Value, like truth, is not a property, but a relation between thought and reality. Based on his individual experience, a person realizes the existence of a connection between an object that is significant to him and his needs and interests.

Value is something that has a positive significance for a person. Significance is determined not by the properties of the object in itself, but by their involvement in human life.

However, the world of values ​​is dynamic. It reveals its dependence on humanity, due to its development, expansion of the sphere of activity, the nature of culture and civilization. Nature is axiologically neutral, as a value it is actualized only in the context of humanity, in the specific historical conditions of its development. So for the era of Antiquity, the highest value was the harmonious manifestation of the fullness of human life, in the Middle Ages, values ​​\u200b\u200bare associated with the divine essence and acquired a religious character. The Renaissance brought to the fore the values ​​of humanism. In modern times, the development of science and new social relations largely determined the main approach to considering objects and phenomena as values.

In modern literature there are also different points vision. Value is considered as an object that has some benefit and is able to satisfy one or another human need; as an ideal as the norm; as the significance of something for a person or social group.

Yu.M. Zhukov writes that the concept of value is used to characterize a person's attitude to the world, taken not so much from the intellectual as from the affective side in the broad sense of the word. The value is, as it were, distributed between a person and the surrounding world, it exists only in their relation. The values ​​of the individual are the concretization of the values ​​of society. Concretization is understood as a less abstract form of the existence of value relations.

A. V. Bitueva offers a definition that reflects the out-of-situation and generalization of value orientations. Value orientations are a broad system of value relations of the individual, therefore they manifest themselves as a preferential attitude towards individual objects and phenomena, as well as towards their totality, that is, they express the general orientation of the individual towards certain types of social values.

G.L. Budinaite and T.V. Kornilov write that personal values ​​become those personal meanings in relation to which the subject has self-determined, i.e. there was an acceptance of these meanings as significant for one's own self. Thus, personal values ​​function as a certain level of development of the semantic formations of the personality.

The diversity of the needs and interests of the individual and society is expressed in a complex system of values, which are classified according to different criteria.

The diversity of values ​​that exist in society necessitates their specific classification. It is possible to classify values ​​on the following grounds: by spheres of public life; by subjects, or carriers of values; on the role of values ​​in the life of society.

In accordance with the main areas of public life, three groups of values ​​are usually distinguished: material; socio-political; spiritual.

Material values ​​are value-significant natural objects and objects, i.e. means of labor and things of direct consumption. Natural values ​​include natural benefits contained in natural resources. And to subject values ​​- objects of the material world, created as a result of human labor, as well as objects of the cultural heritage of the past.

Socio-political values ​​are the value of social and political phenomena, events, political acts and actions. Socio-political values, as a rule, include the social good contained in political and social movements, as well as the progressive significance of historical events that contribute to the prosperity of society, the strengthening of peace and cooperation between peoples, etc.

Spiritual values ​​are the normative and evaluative side of the phenomena of social consciousness. Spiritual values ​​are considered to be the values ​​of science, morality, art, philosophy, law, etc.

For all their differences, material, socio-political and spiritual values ​​are closely interconnected, and in each of the types there is an aspect of a different type of value. Moreover, there are values ​​that can be attributed to material, socio-political, and spiritual. These are, first of all, values ​​that have universal significance. Among these are life, health, freedom, etc.

The second basis for the classification of values ​​is by subjects. Here, values ​​are distinguished: individual; group; universal.

Individual, or personal, value is the value significance of an object, phenomenon, idea for a particular person. Any value is inherently individual, because only a person is able to evaluate an object, phenomenon, idea. Personal values ​​are generated by the needs and interests of the individual. They are determined by the inclinations, tastes, habits, level of knowledge and other individual characteristics of people.

Group values ​​are the value significance of objects, phenomena, ideas for any community of people (class, nation, labor collective, etc.). Group values ​​are of great importance for the life of this or that team, uniting the individuals included in it with common interests, value orientations.

Human values ​​are the value significance of objects, phenomena, ideas for the world community. The universal values ​​include: firstly, the socio-political and moral principles shared by the majority of the population of the world community. Secondly, these include universal ideals, public goals and the main means of achieving them (social justice, human dignity, civic duty, etc.). These also include natural values ​​and values ​​that are global in nature and significance: the problems of maintaining peace, disarmament, international economic order, etc.

From the point of view of the role that values ​​play in the life of society and a person, they can be divided into the following three groups:

• 1. Values ​​that are of secondary importance for a person and society are those values ​​without which the normal functioning of society and a person is not disturbed.
• 2. Values ​​of everyday demand and everyday use. This group includes most of both material and spiritual values. This is all that is necessary for the normal satisfaction of the material and spiritual needs of a person, without which society cannot function and develop.
• 3. The highest values ​​are the ultimate values ​​in their significance, reflecting the fundamental relations and needs of people. Without the highest values, not only can a person not take place, but the normal life of society as a whole is also impossible. The existence of higher values ​​is always associated with going beyond the private life of the individual, they attach to what is higher than himself, what determines his own life, with which his fate is inextricably linked. That is why the highest values, as a rule, are universal in nature.

The highest values ​​include a part of the material, spiritual and socio-political values. This is, first of all: the world, the life of mankind; ideas about justice, freedom, rights and duties of people, friendship and love; family ties; values ​​of activity (work, creativity, creation, knowledge of the truth); self-preservation values ​​(life, health); values ​​of self-affirmation, self-realization; values ​​that characterize the choice of personal qualities (honesty, courage, fidelity, justice, kindness), etc.

Among the group of higher values, life as a value (values ​​of life), health as a value and freedom as a value are always highlighted.

In turn, the value of life is a kind of foundation and pinnacle for all other values. Depending on the understanding of the value of life, relations between people and society to a person will also be formed.

Health is a natural, absolute and enduring value that occupies one of the upper rungs in the hierarchical ladder of values. The level of satisfaction of almost all human needs depends on the degree of possession of health. The need for health is universal, it is inherent in both individuals and society as a whole. Because of this, individual (personal) health and public health, or the health of the population, are distinguished.

Freedom as a value is of great importance for a person. The philosophical understanding of this category can be expressed in the following definition: freedom is the ability of a person to act in accordance with his interests and goals, based on the knowledge of objective necessity.

Freedom is the right of all people to equally enjoy the achievements of civilization and dispose of the fruits of their labor and their destiny. Freedom is choice. And like every choice made consciously, it is associated for the individual with the preference for one of the alternative possibilities and the rejection of the other. And so that the choice does not become a limiter for the subsequent activity of the individual, it must be guided by an important rule: every time you make a choice, you should strive to ensure that the prospect of subsequent choices does not decrease, but expands, allowing a person to reveal his new professional, moral and intellectual potentialities.

Meaningful values ​​become the value orientations of the individual.

Formation of life values ​​and development of behavioral skills in rehabilitation work with children in difficult life situations

V. Frankl: “The meaning of life should not be found,

it must be understood."

Good afternoon, dear colleagues.

Famous psychologists and philosophers of the XX century. K. Jung, E. Fromm, V. Frankl saw the main danger of the future of mankind in the loss of spirituality, and hence the meaning of one's existence, since without spiritual guidelines a person's life has little meaning.

Each person has their own values ​​in life, different from the values ​​of family and friends.

Many have an idea of ​​the core values, but only a few really think, reflect and define their core values ​​and principles of life.

How do life values ​​affect the fate of a person, his behavior, relationships with the outside world?

Everyone has their own set, in which priorities are arranged in order of importance according to individual vision and personal needs.

Someone puts material values ​​in the first place: money, luxury goods, power. And for others, priority is given to spiritual values: human life is the highest value, duty, honor, patriotism, health, creative self-development... Life values ​​do not arise in one day, they accumulate from childhood, are formed by society and follow a person all his life .

How do life values ​​appear in a child's life? Differently. Sometime it is a gradual maturation, crystallization of something originally amorphous into something definite, sometime it happens abruptly, suddenly, like an insight. Sometimes it comes as if from within, sometimes it is set from outside, by the traditions and rituals of society.

However, the same question can be posed more meaningfully: thanks to what are the future life meanings and values ​​of the child formed (or not formed)? The main sources here seem to be the children's subculture, the (still) family, and the already heavily influenced virtual reality media and computer games.

Values ​​can be found in children of all ages: in an infant, i. for a child from birth to a year, these are favorite rattle toys, for a preschooler, for example, all girls of this agecthey like to collect Winx stickers, andmodern adolescents are mainly focused on such values ​​as "material security", "entertainment and recreation", which, as adolescents grow older, become increasingly important.

The value of "happiness in the family", "health", "friendship" - on the contrary, lose their importance. The reason for this, according to the majority of the older generation, is the lack of understanding between parents and children. Mass media act as a factor contributing to the formation of adolescents' value orientations.

Children's values ​​are largely formed by chance; children more often directly adopt the values ​​of their immediate environment, including the "values" of their children's subculture. It is clear that the largest amount of values ​​is formed by the closest environment for the child, and first of all by the family. The child directly absorbs the parents' beliefs as a matter of course, and even more so learns what the parents want to instill in him, inspire and support purposefully.

Now, please answer the question, what values ​​can parents of children who are in a difficult life situation instill in a child, or what values ​​can children adopt from their parents, for whom vodka is the main value, every night a new man (woman) in bed, etc. .d.?

That is why we believe that any work with children must begin with the family. Indeed, for the most part, those children who come to us, they mostly return to their families, and if we do not work with the family, we will not achieve positive results in working with the child.

So it is with the educational process: after school, children always return to their families. To what family?I would like to note that outwardly quite prosperous families can also turn out to be dysfunctional in relation to their children, if consumerism and lack of spirituality flourish in them, which can form hypertrophied needs in children or, on the contrary, not form emotional ties between children and parents, joint positive emotional experiences which hinders the development of moral feelings.

The criterion for the well-being or trouble of the family, as I have already said, can be its impact on children, the style of attitude towards the child. Sometimes, even outwardly prosperous families (materially secure, with good living conditions, with a high social status, level of education and culture of parents), if they have serious violations in interpersonal intra-family relations, in fact, are dysfunctional, because these violations, as a rule, , lead to personality deformation in the process of socialization of children.

In the light of the current socio-economic situation in Russia, there is an increase in the number of children who, for various reasons, find themselves in difficult living conditions. According to our observations, as well as the conclusion of a number of other experts, adolescents who find themselves in a difficult life situation experience serious stress, do not have sufficient skills to cope with their own emotional experiences, experience difficulties in communication, tend to exhibit aggressive behavior, find it difficult to build any a certain life position, they do not know how to cooperate with representatives of other cultures.

Here are some statistics:in 2013, 72 children received social rehabilitation in the department of a social shelter for children and adolescents in the Belokataisky district, in 2014, 90 children passed through our department, and already in 2015, 108 pupils received social rehabilitation.The social shelter for children and adolescents is a state institution designed to help children who find themselves in difficult life situations, who find themselves alone with the street without supervision. What is this help? The shelter provides accommodation, care and food, medical care - in general, the opportunity to live and study. The orphanage helps children to understand that there is another level of life to which they should aspire and try to achieve.

The experience of the social shelter shows that the formation of life values ​​in children largely determines the development of their behavioral skills. Misconceptions about friendship, kindness, honesty, justice are the cause of frequent conflicts between children. Therefore, the specialists of the social shelter must first of all find out what the children themselves know about the ethics of relations between people, what specific content they put into the concepts of “kindness”, “honesty”, “fairness”, whether they are aware of manifestations of cruelty, deceit, egocentrism.

AtTeaching children to correctly assess their actions by comparing their behavior with the behavior of others is one of the main tasks on the way to forming their life values ​​and developing behavioral skills.

The category of children who find themselves in tzhs requires special attention from teachers, educators and other specialists. This problem is especially relevant with children 10-15 years old. All participants in the educational process should pay great attention to the health of adolescents, both physical and mental, for the timely detection of various deviations and their prevention.

At this age, the body of a teenager is more vulnerable and the risk of somatic diseases increases; in adolescence, many nervous and mental diseases first appear. There is also an expansion of social relations that give a new social experience. In general, the main task in working with children at risk is to create the best conditions for their development and education, to build a system of psychological, pedagogical and medical and social assistance and support. To solve this problem, close interdepartmental cooperation of all departments is necessary.

Correctional and educational work is designed to help minors find a logical connection or contradiction between existing moral assessments and their own judgments in order to orient themselves in their actions, in the world of moral values ​​and their moral life, in the nature and characteristics of good and evil, their criteria, ethical concepts and categories.

By studying the moral norms of a social society, a child is able to break the moral laws of human existence in his life experience, gradually develop a thinking oriented towards understanding the moral value of certain actions, their consequences for the world around, people, an individual, himself.

The stay of children in institutions of social and psychological and pedagogical assistance and support is aimed at: providing targeted assistance, ensuring social competence, adaptation to a particular institution, medical and pedagogical rehabilitation, providing social and legal support aimed at educating the child's ability to survive in difficult conditions.

The task of specialists is to support the approved behavior, positive character traits and the destruction of disapproved behavior, resulting in the growth of positive personality traits. Specialists need to know what the child is good at, what he is good at, what strengths he has, what causes him difficulties, in what he lags behind. For this purpose, specialists must be able to diagnose the development of the child and highlight those skills that need to be taught so that he can better live and survive.

The main new formation in the process of raising children at risk should be competence - intellectual, social, linguistic, physical, absorbing the results of the development of all personality characteristics that have formed in the life of the child. Social competence is considered as a state of the individual, the ability and readiness to solve problems that a person faces in everyday life and communication..

The priority direction of personal development is the individualization of activity, which allows you to see the uniqueness and uniqueness of each child, highlighting the good sides in him and relying on them in his work, and not just relying on the age statistical norm. An important task of the system of social and pedagogical support for childhood is to restore the educational potential of the family, since not a single even the most excellent state institution can replace a family for a child, and therefore every effort should be made to rehabilitate it in social, psychological, pedagogical and other respects.

The increase in the number of children in difficult life situations has actualized the need to develop special training programs to ensure the psychological safety of adolescents, a program to prevent child abuse and sexual abuse in the family, as well as an educational program for preschool education of children and obtaining a license for educational activities. We received a review of the program for the prevention of ill-treatment by a candidate of pedagogical sciences, associate professor of the department of social pedagogy, Belarusian State Pedagogical University. Akmulla A.F. Fazlyeva and began the active implementation of these programs not only in our shelter, but also in two other supervised shelters in the Duvan and Kiginsky districts. We prepared this program for the competition of the Fund for the Support of Children in TZHS and received equipment in the amount of about 500,000 rubles under the won grant in 2015, and literally on February 18 we received another part of the equipment in the amount of about 600,000 rubles. We use the equipment in our work and, within the framework of these programs, we direct it, first of all, to the development of elementary communication skills, the ability to cooperate, listen to the opinion of another, and yield. In addition, the system of work includes teaching children acceptable ways to get rid of anger and other negative emotions. Important in working with children is the development of the ability to analyze their behavior, feelings, personality traits, as well as the formation of a sense of empathy and other positive qualities (tolerance, responsibility for one's actions, etc.). This work creates conditions for the optimal social and psychological-pedagogical adaptation of the child through the development of his personality.

Our task as psychologists and educators is to give the child the opportunity to realize and activate spiritual needs for truth, beauty, perfection, and comprehensiveness.

But in general, the main task in working with children at risk is to create the best conditions for their development, primarily in the family, and for their education, building a system of psychological, pedagogical and medical and social assistance and support. To solve this problem, close cooperation of all departments involved in this activity (police, juvenile affairs inspection, guardianship and guardianship, health, education, etc.), interaction of various specialists at the level of a village, municipality, district, city, etc. is necessary. d.

Therefore, we offer you the closest cooperation, plan, develop and implement new technologies in collaboration.

Thank you for your attention.

What is important to you and what is ? Each person who will be asked such a question will answer it individually. One will say that the most important thing in life is a career and prosperity, the other will answer that this is power and status in society, the third will cite family, relationships and health as an example. The list can be quite long, but we only need to understand that what is important for a person controls his actions. Based on what his priorities are, he will make friends, get an education, choose a place of work, in other words, build his life.

And the topic of this article is life priorities, or, to be more precise, life values. Next, we will talk about what it is, what values ​​​​are in general and how their system is formed.

What are life values?

So, the life values ​​of a person can be called that scale of assessments and measures, with the help of which he verifies and evaluates his life. At various periods of human existence, this scale has been transformed and modified, but certain measures and assessments have always been present in it and continue to be present now.

The life values ​​of a person are absolute values ​​- they occupy the first place in his worldview and have a direct impact on which areas of life will be a priority for him, and what he will perceive as secondary.

What are life values?

First of all, it should be pointed out that a person's system of life values ​​can consist of several elements:

• Human values
• Cultural values
• Individual values

And if the first two elements are mainly due to the general ideas of people about what is good and what is bad, what is important and what is secondary, as well as the characteristics of the culture in which a person was born and raised, then the third element can be attributed to purely subjective worldview peculiarities. Although in this case, one can single out something in common that unites the life values ​​of all people in general.

Thus, the general system of human values ​​in life can be attributed to:

• Health - it is one of the basic values ​​of life, shared by many people and valued quite highly. But health can be attributed not only to spiritual well-being, but also social well-being, expressed in the absence of social crises in life. Particularly noteworthy are indicators of physical and social well-being, which are reflected in external attractiveness and in the attributes of social position, such as social status, possession of certain things, compliance with standards and brands;
• Success in life is another value that has been held in high regard for a long time. Getting is the key to a stable future, a successful career, availability and social recognition - all this is important for many people. But at the same time, the number of adherents of the so-called downshifting is also quite large - a phenomenon in which people who have already managed to achieve success and social status come to the understanding that they no longer have the strength to endure social pressure, retire and go into a simple life, in order to maintain peace of mind and integrity. To date, the skill of adapting to different conditions and circumstances of life and the ability to earn without working for hire are especially valuable;
• Family remains one of the main life values ​​for people all over the world, despite the fact that today there is a tendency to refuse marriages, especially earlier ones, refuse to have children, as well as propaganda of same-sex relationships. Moreover, even the fact that in our time money can be used to obtain an infinite number of sexual relations and the appearance of love cannot be compared with the fact that a real family and the need for procreation still remain significant for people;
• Children - and here again we can say that, despite the propaganda of abandoning children (childfree), for the vast majority of people, children continue to be the meaning of existence, and the birth and upbringing of offspring turns into. And of great importance here is the opportunity for a person to leave behind posterity, as a trace, as well as the transfer of his life experience and the consolidation of his individual "I" in that will continue to exist longer than himself.

Guided by all this, we can conclude that the system of life values ​​of people, which they are guided by throughout their lives, in most cases is represented by their desire for self-realization, and its transmission in time.

But, in addition to the listed life values, there are a number of others that are also very common:

• Closeness with loved ones
• Friends
• Freedom of thought and action
• Independence
• Jobs for life's purpose
• Respect and recognition from others
• and opening new places
• creative realization

Differences in life values ​​and priorities are explained by the fact that people differ in. This suggests that your system of life values ​​\u200b\u200bis completely individual, but what matters most to you, and what you value as the most important thing in life, for someone else may be completely meaningless or even at all. missing from his value system. Although, of course, things that are significant for everyone and everyone, like moral values, have a place to be, regardless of where a person was born and at what time.

Now let's talk about how the system of life values ​​is formed.

Features of the formation of a system of life values

The system of life values ​​of each person begins to form from the first years of his life, however, it is finally formed only by reaching a responsible age, i.e. by about 18-20 years, although even after that it can change in some way. The very process of its formation takes place according to a certain algorithm.

Schematically, this algorithm can be expressed as follows:

• Aspiration > Ideal
• Aspiration > Goal > Ideal
• Aspiration > Values ​​> Purpose > Ideal
• Aspiration > Means > Values ​​> Goal > Ideal

However, subsequently, between all these points, another one appears - ethics, as a result of which the whole scheme takes the following form:

• Aspiration > Ethics> Funds > Ethics> Values ​​> Ethics> Purpose > Ethics> Ideal

Hence it turns out that in the first place there is an ideal and the very desire for this ideal. The ideal, which can also be called an image, if there is no desire for it, is no longer such.

At the first stage, which is most often instinctive, the ideal is neutral from an ethical point of view, i.e. it cannot be assessed in any way, and it can be formed in the form of a sensory-emotional substance, the content of which is rather difficult to determine. The meaning that is given to the ideal is formed only at the stage of transformation into a goal. And only after that, reaching the third stage, is the formation of values ​​that serve as resources, conditions and rules for, which leads to the ideal. And the whole algorithm, in the end, ends with the so-called inventory of the necessary and available means to achieve the goal.

Each element of the presented algorithm is extremely important, however, it is necessary to pay attention to the fact that the ideal, goal and means are formed and chosen under the influence of not only needs, but also ethical norms, which, as it were, “filter” all stages of the algorithm. At the same time, ethical norms can exist in the mind of a person, as well as in the mass mind, representing the results of the action of previous algorithms, and therefore be perceived as “objectively existing”. In addition, they can also be formed as new ones, being conditioned by the newly emerged ideal and the algorithm corresponding to it.

The life of any person, which we have already mentioned, from childhood begins to obey this algorithm, and it doesn’t matter what it concerns: the choice of a future profession, a loved one, political or religious views and actions performed. And here it is the “ideals” that play a special role, regardless of whether they exist in the mind of a person or in his subconscious.

Summing up, we can say that the system of human values ​​in life is a fairly stable structure, despite the fact that it is subject to changes, both small and global. And the realization by the person himself of his system of life values ​​is the first step towards understanding his own.

Plugatyreva Elena Olegovna

Teacher-psychologist of the municipal educational institution for children of preschool and primary school age elementary school - kindergarten "Rainbow" (MOU NShDS "Rainbow"), Chernogorsk, Republic of Khakassia, Russia.

Competitor of the Department of Professional Pedagogy and Psychology, Siberian State Technological University (SibGTU.), Krasnoyarsk, Russia.

Factors influencing the formation of value orientations.

The formation of value orientations is a complex and lengthy process that involves scientific knowledge of the psychological mechanisms underlying value orientations and the conditions for their development.

S.L. Rubinstein said that value is the significance for a person of something in the world, and only a recognized value is capable of fulfilling the most important value function - the function of behavior guide. value orientation reveals itself in a certain direction of consciousness and behavior, manifested in socially significant deeds and actions.

It seems very important to determine the understanding of the nature of value orientations. It is advisable to study the psychological features of the formation of value orientations from the standpoint of a systematic approach that allows us to consider this psychological education as a result of the process of human interaction with the world, from the point of view of content, value orientation is the general orientation of the individual to what is significant and important for her in life.

The formation and functioning of value orientations has a number of features. The determination of the regulation of human behavior comes from two sides: a) from the side of the world, external conditions, the level of development of culture, natural factors, etc.; b) on the part of the person himself, his desires, preferences, values ​​and meanings, motives and interests. At each of the levels of regulation of behavior, these parties meet and transform into one or another type of relationship. And at the level of distant prospects - this implies their subordination and ordering. The design level characterizes the comprehension of the attitude to possible activities, goals, things, people from the position of their inclusion in the real life of a person. Reflections are aimed at creating semantic formations through the correlation of meanings according to different criteria and at their transformation.

At the motivational level, motivational relationships are manifested in the active choice of deeds, actions, objects and people. Preferences and preferences are clearly manifested. The relationship between motives in the inner world of a person leads to their hierarchy, comparison and ordering. Any internal relation is a relation between the actual and potential in a person, which, depending on the level, are regulated on the basis of criteria. These criteria are: a measure of the commonality of certain formations, the degree of significance for a person of a particular formation now or in the future.

Internal relations express the dynamics of a person's subjective life and can take different forms (conflict, upsurge, wholeness, harmony, etc.). In the real process of psychological regulation, its types of relations (value, semantic, motivational) exist in unity, this also applies to value orientations understood as a value psychological mechanism for regulating behavior. Of course, one of the types of relationships (or level of regulation) can or should dominate, then the rest are in it in a removed, folded form.

The process of regulation of human behavior comes from the internal relationship between the actual and potential in a person. This applies not only to relationships within one level, but to transitions and connections between levels of regulation. For example, between motives and meanings, general meanings and values, a system of motives and values.

The formation of value orientations comes from the actualization of the external relationship of human interaction with the world. In the process of formation and development of a person, the world, culture and specific situations actualize different types of significant relationships in very diverse combinations. But, of course, there are also common points: this is how culture (myth, ritual, rituals, etc.) first of all actualize value relations.

OH. Zdravomyslov points out that value orientations are an important element of the internal structure of the personality, which are fixed by the life experience of each individual and the totality of his experiences..

The value-need sphere of a personality is a system of individual needs, formed on the basis of innate or already acquired needs during life, and organized into blocks - values ​​that correspond to historically established socially approved, moral and ethical standards developed in the process of development of society under the influence of social economic factors, characterized by their individual originality. human needs, the significance of the properties of the environment of the world form a complex interdependence, which is quite changeable. Without the satisfaction of many needs, our daily life is impossible. Here are the biological needs that ensure the preservation of our body: sleep, food, movement. But they also fade into the background in cases where behavior is subject to spiritual needs, higher feelings: duty, honor, conscience, suffering. They sometimes overestimate even vital needs, even human life itself. Psychologists talk about a hierarchy of needs, i.e. about their relationship. But, as Abramova G.S. writes, “... behind such a hierarchy is the school of human values, his moral qualities, the system of assessments that he gives to the world around him”.

The pattern of mental development is manifested in the fact that a person cannot live in a world with equal value of all its sides, because then, choice is impossible, decisions cannot be made. The choice may be random if a person is dealing with unfamiliar, insignificant properties of the world. The choice is natural if they already have meaning and value.

Let us consider some of the main factors influencing the system of value orientations.

A. cultural experience. Culture sets a system of value ideas that regulate individual and social behavior of a person, serves as the basis for setting and implementing cognitive, practical and personal tasks. Culture takes a person to a different way of being, a way that lies outside the individual and is more meaningful and orderly.. From the moment of his birth, a person is placed in the world of culture from the very beginning. In this world, a gigantic universal human experience has been accumulated and recorded, which provides a person with ready-made models and means for solving personal problems. Human consciousness develops within the cultural whole, in which the experience of activity, communication and worldview is crystallized.. However, the appropriation of cultural experience is certainly not automatic. From each individual person, it requires an extremely personal awareness, "rediscovery". MM. Bakhtin argued that "any universally significant value becomes really significant only in an individual context".

b. Moral principles . In addition to moral norms, knowledge about moral qualities and the ideal, in the history of moral consciousness there is a need for a flexible and universal guide for a person. They became moral principles. These principles provide only a general basis for the implementation of norms of conduct and a criterion for choosing rules in a variety of conditions.. In moral principles, general rules of behavior are fixed, the requirements of social discipline for a variety of actions of any type committed by people. In the principles of morality, generalized laws of moral behavior are expressed, uniting many actions that are different in content into a single way of life and line of behavior..

C. Personal experience. This factor is the most significant in terms of the degree of influence on the formation of a person's value system. Thus, for example, the value orientations of an adult are much more stable than the system of values ​​of a child; personal experience "reinforces" individual values ​​that have a certain significance for a particular person. In addition, the very process of evaluating statements occurs precisely through the acquisition of personal experience and on the basis of it (after all, most people learn from their mistakes).

D. Intra-family atmosphere . Influence factor p parents for children has a long-term character, therefore it is one of the most important in terms of the degree of influence on the child, and in particular - on his life values. They largely determine the life path of the child. But in addition to conscious, purposeful upbringing, the entire family atmosphere affects the child, and the effect of this influence exceeds all others.

Thus, we can distinguish the following factors influencing the formation of values. Initially, a person is offered several options for norms of behavior: generally accepted social norms and intra-family rules, patterns of behavior borrowed from art, moral principles, etc. And then he faces the question of choosing his own, "third", individual path, the question of his own system of values.

Bibliography

1. Zdravomyslov A.G. Need. Interests. Values. -M.: Thought, 1986.

2. Kravchenko A.I. General sociology: Proc. allowance for universities. – M.: UNITI, 2001.

3. Markovich D. "General Sociology". - Rostov-on-Don, 1993.

4. Rubinshtein S.L. Problems of general psychology. -M.: Enlightenment, 1976.

5. Personality formation in the transitional period from adolescence to adolescence. Under. ed. Dubrovina I.V. -M.: Pedagogy, 1987.

Sergey Nikolaevich Belkin - editor-in-chief of the almanac and the portal "Development and Economics"

One of the most important categories used in the analysis of social processes is the category of values. Omitting in this brief note the description of the long and unfinished path traveled by this concept from Plato and Hegel to Sartre, Heidegger and other modern thinkers, we will offer our vision of the mechanism for the formation of values ​​and goals in the process of human activity.

A person consciously or subconsciously acts according to an algorithm that can be represented as a diagram:

Thus, it is argued that the primary is the simultaneous emergence of the ideal and striving for it. An ideal (image) to which there is no striving is not an ideal. The ideal at the first - often instinctive - stage is ethically neutral: it is neither "bad" nor "good" and in general can be formed in the form of an emotional-sensory image with indefinite semantics. The semantic design of the ideal - intellectual, verbal, semantic, etc. - arises at the stage of understanding and formulating the goal. Only at the third stage values ​​are formed - as the quality of resources, conditions and rules for achieving the goal leading to the ideal. The algorithm ends with an "inventory" of the available and desirable means to achieve the goal.

All elements and stages of this algorithm are important, but one should pay attention to the fact that the formation of the ideal, the definition of the goal, and the choice of means are influenced not only by needs, but also by ethical norms that “filter” each stage of the algorithm. At the same time, ethical norms can be present in consciousness (including in the public consciousness) as “products” of previous algorithms and, in this regard, be perceived as “objectively existing”, but they can also be formed anew within the framework of a newly emerged ideal and the corresponding algorithm.

Everyone's personal life, starting from a very early age, is also subject to this algorithm - whether it concerns the choice of a profession, a life partner, political sympathies and appropriate actions. Here it is important to emphasize the decisive role of "ideals" - in whatever form they may exist in consciousness or subconsciousness. From the point of view of the course of social life, this role is played by images of the desired future, the “proper” social structure. The presence of an ideal image - say, a just society - does not guarantee success in its construction. Its absence, however, deprives society of even hope for subjectivity, for strategic planning that meets the aspirations of the majority.

In political practice, quite often the true ideal is hidden, and actions are justified by false motives. So, the true ideal, for example, of a certain ordinary politician is consumer comfort and power over people. A corresponding internal goal is being formed: the rapid acquisition of personal wealth by appropriating someone else's property - another person, a social group, a neighboring state, etc. At the same time, the “moral filter” of this hypothetical politician will either stop him, prohibit him from taking someone else’s, or turn out to be more transparent and justify the appropriation of property on the basis, say, that a “class” or “religious” alien is chosen as the object of robbery. Thus, one of the elements of the politician's value system will be formed. The pursuit of the goal will elevate personal power in the country to the rank of the highest values ​​and at the same time means, since such a situation will make it possible to realize what was planned. Power can be acquired in various ways, including, for example, "democratic." Since this requires massive support from the population, then false motives are brought to the surface, for public use: the fight against the “alien” for the sake of the common good, or some other suitable slogans. And as a social ideal, the people will be offered, for example, "entering the civilized world", "getting rid of ... little green men", etc. The people fed by propaganda will fill this image with their own expectations - including positive ones - and will vote for the politician.

The role of moral filters is extremely important. Even more important - and more dangerous! - their absence. It is vital to consciously apply the ethical norms that exist in the mind, which are the legacy of previously experienced algorithms or perceived from various kinds of moralizing. In this sense, any political, economic appeal, any reform is, first of all, an ethical choice. And one should not be uncritically tempted by appeals.

Unfortunately, ethical norms do not operate by themselves, like the law of universal gravitation. You need to think about them, remember, take care of their application. Unfortunately, in modern society, ethical choice is deeply littered with huge layers of ideologies, political, cultural and everyday preferences, built into the norm, into a model of proper behavior, into socio-political and economic paradigms.

It is also important to note the exceptional role and power of conscious goals - both rational and metaphysical. It is the goals that determine and "sanction" the values ​​and the corresponding type of behavior. If the goal is the salvation of the soul in the Christian sense, then this leads us to the recognition of Christian values. If the goal is to live a righteous life, then we strive to maintain appropriate behavior every day. If the goal is the acquisition of personal wealth and power, then the values ​​of individualism will be recognized as the dominant values, personal moral attitudes will be pushed aside all others.

Another factor influencing personal and social behavior is the type of thinking. Other things being equal, people choose different lines of behavior, based not only on ideals and moral criteria, but also on their inherent inclinations, defined as mentality or "national character".

People are sociable and closed, extroverts and introverts. In every person and in society as a whole, these two psychotypes coexist simultaneously, but most often one of them is dominant. The appropriate line of conduct is also selected. The life of the people over the centuries selects the combination of lines of behavior that best contributes to the survival and prosperity of the people, the preservation of its ethical, spiritual values, and the historical destiny recognized by the people. In every society, two tendencies coexist - self-affirmation and integration. They are not absolutely intransigent, death-fighting. In a harmonious society, their struggle is a dialectical source of development, but subject to the presence of a third - ethical - factor: the Christian understanding of world harmony in its highest form, in the form of "unmerged unity", is symbolized in the image of the Holy Trinity. A person, driven by his own motives, destroys this harmony, following, for example, self-affirmation to an unacceptably higher degree than integration, “adapting” his own flexible morality to these actions. It is instructive to compare self-affirmation and integration as two types of thinking and two types of values, using a table from Fridtjof Capra's Web of Life:

Modern Western society - and Russia is also a Western society - overestimates the role of self-affirmation and individualism. It is expansion, competition, wealth growth and dominance that are its values ​​and goals. Hence - destructive consumerism and world order-destroying activities to acquire wealth, power, enslavement of some by others, following false goals and values.

Knowing the algorithm for the formation of goals and values, their inextricable relationship with ideals, ethics and the type of thinking, one can correct goal setting, see a threat to previously established values ​​in time, identify true ideals disguised by false ones, learn to recognize political deceit and deadly traps of economic paradigms.