Presentation on the moral values of the Russian people. Moral values of Islam Moral rules of people

Man is born to create his life. A person is born to JUST LIVE!

What do we value in life? Which main value?

Moral values human:

What kind of life is especially valuable? Who is to make life like this?

A.S. Pushkin - poet

Yu.A. Gagarin - cosmonaut

Anna Kournikova -
tennis player

A.B.Pugacheva - singer

M.V. Lomonosov -
poet and scientist

ancient greek doctor

They gave people their talent, knowledge, creativity

What is the main thing in life for a person?
What determines the happiness of parents?
Who cares about the health of people in old age?
Why is human life of special value?

To appreciate the life of any person, one must adhere to the golden rule of morality.

"(Don't) act towards others as you (not) would like them to act towards you."

About 2 and a half thousand years ago in the Himalayas there lived a man whose name was Buddha - "the enlightened one." He was a prince, but left his kingdom to travel. Getting to know the world, he knew a lot of grief and evil among people. Buddha wanted to teach people to be happy, to show them the way to happiness. The Buddha believed that fortunately one should follow the path of kind thoughts, kind words and kind deeds.
Buddha teaches us:
“Do not
others of that
what do you think
evil. "

Around the same time in the kingdom of Lu in China he lived great philosopher Confucius (or Kun teacher). He also wanted to teach people to live correctly, not to make mistakes, not to do evil. He said that he wanted to ensure that "old people live in peace, all friends are faithful, and young people love their elders."

Confucius said:
"Only goodness leads to happiness."

In India there is a belief that once upon a time, the first man, Manu, was born there - the first prophet, the progenitor of people. He lived for a long time and had children, grandchildren, great-grandchildren. He was very wise and, in order to teach people to live in truth, correctly, he wrote a book called "The Laws of Manu".
The meaning of the laws of Manu:
"Do not do to others what would hurt you."

In the once existing state of Judea, the Jewish people had a leader - Moses. They respected and honored him for the fact that he freed them, took them away from Egyptian slavery. During the journey (at the liberation), the Jews and Moses experienced many difficulties, but God helped them. It was on the way to the mountain that Moses received from God 10 commandments by which people should live.

Ten Commandments of God.
1. I am the Lord thy God, and there are no other gods besides Me. 2. Do not make yourself an idol and no image; do not worship or serve them. 3. Do not take the name of the Lord your God in vain. 4. Work six days and do all your deeds, and the seventh - Saturday - is a day of rest, which you dedicate to the Lord your God. 5. Honor your father and mother, that you be blessed on earth and long. 6. Thou shalt not kill. 7. Don't commit adultery. 8. Do not steal 9. Do not bear false witness. 10. Do not covet anything else.

I love you life

I love you life
Which in itself is not new.
I love you life
I love you over and over again.
The windows are already on
I walk tired from work.
I love you life
And I want you to become better.

Love your life!

Class hour Values. What a person should appreciate

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Class hour Life values and the art of living with dignity

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Class hour What to spend your life on?

The material contains the script and presentation for the class hour "What to spend your life on?" The event is held in elementary and middle school grades. The classroom hour is held to help students formulate their own life values; explain how these values affect life; think about the importance of determining the fundamental values for choosing a life strategy. ...

Class hour Up the ladder of life or my values in life

The material contains the script for the class hour "Up the ladder of life or my values in life." The event is held in middle and high school. The classroom hour is held with the aim of giving children an initial understanding of moral values; to form the ability to distinguish between true and imaginary values; encourage self-improvement, self-development; foster a responsible attitude towards ...

Presentation Health is the main value

The presentation tells parents about the health of children, as the main, basic value of a person. The material can be used for parent-teacher meetings in middle and high school. Moms and dads, seeing their healthy children, cannot always notice in time the terrible trouble that comes to the family. Today, the drug problem is becoming more and more urgent, although ...

Family and family values - presentation

The presentation presents an event on the topic "Family and Family Values", which can be held on Knowledge Day in the 4th grade. This is the first lesson that will not only open the school year, but also set specific goals for parents and students, and unite them on the path to success. Download electronic resource can be together with a ready-made synopsis ...

Family values - presentation

The presentation was made for a class hour on the topic "Family values". The material can be downloaded free of charge and used in almost any classroom. Depending on the age of the students, the teacher will build a conversation, focusing on the excellent content of the work. Each family has its own family values, but still it is worth paying attention of schoolchildren to those qualities ...

Cultural values of Russia and Germany - presentation

Presentation on the topic “ Cultural values Russia and Germany "can be used both on class hours and in the classroom foreign language in those classes where students learn German. In this lesson, you will have to talk about the culture of the two countries, which has its own rich traditions. In no case should you try to figure out what ...

Moral value orientations of youth in modern society - presentation

The presentation talks about the moral values that modern society chooses young people. The work is done in the form research project a high school student, so the material can be downloaded for a class hour in grades 10-11. Each teenager is faced with the choice of those moral values that will determine his behavior and relationships with ...

Spiritual values in human life - presentation

The presentation through the mouth of a schoolgirl tells what spiritual values are in human life. it research fourth-graders. On the basis of her research, it is possible with schoolchildren to talk about their life, about what must be present in it, about our spirituality with schoolchildren at a classroom hour in grade 3 - 4 or a lesson in ORKSE. ...

Class hour Success - reality or dream The material contains the script of the class hour "Success - reality or dream". The event is held in grade 11. The class hour is spent with the aim of developing students' motivation to achieve ... Class hour Academic success - success in life The material contains the script for the class hour "Academic success - success in life". The event is held in middle and high school. The class hour is spent with the aim of ... Class hour Education is the path to success The material contains the script of the class hour "Education is the path to success". The event is held in grade 6. The class hour is spent with the aim of understanding by students the value content of concepts ...

FREE

NOT SINGLE

This is an opportunity to do as you want.

This is the possibility of choosing an option and

implementation of the event outcome.

Is freedom of speech,

choice, will,

religion,

"Freedom is the right to do all that and do all that does not harm the other. The boundaries within which everyone can move without harm to others are determined by law, just as the boundary of two fields is determined by a boundary pillar" (Korkunov N.M. )

Fables of I. Krylov

illustrations

Complement

offer:

Every fable has ...

What word

add?

- these are the rules and norms of people's behavior in relation to each other

and society.

An agreement between people on how to behave so that it is convenient for everyone to live.

"If you go to the right, you will lose your head, to the left, you will be happy," the hero reads on a stone at the intersection of three roads and makes a decision.

It is a conscious choice to solve a problem in a particular situation.

This is the self-determination of a person in relation to morality itself, in the choice of a system of values.

freedom

Moral choice

Moral conflict

If we speak and listen more often,

understand and find understanding,

Share joy and rejoice for others,

The world will change for the better for everyone of us.

The work was carried out by the teacher of history Kamenskikh E.E.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Ministry of Education and Science of the Russian Federation

Kostroma State University them. N. A. Nekrasova

Institute of Pedagogy and Psychology

Faculty of Pedagogy and Methodology of Preschool Education

Test

on the subject: "Philosophy"

Moral values and their rolein life

Performed:

Lebedeva I.S.

Kostroma

Introduction

1. Values: concepts, essence, types

2. Philosophy of values

3. Moral values and their role in human life

Conclusion

List of used literature

Introduction

Since the formation of society, moral values began to exist. They determined the vital activity of a person, his position and relations in the community.

Freedom for a person did not at all belong to him, there were periods when for centuries a person remained servile. And in our time, a person depends on the laws, foundations of society and traditions. He must be responsible for his actions, because if he does not realize what he has done, this will lead to consequences that he will regret.

How wonderful it would be if goodness and beauty went hand in hand, but these days - this is not always the case.

The system of value orientations, being psychological characteristics a mature personality, one of the central personality formations, expresses the meaningful attitude of a person to social reality and, in this capacity, determines the motivation of his behavior, has a significant impact on all aspects of his activity. As an element of the personality structure, value orientations characterize the internal readiness to perform certain activities to satisfy needs and interests, indicate the direction of her behavior.

Essentially, the whole variety of objects human activity, public relations and included in their range of natural phenomena can act as values as objects of value attitudes, can be evaluated in the dichotomy of good and evil, truth and error, beauty and ugliness, permissible or forbidden, just and unjust.

1. Values: concepts, essence, types

The cybernetic understanding of society consists in presenting it as belonging "to a special class of universal adaptive-adaptive systems."

From a certain perspective, culture can be considered as a multidimensional program of adaptive management that sets the main parameters of self-organization of communities and coordinates the joint activity of fairly autonomous individuals. At the same time, culture can be understood as a kind of generator of structure inherent in any highly organized system: "Orderliness is achieved by limiting the variety of possible states of the system's elements by establishing the dependence of some elements on others. In this respect, culture is similar to biological and technical programming devices."

Culture itself is defined axiologically as a set of material and spiritual values and methods of their creation and transmission. Values as such are inextricably linked with the socio-cultural context and can be considered as some quanta of the general cultural field. It is in this sense that values can be considered as structural invariants of different cultures that determine not only the content specificity specific culture as an arsenal of effective adaptive strategies, but also the features of its dynamics and development. Chavchavadze N.Z. and defines culture as "the world of embodied values", distinguishing between values-means and values-goals.

A person's value system is the "foundation" of his relationship to the world. Values are a relatively stable, socially determined selective attitude of a person to the totality of material and spiritual public goods.

"Values," wrote V.P. Tugarinov, "are what people need to satisfy their needs and interests, as well as ideas and their motivation as a norm, goal and ideal."

The value world of each person is immense. However, there are some "cross-cutting" values that are practically pivotal in any field of activity. These include diligence, education, kindness, good breeding, honesty, decency, tolerance, humanity. It is the drop in the significance of these values at one time or another in history that always causes serious concern in a normal society.

Value is one of those general scientific concepts, the methodological significance of which is especially great for pedagogy. Being one of the key concepts of modern social thought, it is used in philosophy, sociology, psychology and pedagogy to denote objects and phenomena, their properties, as well as abstract ideas that embody moral ideals and act as standards of what should be.

Value as a concept defines "... significance anything unlike existence object or its quality characteristics ".

There are a huge number of values and they can be divided into two large groups: material and spiritual:

TO material assets we carried: car, aquarium, garage, jewelry, money, food, home, toys, cosmetics, musical instruments, books, clothes, apartment, tape recorder, computer, TV, telephone, furniture, sports equipment;

Spiritual: active life, life wisdom, life, family, love, friendship, courage, work, sport, responsibility, sensitivity, honesty, good breeding, beauty, mercy, creativity, freedom, human, peace, justice, self-improvement, health , knowledge.

We can touch, see, buy material values, and they depend on the time in which a person lives. For example, 300 years ago there were no cars, which means there was no such value.

Spiritual values, unlike material ones, we cannot always see and they are not bought, but we can feel them through our actions and the behavior of people around us. For example, if beauty is important for a person, then he will strive to create it around him, to perform beautiful deeds. Thus, these are higher values that are universal and significant at all times.

2. Philosophy of values

In philosophy, the problem of values is considered in inseparable connection with the definition of the essence of man, his creative nature, his ability to create the world and himself in accordance with the measure of his values. A person forms his values, constantly destroys the contradictions between the prevailing world of values and anti-values, uses values as a tool for maintaining his life world, protection from the destructive effects of entropic processes that threaten the reality he creates. The value-based approach to the world requires the consideration of objective reality as the result of human self-assertion; the world with this approach is, first of all, a reality mastered by a person, transformed into the content of his activity, consciousness, and personal culture.

M.A. Nedosekina in her work "On the question of values and their classification" (Internet resource) defines value ideas, understood as the basis of assessments and the prism of a goal-oriented vision of reality, as needs and interests translated into the language of thoughts and feelings, concepts and images, ideas and judgments ... Indeed, for the assessment it is necessary to have developed ideas about the values that act as orientation criteria for the adaptive and activity activity of the individual.

On the basis of their value ideas, people not only evaluate what exists, but also choose their actions, demand and achieve justice, and carry out what is good for them.

E.V. Zolotukhina-Abolina defines values as an irrational regulator. Indeed, behavior regulated by reference to value criteria is ultimately focused on achieving maximum emotional comfort, which is a psychophysical sign of achieving a specific goal associated with the assertion of a particular value.

NS. Rozov identifies several evolutionary types of development of the worldview of communities: mythological consciousness, religious consciousness and ideological consciousness. This kind of classification is more than obvious. However, few people dare to abandon the finality of the last form of social consciousness and at least assume the possibility of the birth of a new one, completely different from the previous ones. NS. Rozov did this: "The value consciousness most likely claims to be the leading form of worldview in the coming historical epoch." Values within the framework of value consciousness as new form worldviews, firstly, come out of a subordinate position, and secondly, they absorb and rethink the whole variety of existing worldviews, since communication and the search for productive compromises between representatives of these different worldviews are already urgently needed ... The concept of value consciousness is not reduced to a combination of the meanings of two words that make up this title. This concept is built, first of all, normatively: value consciousness is a form of worldview based on values that satisfies the requirements established above.

The world of values, teleologically determining their object, to which it is initially directed, does not hang in the air. It is rooted in the affective life of the psyche no less than vital needs. The first contact with values occurs through communication with significant persons - parents. From the initial stages of ontogenesis, they intervene in the spontaneous functioning of vital needs, introducing into them the order necessary for the entire society. And if the emerging consciousness draws its strength mainly from the affective images of significant persons, then in the future it is freed from the need for such support and, in the pursuit of the goal-value, self-organizes and produces its structure and content, moving in line with objective laws. The existing hierarchy of values, teleologically defining its subject - human consciousness, can give rise to values that take them out of the sphere of immediate vital needs of a given society. This is the axiological basis of progress.

The structure of a person's values - the character and rank order of his beliefs, drives, aspirations - reflects the constitution of the very nature (nature) of a person, the quality of "human material", i.e. what a person is there is, and not how he realizes himself or would like to see. The value attitude of the world is not a phenomenon or structure of consciousness, but life-being, i.e. the ontological relationship that connects a person with the real world in which he lives.

The direct road to the main moral and value decisions, to correct self-determination, to "correctness" goes through the person himself, through his knowledge of his nature, his characteristics, through the discovery of the truth about himself. The deeper he knows his nature, the desires of his inner "I", his temperament, his constitution, his needs and aspirations, the more clearly he realizes that he is actually giving him joy, the easier, more natural, automatic, epiphenomenal he will solve the problem moral choice.

3. Moral values and their role in human life

The most important philosophical issues include the spiritual life of a person and those basic values that underlie his existence. self-affirmation moral social attitude

The values that ensure human life are health and safety, material wealth, relations in society that contribute to the self-realization of the individual and the freedom of his choice. Human moral values are a set of rules and norms of behavior in society.

The rules of morality were contained in the mythological and religious systems of any society. And moral values were inextricably linked with religious systems.

Christianity proposed a system moral values, coming from the Gospel story, where the main value is love for God and "preparation of the soul for eternal life." In the Renaissance, humanism is formed as a philosophical and ethical system that represents a person and his creative self-realization as the highest value.

Moral values play a huge role in human life. For example, having promised something to someone, one cannot fail to fulfill the promise. in the eyes of this person, you become an unreliable person who cannot be relied on, and this is contrary to moral values. Relatives, friends, loved ones and those who surround us - this is society. And therefore, you need to value their love, trust, and friendship, and without observing at least the basic moral rules of behavior, we will not be able to exist.

The most important condition for the morality of the individual is his freedom, the possibility of moral self-determination. Without this, there can be no talk of morality as a special mechanism for regulating human relations. If we do not choose anything of our own free will, we are not free. The theme of freedom as a choice becomes in Christianity, which connects with the free decision of a person his movement along the path of good or evil. Christianity proceeds from the fact that the will of man is free, that is, it makes the choice itself, not being a simple consequence of some of the reasons that determine it. A person can either accept the hand of Christ extended to him, or shy away from divine help and support, choosing a different path.

Almost every everyday situation has whole line alternatives, and a person is free to prefer this or that mode of behavior, this or that assessment. Freedom of will from the possibility of choice can and must pass into the reality of choice - to be embodied in an act, in a position, in a manner of behavior.

The human will has the ability to freely choose one or another position, but this depends on certain conditions:

Condition 1. For the realization of free choice, there must be no external coercion and prohibition. If a person is literally bound in chains, is under a direct threat of death, is fundamentally limited in his abilities and cannot act at his own discretion, he does not choose and is not free, at least in practical terms.

Condition 2. In order for a free choice to take place, you need consciousness and reflection, the ability to see the available options and stop at one of them. In my opinion, awareness is a necessary moment of free choice, its irreplaceable attribute. If a person chooses spontaneously, according to the principle "I cannot do otherwise," then in 99% of cases his choice will be wrong and will not bring him anything good.

It happens that a person is unable to decide which value to choose, and then he wants to abandon the decision. Eliminate. "Lay down on the bottom." Leave the problem to others. However, this means that even the absence of a choice is a choice. Doing nothing is also an act.

Not to provide help - to remain silent, to close your eyes - this is also a free decision. To an equal extent, this provision applies to the choice between equal values. If you did not choose, it means that someone chose for you, and people most often know who will be able to solve the issue “for them” and in what way. Therefore, avoiding choice is nothing more than self-deception.

Responsibility is the other side of freedom, its "alter ego" is the second "I". Responsibility is inextricably linked with freedom and always accompanies it. Anyone who acts freely is fully responsible for what he has done. To behave responsibly means to be able to actively act from your place, to act according to the logic of events, understanding and realizing how your actions will respond to you and others. This means anticipating (feeling, grasping) the consequences of each step and striving to prevent a possible negative course of events. Responsibility also means being able to correctly understand the needs of others as well as your own. We behave responsibly towards others, when we respect their personalities, we strive to help when asking for help, to support, if necessary, when we affirm their existence and contribute to their development.

The first most important condition of responsibility is the very freedom of the performed action. If a person was tied up, unconscious, or imprisoned, there is no need to talk about free choice, and we cannot consider the individual morally responsible for what happened to him and around him. He had no choice.

The second most important condition for the fullness of a person's moral responsibility is the intentionality of his actions. We are morally responsible, first of all, for what we wanted to do, that we deliberately chose what we were striving for. What if we brought evil to others by accident, by mistake, unintentionally? As then? I must say that unintentionality, although it softens moral responsibility, does not completely remove it. If someone played with a gun and accidentally killed his best friend, he also experiences pangs of conscience and suffers from feelings of guilt.

Responsible behavior is opposed by irresponsible - these are actions "at random", actions that are performed somehow, without taking into account the consequences for oneself and for others. Irresponsibility is always associated with indifference and frivolity or with excessive self-confidence, and often with both. When a person irresponsibly makes a free choice, he puts himself and others in a position of a high degree of uncertainty, because the consequences of a rash, random, blind choice turn out to be unpredictable. With irresponsible behavior, the individual does not experience a sense of anxiety, tension inherent in responsibility, does not concentrate his attention on the business he has undertaken.

And here comes into force the second understanding of responsibility, we are talking about the responsibility that "bear". "To be responsible" means to take upon oneself all the consequences of the actions committed, in the full sense of the word to pay for them. In turn, irresponsibility means in this context an attempt to blame the consequences of their actions on others, to make them pay for their own cowardice, unreasonableness or unrestrained daring. Jean-Paul Sartre, who considered man to be an absolutely free creature in choice, saw the only moral norm that people must necessarily obey - this is responsibility for any free choice. You can invent your own morality - the strangest and most bizarre, you can be too kind or unrestrainedly cruel - this is a matter of your choice. However, at the same time you must take upon yourself and only on yourself all the consequences of your behavior. If you say that you were forced, forced, seduced or confused, you are lying, because the last decision is always made by the person himself. A freely choosing individual must accept pain, contempt, exile, ruin as well as love, wealth or fame, because every result is the result of his free choice, and not a single soul in the world is responsible for your own actions.

Conclusion

The world around us is many-sided and diverse. We live in a period of complex social changes, when the formation of a growing person takes place in a situation of value-normative uncertainty. And despite all the difficulties in life, each of us strives to find our place in the world, to open ourselves, to realize our capabilities. How to prepare for an adult, independent life without destroying yourself and the world in which you live? Each person is a microcosm, unique in its manifestation, but a free person with a psychological culture, ready to take responsibility for his behavior and actions, can be considered one who is able to build his relationships with other people on the basis of universal values. Each person may have their own values that affect their behavior.

In essence, the whole variety of objects of human activity, social relations and natural phenomena included in their circle can act as values as objects of value relations, can be evaluated in the dichotomy of good and evil, truth and error, beauty and ugliness, permissible or forbidden, fair and unfair.

The value-based approach to the world requires the consideration of objective reality as the result of human self-assertion; the world with this approach is, first of all, a reality mastered by a person, transformed into the content of his activity, consciousness, and personal culture.

Modern youth in Russia is going through its formation in very difficult conditions of breaking many old values and the formation of new ones. social relations... Hence, confusion and pessimism, disbelief in the future. Aggressiveness and extremism, chauvinism and criminality are growing.

List of used literature

1. Gubin V. D. Philosophy / V. D. Gubin., 2nd ed. - M .: Infra-M, Forum, 2008 .-- 288 p.

2. Zdravomyslov A.G. Needs. Interests. Values / A.G. Zdravomyslov. - Moscow: 1999 .-- 237 p.

3. Kuznetsov V. G. Philosophy / V. G. Kuznetsov, I. D. Kuznetsova, V. V. Mironov, K. Kh. Momdzhyan. - Moscow: INFRA-M, 2003 .-- 518 p.

4. Stolovich LN Beauty. Good. Truth: an outline of the history of aesthetic axiology / L. N. Stolovich. - M .: Respublika, 1994 .-- 464 p.

5. Frank S. L. Reality and man / S. L. Frank; comp. P.V. Alekseev. - Moscow: Republic, 1997 .-- 478, 1 p .: ill.

6. Kuvakin V. Your heaven and hell: humanity and inhumanity of man: (Philosophy, psychology and style of thinking of humanism) / V. Kuvakin. - SPb .; M., 1998 .-- 360 p.

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Presentation on the moral values ​​of the Russian people. Moral values ​​of Islam Moral rules of people

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Presentation on the moral values of the Russian people. Moral values of Islam Moral rules of people