approach, and where it did so, it succeeded. Where she deviated from this rule, she (and the country) was disappointed. The 20th century, including its last decade, is a clear evidence of this. QUESTIONS AND TASKS FOR THE DOCUMENT 1. Why does the author consider it necessary to reconsider the role and place in science of the Russian school of economic thought? What determines the originality of this scientific school? 2. What approaches, moral values, and views on the place of man in the world, different from Western ones, characterize, according to L. I. Abalkin, Russian civilization? 3. Can we agree with the author that the use of these approaches by economic science could ensure the success of the country's economic development? 4. Using the knowledge of recent history and the facts of the socio-economic life of Russia in the last decade, give examples confirming the conclusion of the scientist that the deviation from the approaches and values developed by Russian economists led to failures.

DOCUMENT

Reflections on the Features of the Russian School of Economic Thought by Academician of the Russian Academy of Sciences L. I. Abalkin (from a report at a scientific conference of the Institute of Economics of the Russian Academy of Sciences and the Free Economic Society of Russia) .

Globalization, which has become the leading trend in world development, by no means removes, but in many respects exacerbates the problems of economic, social and political progress. It removes the opposition of civilizations or formations according to the principle: higher and lower, advanced and backward. Each of them has its own merits and advantages, its own system of values and its own understanding of progress... In this regard, we have to return once again to understanding the special role and place in the science of the Russian school of economic thought... A huge influence on the self-determination of the Russian school of economic thought, both in domestic and world science, was exerted by the originality and uniqueness of the civilization that has developed in our country. No other civilization, if we exclude the still poorly studied specifics of Asian civilization, did not have such different approaches from the West, moral values, perception of the surrounding world and the place of man in it. This could not but affect culture and science, especially the humanities. What is recognized in the West as an indisputable truth, which removes all restrictions as insignificant, is perceived in a completely different and often fundamentally different way in Russian economic thought.

The world of the economy is interpreted not as an eternal struggle of individuals optimizing their well-being, but as a complex, initially multi-colored complex of complementary and thus mutually enriching processes, forms of organization and management methods... The state is not rejected, but organically combined with the market, the general social welfare is higher than the individual success.

QUESTIONS AND TASKS FOR THE DOCUMENT

1. Why does the author consider it necessary to reconsider the role and place in science of the Russian school of economic thought? What determines the originality of this scientific school?
2. What approaches, moral values, and views on the place of man in the world, different from Western ones, characterize, according to L. I. Abalkin, Russian civilization?
3. Can we agree with the author that the use of these approaches by economic science could ensure the success of the country's economic development?
4. Using the knowledge of recent history and the facts of the socio-economic life of Russia in the last decade, give examples confirming the conclusion of the scientist that the deviation from the approaches and values developed by Russian economists led to failures.

From the work of a modern Russian scientist, academician I. N. Moiseev (reflections on the place of Russia in civilized development).

Today Russia is a bridge between two oceans, two centers of economic power. By the will of fate, we saddled the path "from the British to the Japanese", as in the old days the path "from the Varangians to the Greeks." We have received a bridge between two civilizations, and we have the opportunity to draw on the best that is on both banks - if we have enough intelligence, as our ancestors did, who took a book from the Byzantines, and a sword from the Varangians. This is a circumstance given to us by nature and history; it can become one of the most important sources of our prosperity and stabilization. And our niche in the world society. The fact is that this bridge is needed not only by us - everyone needs it. Not only Russia, but also the European Peninsula, and the developing Pacific region, and even America. The whole planet needs this bridge! This is where our niche, inscribed by fate, lies - the north of the Eurasian supercontinent. This niche does not divide, but binds peoples, does not oppose or threaten anyone. Our great national goal is not to assert our ambitions in Europe, not to implement Eurasian doctrines and utopias in the same spirit as the Eurasians of the 1920s preached, but to turn the north of the Eurasian supercontinent, this bridge between the oceans and different civilizations, into a heavy-duty, reliable working structure.
Questions and tasks for the document
1. Determine how the author of the text relates to globalization.
2. How do you understand the words of N. N. Moiseev about “the opportunity to draw the best that is on both banks”?
3. Why do you think the scientist considers Russia's position "between ... two centers of economic power" as one of the sources of its prosperity?

1. How to formulate the problem?

Read the text carefully and think about what idea (thought, concept) did the author spend efforts for? What did he want to say? Found? Try to ask a question to this thesis - it will be the problem of the text, formulated in an interrogative form. It is possible to formulate the problem using the construction with the genitive case: the problem of what? – influences…, responsibilities…, roles… etc.

The problem should be taken larger than just a special case described by the author (the problem of mercy, moral choice (between what and what), social justice, cruel attitude (to what or to whom?), loneliness, purpose and meaning (of life, writing and the like), the complexity of life, the role (of books, music, nature, etc.) in a person's life, etc. As a rule, the described case for the author is a reason for reflection or an illustration for reflection on the problem.This should be remembered. But at the same time, one cannot formulate the problem very generally: the problem of man, the problem of good and evil.The problem must be formulated rather narrowly, but at the same time not reduced to a specific example given in the original text.

The word "problem" (or "question") must necessarily sound in the text. And do not confuse the problem with the author's position. The position is denoted as a thesis (complete sentence), and the problem is formulated either as a question, or by combining the word "problem" with a noun in the genitive case.

2. How to comment on the text?

Commentary is not a paraphrase, not a continuous quotation. To comment on the text, you must understand what the author is doing to make the reader think about this or that issue.

It is important to state and comment on the same problem, not different ones - the author in the text can raise several problems, it is important for you to talk about only one.

Reflect on some questions related to the read text:
It is important to analyze the text from the point of view of the problem you have identified and those aspects of it that will allow you to formulate the position of the author. What is important here is the word, image, detail, vital material on which reasoning is built, reliance on authoritative opinion (quotes).

The following options are possible:

1) If the text is artistic and is a plot, be sure to convey the essence of the plot in 1-2 sentences. You can then answer the following questions:
On whose behalf is the narration being conducted (no need to put an equal sign between the hero-narrator and the author of the source text)?
Why does the author use this particular material to illustrate his point of view? Is the situation depicted by the author typical? What facts, details, important from the point of view of the indicated problem, does the author pay attention to? Why? What impression does this make on the reader?
What did you, as a reader, notice in the story? What mood is the author in? (sad irony, sarcasm, sadness, sadness, joy, etc.) It is necessary to indicate how this manifests itself (preferably based on the choice of specific words, details by the writer (or publicist).
Why does the character (narrator) act in this way? How does this act help to understand the author's position?

2) If the text is journalistic or scientific, then the following questions can be answered:
What does the author do so that readers understand his point of view (what life (scientific) material attracts)?
How does the author build evidence (comparison, contrasting facts (positions), citing, emphasizing important details)?
What exactly did you, as a reader, note in the narrative (author's intonation, irony)? What seemed strange to you, unexpected?
How does the author lead the reader to understand his point of view?

Please note that you need to comment on the problem reflected in the text, and not just the text and its topics, and not just the problem in isolation from the text.

The author's position in a journalistic text is likely to be indicated directly, and it can be easily detected. It is better not to quote the whole sentence, which reflects the author's point of view, but to quote it in part or convey it in your own words. However, if you quote, the score will not be lowered. If the text is fiction, the position of the author may not be stated directly. Here you need to pay attention to some features of the literary text:

If the author simply talks about an event without interfering with the narrative, and his position is still not indicated directly, you can write something like this: The writer does not directly express his attitude to what is happening, but we, the readers, are well aware that ... (conditionally speaking, it is unacceptable to do so, because it entails ...).

Some authors use a “mask”: they speak on behalf of the hero-narrator, make him utter frank nonsense, commit unseemly acts, while they themselves seem to remain on the sidelines, it is difficult to determine their position. What to do in such cases? Need to take a closer look, what are the actions of the hero and what are their consequences? What is the narrator's speech like (especially if it contains speech errors)? If the character is acting, from your point of view, wrong, then perhaps the author thinks the same way as you. Simply put, do not put an equal sign between the author and the hero-narrator.

4. How to express and justify your own opinion?

It is not enough just to express agreement or disagreement with the author. The formula should be something like this: “I agree/disagree with the author because…” or “I agree/disagree with the author and believe (I believe, think) that…”

When choosing arguments, remember that you are arguing not the author's point of view (he does not ask you about it, he has already said everything he wanted), but your agreement (disagreement) with him. I know this and that from scientific, journalistic literature, I read fiction books, where such an answer is given to a similar question, I came across certain life situations, I was a witness of this or that event, etc.

Your own position must be clearly defined. Check if you have formulated a thesis that expresses your point of view. Do your arguments support your thesis?

With a clearly formulated thesis, an example becomes an argument if it confirms your position. After the above example, you need to conclude, Just an example does not prove anything (the fact of the existence of a hero or a work is not an argument, the close authorial position of another writer can serve as proof).

I. Logical (rational) arguments.
1. Facts (presented in sentences that capture empirical knowledge).
2. Conclusions of science (theories, hypotheses, axioms, etc.).
3. Statistics (quantitative indicators of the development of production and society).
4. Objective indicators of the state of affairs (for example: the Volga is longer than the Oka).
5. Laws of nature.
6. Definition, the task of which is to generalize, to give an idea of the subject as part of a broader category; relies on the identified essential features of the defined object. Compare: terminological definitions.
7. Provisions of legal laws, official documents, resolutions and other normative acts that are mandatory for implementation.
8. Data of experiments and examinations.
9. Testimony of eyewitnesses.

II. Illustrative arguments are examples. Unlike a fact - a generalized objectified statement - an example has a clear descriptive form; its task is to explain the understanding of the thesis, to prove its correctness:

a) specific example:
- an example-message about an event (taken from life, talks about a real event);
- a literary example (an example is a text from a well-known work);
b) hypothetical example (tells about what could be under certain conditions).

III. Authority links:
- the opinion of a famous, respected person - a scientist, philosopher, public figure, etc.;
- a quote from an authoritative source;
- the opinion of a specialist, an expert;
– appeal to the experience and common sense of the audience;
- the opinion of eyewitnesses;
- the opinion of officials (when it comes to issues within their competence);
- public opinion, reflecting how it is customary to speak, act, evaluate something in society.

In order for an argument to be perceived not as a separate statement, it must be formulated compositionally: it must occupy a subordinate position in the semantic hierarchy in relation to the asserted.

5. How to build an essay?

It is best to compose the work in accordance with the criteria by which it will be checked:

I. The problem the author is thinking about.
II. Comment.
III. Author's position.
IV. Your opinion (agree/disagree with the position of the author).
1). First argument.
2). Second argument.
v. Conclusion (conclusion).

Do not forget to start each part with a red line and think over the logic of transition from one paragraph to another.

Check your work carefully. If you are not sure about the spelling of a word, it is in your power to replace it with another one.

Write legibly! A well-read text is an opportunity to win over an expert who will check your work

Examples of problem statements:

Interdependencies:
- man and nature (ecology), music and Motherland, etc.
- upbringing, moral formation of the personality, maturation, formation of the personality.

moral choice(what it consists of) life path.

Roles and appointments home, music, literature, art, labor, nature, personality in history

relationship(who with whom)
- historical memory
- ecology of language (nature)
- purpose and meaning of life
- heroism and betrayal
- loneliness, loss of connections, disunity.

Perceptions
- beauty, happiness, music, art, nature, etc.
- an objective assessment of historical events
- moral responsibility (whom to whom)
- poverty, social inequality, social insecurity
- real and imaginary values.

Influences (whom on what)
- for example, an asocial environment for a teenager, television for character formation, etc.
- human virtues and vices: hypocrisy, indifference, callousness, sincerity; tact and delicacy, conscience, honesty,. honor and duty, mercy and cruelty, etc.

relationship to smth.(How to treat...)

If the problem is formulated by you as a question, then it is better to start such a question with the words like, why, what is the essence, the reason, is it permissible, etc.

Comparison of the compositions of part C

(1) Several times I heard the strange opinion that The Three Musketeers by Alexandre Dumas is a harmful and unnecessary book and that it should not be given to children to read. (2) Because its characters do what the hell: drink wine, fight with swords, debauchery, steal bottles through a hole in the ceiling of the store, kill a woman, and so on and so forth. (3) The first time I heard such an opinion was at a writer's seminar in Dubulti in 1990 from one of the young writers. (4) The second time I heard such an opinion from a well-known St. Petersburg science fiction writer at B.N. Strugatsky. (5) The third time I heard a similar opinion from an old lady, a professor, a university teacher, in a radio broadcast that I heard by chance.

(6) She generally advocated banning a lot of things in Russian and non-Russian children's literature: in particular, books and films about Malysh and Carlson, because Carlson, firstly, lives on the roof, which means he is a homeless person, and this alone gives a bad example for teenagers, and secondly, he lies all the time, eats sweets without measure, substitutes others for himself when it is necessary to answer for what he has done, and so on and so forth. (7) Pinocchio and Winnie the Pooh are subject to a ban - for almost the same reasons, the fairy tale about Masha and the three bears - because the little heroine came to someone else's house, ate everything there, broke it, and then ran away from the deserved punishment.

(8) So the musketeers of Alexandre Dumas fell under the heel of this lady. (9) And such a revolution in her thoughts occurred after visiting the United States, where the struggle for political correctness reached such proportions that in some states of America they banned Tom Sawyer and Huckleberry Finn and removed all suspicious passages from classic children's books.

(10) So, dear readers, while fires from books in which political correctness does not reach the required level are still burning in the schoolyards, urgently buy "The Three Musketeers" and read, reread, let's read to others. (11) Until the Day of Wrath came.

(According to A. Etoev)

Essay 1
(as needed)

Essay 2
(how not to)

Portal for the student. Self-training

Questions and tasks for the document

SELF-CHECK QUESTIONS

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