Value orientations are the most important component of personality structure. Along with other socio-psychological formations, they function as regulators of behavior and manifest themselves in all areas of human activity. Values are of a dual nature: they are social, since they are historically and culturally determined, and individual, since they contain the life experience of a particular subject. Social values are defined as a given, having an empirical content value, correlated with something that is the object of activity. The values of a particular individual are formed under the influence of the social environment, the characteristics of those social groups in which it is included.
The subjective significance for a person of certain values can be determined by different sources. The following were named as the main such sources at different stages of the development of science: the divine or natural mind, the principle of pleasure and instinctive biological needs, the universal law of conservation of the species, the ethical norms of the microsocial environment and society as a whole, the inner psychological nature of man.
The value orientations of a person, linking his inner world with the surrounding reality, form a complex multi-level hierarchical system, occupying a border position between the motivational-required sphere and the system of personal meanings. Accordingly, the value orientations of the individual perform dual functions. On the one hand, the system value orientations acts as the highest control body for the regulation of all stimuli of human activity, determining acceptable ways to implement them. On the other hand, as an internal source of a person's life goals, expressing accordingly what is most important for him and has a personal meaning. The system of value orientations, therefore, is the most important psychological organ of self-development and personal growth defining at the same time its direction and methods of its implementation.
According to their functional significance, personality values can be divided into two main groups: terminal and instrumental, acting, respectively, as personal goals and means to achieve them. Depending on the focus on personal development or on maintaining homeostasis, values can be divided into higher (development values) and regressive (preservation values). At the same time, terminal and instrumental, higher and regressive, internal and external values in their origin can correspond to different levels or stages of personal development.
Attitudes, attitudes and value orientations of the individual regulate the realization of human needs in various social situations. V.Ya. Yadov combines all the regulatory formations described above as dispositions, that is, "predispositions." In his "dispositional concept of the regulation of personality behavior". V.Ya. Yadov argues for the hierarchical organization of the system of dispositional formations. In the scheme he developed, at the lowest level of the system of dispositions, there are elementary fixed installations that are of an unconscious nature and are associated with the satisfaction of vital needs. The second level consists of socially fixed attitudes, or attitudes, formed on the basis of a person's need for inclusion in a specific social environment. The third level of the system of dispositions - basic social attitudes - is responsible for regulating the general orientation of the interests of the individual in certain specific areas of human social activity. The highest level of personality dispositions represents its system of value orientations, corresponding to the highest social needs and responsible for a person's attitude to life goals and means of satisfying them. Each level of the dispositional system turns out to be involved in various areas and communication situations corresponding to them: in the immediate family environment, a small contact group, a specific field of activity, and, finally, in a certain type of society as a whole. Separate levels of the dispositional system are responsible for specific manifestations of activity: for individual behavioral acts in the actual objective situation; for actions carried out in habitual situations; for behavior as a system of actions; for the integrity of human behavior or activity. Thus, we can conclude that the levels of behavior regulation in the dispositional concept of V.Ya. Yadov differ in the proportion of biological and social components in their content and origin. Value orientations as the highest level of the dispositional system, according to V.Ya. Yadov, thus completely dependent on the social community with which the person identifies himself [ibid.].
Obviously, the levels of the dispositional system of the personality also differ in the degree of awareness of the described regulatory formations. Value orientations that determine a person's life goals express, respectively, what is most important for him and has personal meaning for him. K.A. Albukhanova-Slavskaya and A.V. Brushlinsky describe the role of semantic representations in the organization of a system of value orientations, which manifests itself in the following functions: acceptance (or denial) and realization of certain values; strengthening (or reducing) their significance; retention (or loss) of these values over time. B.S. Bratus defines personal values as “the general meanings of his life realized and accepted by a person”. He separates personal values as the conscious meanings of life and declared, “called”, external values in relation to a person. G.L. Budinaite and T.V. Kornilov also emphasize that "personal values become those meanings in relation to which the subject has decided", focusing on the need not only to understand the meanings, but also to decide on their acceptance or rejection.
At the same time, a number of authors believe that value formations, on the contrary, are the basis for the formation of a system of personal meanings. So, according to V. Frankl, a person acquires the meaning of life by experiencing certain values. F.E. Vasilyuk writes that meaning is a boundary formation in which the ideal and the real, life values and the possibilities of their realization converge. Meaning, as an integral set of life relations, in F.E. Vasilyuk is a kind of product of the value system of the individual. A similar point of view in his study is defended by A.V. Grey .
The formation and development of systems of personal meanings and value orientations is interrelated and mutually determining. As D.A. Leontiev, personal values are both sources and carriers of meanings that are significant for a person.
G.E. Zalessky connects personal values and meanings through the concept of "belief". Belief, being an integrating element of the mechanism of regulation of human activity, represents, in his opinion, "realized goals, subjectively ready for implementation through their use in socially-oriented activity" . According to G.E. Zalessky, beliefs have both motivating and cognitive functions. Belief, acting as a standard, evaluates competing motives from the point of view of their compliance with the content of the value that it is called upon to realize, and chooses a practical way of its practical implementation. As G.E. Zalessky, “belief has, as it were, a double character: the social values adopted by the individual “trigger” it, and being actualized, the conviction itself introduces a personal meaning, partiality in the implementation of the learned social value, participates in the acts of choosing a motive, goal, act” [ibid. ]. At the same time, the higher in the subjective hierarchy is the belief corresponding to a particular value, the deeper meaning is attached to its implementation, and, consequently, to the motive highlighted with its participation.
The idea of a person's value system as a hierarchy of her beliefs has also become widespread in the American social psychology. Thus, M. Rokeach defines values as “a persistent belief that a certain way of behavior or the ultimate goal of existence is preferable from a personal or social point of view than the opposite or reverse way of behavior, or the ultimate goal of existence” . In his opinion, personality values are characterized by the following features:
- - the origins of values can be traced in culture, society and personality;
- - the influence of values can be traced in almost all social phenomena worthy of study;
- - the total number of values that are the property of a person is relatively small;
- - all people have the same values, albeit to varying degrees;
- - values are organized into systems [ibid., 3].
S. Schwartz and W. Bilsky give a similar conceptual definition of values, including the following formal features:
- - values are concepts or beliefs;
- - values have to do with desired end states or behaviors;
- - values are supra-situational;
- - values govern the choice or evaluation of behavior and events;
- - values are ordered by relative importance.
Thus, value orientations are special psychological formations that always represent a hierarchical system and exist in the personality structure only as its elements. It is impossible to imagine the orientation of a person to a particular value as a kind of isolated formation that does not take into account its priority, subjective importance relative to other values, that is, not included in the system.
The regulatory function of a person's value orientations covers all levels of the system of human activity stimuli. As A.G. Zdravomyslov, “the specifics of the action of value orientations is that they function not only as ways to rationalize behavior, their action extends not only to higher structures of consciousness, but also to those that are usually referred to as subconscious structures. They determine the direction of the will, attention and intellect.
N.F. Naumova identifies value orientations as one of the goal-setting mechanisms, since they orient a person among objects of natural and social peace, creating an orderly and meaningful picture of the world that has meaning for a person. According to her, value orientations provide a basis for choosing from the available alternatives of ends and means, for the order of preferences, evaluation and selection of these alternatives, defining the "limits of action", i.e. not only regulate, but also direct these actions. According to M.S. Yanitsky, thus the system of value orientations determines the life perspective, the “vector” of personality development, being its most important source and mechanism, and is a psychological organ that links the personality and the social environment into a single whole, simultaneously performing the functions of regulating behavior and determining its goal.
According to F.E. Vasilyuk, "value internally illuminates the whole life of a person, filling it with simplicity and true freedom" . As he notes in this regard, values acquire the qualities of actually acting motives and sources of meaningfulness of being, leading to the growth and improvement of the individual in the process of their own consistent development. Value orientations, being thus a psychological organ, a mechanism for personal growth and self-development, are themselves developing in nature and represent a dynamic system.
Orientation of personality - it is the personal purposefulness of a person, due to the system of his motives.
The personality orientation system includes the following main elements (components).
The system of value-semantic formations of the personality. Here we are talking, in essence, about two interconnected systems of personality formations (personal constructs): semantic and value, considered earlier.
Personal claims - as based on her assessment of her capabilities and situation, the situation of a person’s expectation of certain results of her actions, behavior, attitudes of others around her, etc. These are claims for a certain place in the system of professional and other social and interpersonal relations, for a certain success in actions, deeds, for this or that place in life, etc. The content of the claims is determined by the system of value formations of the individual, and their level and nature - by the self-assessment of the individual. Self-esteem is one of the basic personal formations.
Personal claims are a kind of integral form of expressing values, the level and nature of a person's self-esteem.
Need states of the individual the originality of which depends not only on objective circumstances, objects and objects of human needs, but also on its systems of semantic and value formations, claims and other personal characteristics. The emergence of certain need states in a person and their objectification determines the setting of appropriate goals and the emergence of motives for their implementation.
Human needs are two main functions: goals and motivations. The first is determined by the system of semantic formations, and the second - by the system of value formations of the personality and its claims.
Personality motives - this is the need (or system of needs) of the individual in the function of motivation. Motives are internal mental urges to activity, behavior, due to the actualization of the specific needs of the individual. This is an attractive image of objects, phenomena of reality that serve to satisfy certain needs, specific forms of manifestation of human needs.
People may perceive their needs in different ways. Depending on this, the following motives are distinguished:
- - emotional - desires, desires, inclinations, etc.;
- - rational - aspirations, interests, ideals, beliefs.
In psychology, two groups of interrelated motives for life, behavior and activity of the individual are distinguished:
- - motives of goals (Mts), generalized motives, the content of which expresses the image of the object of needs and therefore the direction of the aspirations of the individual. The strength of this motive is due to the degree of importance for a person of the object of his needs;
- - motives for choosing ways, means, ways to achieve, realize the goal (Mneerts): instrumental motives. These motives are determined not only by the need state of the individual, but also by the degree of his preparedness, the presence of other opportunities to act successfully to achieve the set goals in these conditions.
The first and second groups of motives together constitute the motivation of the behavior and activities of the individual in certain circumstances and can not only mutually influence, but also change each other.
There are other approaches to the classification of motives.
So, for example, according to the degree of social significance, they distinguish broad social motives (ideological, ethnic, professional, religious, etc.), group plan and individual-personal character.
There are also motives for achieving the goal, avoiding failures, motives for approval, affiliation.
Motives not only encourage a person to act, but also give his actions and actions a personal, subjective meaning. (A. N. Leontiev). In practice, it is important to take into account that, making the same in form and substantive results actions, people are often guided by different and sometimes directly opposite motives, attach personal significance to their behavior, actions, respectively, and the assessment of these actions should be different: both moral and legal.
Personal goals as an image of the expected, intended result of actions, human behavior.
In a holistic form, the system of personality orientation can be represented in the form of a diagram (Fig. 6.1).
Rice. 6.1.
Depending on the sphere of manifestation, the following types of personality orientation are distinguished: professional, moral, political, domestic, etc., for example, in the field of creativity, sports activities etc. The orientation of the personality is characterized by: - level of maturity (the degree of social significance of the main aspirations of the individual, his moral character, ideological position, etc.);
- - latitude (the range of spheres of manifestation of the aspirations of the individual), which can be narrow or wide;
- - intensity (by the strength of the aspirations of the individual to achieve the set goals);
- - hierarchy of types of orientation specific person. In the system of types of personality orientation, leading, main, dominant, etc.
The formation of a professional and other vitally important types of orientation in a person is largely reduced to the formation in her of the corresponding systems of semantic and value formations, the claims of the individual.
THEORETICAL FOUNDATIONS OF THE VALUE-SEMANTIC ORIENTATION OF THE STUDENT'S PERSONALITY
Zoteeva Natalya Vladimirovna
Senior Lecturer, USGU, Yekaterinburg
E- mail: nzoteeva @ mail . en
The value-semantic orientation of the student's personality underlies the professional behavior and subjective attitude to the chosen professional activity. Youth is a sensitive period in the development of personality components associated with the formation of a worldview. In particular, the formation of a worldview is interconnected with the value-semantic sphere of the personality, which in this period as an unstable element of the personality structure. This manifests itself in the form of such age-related features as youthful maximalism, a demonstration of diametrically opposed character traits, immersion in one’s own uniqueness, a change in priorities and interests, etc.
In the process vocational training at the university, it is obvious that the value-semantic orientation of the student has not been formed: students are poorly aware of the values and meanings of their future professional activities. Based on the analysis of the works of domestic psychologists (S. L. Rubinshtein, A. N. Leontiev, V. N. Myasishchev, B. G. Ananiev, K. K. Platonova, L. I. Bozhovich, D. A. Leontiev, etc. .) we have identified a number of main features that correspond to the value-semantic orientation of the student's personality.
Before studying the value-semantic orientation of the student's personality, in our opinion, it is advisable to give a definition of this concept and its main components.
The orientation of the personality is a psychological phenomenon that still does not have a single definition. So, the orientation is considered by N. S. Pryazhnikov as “the result of the existing hierarchy of motives, which is expressed in the steady dominance of some motives over others” . S. L. Rubinshtein formulates the definition of orientation as follows: "dynamic aspects of the personality, such as needs, attitudes, interests and inclinations, which determine the motivation of the individual's activity and his behavior in accordance with specific life goals" .
Thus, the orientation of the personality is interpreted differently by the authors. A. N. Leontiev defines it as a “sense-forming motive”, S. L. Rubinshtein is considered as a “dynamic trend”, B. G. Ananiev as “the main life orientation”, V. N. Myasishchev characterizes it as a “dominant relationship”, B. F. Lomov as a "system-forming property of the personality."
Summarizing the above definitions, we consider orientation as a stable socially conditioned integrative property of a personality that ensures the integrity of its manifestation and general dynamic orientation in life.
Specificity the orientation of the individual is manifested in the social activity of the individual and is expressed in actions and deeds aimed at a significant object, generated by motives and needs. The role and significance of orientation determines the social and moral characteristics of the individual, and is also one of the factors of personal and professional development.
Functions personality orientations: selection of significant phenomena in the social environment and the world around; revision of life plans and setting priorities; choice of ways to achieve the goals; definition of lifestyle; regulation of behavior and activity. Properties focus: analytics; activity; dynamism; reflexivity.
K. K. Platonov, exploring orientation as a psychological phenomenon, identifies the following components in its structure: general orientation, professional orientation, atheistic orientation, attitude to work, to people, to oneself.
Let us dwell in more detail on the content component, since it determines the dominant relations in the interaction of the individual and the social environment.
After analyzing the scientific psychological and pedagogical literature, we found that orientation as a psychological phenomenon has a certain structure, the components of which reflect the main aspects of the functioning of orientation and its manifestations. We propose to highlight the main structural elements:
1. by manifestation: cognitive, emotional and behavioral;
Let's take a closer look at value-semantic orientation, as a structural component of personality orientation.
Research values belong to the traditional problems of philosophy, sociology, psychology and pedagogy. In the analysis of values, the pedagogical aspect is the most interesting. Pedagogy relies on values as stable moral norms and moral guidelines that form and develop individual and social consciousness and behavior.
Values can be considered in three main values: 1) as social ideals, i.e. some absolutes; 2) as material and spiritual categories; 3) as social phenomena, i.e. relationship between people.
Values as the most important component of the psychological structure of the personality when analyzing it within the framework of the educational process characterize: sphere of reality, the most significant for the subject; influence the formation of the needs of the individual; determine the content features of other components of the psychological structure of the personality; determine the features of its development, activity and behavior.
Since the formation of values is, first of all, a process that manifests itself at a certain level of personality functioning, most often researchers distinguish the following value levels:
1. intellectual - characterized by a cognitive component, reflecting the analysis of behavior and activities, and awareness, i.e. personal and social standards;
2. behavioral - reflecting prescribed patterns;
3. emotional-motivational - characterized by emotional, evaluative and motivational manifestations.
Existing classifications values are produced for various reasons: to meet the needs of the subject (public, group, personal); by the content and orientation of values (professional, corporate, political, economic, pedagogical, educational); according to the forms of public life (cultural, social, life values).
N. S. Rozov, identifies the following components in value structure: actual values; ideals; principles of conduct; principles of consciousness; specific values.
Summarizing the above, we can conclude that values are considered as criteria:
1. a person's choice of his behavior and activities;
2. assessment of oneself, society, group and significant objects of the world around;
3. as an indicator of personality change under the influence of various factors.
Values at the individual level manifest themselves as value orientations. Analyzing the psychological and pedagogical approach to the essence of the concept of "value orientations", we adhere to the point of view of D. A. Leontiev, that these are "conscious ideas of the subject about his own values, about what is valuable to him" . Value orientations determine the goal, the program of action, decision-making and assessment of the surrounding reality. Thus, value orientations are a person's conscious ideas about their own values, which have a hierarchy, on the basis of which ideas are formed and socially significant behavior is realized.
Value orientations are concretized by the personality in individual consciousness in the form of personal meanings.
A. N. Leontiev introduced the concept personal meaning, identifying it with the subjective-objective category of personality, which is defined as "meaning for the subject" . The main properties of personal meaning are instability, change over time.
Later, scientists singled out the “basic unit of personality” - a semantic formation that combines structural elements: meaning-forming motives, personal meanings, semantic attitudes (fixed and specific situational).
E. E. Nasinovskaya, studying the interaction of the elements of semantic education, came to the conclusion that semantic education is both static and dynamic. Static are: meaning-forming motives and fixed semantic attitudes, dynamic include specific situational semantic attitudes and emotional-direct experiences, the manifestation of which depends on specific conditions.
The manifestation of personal meaning is realized at the following levels: the zero level is situational meanings, defined as the achievement of a goal in given specific conditions; the first level is the egocentric level, personal gain prevails; the second level is group-centric, attitudes towards reality, towards the reference group; the third level is the prosocial level or universal (actually moral) semantic orientations.
After analyzing the nature and structure of the value-semantic orientation of the personality, we propose the following definition - this is a holistic dynamic education, manifested in the setting, awareness and implementation of life goals and principles, the choice of means to achieve the goals, formed in the process of socialization, which has the subjective meaning of perception and assessment of reality and self-realization of the individual.
Thus, semantic orientations are formed throughout life. The most intensive development and formation takes place during adolescence, since this period is sensitive for the formation of a worldview. It is during this period of time that a person makes life plans, revises his capabilities, and also chooses a certain lifestyle, linking it with his future professional sphere, since the professional sphere is associated in adolescence with certain social opportunities and the achievement of significant needs. Therefore, when studying at a university, special attention should be paid to enriching the value-semantic orientation of the student's personality.
Bibliography:
1. Zhmurov V. A. Great Encyclopedia of Psychiatry [electronic resource] - Access Mode. URL: http://www.vocabulary.ru/dictionary/978/word/napravlenost-lichnosti
2. Leontiev A. N. Activity. Consciousness. Personality. - M.: Politizdat, 1977. - 304 p.
3. Leontiev D. A. Psychology of meaning: nature, structure and dynamics of semantic reality. - M.: Meaning, 2003. - 487 p.
4. Leontiev D. A. Value representations in individual and group consciousness [electronic resource] - Access mode. URL: http://old.portalopen.ru/to_texts/id_121/
5. Pryazhnikov N. S. Professional and personal self-determination. - M .: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1996. - 256 p.
6. Slastenin V. A., Chizhakov G. I. Introduction to pedagogical axiology. - M .: Publishing Center "Academy", 2003. - 192 p. (p. 46)
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SEVASTOPOL CITY HUMANITARIAN UNIVERSITY
PSYCHOLOGICAL AND PEDAGOGICAL FACULTY
DEPARTMENT OF GENERAL PSYCHOLOGY
Test
discipline: Psychodiagnostics.
on the topic: Diagnostics of the value-semantic sphere of student youth.
Performed
student of group P4z
Mikhailichenko D.E.
Checked:
teacher Badalova M.V.
Sevastopol 2010
INTRODUCTION .................................................. ................................................. ...... 3
CHAPTER I. THEORETICAL INVESTIGATION OF THE PROBLEM
VALUE ORIENTATIONS.................................................................. ...................... 6
1.1. The concept and types of values and ideals .............................................. ...... 6
1.2. Review of theoretical works in the field of value orientations ........ 9
1.3. Analysis of research on value orientations .............................................. 11
Chapter P. Practical study of the value-semantic sphere of student
Youth ............................................................ ................................................. ........ fourteen
2.1. The study of value orientations according to M. Rokeach ....................... 14
2.2. The study of value orientations by the method of questioning... ..17
CONCLUSION................................................. ............................................... 23
LITERATURE................................................. ................................................. 25
APPENDIX................................................. ............................................... 27
INTRODUCTION
Each society has a unique value-semantic structure, which reflects the identity of this culture. Since the set of values that an individual assimilates in the process of socialization is “transmitted” to him by society, the study of the system of value orientations of an individual seems especially topical issue in a situation of serious social changes, when there is some "blurring" of the social value structure, many values are violated, the social structures of norms disappear, contradictions appear in the ideals and values postulated by society.
The problem of values and value orientations occupies a significant place in philosophical (M. Weber, P. P. Gaidenko, N. O. Lossky and others) and socio-psychological (M. S. Kagan, A. N. Leontiev, V. P. Tugarinov, V.A.Yadov, M.Rokich, I.S.Kon, A.S.Sharov and others) works. The psychological aspect of the problem consists in applying a value approach to psychological phenomena and processes, which allows highlighting the inner side of the relationship between the individual and society and seeing the personal aspect of young people's orientation towards socially significant values. Currently, the theory of values is developing in psychology and pedagogy in line with an interdisciplinary approach to life. young man.
Growing up is invariably accompanied by a desire to understand oneself in more depth, to understand one's feelings, moods, opinions, and relationships. The life of a young person should be filled with some meaningful relationships, interests, experiences. It is at a young age that a certain circle of interests is established, which gradually acquires a certain stability. This range of interests is the psychological basis of value orientations. At this age, interests are switched from the private and concrete to the abstract and general, there is an increase in interest in issues of worldview, religion, morality and aesthetics. An interest in the psychological experiences of other people and in one's own develops.
So, the problem of studying the value-semantic sphere of student youth remains relevant, since, firstly, there is no single approach to interpreting the concept of value orientation; secondly, fundamental changes in the political, economic, spiritual spheres of our society entail radical changes in the value orientations and actions of people, this is especially pronounced among young people. The study of the changes taking place in the minds of today's youth is becoming especially acute today. The reassessment of values, their crisis, which is inevitable in the condition of breaking the established foundations, is most of all manifested in the consciousness of this social group. The relevance of studying the value orientations of young people is due to the appearance of a number of works devoted to various aspects of this problem.
During the study, it was next target: to find out the priorities of the value orientation of the personality of modern youth.
The object of the study is the worldview of young people, and the subject is their value orientations.
The hypothesis of the study is the assumption that the ongoing social changes in recent years, associated with the transition of society from one model of life to another, in the minds of young people have not yet destroyed the desire to achieve socially significant positive ideals and values.
The following methods were used in the study:
1. Theoretical analysis of psychological and pedagogical literature.
2. Research methodology psychological features valuable
orientation as a mechanism for regulating behavior.
3. Methodology for studying the value orientations of M. Rokeach.
4. Methods of mathematical data analysis.
5. Method of experimental orientation.
CHAPTER I . THEORETICAL INVESTIGATION OF THE PROBLEM VALUE ORIENTATIONS
1.1. The concept and types of values and ideals
Value orientations - essential elements the internal structure of the personality, fixed by the life experience of the individual, the totality of his experiences and delimiting the significant, essential for a given person from the insignificant, insignificant.
Value orientation is a characteristic feature of human life. Over the course of the centuries-long history of society, people have developed the ability to distinguish objects and phenomena in the world around them that acquired special significance for them and to which they therefore had a special relationship: they valued and protected them, sought to master them, focused on them in their actions and aspirations. .
Initially, values were limited to the sphere of utilitarian relations to nature and society. The only basis for their distinction was the sign of utility. People valued the objects of nature, which served as food for them; they valued the animals they tamed and used as tools; they valued everything that made life easier for them, or at least seemed to help them live, protect them from suffering, troubles and misfortunes. These initial value orientations, the values and value attitudes of people to the world around them, with the development of society, underwent significant changes in the process of the formation of urgent needs, the desire to satisfy them.
In the ethical vocabulary, the good is the most general category, equivalent to the concept of value. It can be said that the good is everything that is valuable for people, but the opposite can also be argued: everything that is valuable for people is good. This is still noticeable in modern languages: for example, in Russian the word “good” simultaneously means both a moral category and
acquired wealth; the same is true of the English pair of terms "good/goods".
Depending on the nature of needs and ways to satisfy them, values are divided into material and spiritual, which, in turn, can be cognitive, scientific, aesthetic, artistic, moral. In the very general view the differences between material and spiritual values are that the former are associated with the satisfaction of purely practical needs, and therefore their measure is the practical usefulness of objects, while the latter, as a rule, characterize the highest demands of people, therefore the criteria for their selection are different. The measure of cognitive and scientific values, for example, is truth; aesthetic and artistic - beauty, beauty. Features of moral values are due to the main role of morality in the life of society. Morality is designed to regulate and harmonize relationships between people, to resolve contradictions between society and the behavior of individuals. Genuine morality is designed to ensure the purity of human relations, therefore moral values, which include goodness, conscience, dignity, etc., are free not only from any mercantile, but also from utilitarian considerations in general. Morality is above the interests of momentary profit, calculation, its goal is to promote the establishment of human solidarity and humanity.
What is the positive role of moral values in relation to everyday life and moral development of the individual? Moral values are the criteria and forms for evaluating human thoughts and actions, their personal moral virtues and the level of moral development. To evaluate the listed phenomena in the categories of goodness, conscience, responsibility, dignity means to reveal the moral and social content of the very motives, actions and personal qualities of people. And this, in turn, means that moral values do not represent concepts and ideas divorced from life, but act as quite definite and
real manifestations of moral relations. And since moral relations do not exist separately from specific forms of human life, namely, labor, social activity, various kinds of spiritual activity, then all of them in one way or another turn out to be carriers of moral knowledge, that is, they have not only practical, but also moral value.
It should be noted that the moral consciousness of a person is predetermined by the values that society already has, which are generated by all its previous development. Society itself integrates, generalizes in moral values those moral relations that develop between individuals as subjects of historical progress. On the other hand, the value orientations of individual people only more or less fully, more or less adequately correspond to the system of social values.
Consider the question of the role of the ideal in the moral development of the individual. The ideal is usually understood as the image of the most perfect social structure or the perfect person. The need for an ideal is one of the strongest human needs, and it is associated with the desire to get rid of everything that prevents people from freely manifesting their physical and spiritual strengths, freely using their abilities for universal blasphemy, and feeling the full-blooded breath of life.
The need for an ideal is manifested in the development of a child who is drawn to role models, choosing a worthy example for himself, by which he tries to build himself. Any process of self-education presupposes a conceivable image of perfection, which becomes a goal for achievement. The need for an ideal is a characteristic feature of human existence, a powerful stimulus for personal development.
Observations show that psychologically the need for an ideal is satisfied in different ways. In some cases, it is satisfied by choosing a specific role model, which may be someone from the immediate environment or an artistic image. Sometimes
this is a collective image. They are mostly addressed by older people. In youth, the most intense need for an ideal is felt. In the minds of young people there is a selection of the most attractive personal qualities inherent in different individuals, linking them into a single perfect image, that is, an ideal.
1.2. Review of theoretical works in the field of value orientations
The system of value orientations, being a psychological characteristic of a mature personality, one of the central personality formations, expresses a person's meaningful attitude to social reality and, as such, 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 meet the needs and interests, indicate the direction of its behavior.
In the scientific literature, there are many different definitions of the concept of "value". There are so many of them that, according to N. Rescher, the ardent desire of various authors to bring conceptual order in the field of the study of values seems to be the only point of agreement for them.
Most authors distinguish two most important characteristics of value: (1) significance (Tugarinov V.P., Arkhangelsky L.M., Frolov I.T., Shchepansky Ya., Naumova N.F.) and (2) secondary, derived from human character of being (Frolovich L.N., Arkhangelsky L.M., Zdravomyslov A.G., Yadov V.A., Rubinshtein S.L.)
In addition, it is possible to highlight the features of the study of values in the framework of various sciences. Thus, philosophical research is characterized by: (1) globality, as well as (2) consideration of values in various contexts: historical, cultural; while for social and especially social
characteristic of psychological research can be called: (1) the desire to strictly separate the concepts of "value", "need", "goal", "norm", "value orientations", etc., (2) attempts to classify values on various grounds (Kosova L.B., Popova I.M., Lapin N.I., Rokeach M., Schwartz Sh.), (3) highlighting the structure of personality values.
The formation of the personal value structure of the individual is the most important factor in the process of socialization, through which a person becomes a full member of society in the fullness of social relationships.
As a rule, personal values are characterized by high awareness, they are reflected in the mind in the form of value orientations and serve as an important factor in the social regulation of relationships between people and individual behavior.
Yadov V.A. developed a dispositional concept of regulation of the individual's social behavior. The main idea of this concept is that a person has a complex system of various dispositional formations, organized hierarchically, which regulate his behavior and activities. Each level of this system includes three components: a need classified in terms of the individual's involvement in various areas of social activity; the situation in which the individual operates and which "meet" certain needs; and dispositional education, regulating the behavior and activities of the individual. The system of value orientations of an individual is formed at the highest level of personality development and regulates the behavior and activities of the individual in the most significant situations of his social activity, in which the attitude of the individual to the goals of life and to the means of satisfying these goals is expressed.
Many researchers have given great importance the formation of an individual's system of value orientations. So, for example, Kolberg L., for-
considering the development of the individual, he studied the stages of the moral development of the personality and connected them with the stages of mental development according to Piaget.
Yakobson P.M., highlighting the psychological aspects of the maturation of the personality and exploring the criteria for its social maturity, noted the important role of dynamic shifts in the core of the personality associated with the discovery and assimilation of values, norms, requirements and rules of society.
Thus, the formation of a system of value orientations of an individual is a subject of close attention and diversified study for various researchers. The study of such issues is of particular importance in adolescence, since it is with this period of ontogenesis that the level of development of value orientations is associated, which ensures their functioning as a special system that has a decisive influence on the orientation of the individual, his active social position.
1.3. Analysis of research on value orientations
The results of surveys conducted at the Sociocenter of Moscow State University on a sample and the Research Center at the Institute of Youth in 2007 showed that almost every third young person has them and strives to implement them, more than a third has ideals and goals, but only as guidelines in life, not making special efforts to implement them, every tenth respondent does not have ideals and life goals, since they have not yet been formed, almost the same number of respondents also do not have ideals and goals, but insofar as they have not yet been formed in society and they do not exist today.
According to the sample made, the main thing for young people, first of all, is to realize their abilities (21.4%), and then become rich (16.1%) and live for their own pleasure (15.9%). Sufficiently even in size groups of those respondents who aspire to become a person of high culture (14.5%), a highly qualified specialist (14.3%), to make a career,
to achieve a high social status in society (14.7%), and only 1.0% of the respondents want to leave the “world” and save their soul.
The distributions as a whole for the array of respondents show a fairly high degree of orientation of young people towards getting a good education as a factor of success in life - 23.7%, although, along with this, acquaintances and connections are valued somewhat higher - 25.7%, and orientation is the highest. money as a factor that ensures success in life - 31.3%.
In the course of a study of the meaning-of-life values of young people, conducted by V.V. Gavrilyuk and N.A. Trikoz, it was found that the values of goodness, freedom and a worthy continuation of one's kind are not affected by changes in society. For 79% of the respondents, these values are the basis of integration. But the attitude to truth, beauty and, what is especially alarming, to life is very ambiguous. 71% of respondents believe that "it is not always necessary to strive for the truth, sometimes you need a lie to save." For 77%, beauty is not a value that is important in our society; neither truth nor beauty can “save the world” today.
According to studies conducted at the Sociocenter of Moscow State University on a sample and the Research Center at the Institute of Youth in 2007, money, as the main factor of success in life, in relation to the selected age groups of young people, is most significant for the older age group (27-29 years old) - 33.8%, least of all - for 18-20 year olds - 12.2%.
The results of studies of the meaning-of-life orientations of young people by Z.K. Selivanova give an idea that the world of values of young people is extremely contradictory. This, in particular, means that young people are not always able to correctly orient themselves in social reality. According to the researcher, “one of the main reasons for the negative trends in the spiritual environment of adolescents is the destruction of the education system. Today the family, the street, television are the main ones who bring up children... Young people take for the “truth of life” everything that is broadcast on TV and video, often not suspecting that this is not life at all. While adults argued about what should be the ideological basis of education, it went on as usual, uncontrollably and sometimes destructively influencing the younger generation. The fruits of his upbringing are already bearing fruit. The problem of upbringing must immediately begin to be dealt with again, restoring the system of educational work, otherwise our society will face a catastrophe.
Chapter P. Practical study of the value-semantic sphere of student youth
2.1. The study of value orientations according to M. Rokeach
The specific object of the study is the older age group of 18-22 years. Young people, on the one hand, already bear the results of the influence of various factors, in general they are formed personalities, and on the other hand, their values remain quite flexible, subject to various influences. The life experience of this group is not rich, ideas about moral and ethical values are often not completely defined; problems associated with the peculiarities of age are exacerbated by psychophysiological imbalance, the presence of "adult" needs and desires in the absence of adequate opportunities. Therefore, the study of the value orientations of young people of this age is of particular importance for understanding the present and future society.
The study was conducted on the basis of an adapted version of M. Rokeach's method of value orientations. The subjects were asked to rank (number) 16 values-goals in descending order of their significance for their own lives. At the same time, after reading the list of all 18 values-goals, the subjects were asked to first choose three values that are the most important in their lives, assigning them 1st, 2nd and 3rd places, then choose two from the remaining values-goals, striving for which, in their opinion, does not make sense, and assign them 17th and 18th places. And after that, distribute the places of the remaining values in descending order of preference.
The study was conducted using forms (Appendix A) and was anonymous.
Processing technique. The data received in vocational school No. 21 of Sevastopol were subjected to processing. When processing the obtained data, in addition to qualitative comparison (individual perception), a quantitative analysis was used, which took into account two variables: the accepted values-goals that are in the 1st, 2nd, 3rd places in individual questionnaires (that is, the values , which are the most important in the life of a particular person), and rejected values-goals, occupying the last place (17th, 18th) in the hierarchy of life values of a given person (existence for which is simply unworthy). Data from individual sample forms were summarized in Table 2.1.
Table 2.1.
Data from forms of a separate sample according to the method of value orientations
| № is- | Number | values - goals ( on list ) | ||||||||||||||||
| try- | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 |
| mogo | ||||||||||||||||||
| 1 | 13 | 1 | 8 | 15 | 12 | 14 | 9 | 16 | 4 | 6 | 3 | 7 | 5 | 17 | 2 | 10 | 18 | 11 |
| 2 | 8 | 3 | 14 | 17 | 4 | 2 | 5 | 13 | 15 | 10 | 16 | 6 | 9 | 11 | 1 | 7 | 18 | 12 |
| 3 | 7 | 2 | 10 | 5 | 8 | 15 | 3 | 11 | 12 | 14 | 13 | 4 | 18 | 16 | 1 | 9 | 17 | 6 |
| 4 | 9 | 5 | 12 | 18 | 11 | 4 | 2 | 8 | 13 | 3 | 10 | 17 | 16 | 14 | 1 | 6 | 15 | 7 |
| 5 | 6 | 1 | 12 | 4 | 13 | 7 | 16 | 11 | 10 | 15 | 17 | 14 | 8 | 3 | 2 | 18 | 9 | 5 |
| 6 | 7 | 1 | 10 | 17 | 11 | 9 | 3 | 8 | 12 | 15 | 13 | 6 | 16 | 14 | 2 | 5 | 18 | 4 |
| 7 | 7 | 2 | 5 | 6 | 4 | 3 | 12 | 15 | 8 | 16 | 9 | 17 | 13 | 18 | 1 | 11 | 14 | 10 |
| 8 | 11 | 1 | 3 | 9 | 18 | 2 | 14 | 5 | 10 | 16 | 15 | 7 | 12 | 8 | 6 | 17 | 13 | 4 |
| 9 | 8 | 2 | 6 | 3 | 12 | 11 | 7 | 15 | 18 | 14 | 18 | 5 | 16 | 4 | 1 | 10 | 13 | 9 |
| 10 | 7 | 2 | 14 | 12 | 1 | 12 | 6 | 15 | 18 | 16 | 8 | 17 | 9 | 10 | 5 | 4 | 13 | 3 |
| 11 | 7 | 1 | 8 | 18 | 10 | 6 | 13 | 14 | 2 | 3 | 15 | 16 | 9 | 11 | 4 | 12 | 17 | 5 |
| 12 | 6 | 1 | 9 | 18 | 13 | 4 | 3 | 12 | 14 | 16 | 11 | 17 | 10 | 5 | 2 | 8 | 15 | 7 |
| 13 | 7 | 1 | 10 | 15 | 3 | 11 | 16 | 18 | 8 | 9 | 4 | 5 | 14 | 12 | 2 | 13 | 17 | 6 |
| 14 | 7 | 2 | 11 | 16 | 1 | 5 | 17 | 8 | 18 | 9 | 10 | 12 | 15 | 13 | 3 | 14 | 6 | 4 |
| 15 | 11 | 3 | 7 | 4 | 14 | 17 | 9 | 15 | 2 | 18 | 10 | 16 | 12 | 5 | 1 | 6 | 8 | 13 |
| 16 | 18 | 2 | 3 | 5 | 14 | 15 | 8 | 17 | 16 | 9 | 10 | 12 | 7 | 4 | 1 | 6 | 11 | 13 |
| 17 | 8 | 2 | 13 | 17 | 1 | 5 | 12 | 15 | 6 | 16 | 9 | 3 | 7 | 11 | 4 | 10 | 14 | 18 |
| 18 | 6 | 1 | 11 | 18 | 3 | 12 | 14 | 5 | 4 | 15 | 8 | 16 | 7 | 9 | 2 | 13 | 17 | 10 |
| 19 | 4 | 1 | 5 | 16 | 3 | 8 | 13 | 10 | 14 | 11 | 9 | 15 | 7 | 6 | 2 | 12 | 18 | 7 |
| Sum | ||||||||||||||||||
| 1st,2nd,3rd | - | 18 | 2 | 1 | 6 | 3 | 4 | - | 2 | 2 | 1 | - | 1 | 1 | 15 | - | - | 1 |
| places | ||||||||||||||||||
| Sum | ||||||||||||||||||
| 17th, 18th | 1 | - | - | 7 | 1 | 1 | 1 | 2 | 3 | 1 | 2 | 2 | 4 | 2 | - | 2 | 8 | 1 |
| places | ||||||||||||||||||
The total content of all the selected accepted value-goals in the calculations in the group was equated to 100 percent, and the percentage of each value-goal was found by the number of choices made by the subjects according to the formula:
Ui(%) = (Ri/3n)* 100%,
where C (%) is the percentage of the choices of /-th value; Ri is the total number of choices of the i-th value; n - sample size (number of students),
3 is the coefficient associated with three positive choices by one student.
In the same way, the percentage content of the rejected values-goals was determined (correspondingly, a coefficient of 2 was introduced), which were assigned 17th and 18th places.
Analysis of the received data. When analyzing the data obtained, I would first of all like to focus on the general trends in the formation of moral values presented in the sample. Considering the accepted values-goals as moral guidelines in the formation and implementation of a life strategy, we can single out two absolutely accepted values-goals: health and a happy family life. The percentage of choice of these values either prevails over others or is very high. Thus, the choice of health as a value is equal to 32% of all accepted values. This value does not fall into the rejected values. A happy family life as a value-goal is equal to 26% of the place and also does not fall into the rejected ones.
The general trend of rejected values-goals is not so absolute, and at the same time, 3 values-goals can be distinguished that have a different percentage of rejection throughout the sample. These include: independence as independence in judgments and assessments - 10%; equality (brotherhood, equal opportunities for all) - 22% and the beauty of nature and art (experiencing beauty in nature and art) - 19%. This fact can be viewed as a protest against objective dependence and the impossibility of "adult" independence.
Among the values not accepted, but not particularly rejected, are the active, active life; life wisdom (maturity of judgments and common sense, achieved by life experience); pleasures (a life full of pleasures, entertainments, pleasant pastime); creativity (possibility of creative activity).
Equally, none of the respondents rejected the following values: health (physical and mental); interesting job; happy family life - classical values. The accepted value among students is the presence of good and true friends, the search for like-minded people who are able to share the search for a philosophical understanding of the world and themselves in it.
The most rejected value is equality, which is associated with the awareness of one's originality and uniqueness.
2.2. The study of value orientations by the method of questioning
The subjects were asked a questionnaire consisting of 20 questions. They were asked to choose one (or, if necessary, two or three, but no more) answer options, which they consider the most acceptable for themselves. If the subject does not find the answer that he considers correct in the list, he could write his own answer (for this, the “other” item is provided in each question).
The study was conducted using forms (see Appendix B) and was anonymous.
Processing technique. The data obtained from 16 subjects of vocational school No. 21 in Sevastopol were subjected to processing. When processing the obtained data, a quantitative analysis was used, which took into account the frequency of choice by the subjects of certain answer options.
The data from the forms of a separate sample were summarized in Table 2.2.
Table 2.2.
Data from individual sample questionnaires
| Question | Choice frequency | |||||||||||
| a | b | in | G | d | e | and | 3 | and | to | l | m | |
| 1. What do you like to do most in free time? | 4 | 16 | 17 | 0 | 3 | 0 | 3 | - | - | - | - | - |
| 2. What films do you prefer to watch? | 6 | 1 | 0 | 2 | 5 | 0 | 3 | 1 | 2 | 0 | - | - |
| 3. What TV shows are you most interested in? | 0 | 4 | 9 | 3 | 1 | 2 | 15 | 2 | 0 | - | - | -, |
| 4. What kind of music do you like the most? | 1 | 0 | 5 | 1 | 0 | 7 | 0 | 1 | 3 | 4 | 0 | 0 |
| 5. What do you usually read in your free time (besides the curriculum)? | 4 | 2 | 11 | 4 | 3 | 9 | 0 | 2 | 7 | - | 1 | 3 |
| 6. What is, in your opinion, a "healthy lifestyle"? | 4 | 0 | 3 | 5 | 1 | 0 | 0 | 0 | 3 | - | - | - |
| 7. Do you consider it necessary for yourself to adhere to the principles of a healthy lifestyle? | 14 | 0 | 0 | 2 | 0 | - | - | - | - | - | - | ------ |
| %. If you found out that your friend (girlfriend) uses drugs, would you: | 1 | 7 | 8 | 0 | 0 | - | - | - | - | - | - | - |
| 9. Do you consider prostitution to be | 1 | 5 | 0 | 6 | 5 | 0 | 1 | _ | _ | _ | ||
| acceptable way to make money? | ||||||||||||
| 10. At what age do you think it is possible to start sexual activity? | 1 | 4 | 2 | 5 | 6 | - | - | - | - | - | - | - |
| 11. How do you feel about the problem of pregnancy? | 0 | 7 | 0 | 11 | - | - | - | - | - | - | - | - |
| 12. If you knew that your girlfriend was going to have an abortion, would you: | 2 | 4 | 1 | 11 | 0 | 3 | 4 | 0 | - | - | - | - |
| 13. How aware are you about the means and methods of safe sex? | 7 | 5 | 2 | 0 | 2 | - | - | - | - | - | - | - |
| 14. What are you most afraid of in this life? | 0 | 2 | 5 | 1 | 1 | 0 | 4 | 0 | 0 | 3 | - | - |
| 15. How safe do you feel? | 7 | 12 | 1 | 2 | 6 | 0 | - | - | - | - | - | - |
| 16. Would you like to have any weapons? Which? | 2 | 1 | 3 | 0 | 1 | 3 | 9 | 1 | - | - | - | - |
| 17. What profession (occupation) seems to you the most prestigious and worthy? | 1 | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 8 | 4 | 0 | 0 |
| 18. If you had a choice in which educational institution Would you rather study now? | 9 | 1 | 2 | 0 | 2 | 0 | 0 | 0 | 2 | - | - | |
| 19. In your opinion, is vocational school preparing you enough for a future independent life? | 2 | 3 | 6 | 2 | 3 | 0 | - | - | - | - | - | - |
| 20. What or who is support and support for you in difficult times, helps you “cope with life”, with emerging difficulties and problems? | 4 | 6 | 1 | 0 | 0 | 3 | 1 | |||||
Analysis of the received data. When analyzing the answers of the subjects, it turned out that the value orientations of the subjects more or less lie in the plane of general value orientations in the context modern society. This may be due to a fairly strong connection between the modern generations of "fathers" and "children" - it is not for nothing that the first place in the question of who the subjects consider the best support was taken by the parents. Low (or even zero) indicators for “nature”, “religion”, “art”, “hobby” may indicate that the subjects do not consider their inner spiritual potential to be a support in their lives, focusing on society (“parents” and “ friends").
Their choice of prestigious professions - a businessman and a lawyer, in which they simply followed the current preferences of society, testifies to a fairly strong desire to be “like everyone else”.
The same conclusions can be drawn from the positive answer (moreover, practically “in unison”) to the question about the need to lead a healthy lifestyle. Despite the fact that almost all subjects called it a must in their lives, there is little real basis for this statement: this can be judged by the choice of the conditions of this healthy lifestyle: a little “not drinking”,
a little "eat right", a little "exercise" - and very rarely combine these methods. Therefore, we will not be far from the truth if we conclude that the declared desire for a healthy lifestyle is highly unfounded: few people are actually going to do anything specific in this direction.
In questions concerning sex, the subjects showed relatively traditional
tional views. So, most of them think that sex should appear
in life not earlier than 17 years; they declare condemnation of prostitution and
the ability to fight it, at the same time showing their lack of understanding of the essence of this
(this is evidenced by a fairly significant agreement - 5 out of 16, i.e.
almost a third - with the statement that "prostitution is a way to get
big money for your own pleasure").
Nearly half of the subjects said they knew everything about safer sex. It seems that in this position there is more wishful thinking than real. Some of their arrogance can be judged from the fact that they think little about some of the consequences of their sexual life: practically amicable (11 out of 16) “I don’t care about the problem of pregnancy” and the same coincidence (11 out of 16) answers about a friend’s decision to have an abortion as "her personal file." All this may also indicate an elementary unwillingness to take responsibility for the consequences of their decisions and actions.
At the same time, the subjects demonstrate a relative absence of fears of the surrounding life. Most are afraid of real (and, alas, quite common) troubles - "sit on the needle", get AIDS. (The dissonance is 4 answers about the fear of going crazy. This may indicate the likely development of a neurosis.) At the same time big number of the respondents answered about the complete absence of fear of life or that they had not yet had to deal with truly terrible things. However, many expressed a desire to have weapons with them - apparently not for protection from possible danger, but for a sense of greater self-confidence.
So, we can conclude that the ongoing social changes in recent years, associated with the transition of society from one model of life to another, in the minds of young people have not yet destroyed the desire to achieve socially significant positive ideals and values, which confirms the research hypothesis.
CONCLUSION
So, based on the above, we can draw certain conclusions. The development of a personality and, first of all, its spiritual sphere is associated with the construction of its own hierarchy of values-goals, formed under the influence of ethno-cultural traditions, as well as individual life experience acquired in the process of education and self-education. At the same time, not all goals, as life guidelines, perceived by a person in the process of his socialization (upbringing in the broad sense of the word), become values for him. The structure of personal values that determine the main line of behavior, activities and communication with people includes that part of the assimilated social values that is accepted and appropriated by the individual at this stage of his own development. Thus, there is a process of "spiritual maturation" of the individual, that is, the development of moral, ethical and other ideals and values.
As a result of the experiments carried out to identify the value orientations of young people, we can conclude that the ongoing social changes in recent years, associated with the transition of society from one model of life activity to another, in the minds of young people, in their meaningful life values, have not yet destroyed the desire to achieve social significant positive ideals and values.
Comparing these data with the personality model and the system of ideals and values, one can see a certain degree of discrepancy between the desired and the actual, which leads to inconsistency, fragmentation of consciousness and activity, social behavior of young people and their social expectations. A young person, perhaps, wants to be more humane, focused on self-development, but life forces him to implement more rigid and pragmatic forms of behavior and social activity.
The change in social status is largely determined by the orientation towards the achievement of values that, in the opinion of young people, ensure success in life. If success in life is associated with such basic life values as getting an education and developing one's abilities, then we can expect young people to be oriented toward obtaining high qualifications and, associated with this, an increase in social status. In the case when there is an orientation towards money, acquaintances, connections and other external factors, then one should hardly expect a positive motivation for mastering high qualifications as the basis for raising one's social status.
As a result, we can say that the system of value orientations of modern Ukrainian youth is in the process of transformation, taking place under the influence of the value orientations of Western society, planted by the media. However, a significant proportion of young people still retain value orientations inherent in the domestic sociocultural tradition.
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A.V. Sery, M.S. Yanitsky Tutorial BBK Yu13 S-32 Published by decision of the editorial and publishing council of the Kemerovo State University Reviewers: Doctor of Psychology. Sciences Professor V.G. Leontiev psychol. Sciences Associate Professor V.P. Mikhailova Gray A V, Yanitsky M.S. C-32 Value-semantic sphere of personality / Textbook. - Kemerovo: Kemerovo State University, 1999 - 92 p. ISBN 5 8353 0013 1 value-semantic sphere. The textbook is intended for students of universities and students of the system of postgraduate education, studying in the specialties "psychology" and "social work". From 0303000000 Undeclared LR No. 020464 BBK Yu13 ISBN 5-8353-0013-1 © Gray AV, Yanitsky MS 1999 © Kemerovo State University 1999 CONTENTS Introduction Chapter 1. Value orientations in the context of various psychological theories Chapter 2. Theoretical ideas about personal meanings Chapter 3. Formation and development value-semantic sphere of personality Chapter 4. Methods of studying the value-semantic sphere of personality. INTRODUCTION The problem of studying the value-semantic sphere of personality is now becoming more and more complex, being the subject of various social disciplines, and is an important area of research located at the junction of various branches of knowledge about a person - philosophy, sociology, psychology, and pedagogy. Theoretical analysis and research of the value-semantic sphere at various levels created the need to use the concepts and methodological foundations of related scientific disciplines. The value-semantic sphere of a personality includes two main components - value orientations and a system of personal meanings. Both components are inextricably linked with the concept of personality, since they are closely related to the study of human behavior and motivations. As general scientific concepts, they contribute to the unification of the studied objects of various sciences. CHAPTER 1. VALUE ORIENTATIONS IN THE CONTEXT OF DIFFERENT PSYCHOLOGICAL THEORIES There are many definitions of the concept of "value", both having a general, very broad meaning, and reducing this concept to one of the phenomena of the motivational process. So, for example, E. Tolman defines value as the attractiveness of the target object, i.e. it, along with the need, determines the need for the goal. In more general definitions, the concept of "value" can be given several meanings, depending on the aspect under consideration: a) Value - as a social ideal developed by public consciousness, the abstract idea contained in it about the attributes of due in various spheres of public life. These are universal and concrete historical values. b) Values that appear in an objectified form in the form of works of material and spiritual culture or human actions. c) Social values, refracted through the prism of individual life, enter the psychological structure of the individual in the form of personal values. The concept of "value", as a component of personality, is given unequal importance in various psychological schools. So, for example, Z. Freud did not directly touch on the problem of values, but the correlation with them was nevertheless implied. Freud's "superego" is essentially a repository of both unconscious and socially determined moral institutions, ethical values and norms of behavior, which serve as a kind of judge or censor of the activities and thoughts of the ego, setting certain boundaries for it. Freud in his writings points to three functions of the superego: conscience, self-observation and the formation of ideals. In his opinion, the task of conscience is to limit, prohibit conscious activity; the task of self-observation is the evaluation of activity, regardless of the motives and needs of the id and ego. The formation of ideals is connected with the development of the Superego itself. In Freud's words, "the superego of the child is in fact constructed ... on the model of the superego of his parents: it is imbued with the same content and becomes the bearer of tradition and judgments of value that survive through time, which are thus transmitted from generation to generation" [cit. according to 40, 22]. The pregenital orientation in Z. Freud is characterized by such personality traits as greed, dependence, the desire for stinginess, while the genital orientation is characterized by a productive, mature character, ethically higher. Thus, Freud's characterology implies that virtue is the natural goal of human development, but the connection between character and ethics is implicit. As E. Fromm rightly notes, “it should remain rather confused, partly due to the contradiction between Freudian relativism and the implicit recognition of humanistic ethical values, partly due to the fact that Freud, focusing on the study of the neurotic character, did not pay enough attention to the analysis and a description of the genital and mature levels of character development. Freud's psychoanalytic theory of personality can be classified as psychodynamic, using the internal psychological properties of the individual to describe the personality, first of all, his needs and motives. However, according to Freud, the basic needs and motives of behavior by the personality itself are unconscious and are in conflict with social norms. In this regard, the statement of B.V. Zeigarnik: "It is not the fact of recognizing the unconscious that is methodologically unacceptable for us in Freud's teaching, but its interpretation as a phenomenon that contradicts consciousness - this is, firstly, and secondly, the recognition that the main mechanism for the development of personality is a biological need , the satisfaction of which cannot occur due to social norms that all the attributes of a person's conscious life are only symbols of repressed biological needs" . The same criticism can be attributed to the representatives of instinctivism and behaviorism. In these directions, it is argued that all motives of human behavior are directed towards "stress reduction". According to E. Fromm, "this is an idea of biologically immanent values. The arguments of some representatives of this line of thought boil down to the fact that such experiences as love, devotion, group solidarity are rooted in the corresponding feelings of animals" . Many neo-Freudians, in particular E. Fromm, tried to sociologize Freud's theory. So, according to Fromm, each person has a need for values that guide his actions and feelings. Fromm divides them into two categories: a) officially recognized, perceived (religious and humanistic) values. b) real, unconscious (generated by the social system). The second group is the direct motives of human behavior. Both groups are structured and form a hierarchy, "... in which the highest values determine all others as necessary for the realization of the first correlative concepts" . Fromm emphasizes a certain autonomy in relation to organic needs, the social and historical nature of proper human needs and motives. Trying to combine sociological and psychoanalytic approaches, E. Fromm correlates Freud's pregenital and genital types of orientation with "unproductive" and "productive" types of orientations, which differ in their focus on different value systems. They distinguish several types of unproductive orientation: receptive (receiving), exploitative (taking), accumulative (preserving) and market (exchanging). Productive orientation (producing, giving a type of character), according to E. Fromm, is distinguished by the subordination of all human efforts to the goals of growth and development of all his potentialities. However, in the interpretation of historical and social events, E. Fromm appeals to psychological mechanisms. The typology of social characters of the American psychoanalytic sociologist D. Riesman is based on the external or internal origin of the value orientations of the individual. He defines social character as "a more or less permanent, socially and historically determined organization of the aspirations of the individual and his ability to satisfy them." In his opinion, the source of a person's orientation to a certain system of values can be a person's own worldview or a social environment that recognizes, approves or rejects certain values. D. Riesman describes the historically conditioned "inside-oriented" and "outside-oriented" types of social character as the main ones. The behavior of the former is determined by norms, values and life principles internalized in early childhood. An "inside-oriented" person is more purposeful, dynamic, enterprising, more open to change and innovation, requiring or exercising "positive leadership". The behavior of an "outwardly oriented" personality is determined not by its own principles, but by "others", i.e. the values of others, fashion, external influences, the existing system of public relations. At the same time, an "outwardly oriented" person is characterized not only by a weak "superego", which is an internalized system of norms and values, but also by a weak independent "I". Such a person is impersonal, standardized by modern consumer society, passive and becomes an object of manipulation. Analysis of the links between the values of the individual and society was also carried out in the study of social attitudes. W. Thomas and F. Znaniecki understood the state of consciousness of an individual with respect to some value as a social attitude. The behavior of the individual in society was assessed by them from the point of view of the "social situation", which includes social norms and values, the social attitude of the individual, and his definition of the situation. The definition of the situation by an individual, based on his own attitudes or group norms, makes it possible to judge his degree of adaptability to the social environment, conformity. On this basis, W. Thomas and F. Znanetsky identified three types of personality: bourgeois (focusing on traditional values), bohemian (characterized by unstable and unrelated values, a high degree of adaptability), and creative (the only one that determines the development of society and culture) . A description of the socially conditioned factors of personality development can also be found in another representative of neo-Freudianism - K. Horney. The main motivation for human actions is declared to be "radical anxiety" - this is a fixed internal property of mental activity. Based on this, K. Horney identifies types of behavior: the need for love and affection; desire for power, prestige and possession; aversion to rivalry; neurotic guilt. Thus, the theory of Z. Freud and his followers is characterized by the innate and fatal mechanisms of personality development, as well as the contradiction between the needs of the individual and social norms. A completely different approach to the problem of value orientations in the structure of personality has developed in "understanding psychology." E. Spranger, developing the teachings of V. Dilthey that the task of psychology is to reveal the semantic, spiritual life of the individual, value orientations, believed that "psychology is a descriptive and understanding science, and not a normative one." Spranger believed that the basis of personality is the value orientation through which it cognizes the world. The inclusion of the subject in cognition signifies this value orientation. According to Spranger, the value orientation of the individual is a product of the general value orientation of mankind. This is a purely spiritual principle, which determines the concept of the world in every person and is a derivative part of the general human spirit. Based on this, Spranger identifies six types of personality: 1) a theoretical person - the main value is the search for truth; 2) economic man- the main emphasis is on useful and practical values; 3) an aesthetic person - style and harmony are considered the highest value, the surrounding reality is evaluated and perceived from the point of view of grace or compliance with the situation. four) social person - the main value is love, the desire for universal love, love for all mankind; 5) a political person - the main value orientation - personal power, influence, fame, not limited to the sphere of politics. 6) a religious person - the value orientation is to search for the meaning of life, the highest spiritual power. The selected types do not represent a certain classification of people, they only show their differences not in terms of psychophysiological parameters, but in terms of human value orientations. These types are interpreted by Spranger as universals of human nature, independent of place and time, without taking into account specific historical and social conditions, i.e. abstract metaphysical. The problem of the regulatory role of higher human values - semantic formations is posed by representatives of the humanistic direction. The central link in A. Maslow's theory of personality is self-actualization - a person's desire for a more complete identification and development of his personal capabilities, which is the highest step in the hierarchy of needs. According to Maslow, all self-actualizing people strive for the realization of "existential" values. For them, these values act as vital needs. Maslow believes that there are certain values inherent in every person. "The highest values exist in human nature itself and can be found there" [op. by 40,109]. He identifies two groups of values: a) B-values (values of being) - the highest values inherent in self-actualizing people (truth, goodness, beauty, integrity, overcoming dichotomy, vitality, uniqueness, perfection, necessity, completeness, justice, order, simplicity, wealth, ease without effort, play, self-sufficiency); b) D-values (deficient values) - the lowest values, because they are focused on satisfying some need that is unsatisfied or frustrated. Maslow does not explicitly refer to D-values. Thus, Maslow's values are part of the motivational-need sphere, but they are considered without taking into account the determining role of social and historical factors in the development of the individual. The characteristics of "manipulator" and "actualizer" described by E. Shostrom on the basis of A. Maslow's theory largely coincide with the characteristics of "outside-oriented" and "inside-oriented" types of D. Riesman. The "manipulator" of E. Shostrom, in particular, does not realize the real meaning of life, is dependent on the assessment of others and seeks to impress, tries to control the situation and becomes an object of control himself, drives his identity deep and repeats, copies someone's behavioral models, those. focuses on the values of others. An "actualizer", on the contrary, is an "internally guided personality", is able to form his own opinion about life principles and values, has an "autonomous and self-sustaining orientation" and has the freedom to realize his potential. The concept of the personality of V. Frankl, which has developed within the framework of existential psychology, is close to humanistic psychology in many of its provisions. The theory of logotherapy and existential analysis created by Frankl is a complex system of philosophical, psychological and medical views on the nature and essence of man, the mechanisms of personality development. The central link of this system is the concept of "meaning of life". Frankl believes that "what is important is not the meaning of life in general, but rather the specific meaning of the life of a given person at a given moment." According to Frankl, the meaning of life can be discovered in three ways: 1) by doing a deed (feat); 2) experiencing values; 3) through suffering. Proceeding from this, he singles out three groups of values - semantic universals, crystallized as a result of generalization of typical situations that society or mankind had to face in history. The first group consists of the values of creativity - the most natural and important, but not necessary. The main way of their realization is labor. The meaning of work lies in the fact that a person brings to his work as a person. The second group is the values of experience. According to Frankl, love has a rich value potential. "Love is the only way to understand another person in the deepest essence of his personality." However, love is not a necessary condition for meaningful life. The most significant, according to Frankl, are relational values. "As soon as the list of categories of values is replenished with relational values, it becomes obvious that human existence, in its essence, can never be meaningless." This group of values consists in a person's attitude to the factors that limit his life. Attitude values fall into three categories: meaningful attitudes toward pain, guilt, and death. In contrast to existentialism, Frankl considers these categories from an optimistic position: "... there are no tragic and negative aspects that could not be turned into positive achievements through the position taken in relation to them." Thus, value orientations as a subject of psychological research occupy a place at the intersection of two large subject areas: motivation and worldview structures of consciousness. In this regard, the point of view of M. Rokeach is noteworthy. He defines values as "... the enduring belief that a certain way of behaving or the ultimate goal of existence is preferable from a personal or social point of view than the opposite or reverse mode of behavior or the ultimate goal of existence" [op. according to 23.4]. According to Rokeach, values are characterized by the following features: 1) the total number of values that are the property of a person is relatively small; 2) all people have the same values, although to varying degrees; 3) values are organized into systems; 4) the origins of values can be traced in culture, society and its institutions and personality; 5) the influence of values can be traced in almost all social phenomena worthy of study. M. Rokeach distinguishes two classes of values: a) terminal values - beliefs that some ultimate goal of individual existence from a personal or social point of view is worth striving for; b) instrumental values - beliefs that a certain course of action is preferable from a personal and social point of view in all situations. Terminal values are more stable than instrumental ones, and they are characterized by less interindividual variability. The separation of terminal and instrumental values reproduces the traditional distinction between values-goals and values-means. In domestic psychology, a number of schools and directions have developed in which similar approaches to understanding values are considered in various aspects of the study of personality traits. In some schools, the personality is considered in connection with the analysis of its activities (A.N. Leontiev, S.L. Rubinshtein), in others, the study of the psychological relations of the personality takes a central place (V.N. Myasishchev), in the third, the personality is studied in connection with communication (K.A. Abulkhanova-Slavskaya, A.A. Bodalev, B.F. Lomov) or in connection with installations (D.N. Uznadze, A.S. Prangishvili). Despite the difference in interpretations of personality in domestic psychology, orientation is singled out as the leading personal characteristic. In different concepts, this characteristic is revealed in different ways: as “the main life orientation” (B.G. Ananiev), “dynamic tendency” (S.L. Rubinshtein), “sense-forming motive” (A.N. Leontiev), “dominant relations" (V.N. Myasishchev). According to B.F. Lomov, orientation acts as a system-forming property of a personality, which determines its psychological make-up. "In a global sense, orientation can be assessed as the ratio of what a person receives and takes from society (meaning material and spiritual values), to what she gives him, contributes to his development" . From the foregoing, it follows that the concept of personality cannot be considered in isolation from the social environment, society. The starting point of the individual characteristics of a person as a person, according to B.G. Ananiev, is his status in society, as well as the status of the community in which this personality was formed and formed. Based on the social status of an individual, systems of its social roles and value orientations are formed. Status, roles and value orientations, forming a primary class of personal properties, determine the features of the structure and motivation of behavior, and, in interaction with them, the character and inclinations of a person. In this regard, B.G. Ananiev considers value orientations as one of the central links in a comprehensive study of personality and the patterns of its development. S.L. Rubinstein also wrote that "values are ... derived from the relationship between the world and man, expressing what is in the world, including what a person creates in the process of history, is significant for a person" . According to A.G. Zdravomyslov, values act as an important link between society, the social environment and the individual, his inner world. Analyzing the functioning of values in the process of life, one should proceed from the subject-object relationship, i.e. what meanings the subject ascribes to the objects of the external world, how he experiences and evaluates them. The value relations of the subject to the outside world are mediated by the orientation of a person to other people, to society as a whole, to the ideals, ideas and norms existing in it. As V.P. Tugarinov, "an individual can only use the values that are available in society. Therefore, the values of the life of an individual are basically the values of the social life surrounding him" [cit. by 3.146]. He conventionally divides them into three categories: 1. Material values - technology and material goods, they can serve as a stimulator of individual mental development only in conjunction with socio-political and spiritual values. 2. Socio-political values - freedom, brotherhood, equality, justice. 3. Spiritual values - education, science, art. The orientation of the personality to certain values - according to V.P. Tugarinov - composes her value orientations. O.G. Drobinitsky distinguishes two poles of the value attitude to the world - objective values that act as objects of needs directed at them, and the values of consciousness or value-representation. The former are the objects of our assessments, while the latter act as the highest criteria for such assessments. Objective values express the active need of a person, they are "signs" objectified in external objects of human abilities and capabilities, symbolizing the latter in the form of the "meaning" of objects that have received social sanction. A.A. Kozlov, V.T. Lisovsky, Z.V. Sikevich understands object values as "any material or ideal phenomena for the sake of obtaining, preserving and possessing which an individual, social group, society makes efforts, that is, values are what people live for" . They distinguish two categories of values: 1. Cross-cutting values that are fundamental in any field of activity (hard work, initiative, honesty, decency, tolerance, benevolence, faith, mercy, etc.). 2. Fundamental values that do not depend on the sphere and circumstances of life. Subjective values serve as a normative form of human orientation in social and natural reality, a form that, without yet revealing to the individual the subject content of objects and the laws of his activity, “encodes” this content in the form of ready-made regulators and assessments, allows him to think and act in social reality. , following the prevailing stereotypes and attitudes . V.N. Myasishchev proposed the interpretation of subjective values as implemented in the subject-object and subject-subject interactions of the plan of personal relations. It expands the implementation context value relations including human communication. In the concept of subject-object interactions, presented by the theory of activity of A.N. Leontiev, the concept of subjective values is to some extent associated with the concept of significance, which implies a connection between the individual representation of values and the emotional and motivational sphere. According to G.N. Vyzhletsov, subject-subject and subject-object relations do not reveal the whole essence of values. He believes that the specifics of values, their manifestation and functioning in society are determined by intersubjective relations and, in turn, are realized in them. However, in our opinion, in this interpretation, values acquire a supra-individual character, where the concept of personality is lost. Based on the concept of A.N. Leontiev, V.F. Serzhantov concludes that any value is characterized by two properties - meaning and personal meaning. The personal meaning of values is their relation to human needs. It is determined both by an object that performs the function of values, and depends on the person himself. The meaning of value is the totality of social significant properties, functions of an object or ideas that make them valuable in society. Due to the fact that value is an object of human needs, and such an object can be a thing or an idea, V.F. Serzhantov divides values into two categories - material and spiritual. Material values - tools and means of labor, things of direct consumption, the components of the values of which can be represented by the following main properties: 1. Physical status; 2. Technical device; 3. Praxeological functions; 4. Socio-economic form. Spiritual values are ideas (political, legal, moral, aesthetic, philosophical and religious). By virtue of their nature, they are characterized by the following main properties: 1. Information content and truth characteristic; 2. Material embodiment; 3. Axiological function; 4. Socio-economic form. According to V.F. Serzhantov, values in relation to individual consciousness are in a twofold relationship: they are reflected in it as values that have a certain meaning for the individual. At the same time, the composition of meanings includes such components that characterize them as values, "... that is, their socially mediated functional-praxeological definitions" . The dual nature of values is also indicated by Yu.A. Sherkovin. Values become a fact of consciousness through experience. Since the nature of experience is social and at the same time individual, values also acquire a dual character. "They are social, because they are conditioned by experience in connection with a person's position in society, the system of education, the system of values he has learned from society and groups, and at the same time they are individual, since they contain the unique life experience of a given person, the uniqueness of his interests and needs, his habits and learned behaviors. According to Yu.A. Sherkovin, social values have a double meaning. Firstly, they are the basis for the formation and preservation in the minds of people of attitudes that help the individual to take a certain position, express a point of view, and give an assessment. Thus, they become part of consciousness. Secondly, values act in a transformed form as motives for activity and behavior, since a person’s orientation in the world and the desire to achieve certain goals inevitably correlate with the values included in personality structure. The Czech researcher J. Gudachek, like most domestic authors, also points to two main meanings of the concept of "value": 1. Values in the sense of objectively existing objects, events, ideas, properties of material and spiritual products, etc., in the essence of which is an attribute of value and which exist regardless of the subjective assessments of people; 2. Values in the sense of significance (value, specific value or system of values) for the individual. The significance of value for an individual can be understood in three meanings: a) the quality of things to which a person's efforts are directed, or which satisfy his needs; b) objects positively evaluated by the individual; c) the criterion on the basis of which different objects are subject to evaluation. It is important to emphasize that values do not exist outside the subject-object relationship. As E.A. Klimov, they should not be identified with something that exists independently of the subject. "Value is not a sign of an object, but a characteristic of a subject in his environment." Bobneva M.I. indicates that values and value representations, as the highest qualitatively defined formations of the subjective world of the individual, are the main regulators and mediators of social impact in the social regulation of individual behavior. Based on this, they can be divided into values-norms, values-ideals, values-means. Bulgarian researcher V. Momov believes that values can be typified as follows: 1. Existing or cash values are actual. 2. Target or conceivable values - desired, possible. With further analysis of the target values, they can be classified as values-goals and values-ideals, then values-desires and values-due (normative). From the point of view of the dispositional concept of V.A. Yadov, who considers the dispositions of the individual (the awareness of the individual's readiness to assess the situation and behavior due to its previous experience) as a hierarchically organized system, the top of which is formed by the general orientation of interests and the system of value orientations, as a product of the impact of general social conditions, can be proposed as the basis for grouping values certain states of modality