Tests “Moral guidelines for activity. Spiritual guidelines of the individual: morals, values, ideals

Any person does not live on his own, he is surrounded by other people. He must live in society, obeying established requirements. This is necessary for the survival of humanity, the preservation of the unity of society and the reliability of its improvement. But society does not require a person to sacrifice his own material interests for his sake, because principles have been established that are designed to uphold the needs and benefits of the individual. The moral foundations and spiritual guidelines of the individual are paramount.

Spirituality of human life

The maturation of people coincides with their awareness of themselves as individuals: they try to evaluate personal moral qualities and develop a sphere of spiritual passions, including erudition, beliefs, emotions, sensations, desires and inclinations. Science defines the spirituality of human society as the full range of emotions and intellectual achievements of humanity. It concentrates knowledge and research of all spiritual traditions accepted by human society and the creative creation of new values.

An individual who is spiritually developed is distinguished by significant subjective characteristics and strives for lofty spiritual goals and plans, which determine the nature of his initiatives. Scientists consider spirituality to be an ethically oriented endeavor and human consciousness. Spirituality is seen as understanding and life experience. People who are weakly or completely unspiritual are not able to perceive all the diversity and splendor of what surrounds them.

The advanced worldview considers spirituality to be the highest stage of formation and self-determination of an adult individual, when the basis and vital essence are not personal desires and attitudes, but the main universal priorities:

• good;
• mercy;
• beautiful.

Mastering them forms a value orientation, a conscious readiness of society to change life in accordance with these principles. This is especially important for young people.

The Origin of Morality and Its Study

Morality means a set of customs and canons that regulate the contacts and communication of people, their actions and manners, and also serve as the key to the harmony of collective and personal needs. Moral principles have been known since ancient times. Exist various points views on the sources of the emergence of moral norms. There is an opinion that their primary source was the practice and sermons of the greatest mentors and religious teachers of mankind:

• Christ;
• Confucius;
• Buddha;
• Muhammad.

The theological manuscripts of most faiths contain a textbook principle, which later became the highest law of morality. He recommends that a person treat people the way he would like to be treated. Based on this, the basis of the primary regulatory ethical prescription was laid in the culture of hoary antiquity.

An alternative point of view argues that moral principles and canons are formed historically and are borrowed from numerous everyday experiences. Literature and education contribute to this. Reliance on existing practice has allowed humanity to form key moral guidelines, prescriptions and prohibitions:

• do not shed blood;
• do not kidnap someone else's property;
• do not deceive or bear false witness;
• help your neighbor in difficult circumstances;
• keep your word, fulfill your covenants.

In any era the following were condemned:

• greed and stinginess;
• cowardice and indecision;
• deceit and double-mindedness;
• inhumanity and cruelty;
• treachery and deceit.

The following properties have received approval:

• decency and nobility;
• sincerity and integrity;
• selflessness and spiritual generosity;
• responsiveness and humanity;
• diligence and diligence;
• restraint and moderation;
• reliability and loyalty;
• responsiveness and compassion.

The people reflected these qualities in proverbs and sayings.

Remarkable philosophers of the past studied spiritual and moral human guidelines. I. Kant derived the formulation of a categorical requirement of morality, which coincides in content with the golden principle of morality. This approach states the personal responsibility of the individual for what he has done.

Fundamental Concepts of Morality

In addition to directly regulating the course of action, morality also contains ideals and values ​​- the embodiment of all that is best, exemplary, impeccable, significant and noble in people. An ideal is considered a standard, the height of perfection, the crown of creation - something to which a person should strive. Values ​​are what is especially valuable and revered not only for one person, but for all of humanity. They show the individual's relationship with reality, with other people and with himself.

Anti-values ​​reflect people’s negative attitude towards specific manifestations. Such assessments are different in different civilizations, among different nationalities, in different social categories. But on their basis, human relationships are built, priorities are established, and the most important guidelines are identified. Values ​​are divided into the following categories:

• legal, or legal;
• state legal;
• pious;
• aesthetic and creative;
• spiritual and moral.

Primary moral values ​​form a complex of traditional and moral orientation of a person associated with the concept of morality. Among the main categories are good and evil, virtue and vice, correlated in pairs, as well as conscience and patriotism.

Accepting morality in thoughts and activities, an individual must control actions and desires and place increased demands on himself. Regular implementation of positive deeds strengthens morality in the mind, and the absence of such actions undermines humanity’s ability to make independent moral decisions and take responsibility for its actions.

Man, being a social being, cannot but obey certain rules. This - necessary condition the survival of the human race, the integrity of society, the sustainability of its development.

Morality is a system of norms and rules governing the communication and behavior of people, ensuring the unity of public and personal interests. The source of moral standards are the commandments of the great teachers of mankind: Confucius, Buddha, Moses, Jesus Christ. The foundation of the main universal human normative moral requirement is “ Golden Rule” morality, which says: “Do unto others as you would have others do unto you.”

Ideal- this is perfection, the highest goal of human aspiration, an idea of ​​the highest moral requirements, of the most sublime in man. Some scientists call these ideas about the best, valuable and majestic “modeling of the desired future”, which meets the interests and needs of a person.

Values- positive or negative significance of an object for the subject. When we're talking about about the negative attitude of people towards certain phenomena, about what they reject, the terms “anti-values” or “negative values” are often used. Values ​​reflect a person’s attitude to reality (to certain facts, events, phenomena), to other people, to himself.

Activity as a way of human existence.

Activity- a uniquely human way of relating to the world around us, changing and transforming the world in the interests of man. In the course of activity, a person creates a “second nature” - culture.

Man and activity are inextricably linked. Activity is an indispensable condition human life: she created man himself, preserved him in history and predetermined the progressive development of culture. Consequently, a person does not exist outside of activity. The opposite is also true: there is no activity without a person. Only man is capable of labor, spiritual and other transformative activities.

Human activities are similar to animal activities, but there are the following fundamental differences:

1) the result of activity is a change in nature (activity involves only adaptation to the conditions of nature);

2) a person is inherent in goal-setting in his activities, he takes into account the experience of previous generations (an animal carries out a genetically programmed program. The animal’s activity is expedient, guided by instincts);
3) a person uses tools of labor in the process of activity (an animal uses ready-made natural materials)

4) the activity is creative, productive, constructive in nature (activity is consumer).

Activity structure.

Activities: practical(material-production, social-transformational) and spiritual(educational-cognitive, scientific, value-oriented, prognostic).

Subject- this is the one who carries out the activity (person, team, society).

An object- this is what the activity is aimed at.

Motive- a set of external and internal conditions, causing the activity of the subject and determining the direction of activity. (more details in ticket 17).

Actions- processes aimed at achieving the set goal.

Target- conscious image the result towards which the activity is aimed.

Means and methods- everything that is used in the process of activity to achieve a goal. The means are material and spiritual.

Result- goal realized in practice. The result can be material (objects, buildings) and ideal (knowledge, works of art)

Maslow divided needs into primary, or innate, and secondary, or acquired. These in turn include the needs:

• physiological - in food, water, air, clothing, warmth, sleep, cleanliness, shelter, physical rest, etc.;
• existential- safety and security, inviolability of personal property, guaranteed employment, confidence in the future, etc.;
• social - the desire to belong and be involved in any social group, team, etc. The values ​​of affection, friendship, love are based on these needs;
• prestigious - based on the desire for respect, recognition by others of personal achievements, on the values ​​of self-affirmation and leadership;
• spiritual - oriented towards self-expression, self-actualization, creative development and using your skills, abilities and knowledge.
• The hierarchy of needs has been changed many times and supplemented by various psychologists. Maslow himself, in the later stages of his research, added three additional groups of needs:
• educational- in knowledge, skill, understanding, research. This includes the desire to discover new things, curiosity, the desire for self-knowledge;
• aesthetic- desire for harmony, order, beauty;
• transcending- a selfless desire to help others in spiritual self-improvement, in their desire for self-expression.

Motives of activity.

Motive- a set of external and internal conditions that cause the activity of the subject and determine the direction of activity. In the process of motive formation, not only needs, but also other motives are involved. As a rule, needs are mediated by interests, traditions, beliefs, social attitudes, etc.

Motives may include:

Traditions represent social and cultural heritage passed down from generation to generation. We can talk about religious, professional, corporate, national (for example, French or Russian) traditions, etc. For the sake of some traditions (for example, military ones), a person can limit his primary needs (by replacing safety and security with activities in high-risk conditions).

Beliefs- strong, principled views on the world, based on a person’s ideological ideals and implying a person’s willingness to give up a number of needs (for example, comfort and money) for the sake of what he considers right (for the sake of preserving honor and dignity).

Settings- preferential orientations of a person towards certain institutions of society, which are superimposed on needs. For example, a person may be focused on religious values, or material enrichment, or public opinion. Accordingly, he will act differently in each case.

In complex activities, it is usually possible to identify not one motive, but several. In this case, the main motive is identified, which is considered the driving one.

Activities.

A game- this is a form of activity in conditional situations in which typical actions and forms of interaction between people are reproduced.

Play activities depending on age and mental development the child is transformed into different types:

object game(playing with objects and mastering their functional meanings);

role-playing game (a game during which the child takes on the roles of adults and acts with objects in accordance with their meanings; the game can also be organized between children);

playing by the rules(the game is regulated by requirements or rules to which the child must subordinate his behavior).

Educational activities- this is a form of activity in which a person’s actions are controlled by the conscious goal of mastering certain knowledge, skills, abilities.

The first necessary condition for the formation educational activities-- creating in the child conscious motives for mastering certain knowledge, skills, and abilities. Adults are active bearers of social influence on the development of a child. They organize his activities and behavior in order to appropriate social experience through processes training and education.

Education- the process of purposefully influencing the activity and behavior of a child in order to transfer to him the social experience accumulated by humanity in the form of knowledge, skills and abilities.

Upbringing- this is an influence on the child’s personality in order to convey social norms and values.

Labor activity- is a form of activity aimed at producing certain social healthy products(values) satisfying the material and spiritual needs of a person.

Labor activity is the leading, main human activity. Subject of psychological study labor activity perform mental processes, factors, conditions that encourage, program and regulate a person’s labor activity, as well as his personal properties.

Activities and communication.

Communication is a process of information exchange between equal subjects of activity. The subjects of communication can be both individual people and social groups, layers, communities and even all of humanity as a whole. There are several types of communication:

1) communication between real subjects (for example, between two people);

2) communication real subject and with an illusory partner (for example, a person with an animal, which he endows with some unusual qualities);

3) communication a real subject with an imaginary partner (it means a person’s communication with his inner voice);

4) communication imaginary partners (for example, literary characters).

The main forms of communication are dialogue, exchange of opinions in the form of a monologue or remarks.

The question of the relationship between activity and communication is debatable. Some scientists believe that these two concepts are identical to each other, because any communication has signs of activity. Others believe that activity and communication are opposite concepts, since communication is only a condition for activity, but not the activity itself. Still others consider communication in its relationship with activity, but consider it an independent phenomenon.

It is necessary to distinguish communication from communication. Communication is the process of interaction between two or more entities for the purpose of transmitting some information. In the process of communication, in contrast to communication, the transfer of information occurs only in the direction of one of its subjects (the one who receives it) and Feedback between subjects, in contrast to the process of communication, is absent.

SPIRITUAL GUIDELINES AS AN IMPORTANT PART OF HUMAN LIFE AND THE BASIS OF SOCIETY.

Maksakova Yu.N.

Chueva I.I.

SPIRITUAL VALUES ARE THE MAIN PART OF PEOPLE`S LIFE AND THE BASIS OF SOCIETY

Maksakova U.N.

Chueva I.I.

Annotation. The article is devoted current problem education of spiritual values ​​as an important part of human life and the basis of society.

Abstract. The article is devoted to the actual problem of spiritual values`s education, which is the main part of people`s life and the basis of society.

Keywords: spiritual guidelines, morality, ideal, values.

Keywords: spiritual values, moral, ideal, values.

Spiritual guidelines are a very important part of human life and the basis of society at all times. They originated in ancient times. A lot of time passed and the spiritual guidelines of the individual never lost their significance. At all times, people valued such qualities as honesty, justice, mercy, love for mother, one’s Motherland, kindness, and lies, hypocrisy, betrayal were considered qualities unworthy of “real people”.

The spiritual guidelines of a person include the most important concepts, the main ones of which are morality, values ​​and ideal. Morality is a system of norms and rules governing the communication and behavior of people, ensuring the unity of public and personal interests. Morality includes ideals and values. An ideal is perfection, the highest goal of what a person strives for. Values ​​are what is most dear to a person and humanity. Types of values ​​can be divided into 6 groups. Values ​​can be legal, moral, political, professional, religious and artistic. Spiritual guidelines of the individual are very important in the life of society. After all, the spiritual guidelines of a person include patriotism, conscience, responsibility and others the most important features personality.

The concepts of values ​​are quite broad; every person values ​​something. People's values ​​do not always coincide with each other. Thanks to morality, people try to behave decently in society, but some people are not close to such concepts and therefore various crimes are increasingly being committed in our society. But most people are close to morals, values ​​and ideals, as they are an integral part of our lives. Without them, there would not be much and we, people, would be completely different, many concepts would be alien to us and life would be completely different.

L.N. Tolstoy said: “The more you live a spiritual life, the more independent you are from fate, and vice versa.” I think the meaning of Leo Tolstoy’s statement is that a person can build his destiny “with his own hands” only if he himself develops his spiritual world.

I agree with this statement. Anyone who develops himself not only physically, but also spiritually, is able to set the right goals for himself, achieve them, strive for the best, and look for his “ideal.” Everyone is spiritual developed person must know that morals, values ​​and ideals are the spiritual guidelines of the individual, and must always follow them. Then a moral principle will be formed in him, and he will be able to build his destiny “with his own hands.”

R. Descartes also said that a lame man with a lantern will reach his goal faster than a horseman wandering in the dark. That is, a person striving for spiritual life, capable of self-control and self-development, will be able to find the right guidelines in life. This confirms Tolstoy's words.

And vice versa, if a person does not develop spiritually, his existence will become ordinary and boring. He will have no goals in life and he will not be able to find his meaning in it. Therefore, it is so important that a person develops good qualities, morality, ethics, and then all his activities, his entire life will take on meaning.

Moral feelingsbegin to form also in preschool age. Children already in their third year of life may exhibit personality traits such as sociability or shyness, independence or lack of self-confidence, selfishness or goodwill. The development of feelings in a child largely depends on the means and methods of education, on the conditions in which he finds himself. With targeted upbringing, a child’s feelings become much richer, more varied and appear earlier than in children who did not receive the “correct” upbringing. As A.S. said Pushkin: “Lack of education is the root of all evil.”

Moral feelings are formed in children in the process of their relationships with adults and peers. The task of instilling moral feelings in children is solved the more successfully the more humane the adults themselves are, the kinder and fairer they treat children. “All teachers of our time agree that in the matter of education the most important thing is to acquire the trust and love of a child, and that love is won primarily by love.” The trust of adults, their constant care and support contribute to positive emotional development child: he readily and easily communicates with peers, shares his joys and sorrows with adults.

One of the most important conditions for the successful development of a child’s moral feelings is the creation by adults of a cheerful environment around the child. You should never extinguish children's joy. In an atmosphere of joy, such valuable spiritual qualities as goodwill, willingness to help, etc. easily arise. It is very important that adults correctly assess the child’s state of mind and share his joy with him.

Like any other feeling, joy in children depends on relationships in the family, since they are witnesses and participants in these relationships. As noted by the Russian writer and teacher A.N. Ostrogorsky: “Parents raise, and children are raised by that family life, which develops intentionally or unintentionally. Family life is so strong because its impressions are constant, ordinary, that it acts unnoticed, strengthens or poisons the human spirit, like the air by which we live.”

The development of morality in a person begins in the family and continues in kindergarten and school. In the latter institute it becomes more focused. Therefore, not only teachers and educators, but also parents should take care of the moral education of children.

IN primary school the child begins to acquire certain knowledge. He has already formed some character traits that need to be further developed and directed in the right direction. It is at school that the moral character of an individual continues to be formed.

Adults are faced with the task of teaching children not only to look well-mannered outwardly, but also to be so, to have good human qualities. In order for an individual’s actions to comply with the norms and rules accepted in society, it is necessary that universal moral and spiritual norms be experienced by the pupil himself, so that the environment in which he lives implies a constant orientation of the individual towards universal human values. And only an adult can be this guide for a child, an example of correct behavior and imitation.

Nowadays, moral education becomes a necessity, since the world is filled with cruelty, rudeness and depravity. Family and school have a certain influence on the child’s understanding of how to behave correctly, what can be done and what cannot be done. And, of course, the leading role belongs to the family. Consequently, it is parents who must not only educate and instill moral qualities, but also develop all facets of their child’s personality. As Philip Lobstein said, “the task of moral education is to recreate a person from the inside, manually, and you should start with yourself.”

Literature

1. Social studies 10th grade L.N. Bogolyubov - M.: 2014. - 351 p.
2. http://mirkultura.ru Moral teaching of Leo Tolstoy.
3. website Pedagogical views of A.S. Pushkin
4. mama66/ru Moral education of children in the family, in kindergarten and school.
5. Magazine "Izvestia Penza" state university them. V.G. Belinsky." Issue 28, 2012 Gritsay L.A. "A.N. Ostrogorsky about the main priorities of parental education of children in the family."
6. Lobstein F. Lessons of reflection: pedagogy of moral development. lane with f. N. Malevich. M. Biblical-Theological Institute of St. Apostle Andrew. 2000. 84с C.79

You already know that, being a social being, a person cannot but obey certain rules. This is a necessary condition for the survival of the human race, the integrity of society, and the sustainability of its development. At the same time, the established rules, or norms, are designed to protect the interests and dignity of each individual person. The most important are moral standards. Morality is a system of norms and rules governing the communication and behavior of people, ensuring the unity of public and personal interests.

Who sets moral standards? There are different answers to this question. The position of those who consider the activities and commandments of the great teachers of mankind to be the source of moral norms: Confucius, Buddha, Moses, Jesus Christ is very authoritative.

The sacred books of many religions contain a well-known rule, which in the Bible reads as follows: “...In everything that you want people to do to you, do so to them.”

Thus, even in ancient times, the foundation was laid for the main universal normative moral requirement, which was later called the “golden rule” of morality. It says: “Do unto others as you would have others do unto you.”

According to another point of view, moral norms and rules are formed naturally - historically - and are extracted from mass everyday practice.

Based on existing experience, humanity has developed basic moral prohibitions and demands: do not kill, do not steal, help in trouble, tell the truth, keep promises. At all times, greed, cowardice, deception, hypocrisy, cruelty, envy were condemned and, on the contrary, freedom, love, honesty, generosity, kindness, hard work, modesty, loyalty, and mercy were approved. In the proverbs of the Russian people, honor and reason are inextricably linked: “The mind gives birth to honor, but dishonor takes away the mind.”

Moral attitudes of the individual have been studied by major philosophers. One of them is I. Kant. He formulated a categorical imperative of morality, adherence to which is very important for the implementation of moral guidelines for activity.

The categorical imperative is an unconditional compulsory requirement (command), not allowing objections, mandatory for all people, regardless of their origin, position, circumstances.

How does Kant characterize the categorical imperative? Let us give one of its formulations (think about it and compare it with the “golden rule”). There is, Kant argued, only one categorical imperative: “always act in accordance with such a maxim as the universality of which as a law you can at the same time desire.” (Maxim is the highest principle, the highest rule.) The categorical imperative, like the “golden rule,” affirms a person’s personal responsibility for the actions he has committed, teaches not to do to others what you do not wish for yourself. Consequently, these provisions, like morality in general, are humanistic in nature, for the “other” acts as a Friend. Speaking about the meaning of the “golden rule” and the categorical imperative of I. Kant, the famous philosopher of the 20th century. K. Popper (1902-1994) wrote that “no other thought has had such a powerful influence on the moral development of mankind.”

In addition to direct norms of behavior, morality also includes ideals, values, categories (the most general, fundamental concepts).

Ideal- this is perfection, the highest goal of human aspiration, an idea of ​​the highest moral requirements, of the most sublime in man. Some scientists call these ideas about the best, valuable and majestic “modeling of the desired future”, which meets the interests and needs of a person. Values ​​are what is most dear and sacred both for one person and for all humanity. When we talk about people’s negative attitude towards certain phenomena, about what they reject, the terms “anti-values” or “negative values” are often used. Values ​​reflect a person’s attitude to reality (to certain facts, events, phenomena), to other people, to himself. These relationships may be different in different cultures and among different peoples or social groups.

On the basis of the values ​​that people accept and profess, human relationships are built, priorities are determined, and goals of activity are put forward. Values ​​can be legal, political, religious, artistic, professional, moral.

The most important moral values ​​constitute a system of value-moral orientation of a person, inextricably linked with the categories of morality. Moral categories are pairwise (bipolar) in nature, for example good and evil.

The category “good,” in turn, also serves as the system-forming principle of moral concepts. The ethical tradition says: “Everything that is considered moral, morally proper, is good.” The concept of “evil” concentrates the collective meaning of the immoral, opposed to the morally valuable. Along with the concept of “good”, the concept of “virtue” (doing good) is also mentioned, which serves as a generalized characteristic of persistently positive moral qualities of an individual. A virtuous person is an active, moral personality. The opposite of the concept of “virtue” is the concept of “vice”.

Also, one of the most important moral categories is conscience. Conscience- this is the ability of an individual to learn ethical values ​​and be guided by them in all life situations, to independently formulate one’s moral responsibilities, to exercise moral self-control, and to be aware of one’s duty to other people.

The poet Osip Mandelstam wrote: ...Your conscience: The knot of life in which we are recognized...

Without conscience there is no morality. Conscience is an internal judgment that a person administers to himself. “Remorse,” wrote Adam Smith more than two centuries ago, “is the most terrible feeling that has visited the heart of man.”

Among the most important value guidelines are patriotism. This concept denotes a person’s value attitude towards his Fatherland, devotion and love for the Motherland, his people. A patriotic person is committed to national traditions, social and political order, language and faith of his people. Patriotism is manifested in pride in the achievements of one’s native country, in empathy for its failures and troubles, in respect for its historical past, for people's memory, culture. From your history course you know that patriotism originated in ancient times. It manifested itself noticeably during periods when danger to the country arose. (Remember the events Patriotic War 1812, Great Patriotic War 1941-1945)

Conscious patriotism as a moral and socio-political principle presupposes a sober assessment of the successes and weaknesses of the Fatherland, as well as a respectful attitude towards other peoples and other cultures. The attitude towards another people is the criterion that distinguishes a patriot from a nationalist, that is, a person who seeks to put his own people above others. Patriotic feelings and ideas only morally elevate a person when they are coupled with respect for people of different nationalities.

The qualities of citizenship are also associated with a person’s patriotic guidelines. These socio-psychological and moral qualities of the individual combine a feeling of love for the Motherland, responsibility for the normal development of its social and political institutions, and awareness of oneself as a full citizen with a set of rights and responsibilities. Citizenship is manifested in the knowledge and ability to use and protect personal rights, respect for the rights of other citizens, compliance with the Constitution and laws of the country, and strict fulfillment of one’s duties.

Are moral principles formed in a person spontaneously or do they need to be formed consciously?

In the history of philosophical and ethical thought, there was a point of view according to which moral qualities are inherent in a person from the moment of birth. Thus, the French enlighteners believed that man is good by nature. Some representatives of Eastern philosophy believed that man, on the contrary, is evil by nature and is the bearer of evil. However, the study of the process of formation of moral consciousness has shown that there are no grounds for such categorical statements. Moral principles are not inherent in a person from birth, but are formed in the family based on the example that is before his eyes; in the process of communicating with other people, during the period of training and education at school, when perceiving such monuments of world culture that allow both to join the already achieved level of moral consciousness and to form one’s own moral values ​​on the basis of self-education. Not the least important place in this regard is the self-education of the individual. The ability to feel, understand, do good, recognize evil, be persistent and irreconcilable towards it are special moral qualities of a person that a person cannot receive ready-made from others, but must develop on his own.

Self-education in the sphere of morality is, first of all, self-control, placing high demands on oneself in all types of one’s activities. The establishment of morality in the consciousness and activity of each person is facilitated by the repeated implementation of positive moral norms by each person, or, in other words, the experience of good deeds. If such repetition is absent, then, as research shows, the mechanism of moral development “deteriorates” and “rusts,” and the individual’s ability to make independent moral decisions, which is so necessary for activity, is undermined, his ability to rely on himself and be responsible for himself.

SELF-TEST QUESTIONS

1. What are a person’s spiritual and moral guidelines, what is their role in his activities?

A person’s spiritual and moral guidelines are what a person strives for spiritually and morally. Their role in human activity is very great, because his actions and actions will directly depend on his spiritual and moral guidelines. A person who has a developed spiritual life, as a rule, has an important personal quality: his spirituality means striving for the heights of ideals and thoughts that determine the direction of all activities, therefore some researchers characterize spirituality as the morally oriented will and mind of a person.

On the contrary, a person whose spiritual life is not developed is spiritless, unable to see and feel all the diversity and beauty of the world around him.

2. What is the essence of the categorical imperative?

The categorical imperative is an unconditional compulsory requirement (command), not allowing objections, mandatory for all people, regardless of their origin, position, circumstances. And as Kant argued, there is only one categorical imperative: “always act in accordance with such a maxim, the universality of which as a law you can at the same time desire” (maxim is the highest principle, the highest rule). The categorical imperative asserts a person’s personal responsibility for the actions he has committed and teaches not to do to others what you do not wish for yourself. Consequently, these provisions, like morality in general, are humanistic in nature, for the “other” acts as a Friend. This is the essence of the categorical imperative.

3. What are moral values? Describe them.

Moral values ​​are the most important moral values, what is dear to a person in himself and in others: life, honor.

4. Why is the development of a person’s moral qualities impossible without self-education?

If a person lacks self-education (self-control), then he will not be able to gain the “experience of good deeds”, and therefore become morally rich.

5. What is the essence of worldview? Why is worldview often called the core? spiritual world personalities?

The essence of a worldview consists of the totality of a person’s views on the world that surrounds him, therefore it is often called the core of the spiritual world of the individual. Worldview is the basis of human spirituality.

6. What types of worldview does science distinguish? What characterizes each of them?

Science identifies the following types of worldview: 1. ordinary - built on one’s own experience, formed spontaneously; 2. religious - the basis of this worldview is religion and 3. scientific - based on the achievements of science.

7. What do the concepts of “morality” and “worldview” have in common? What is their difference?

General - both morality and worldview are a totality and a system. And the difference is worldview different people may be different, but morality is the same.

8. What is the significance of worldview for human activity?

Based on a worldview, a person can act one way or another, because... he comes from his own views.

TASKS

1. Do you think morality forces a person to act in a certain way or does it give freedom? Give reasons for your answer.

Morality always acts as moderation, the ability to self-restraint; at all times and among all peoples it has been associated with restraint, close to asceticism (asceticism is a person’s ability to limit himself, to impose a ban on his natural desires, if necessary). From this concept We see that morality forces a person to act in a certain way.

2. Scientists argue that value orientations determine a person’s life goals, the “general line of the individual.” Do you agree with this statement? Give reasons for your position.

Yes, I agree with this opinion; indeed, value orientations determine a person’s life goals, because value orientations are the core of a person, those guidelines that guide a person’s activities.

3. The English thinker Adam Smith noted the importance of a wise and creative course of action, a combination of prudence with valor, with love for humanity, with sacred respect for justice, with heroism. “This prudence,” said Adam Smith, “involves the union of an excellent head with an excellent heart.” How do you understand the author’s thesis about “combining an excellent head with an excellent heart”? What, in your opinion, is the connection between this provision and moral values?

U good man Everything must be excellent, both mind and heart. Any person should think with his head and listen to his heart before doing anything. On the moral side, if a person listens to his heart, he will not act cruelly and selfishly.

4. Academician B.V. Rauschenbach wrote: “Isn’t it alarming that the characteristics of “a successful businessman”, “a good organizer of production” sometimes turn out to be more important than the assessment of “a decent person”? Do you agree with the scientist's opinion? Give reasons for your position. Try to formulate your own definition of the concept of “decency”.

Decency is moral quality a person who always strives to keep his promises and does not intentionally harm others. The characteristics “successful businessman” and “good production organizer” are not always more important than the assessment “decent person”, because both a businessman and a production manager can also be decent people. Of course in modern society It is very important that people who occupy certain positions are decent.

5. Russian sociologists conducted a study of students’ values. Students named the following value orientations as the most important in life: to obtain a good education- 29% of respondents; have interesting job- 34%; get a prestigious job - 26%; achieve material wealth - 42%; have good health- 50 %; my family - 70%; enjoy life - 26%. Named something else or found it difficult to answer - 5% of the students surveyed. How do you feel about these results? Which values ​​from the list above do you consider most important to you? What would you add to this list?

From this list of values, family comes first; second place is taken by health, third place by material wealth.

For myself, I would also keep this sequence. It is very important that in modern society family and spiritual values ​​are valuable, and material goods fade into the background.