Formation life values and priorities

The need to determine personal values, priorities and the meaning of life arises in every person. This is one of the most important needs of the individual. In youth, this need is felt especially acutely.

Features of personality development depend on economic and cultural level development of the society in which the child grows up, depending on what historical stage he witnessed this development.

Personal development and the formation of a scale of life values ​​are also determined by what family and society expect from him, what values ​​and ideals are offered to him, what tasks he faces at different age periods.

Over the long history of existence human society fundamental universal human values ​​and norms of moral behavior have been developed. In society, kindness, loyalty, honesty, mutual assistance have always been and are valued and cynicism, deception, greed, vanity, and crime are rejected.

IN modern society The main human values ​​are family, health, education, work. Universal human values ​​are closely related to a person’s personal values, which can be divided into material and spiritual (moral). The implementation of all these values ​​is necessary for self-affirmation and recognition of personality. Each person gives preference to certain values. His choice can be judged by wealth or scarcity inner world, diversity of interests, unique human individuality. Throughout his life, a person develops his worldview and way of life. A significant role in this is played by his environment (family, friends), as well as various national, religious and social views and traditions. The moment of formation of one’s own scale of values ​​in adolescence is very important - during the period of gradual entry into adulthood.

For a teenager, life values ​​are perceived only in a personal, concrete embodiment. This trait goes so far that the value he seeks and finds is completely identified for him with a living person in whom he sees it embodied. A teenager's faith in an ideal is, first of all, faith in the person he has chosen, whom he selects from his environment. This could be a family member, a teacher, or one of your peers. If this person does not live up to that faith, the entire ideal world may collapse. That is why it is very important for a teenager who surrounds him and what kind of relationships he develops with adults and peers during this difficult period. Unfortunately, the behavior of adults very often diverges from the moralizing conversations they have with teenagers. “Do as I say” - such a parenting stereotype does not suit a teenager. “Do as I do” - this is what should become the moral basis for an adult’s communication and work with a teenager.

“The life of every person consists of actions, they express the moral essence of a person,” said V. A. Sukhomlinsky.

The closest social environment is parents and other family members, later kindergarten teachers and school teachers(sometimes family friends or a priest) - directly affects the development of the child’s psyche. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the child’s development, and in adolescence and high school age, some social groups can significantly influence - through means mass media, organizing rallies, preaching in religious communities and etc.

A teenager (12-15 years old) comes to understand reality largely “from himself,” through his experiences. A high school student (16-18 years old), on the contrary, learning about his surroundings, returns to himself and asks ideological questions: “What do I mean in this world?”, “What place do I occupy in it?”, “What are my capabilities?”, “ What am I?" He seeks clear, definite answers and is categorical in his views and not flexible enough. No wonder they talk about youthful maximalism.

The formation of one’s own scale of values ​​occurs already in the early childhood. That is why it is so important in what family a child is raised as he grows into a teenager, young man, or adult.

A teenager’s value orientations, his understanding of social problems, and his moral assessments of events and actions depend primarily on his parents. If happy moments in the family are associated only with acquisition and accumulation, it is difficult for the child to become happy in the future. Material needs are limitless, and failure to satisfy them can result in tragedy.

If spiritual values ​​prevail in the family, for example, mutual support, kindness, honesty, the joy of communicating with each other, the need to give rather than take, then the child is unlikely to feel lonely and disadvantaged in the future. The habit formed in childhood of enjoying communication with nature, music, works of art and a good book will allow young people to withstand and make the right decisions in the most difficult life situations.

The most important thing for a teenager is the confidence that he is loved by his parents, that adults see his strengths and not just his weaknesses. We must remember that only the love of loved ones will help a growing child overcome the painful transitional period of adolescence, when a teenager becomes uncontrollable.

In order for a teenager to turn to his parents or teachers for help and advice in difficult life situations, adults need to realize that from the very early childhood a child is an individual and experiences his childhood troubles, which seem trivial to adults, very acutely and emotionally.

The position of adults in this situation is very important for future contacts and creating an atmosphere of trust between the child and the adult. Here is one such example. One warm holiday day, a young mother was leading a five-year-old boy by the hand, who was eating ice cream. Mom was in a hurry, the child almost ran next to her and, having stumbled, fell, dropped the ice cream, and stained his holiday suit.

At these moments, the fate of her future relationship with her son depended on the mother’s reaction to what happened. Mom spanked her son, threw the ice cream into the bin and said: “You are always such a disheveled person! You will never get ice cream again!”, and dragged him further. From horror at what he had done, the baby turned pale and even stopped crying, and the mother lost her son’s trust forever.

Many may say - what a trifle! But this is only from the point of view of an adult. Then the mother herself will wonder why her grown-up son does not like to be at home, hides bad grades from her and never talks about his problems. And this happened because even in childhood he learned a good lesson - if he upset his mother in some way, he would be punished, and she would stop loving him. Of course, the son may forget this episode, but the emotional awareness of the gravity of the situation and the mother’s reaction will remain in his memory forever. If the reaction had been the opposite - the boy would have been told that it’s not a problem and the suit can be washed, the child would have new ice cream in his hands, and his mother, who understands and loves him, would be walking next to him - we can confidently say that the boy’s faith in that they will help him and will not stop loving him, even if he is guilty of something, would make the future relationship between mother and son trusting and frank. Or one more example. Often parents from the so-called prosperous families with high material income they wonder why their daughter cannot create a good family, and in search of a beautiful life she actually sells her body. To understand this, parents should mentally go back a few years and remember how they told their daughter: “Why are you friends with Petya? His family has no stake, no yard. Look how he’s dressed. But Andrei already has his own a car, his parents have a luxurious apartment and a dacha." Some women allow themselves to demonstrate a positive or negative attitude towards their husband depending on the price of the gift or the size of the salary brought in. This nature of relationships in the family forms a consumer attitude towards love in a girl at a subconscious level.

As shown by studies recently conducted in one of the countries Western Europe, most men who use the services of prostitutes were brought up in families where they witnessed rude and even ill-treatment father and mother. Subsequently, they found it difficult to have sexual relations with women for whom they had deep respect and elevated feelings. This once again emphasizes how important it is for adults, if they really want to see their children happy in the future, to control their behavior and profess for themselves the life and moral values ​​that they are trying to introduce to their grown-up children. Gifts and favors in no case can be a substitute for close attention to the child, when the father or mother is left alone with him and can give him the most valuable thing, incomparable to any gifts - his care, attention, warmth and love. It is precisely such moments and situations that are very important for the formation of self-esteem in a child.

It is very important that the child understands: he is individual and valuable as an individual for his parents and people close to him. High self-esteem will allow a teenager to say “no” in situations where it is necessary, especially if this is related to his sexual behavior during puberty.

Self-control and self-discipline play an important role in a person’s life. It would be a mistake to consider self-control a limitation of freedom.

Throughout life we ​​have to make many different decisions, for example regarding education, choice of friends, family and personal problems. A person begins to learn this from early childhood, and in adolescence he tries to solve his problems himself. But often, due to lack of experience, he fails or makes a mistake that is then difficult to correct. Teenagers tend to focus on the immediate results of their decisions, while parents pay more attention to their future consequences. As long as most actions concern only the teenager himself and do not affect the people around him, it is easier for him to cope with problems. A teenager can already assess the situation himself, make decisions, take into account the consequences, understand his responsibility to himself and other people, evaluate his actions for his own self-education, which helps him in the future to come out of difficult situations with honor. He is constantly learning this.

Types of personal values

Definitely a set basic values each person is individual, just as the factors of their formation are individual. Next, we will give a classification of basic values, and also identify how the formation of a value system occurs.

Definition 1

Value is a scale of assessments and measures by which a person evaluates his life and has the opportunity to compare it, and if the result is unsatisfactory, understand how he can improve the conditions of his existence.

Note 1

It is worth noting that the basic life values ​​of people are absolute values, that is, they occupy leading place in their worldview, and also have a direct impact on which areas of life will be a priority for a person, and what he will focus on in the second place.

The system of basic values ​​is quite diverse and consists of several basic elements:

1. Universal human values ​​are those that are inherent to any person, regardless of age, gender, social and religious affiliation, and also regardless of cultural and traditional preferences;
2. Cultural values ​​are those that are characteristic of people belonging to a specific, separate culture;
3. Individual values ​​are basic values ​​related to one individual or a small group of people, emphasizing their uniqueness and isolation from others.

Note 2

The first two elements are universal and cultural values- are determined mainly by people’s general ideas about good and evil, about what is important for them and what is of secondary importance. Individual values ​​refer to purely subjective ideological characteristics.

Formation of values

The system of basic values ​​of each person, as we indicated earlier, is purely individual, and begins to form from the very beginning. early age(from the first years of life).

However, final formation and consolidation occurs only upon reaching a responsible age, when a person already comprehends his existence, his responsibility. Researchers limit this age to approximately 18-20 years, although even after this a person, his psyche and worldview change, which can also change his value system: often what was previously of no interest comes to the fore, and important priorities become secondary .

The process of forming basic values ​​occurs according to the following scheme (algorithm):

1. Aspiration is an ideal;
2. Aspiration – goal – ideal;
3. Aspiration – values ​​– goal – ideal;
4. Aspiration – means – values ​​– goal – ideal.

Then, between these stable points, another element appears - ethics, and the algorithm becomes as follows:

Aspiration - ethics - means - ethics - values ​​- ethics - goal - ethics - ideal.

As we see, first of all, an ideal appears in a person’s thoughts, as well as the very desire to comprehend it. An ideal that can also be called in an ideal way, if there is no desire for it, and if it does not motivate a person, it is not an ideal, and therefore the formation of value becomes impossible.

The first stage of value formation is that the ideal is neutral, and the stage itself is based only on human instincts. From an ethical point of view, the ideal cannot be assessed, and it is formed in the form of an emotional and sensory element. The meaning that a person gives to an ideal is formed only at the stage of transformation of the ideal into a goal. What then becomes important is the achievement of this specifically designated goal, subject to the use of the means. Usually these are either material resources or the skills and abilities a person has at his disposal in a certain period of time.

When determining a theoretical platform for studying the formation of values, which allows us to reveal the internal mechanisms of the phenomenon being studied, we will consider psychological concepts that reveal the relationship between external phenomena and internal changes in the structure of the personality, an element of which are values.

Psychology generally interprets values ​​as elements of a person’s consciousness: interests, beliefs, etc. Thanks to experience, values ​​become a fact of consciousness and are found in the goals, ideals, beliefs, interests and other structures of the personality, forming a meaningful structure of orientation, expressing the internal basis of its relationship to reality .

Psychologists closely associate the process of formation of a person’s own world of values ​​with the category “attitude.” Psychology considers three main trends in understanding this category. Representatives of the “activity approach” (,) study a person’s attitude in the context of his transformative activity. It is activity that is defined as a special kind of relationship between a person and the world. The concept of “personal meaning” occupies a special place in this aspect. Changes in socio-economic conditions lead to changes in human life. At the same time, as noted, human activity historically does not change its general structure, but the relationship between goals and motives of activity changes. Moreover, the function of motives is that they, as it were, “evaluate” vital meaning for the subject of objective circumstances, they give them a personal meaning, which performs a regulatory function and is determined by the connection between the object or phenomenon and the motives and values ​​of the subject. Thus, in a personal sense, not only the significance itself, its emotional sign and quantitative measure are reflected, but also the meaningful connection of an object and phenomenon with specific motives, needs and values.

Internal experiences of a person, “their real function consists only in guiding the subject to their actual source, in the fact that they signal the personal meaning of the events playing out in his life, force him, as it were, to pause for a moment the flow of his activity, to peer into the existing life values ​​in order to find oneself in them or, perhaps, to reconsider them” (Leontyev). In this regard, it is important that changing the personal meaning of objects and phenomena is possible by rethinking their place and role in the life of the subject, including them in a broader context of semantic connections with more diverse motives, needs and values, or as a result of restructuring the motives themselves and values. (Leontyev)

The idea of ​​determining personality development by resolving internal and external contradictions, generated by the natural science paradigm rooted in psychology, has shifted to the ideas of self-determination, self-development, self-construction, and self-actualization. This led to the strong introduction of development concepts associated with the humanities (Psychology..., p. 108). These studies again returned to psychological science the concepts of “conscience”, “honor”, ​​“spirituality”, “morality”, “soul” (, etc.).

In his research, he was the first in Russian psychology to reveal the value-semantic concept of human personality, defining the essence of a person through his attitude towards another person as an intrinsic value, as a being who personifies the endless potential of the human race. An interesting set of criteria for normal human development that the scientist developed: the ability to decenter, self-giving and love as a way of this relationship; creative healing nature of life; need for positive freedom; ability to express free will; the ability to self-design the future; faith in the feasibility of what is planned; internal responsibility to oneself and others, past and future generations; the desire to find an end-to-end general meaning in one’s life (same, p. 125).

Representatives of the systems approach (,) shift the emphasis from activity to mental phenomena in general. The property of a person is understood as a manifestation of a person’s relationship, his connection with the outside world. The most consistent supporter of the special direct study of relationships is one who continued to develop ideas. Scientists have discovered that, firstly, the content of the relationship is determined by the characteristics of the subject and object of the relationship; secondly, relationships allow us to determine the connection of a person with the world and a person with a person; thirdly, the attitude is connected with the activity and is expressed in it; fourthly, the content of relationships reveals the characteristics of a person.

The issue of value formation is the central problem of research by representatives of humanistic psychology, revived in post-war period history of the 20th century, which was an expression of a general orientation towards the problems of individual existence in the world, towards personal orientation in the development of man. Representatives of this era were the works of E. Fromm, A. Maslow, V. Frankl, K. Rogers, R. May, G. Allport, who in practical and theoretical activities directly answer the question of the essence of human development. Putting forward a person-centered approach to education, K. Rogers argues that a set of values ​​associated with a personal way of being (human dignity, free choice and responsibility for its consequences) is the basis of humanistic innovations in education. The deterministic role of the microenvironment in the formation of a person’s value orientations is studied in the works of A. Maslow. Group values ​​are transmitted to the individual through his inclusion in the group’s system of social activity; they act for the individual as the goals of social activity offered to him, as well as as criteria for self-actualization. The scientist defines the main idea of ​​self-realization as the development, formation of personality, the disclosure of its personal capabilities and abilities, the continuous desire for self-realization, self-expression, and the manifestation of existential values. He came to the conclusion that “human nature is not nearly as bad as people think of it” and that man is capable of making full use of his talents, abilities, and capabilities (Maslow A. New Frontiers human nature…, With. 132). Self-actualizing people, according to A. Maslow. “devote their lives to the search for ... ultimate values ​​that are genuine and cannot be reduced to something higher.” The hierarchy of needs, received in psychological literature The name "Maslow's pyramid" and its position on the highest values ​​is methodological. The researcher introduces 15 definitions into the structure of highest values, among which important place occupy: truth, beauty, goodness, unity and integrity, acceptance of oneself and others, a tendency towards problematic thinking, altruism, tolerance, large-scale life goals, etc. (Maslow A. New frontiers of human nature...).

V. Frankl identifies three groups of values: values ​​of creativity, values ​​of experience, values ​​of attitude. Creative work is what we give to life - the first step; what we take from the world through the experience of values ​​is the second stage; the way we relate to fate, i.e. the position we occupy is the third stage. “The world of values ​​is therefore seen from the point of view of the individual, and for any given situation there is only one suitable view. In fact, an absolutely correct idea of ​​something exists not despite the relativity of individual points of view, but thanks to them” (Frankl V. Man in Search of Meaning..., pp. 171-172).

The inconsistency of life situations, their diversity, determine the dynamics of human values, their rethinking as they accumulate life experience. According to the opinion, the process of rethinking a person’s life forms the most intimate and basic content of his inner being and determines the motives of his actions “values ​​are not what we pay for, but what we live for.” As a result of the changes internal conditions: needs, motives and orientation of the individual - certain values ​​are updated. This approach confirms the idea of ​​values ​​as a specific quality of the human psyche and human existence as a dynamic personality system.

We adhere to the point of view that the significance of this or that object, its aspects, exists independently of human consciousness, but before evaluation, before awareness of the object, the subject “does not know” about its value. The emergence of a method or evaluation criterion does not create value, but reveals it, that is, evaluation criteria perform a service role and are a product of social development.

The dual nature of experience - social and at the same time individual - determines the dual nature of value. There is a complex psychological feature here - on the one hand, values ​​are social, since they are determined by experience in connection with a person’s position in society, the system of socialization and education, the system of values ​​​​learned by him from the environment, on the other hand, they are at the same time individual, they contain a unique individual experience, the uniqueness of his interests and needs.

The process of transformation of social values ​​into personal ones is carried out through the moment of practical involvement of the subject in social relations, in a specific “microenvironment” - a social group that is a “relay” of the values ​​of society” (1979; p. 32). On the one hand, it is a mediating link in the inclusion of the subject in collective activity, in the process of assimilation and implementation of the values ​​of a particular society, i.e. it provides the functions of regulating the social behavior of the individual in accordance with the values ​​and goals of the development of society and the functioning of social groups(, 1968; , 1979, etc.). On the other hand, it opens up opportunities for social development for the subject (1974; 1979, etc.) or, according to at least, social adaptation, - for example, protective identification with the group, which is especially important in conditions of social crisis (, 1993).

The mechanism for personal assimilation of group values ​​is social identification as the process of formation of a person’s social identity, which is not reducible to group (role) identity (see, for example, 1993). Social identity is one of the mechanisms of subjective-personal mastery of social reality, which underlies the formation of a stable system of personal meanings, a stable structure of relations with the world (Leontiev A. N., 1975).

Value as a property of an object or phenomenon is inherent in it not by nature, not due to the internal structure of the object, but because it is the bearer of certain social relations, being involved in the sphere of human social existence. However, given to an object or phenomenon by a specific individual, it is individual, and therefore there can be as many evaluations of the same object as there are evaluating subjects. The real basis for their diversity is the individual characteristics of the assessing subject, the specificity of his needs and interests. At the same time, the assessment is a reflection of objective reality. On this basis, repeated assessments create norms and principles of any sociocultural entity (groups, society as a whole), which represent stable assessments in their impact on human behavior. They have a huge “personal meaning” for the subject, because “ Psychological significance- this has become the property of my consciousness... a generalized reflection of reality, developed by humanity and recorded in the form of a concept, knowledge or even in the form of a skill as a generalized “mode of action”, norms of behavior, etc.... A person finds a ready-made, historically established system of meanings and masters it... The actual psychological fact of my life is that I master or do not master a given meaning, whether I master it or not, and how much I master it and what it becomes for me, for my personality, the latter depends on what subjective personal meaning it has for me” (Leontyev, 1972, p. 290).

To understand this feature in identifying the mechanisms of value formation, we examine the connection between values ​​and value orientations and the orientation of the individual. In different concepts, this category is revealed in different ways: “a person’s selective attitude to reality” (), “dynamic tendency” (), “selective activity of the individual” (Myasishchev, V.N.), “general direction of activity” (,) , “general line of life” (), “active activity of the individual to achieve vital goals” (K.K. Platonov), “dynamic orientation of the essential forces of a person” (), “internal motivation for activity” (), etc. The main thing in the study of personality structure is recognized. that orientation is the most important aspect of personality, determining its social and moral value. It has its own structure and occupies a very important place in the overall structure of the personality. Its main manifestations are considered to be needs, motives, interests, beliefs, ideals, and worldview. believes that a person’s focus on certain values ​​constitutes his value orientations. That is, a complex structure of needs, motives, goals, worldview, ideals, beliefs, which constitutes the orientation of the individual, expressing the attitude towards objective reality, the team and oneself and manifesting itself in active activity, and serves as the “psychological basis” of the value orientation of the individual. Thus, the content of orientation is the dominant, socially conditioned relationship of the individual to reality. It is through the orientation of the individual that its value orientations find their real expression. Thus, he notes that the formation of a system of value orientations determines the orientation of the individual.

Analysis of the relationship between values ​​and value orientations and individual activity in various fields activity, showed that it is based on needs, motives and interests. Needs are traditionally considered to be the main motivating forces of individual activity. A person, aware of his own needs, acts as a person with independent behavior. The objects of reality surrounding a person, becoming the object of a person’s needs, turn out to be the goal of his activity and stimulate the activity of the individual. If, in the process of socially useful activity, the need for an object that is of great importance for the individual is satisfied, then a new need arises for more high order, but related to the first, etc. Need is an attraction, a person’s attraction to such states that ensure his preservation and development. Therefore, there are two types of them: conservation needs and development needs. (Gavrilovets of humanity: Book for the teacher. - Mn.: Nar. Asveta, 1985 - 183 p., p. 19). According to the object orientation, needs are classified into biogenic, psychophysiological, social, and higher, each of which determines satisfaction in work, communication, cognition, and recreation (Kulagina teacher's reference book. - M,: Education, 1991. - 288 p.). , analyzing the needs of students at pedagogical universities, he determined the criteria for the reasonableness of the needs of modern young people: 1) understanding the relationship between their needs and the economic, social and cultural capabilities of society; 2) understanding the relationship between one’s needs and personal labor contribution, one’s abilities, and the position the individual occupies in society; 3) the focus of needs on the development of a person’s spiritual and physical strength. The key issue in managing personal development is the education of reasonable needs. For our research, these principles are important about the reasonableness of needs, namely, the objective possibility of satisfying needs at a given stage of development of society, according to professional competence personality, its spiritual and moral principles and norms. (. Sutnasts of the moral-kashtounas patrabnasts…)

The needs of the individual, reflected in her consciousness, bring her into a state of activity and contribute to the emergence of motives for activity. On the other hand, an important source of personality activity - interests - also arise on the basis of needs. Interest is a conscious need. Needs and interests determine the goal-setting activity of consciousness, are embodied in the system of motivations and are fixed in the attitude. The attitude expresses the attitude of the individual towards those objects that have personal meaning, manifested in the activity of the individual. With the help of attitudes, an individual joins the system of norms and values ​​of a given social environment, they contribute to the self-affirmation of the individual, and also determine a predisposition to a certain assessment based on social experience, refracted by the individual in relation to certain social phenomena. The relationship between external, objective factors and internal subjective factors that influence a person and his behavior was considered in studies when studying attitudes. The latter, according to the scientist, plays important role in the mechanism of formation of value orientation and defined value orientations as a type of fixed attitudes.

Research into the relationship between value orientations and personal attitudes later took shape in the concept of personal dispositions, of which he is a representative. Personal disposition is understood as a set of internal conditions of the subject, forming readiness, predisposition to a particular behavior, which is determined by the experience of the individual (Personal dispositions of students...). suggested the existence of a hierarchy of needs and situations in which these needs are realized, and when they “meet”, personality dispositions are formed. In his concept, he shows that in the regulation of behavior and activity of an individual, not only one element is involved, which is given paramount importance, but a system in which, depending on the conditions, certain dispositional formations can be actualized.

There are certain connections between value orientations and the position of the individual. In the logic of this view, it defines the position of the individual as a complex system of relationships of the individual (to society as a whole and the communities to which he belongs, to work, people, himself), attitudes and motives that guide him in his activities, goals and values, on which this activity is aimed at (Ananyev as...).

In his research, he emphasizes the importance not of values ​​themselves, but of how they enter and are realized in a person’s consciousness and behavior, and what is the hierarchy of his personal values. At the same time, a personal system of value ideals and meanings is created with the help of an evaluative act, which serves to determine the value of phenomena and objects of the surrounding reality for a person. The structuring of values ​​is carried out on the basis of certain principles and deeply individual criteria. In evaluation, understood as a rational act, operations are used with the help of which people make a choice between objects and phenomena, highlighting their value in accordance with their needs, aspirations, and beliefs.

The act of assessment involves complex and specific activities. The specificity of the evaluative act is manifested in the knowledge and correlation of the subject and object of value, determining its role for a person. As a means of revealing and realizing the significance of an object, evaluation expresses and forms criteria for the possibility of satisfying a need, objectifying the individual value attitude towards the known object. In view of this, objects and phenomena of reality, considered outside of a person, outside of his practical and cognitive activities, although they exist objectively, being social values, may not become personal values ​​of an individual. They become such after a positive assessment in terms of compliance with personal interests and needs. Thus, assessment mediates self-esteem by comparing real objects and phenomena of reality with their images in the ideal “I”. A person accepts only those values ​​that correspond to his “I-ideal”.

The assessment process allows the individual to take a certain position (positive or negative assessment) in relation to cognizable objects or activities performed, to decide on values ​​from this point of view, to create their own hierarchy and system according to their personal significance. However, this process has its own characteristics, which is influenced by a number of factors, among which are:

¨ whether (objects, phenomena) are known by the subject;

¨ are they recognized or are they not consciously mastered, because, for example, a negative position has been formed towards socially significant values;

¨ recognized, but undesirable from the point of view of individual ideals and goals;

¨ are recognized and consciously mastered, i.e. we're talking about about the values ​​that are desirable, motivated, attractive in active activity, consumption (Kaminkaya value orientations...).

The features of the evaluative act and its specificity are important for our research from the point of view of taking into account the mechanisms of internalization of cognizable reality into meanings, images, ideals, and values ​​of the student’s inner world when organizing the educational process.

An in-depth approach to the study of problems of values ​​and value orientations involves an analysis of points of view on the problem of typology and classification of values ​​and value orientations. distinguishes among the variety of values ​​moral and spiritual, political, legal, aesthetic.

states that a person wants to have health - this is a value, material well-being is a value, striving for knowledge is a value, communicating with friends is a value (On the main values ​​- Nalchik: Eltrus, 1992) and classifies values: material and spiritual; real (actual) and conceptual (“imaginary”, i.e. really existing); past, present, future; final and instrumental (the goal and means of achieving the final goal). Based on the position and conservatism and globality of some values ​​that are classified as universal, he identifies such values ​​as: land, patronymic, family, work, knowledge, culture, peace, man. This approach can be seen in studies that define universal human values ​​through the categories: person, life, health, safety, nature, responsibility. Other typologies highlight universal and national, professional, socio-cultural, intellectual, and moral values. Thus, there is no recognized and unambiguous classification of values ​​and value orientations due to the complexity and versatility of the category under study. Among the approaches to structuring values, one can distinguish the following: according to the subject or content to which they are aimed (socio-political, economic, moral, etc.), according to the subject of the relationship (society, class, collective, individual, etc.), according to the meaning for subject within a certain sphere (higher - lower, main - private), to their own activities (personal, social). Based on the structure and process of activity, it structures value orientations: according to the subject of activity; object of activity; type of activity; way of activity.

Based on the idea of ​​value orientations as a system of relatively stable, socially conditioned selective relations of a person to a set of material goods and ideals, he systematized them according to actual values: value orientations on work, on communication, on cognition, on socio-political activity, on material values, for the development of moral qualities, for the development of material qualities (Woodcock M., Francis D. The liberated manager: translation from English - M.: “Delo”, 1991, 320 pp.).

Multivariate schemes for typologizing values ​​and value orientations do not contradict each other and are not mutually exclusive. And the ambiguity of their systematization indicates complexity, ambiguity, dynamism and mobility, as well as the subjectivity of value systems and value orientations.

Thus, the following conclusions can be drawn.

Having arisen at the intersection of the general psychological theory of attitude and the philosophical concept of values, the concept of “CO” has not received an unambiguous interpretation among psychologists, sociologists and philosophers.

The formation of COs as internal determinants of activity is associated with the formation of a system of meanings. The basis of CO are generalized value ideas that reflect the social and individual experience of a person, his diverse connections with the most significant aspects of reality.

Being structural components of verbal awareness, COs function as ideal evaluation criteria and as ways to rationalize behavior.
ACs are closely related to the motivational-need sphere of a person. The nature of this connection is two-way. On the one hand, central centers are formed on the basis of existing human needs, on the other hand, the assimilation of certain values ​​of the social environment can become the basis for the formation of new needs.
Value orientations that appear in consciousness in the form of value concepts are, as a rule, well understood, and therefore are available for their experimental study.

Domestic sociologists and psychologists come to the conclusion that value orientations are often built according to the opposite logic (in terms of hierarchy) in comparison with the actual motivations. in this regard, he writes: “Spontaneously formed dynamic interactions in which a person is involved, including elements of lifestyle, sleep and rest, and entertainment, may in many ways not satisfy him, and his value orientations reflect what does not suit him , what is not in his life, what he strives for precisely because it does not exist yet.” (, 1993). Thus, value orientations reflect the content-semantic side of the personality, and the psychological level in this case reflects the empirical, close to dynamic level of behavior regulation.

highlights another line of possible rupture between value orientations and behavior, which is associated with the difference in the logic of developing attitudes towards a significant result - and towards the very process of implementing the result. For a person, the result of an unpleasant and undesirable process may be significant and desirable, but it can also be the other way around: for him, the process itself is significant, desirable, and pleasant, with an undesirable objective result.
A person follows value orientations in his behavior if they generally correspond to his real capabilities; he practically does not follow them if they perform the function of semantic compensation for missing opportunities and actually developed behavior.

The general theoretical model of the structure of motivation and individual drive is based on the three-zonal structure of these formations, including the actual (active-effective) zone, in which more or less intense meaningful experiences are accompanied by the implementation of motivational attitudes in externally developed activities; a potential zone in which emotionally expressive meaningful experiences are not accompanied by the individual’s own activity due to the guarantee of its implementation by other people; a potential zone in which the emotionally expressive experience of the desired implementation is not accompanied by a person’s own activity due to excessive difficulty or impossibility of implementation.

In accordance with the theoretical model, such a three-zone structure is the result of a multimodal motivational system and a separate drive. The ideally harmonized structure of a value system, like any motivation, is characterized in this model by the coincidence of what is highly desirable with what is very difficult or impossible to realize; highly necessary with relatively easy to implement.

It must be emphasized that any exit of the individual beyond the optimal zone of motivation of the type “I can, but I don’t want” or “I want, but I can’t” to one degree or another leads to the formation of peculiar inversions of attitude, when a person, not being able to come to terms with the impossibility of what is very important to him, unconsciously comes to the tactics of discrediting the corresponding way of life or the corresponding value. This inversion is quite adequate and rational.
In our study, we assume that value orientations have meaning-forming and regulatory functions. Successful implementation of the regulatory function presupposes the formation of a full-fledged motivational structure, including actual experience at a relatively high level of significance: 1) the desired level of activity and corresponding positive consequences; 2) undesirable level of activity and corresponding negative consequences; 3) activity readiness, including mobilization of functional potential and readiness for the necessary costs (temporary, functional, material). In the holistic structure of the functioning of value orientations, there are: a zone of coincidence of emotionally experienced and practically realized value attitudes and a zone of their divergence.
In an ideally harmonious structure, these modalities are in strict correspondence. Changes of external and internal nature lead to shifts in modalities and disruption of harmony. Continuums of the motivational system have a three-zonal structure and include a central actual zone and two extreme potential (extreme) zones, in one of which activity of a meaningful or dynamic type is not needed due to the provision of corresponding external processes, and in the other it is impossible or excessive in the subjective view of a person. The boundaries of the zones are determined by the emerging relationships between the dynamic and meaningful capabilities of the individual in this state or period of life and change (fluctuate) with changes in these opportunities. In accordance with general laws zonal differentiation, two extreme probability zones are also potential. All other things being equal, with increasing significance of the incentive, the actual zone expands, and the potential zone narrows; when the significance of the incentive decreases, the opposite is true.

For a more detailed study of the entire complex of necessary conditions for the formation of a person’s value orientations, it seems important to touch upon the psychological mechanisms of their occurrence. In psychological and pedagogical science and practice, sufficient experience has been accumulated in the study and management of the formation of various psychological new formations, processes, properties and qualities of the individual. The studies present a generalized value mechanism, including the stages of “search-evaluation-choice-projection” (Kiryakova’s orientation of the individual in the world of values: Monograph. – Orienburg: OGPU. – 19 p., p. 94). in the formation of social values, he distinguishes three successive stages: information-search, evaluative, prognostic (Razbegaeva’s foundations of humanitarian education: Monograph. - Volgograd: Peremena. - 2001, 289 pp., p. 168). The process of influencing social attitudes includes four stages: attracting attention to social value - arousing interest - presenting new information– conviction (indication of practical actions desirable in this regard in relation to an object of value and attitude) (Nemov, book 2, p. 410). These theories, for the most part, base the process of educating value orientations on persuasive communication between the student and the teacher and the former’s acceptance of the correct, from the teacher’s point of view, value. However, such upbringing results in the pupils formally assigning value systems and following them only in the presence of external control (at school, family, in a group where, as a rule, there are teachers). Without accepting them into the internal plane, without appropriating them as a personal meaning, a teenager is forced to follow a double morality, and socially approved values ​​are only desired in the mind.

Practical activities and value appropriation activities are included in studies of the stages of value formation. The scientist has substantiated five interconnected and complementary periods in the formation of values ​​in adolescents: perception - meaning - evaluation - choice of values ​​- appropriation. , a concept has been proposed according to which the assimilation public values occurs in the process of human activity and the production of objective values ​​for the personal meaning of activity. Evaluation and awareness of the meaning of activity contributes to the formation of intellectual and emotional connections, the formation of a value attitude, and the assimilation of objective values. (Ruvinsky personality education. - M.: Moscow State University Publishing House. - 1981. - 184 p. - p. 54).

We define values ​​as a socio-cultural phenomenon that arises in the process of mediated intersubjective relations, which has a positive meaning, is the basis of self-determination of the individual and society and serves as an internal regulator human activity and behavior.

The analysis carried out allows us to consider the value (axiological) system of an individual as a set of personal meanings (values) and semantic attitudes (value orientations) that regulate human actions and activities in various situations of social interaction; to identify three components in this structure: cognitive, emotional and behavioral.

The cognitive (semantic) component includes the social experience of the individual, which is formed on the basis of cognition and the formation of a value attitude.

The emotional component reflects the degree to which an individual experiences his attitude towards these values ​​and forms the personal meaning of this attitude.

The behavioral component manifests itself both in the subject’s readiness to act in accordance with the value experience, and directly in behavior and activity [P1].

Psychological theories of value formation

1 Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Psychological theories of value formation

Value, like truth, is not a property, but a relationship 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.

A value is something that has positive significance for a person. Significance is determined not by the properties of an 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. Thus, for the era of Antiquity, the highest value was the harmonious manifestation of all completeness human life, in the Middle Ages, values ​​were associated with the divine essence and acquired a religious character. The Renaissance brought the values ​​of humanism to the forefront. In modern times, the development of science and new social relations was largely determined by the basic approach to considering objects and phenomena as values.

IN modern literature There are also different points of view. Value is considered as an object that has some benefit and can 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, but from the affective side in the broad sense of the word. Value is, as it were, distributed between a person and the surrounding world; it exists only in their relation. Personal values ​​are a concretization of the values ​​of society. By concretization we mean a less abstract form of existence of value relations.

A. V. Bitueva offers a definition that reflects the non-situational nature and generality of value orientations. Value orientations are a broad system of value relations of an individual, therefore they manifest themselves as a preferential attitude towards individual objects and phenomena, and towards their totality, i.e. 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 individual’s semantic formations.

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

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

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

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

Socio-political values ​​are the value meaning of social and political phenomena, events, political acts and actions. Socio-political values ​​usually include the social good contained in political and social movements, as well as the progressive meaning historical events, contributing to the prosperity of society, strengthening 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 interrelated, 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 human significance. Among these are life, health, freedom, etc.

The second basis for classifying values ​​is by subject. Here, values ​​are distinguished: individual; group; universal.

Individual, or personal, value is the value significance of an object, phenomenon, or idea for a specific 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 a particular group, uniting the individuals within it with common interests and value orientations.

Universal human values ​​are the value significance of objects, phenomena, ideas for the world community. Universal human values ​​include: firstly, socio-political and moral principles shared by the majority of the world population. Secondly, these include universal human ideals, national 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: 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 individuals, they can be divided into the following three groups:

• 1. Values ​​that are of secondary importance for individuals and society are those values ​​without which the normal functioning of society and individuals is not disrupted.
• 2. Values ​​of everyday demand and everyday use. This group includes the majority of both material and spiritual values. This is all that is necessary for the normal satisfaction of a person’s material and spiritual needs, without which society cannot function and develop.
• 3. Highest values ​​are values ​​that are of the utmost importance, reflecting the fundamental relationships and needs of people. Without higher values, not only cannot a person develop, but it is also impossible normal life society as a whole. The existence of higher values ​​is always associated with going beyond privacy the individual, they introduce him 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 of a universal human nature.

The highest values ​​include some material, spiritual and socio-political values. This is, first of all: peace, the life of humanity; ideas about justice, freedom, rights and responsibilities of people, friendship and love; family ties; values ​​of activity (labor, creativity, creation, knowledge of truth); self-preservation values ​​(life, health); values ​​of self-affirmation, self-realization; values ​​characterizing the choice of personal qualities (honesty, courage, loyalty, justice, goodness), etc.

Among the group of highest values, they always highlight: life as a value (life values), health as a value and freedom as a value.

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, relationships between people and society towards a person will also be formed.

Health - natural, absolute and lasting value, occupying one of the top steps in the hierarchical ladder of values. The level of satisfaction of almost all human needs depends on the degree of health. The need for health is universal, it is inherent in both individuals and society as a whole. Because of this, a distinction is made between individual (personal) health and public health, or population health.

Freedom as a value is of great importance to humans. 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 control the fruits of their labor and their destiny. Freedom is choice. And like every choice made consciously, it is associated for the individual with a preference for one of the alternative possibilities and rejection of the other. And so that the choice does not become a limiter on the subsequent activities of the individual, he must be guided by an important rule: every time making a choice, one should strive to ensure that the prospect of subsequent choices does not decrease, but expands, allowing the person to identify his new professional, moral and intellectual potentials.

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