Value-semantic sphere of personality: Textbook. Question Development of the value-semantic sphere and moral education Psychological characteristics of the value-semantic sphere of the individual

The value-semantic sphere of personality has been sufficiently fully investigated in domestic and foreign psychology (K. A. Abulkhanova-Slavskaya, A. G. Asmolov, B. S. Bratus, A. V. Brushlinsky, F. E. Vasilyuk, D. A. Leontiev, K. Muzdybaev, S. L. Rubinstein, M. S. Yayitsky, G. Allport, M. Rokich, V. Frankl and others). Most authors agree that the value-semantic sphere is formed in the process of socialization of the individual and is characterized by dynamism, temporal variability, hierarchy of its constituent elements, dependence on situations of personality development, as well as a plurality of descriptions (the need to take into account all aspects of the system of the value-semantic sphere of the individual) ... Value-semantic orientations influence the orientation of the personality, attitude to the world around and to oneself, determine the behavior, actions and activities of a person, giving them significance and meaning. A person seeks to find meaning and feels frustration or an existential vacuum if this desire remains unfulfilled.

The basic concepts that characterize the value-semantic sphere of the individual are the meaning of life (A. Adler, V. Frankl and others), personal meanings (B.S. D. A. Leontiev), life orientations (E. Yu. Korzhova, A. A. Grachev), life orientations (Jeffrey Jung), value orientations (V. II. Tugarinov, S. L. Rubinstein, F. E. Vasilyuk , A. G. Zdravomyslov, V. A. Yadov and others) and others. Most authors distinguish two main categories - meaning and values. There are three main approaches to the relationship between values and meanings. In accordance with one of them, values are a consequence of the development of the semantic sphere (G.L.Budinaite, E.V. Kornilova, B.S.Bratus, V.P. Zinchenko and others), in accordance with the second, meanings are a product of formation and development of human value orientations (V. Frankl, F. E. Vasilyuk); in accordance with the third, values and meanings are formed in close mutual influence (K. V. Karpinsky, D. A. Leontiev, A. V. Sery).

In the structure of the value-semantic sphere, content and level components can be distinguished. The content component reflects the qualitative characteristics of the values and meanings included in the orientation of the personality: the system of value orientations and life-meaning orientations. The level component allows you to analyze the degree of meaningfulness of life and the severity of life-meaning orientations as its main components 1. Life-meaning orientations reflect three main groups of phenomena: awareness of purpose, awareness of the process of life, and a sense of self-control and control over life.

The development of the value-semantic sphere of the individual includes several successive stages:

1) egocentric (only those that serve a person's own interests are accepted as values);
2) group-centric (the norms of the reference group are considered as the leading values);
3) pro-social (acceptance of universal human values);
4) spiritual (recognition of spiritual ideals, ideas about God, goodness and justice).

Thus, the key indicator of the meaning of life is awareness, meaningfulness, which make it possible to clearly and adequately form a life position, effectively resolve interpersonal and viutri-personal conflicts, evaluate and analyze the past, navigate the present, and plan the future.

graduate work

1.1. THE VALUE AND SENSE SPHERE AS LEADING IN THE DIRECTION OF THE PERSONALITY AT YOUNG AGE

Value orientations are a reflection in the consciousness of a person of the values recognized by him as strategic life goals and general worldview guidelines (1; p. 23). The concept of value orientations was introduced in post-war social psychology as an analogue of the philosophical concept of values, but there is no clear conceptual distinction between these concepts. These differences were either according to the parameter "general - individual", or according to the parameter "really acting - reflexively conscious", depending on whether the presence of individual psychological forms of the existence of values that were different from their presence in consciousness was recognized (1; p. 35) ...

Value orientations, being one of the central personality new formations, express a person's conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the personality. The system of value orientations determines the content side of the orientation of the individual and forms the basis of her views on the world around him, on other people, attitude towards herself, the basis of the worldview, the core of motivation and the "philosophy of life." Value orientations are a way of differentiating objects of reality according to their significance (positive or negative).

R.S. Nemov considers value orientations as something that a person especially appreciates in life, something to which he gives a special, positive life meaning (59). E.S. Volkov defined value orientations as a conscious regulator of a person's social behavior. He said that value orientations play a motivational role and determine the choice of activity (22; p. 322).

Value orientations are formed on the basis of higher social needs, and their implementation occurs in general social, social-class conditions of activity. They are constituent elements of consciousness, part of its structure. In this regard, they obey the principle of the unity of consciousness and consciousness and activity, formed by S.L. Rubinstein (67; p. 130-160).

Values cover the life of man and mankind as a whole in all their manifestations and aspects, including the cognitive sphere of man, his behavior and the emotional and sensory sphere.

Realizing his own value orientations, his place in the world, a person reflects on the meaning and purpose of his life. In modern science, the concept of "value orientations" is correlated, on the other hand, with the value standards of a group, class, nation, social system, on the other hand, with the motivational orientations of the individual (60; p. 51).

General human values, freedom, conscience, happiness characterize the final ideas of a person about a decent life. The personal hierarchy of values is irreproducible and strictly individual. The combination of the combination of relationships and the interconnectedness of value choices is endless. Tracking the social development of an individual is carried out through the dynamics of his specific and private relations to universal human values that accumulate the achievements of culture. Conventionally, when we say - values, we mean culturological values developed by mankind during the history of its existence and ascent to the crest of modern culture. It is clear that one person includes food, money, things and others among his values, while another considers food, things, money as the conditions of existence, and chooses love, work, beauty, nature, knowledge as values (7; 35).

Family members, like teachers, representatives of human culture, direct high school students to higher values, setting themselves the task of forming a preferred attitude towards them, although they understand that the market “does its dirty deed” and draws them into a stream of false values.

The development of value orientations is closely related to the development of personality orientation. S.L. Rubinstein pointed out: "that in a person's activities to meet immediate social needs is a social scale of values. In meeting personal and individual needs through socially useful activity, the individual's attitude to society and, accordingly, the ratio of personal and socially significant is realized" (67; p. 365) ... And further: "The presence of values is not an expression of a person's indifference towards the world, arising from the significance of various sides, aspects of the world for a person, for his life."

Value orientations are a reflection in the consciousness of a person of values that he recognizes as strategic life goals and general world outlook guidelines. The interiorization of values as a conscious process occurs only if there is an ability to single out from the set of phenomena those that are of some value to the individual (satisfy his needs and interests), and then turn them into a certain structure, depending on the conditions, near and distant goals of his entire life , the possibility of their implementation, etc. It is not difficult to notice that such an ability can be realized only with a high level of personal development, including a certain degree of formation of the higher mental functions of consciousness and socio-psychological maturity. The second parameter, which characterizes the peculiarities of the functioning of value orientations, makes it possible to qualify the content side of the orientation of a person at a particular level of development. Depending on what specific values are included in the structure of the personality's value orientations, what is the combination of these values and the degree of their greater or lesser preference over others, it is possible to determine what life goals a person's activity is directed towards.

An analysis of the content side of the hierarchical structure of value orientations can show to what extent the identified value orientations of senior pupils correspond to the social standard, to what extent they are adequate to the goals of education. (81; p. 42-48). The connection between the process of forming values and education is undeniable. Considering this issue, one cannot but touch upon such a concept as "personality".

R.S. By "personality" Nemov understands a concept that denotes a set of stable qualities of a person that make up his individuality (59). V.A. Petrovsky said that to be a person means to be the subject of one's own life activity, to build one's vital contacts with the world (64). V.S. Mukhina defined personality as follows: “Personality is a person as a product of socio-historical relations that have certain individual qualities” (56). Personality, according to V.S. Merlin, is an integral individuality, a set of relatively free autonomous systems, individual properties of an organism, a value characteristic of social-typical and individual properties of a person. Man, in the light of modern anthropological achievements, is a unity of three essences: natural, social and cultural (49).

During the period of cardinal changes in the political, economic, social, spiritual spheres of our society, it entails radical changes in the value orientations and actions of people, this is especially pronounced among high school students. The study of the changes taking place in the minds of modern youth is acquiring special acuteness and interest today. Overestimation of values is inevitable in the condition of breaking the established foundations (26).

Values are the goal and foundation of upbringing. Studying the contradictions between the values of generations, identifying the values of various social groups, creating a scientifically grounded pragmatic school - these are the main directions of scientific research (23). The results of the study, firstly, help to advance in understanding the patterns of interaction between macrosocial changes and psychological phenomena of consciousness of an individual and social groups, contributing to the identification of significant trends in historical changes in value orientations in general. Secondly, they contribute to understanding the directions of the general social development of other socio-demographic and socio-economic groups, since young people are in many ways a detector of social development priorities. Thirdly, studies allow us to understand what determines the social behavior of an individual and a group at the level not so much of individual actions in specific social situations as of longer behavioral programs aimed at achieving distant goals.

According to the research results, it should be noted that after an acute socio-economic crisis, the structure of value orientations of high school students is more dynamic than the system of life values of students (26).

The foregoing suggests that the value orientations assimilated in the development process depend on the activity in which the personality is involved. In this case, we proceed from the age periodization of D. B. Elkonin, who understands psychological development as a change in the stages of mastering object-related activities and communication activities (82).

In adolescence, in the process of communicating with others, a person constantly finds himself in situations that require him to make one or another decision. Making a decision means choosing from possible options. There is a need to consider and evaluate possible alternatives - mainly in the field of determining their value orientations, their life positions. However, the values have not yet been settled and are tested by the practice of their own behavior and the actions of others.

The formation of value orientations is a complex and lengthy process that presupposes scientific knowledge of the psychological mechanisms underlying value orientations and the conditions for their development. It seems very important to determine the understanding of the nature of value orientations (CO). It is advisable to study the psychological characteristics of the formation of an AC from the standpoint of a systematic approach, which allows considering this psychological formation as a result of the process of human interaction with the world. From the point of view of content, AC is the general orientation of the individual towards what is significant and important for her in life (28).

In AC as a psychological mechanism, three aspects can be distinguished: subjective, international and objective. The subjective aspect includes the acquisition of life experience in all spheres of life, introspection and reflection, self-satisfaction, spiritual development, self-knowledge, memories and dreams. The international aspect of an AC is everything that is valuable for a person in the very process of interacting with people and objects around him. For example, the importance of good relationships, life comfort and a good environment, sympathy and empathy for others, mutual help and understanding, friendship and good, cordial relationships, interesting and creative people. The objective aspect of AC includes: the achievement of material wealth and valuable things, everyday life, social benefits, privileges, fame and honor, clothes, a car, and a cultural environment. But, of course, most of all the objective aspect of the Central Organ is characterized by general cultural values, existential values, the purpose and meaning of human life. This also includes aesthetic and religious values, i.e. everything that is given to a person by the world, and which he guesses only after reaching a certain level of self-awareness, reflection.

The subjective, objective, and international aspects of AC permeate three levels of regulation of personal behavior. At the highest level (in terms of generalization and time) - determination, regulation of human life, universal and existential values play a decisive role. This finds expression in an orientation towards: a certain life path, creative activity, the joy of life, an understanding of "good and evil", the ideals of the model of the desired future and, of course, in the awareness of the purpose and meaning of being. So, high school students may consider it important for themselves to become erudite, educated and cultured people, but these values most often include a moral aspect, i.e. to be not just cultured, but also sympathetic, friendly to people. The degree of activity in the realization of these goals also changes, i.e. increases over time, and, having reached a certain maximum, decreases, etc. At this level of regulation of human life, it is manifested, first of all, its dependence on a wide social environment, on the peculiarities of national culture, on traditions, customs and rituals, i.e. from everything that is most often denoted by one word - culture. It is she who lays down the basic, vital values through the culture of mental activity (ritual, tradition, custom, etc.). We call this level of regulation of human vital activity the level of distant prospects (29).

Not everything that is important and significant for a person can be realized in behavior. It depends on a number of circumstances and reasons for the subjective and objective plans. And, in particular, on whether it makes any sense for a person to perform this or that act, to strive for the chosen goal. The fact that a person sets goals for himself does not mean that he will achieve them and knows how to do it. This point is very important in terms of understanding how a person controls their behavior. Does it make sense for him to commit this or that act? And how does this meaning reveal itself for a person? Of course, the simplest answer is that we just know how to do and what to do. Although this answer is simple, it is clearly not complete, since meaning and significance most often reveal themselves through the attractiveness of objects, things and people, their desirability for a person and an emotional and sensory attitude towards them. Emotions and feelings in this case act as a source of activity that feeds fantasy, stimulates and prompts a person to design possible actions, to represent specific situations and results of activity. In such conditions, the necessary information is often not enough, and then the imagination is included in the work; imagination not only helps to design ways to achieve a goal, but also to color situations, conditions, results of activity in emotionally attractive colors, which is especially vividly manifested in dreams and dreams.

Thus, it is through imagination, the unity of intellect and affect that transformation, change and determination of human values and behavior takes place. In this case, imagination serves as a bridge between what is valuable and desirable for a person and what result he wants to achieve in real life. In the process of playing in the imagination possible situations of realization of the values accepted by a person, their comprehension takes place, and they become elements of a person's inner world. In real life, this is expressed in the fact that people not only selectively relate to the world around them, but also, with varying degrees of activity, realize their goals or are ready to do it. This level in the psychological mechanism of regulation of behavior, at which a person discovers the meaning of actions and actions, loses possible situations of realization of values and goals emotionally and sensually refers to them, ready to act in a certain way can be called the level of design (29).

Concrete situations differ from imagined ones, but those possible ways of achieving goals that a person prepares in advance with the help of imagination and thinking are transferred into real life. And here they take the form of motives. In some situations of life, motives induce a person to perform certain actions and deeds. In this way, they regulate and direct his behavior. Achieving goals, obtaining a certain result, implementing a program of behavior has a personal meaning for a person. In high school students, personal meaning can be associated with self-affirmation among peers, well-being, the establishment of relationships, etc. We call the descriptive level of regulation of behavior in a particular situation motivational.

Three levels of determination of behavior (the level of distant prospects, the level of design, the motivational level) and three aspects of human interaction with the world or with the immediate social environment (subjective, objective and international) are in interconnection and interaction, in transitions and transformation of one level into another, and this the same concerns aspects of interaction (29).

The formation and functioning of an AC has a number of features. The determination of the regulation of human behavior comes from two sides:

1. from the side of the world, external conditions, the level of cultural development, natural factors, etc .;

2. on the part of the person himself, his desires, preferences, values and meanings, motives and interests.

At each of the levels of regulation of behavior, these parties meet and transform into one or another type of relationship. And at the level of distant prospects, this presupposes their subordination and ordering. The design level characterizes the understanding of the attitude to possible activities, goals, things, people from the standpoint of their inclusion in the real life of a person. Reflections are aimed at creating semantic formations through the correlation of meanings according to different criteria and at their transformation. At the motivational level, motivational relationships are manifested in the active choice of actions, actions, objects and people. Preferences and preferences are clearly manifested. The relationship between motives in the inner world of a person leads to their hierarchy, comparison and ordering. Any internal relationship is a relationship between the actual and the potential in a person, which, depending on the level, are regulated on the basis of criteria. These criteria are: a measure of the commonality of certain formations, the degree of significance for a person of a particular formation now or in the future (34).

In the real process of psychological regulation, the types of relations (value, semantic, motivational) exist in unity, this also applies to CO, understood as a value-based psychological mechanism for regulating behavior. Of course, one of the types of relations (or the level of regulation) can or should dominate, then the rest are in it in a removed, collapsed form. The process of regulation of human behavior comes from internal relations, between actual and potential in a person. This applies not only to relations within one level, but transitions and connections between levels of regulation. For example, between motives and meanings, common meanings and values, a system of motives and values. This remark indicates that in the CO as a psychological mechanism there are transformations, transitions and connections both horizontally (within one level) and vertically (between levels).

The formation of the central center proceeds from the side of actualizing external relations, human interaction with the world. Since value orientations are usually defined as the orientation of a person towards goals and means of activity and thus express his attitude to the world, it is natural to assume that their formation as an integral psychological structure begins in the period between older adolescence and the beginning of adolescence. According to some researchers, the presence of the main condition for their formation is a sufficiently high level of reflection, conscious life experience and voluntary behavior (I. Yu. Istoshin. 1979 ; Sh.A. Nadirashvidi. 1979; 58). It is at this age that relationships with comrades, peers and the well-being of these relationships are of great value for high school students, and often so high that they overshadow learning and reduce the attractiveness of communicating with relatives. This communication is a practice of mastering the methods of social interaction in a team and contributes to the manifestation of high moral activity in them, aimed at understanding a number of moral qualities and at mastering moral norms. This activity is manifested in the selective communication of high school students and in the choice of socially significant role models. The fact that young men are oriented toward moral qualities, which expresses their attitude to a person in general and to a comrade in particular, is clearly evident. Almost every young man singles out the quality of a good companion in a peer and wants to be like him in this regard. Along with this, high school students are attracted by the qualities of masculinity, represented by a complex of moral and volitional traits. The qualities in which the attitude towards learning, work, social work is manifested, which are most significant for primary schoolchildren, at first lose their value among high school students, but then again the alignment with business qualities increases, which indicates a growing awareness of the importance of educational activity. It is important to note that during adolescence, attention to the qualities that express the attitude of a person to himself increases (32).

On the one hand, the high school student is all focused on himself, on his personality, concerned about how he should behave so that his personal needs and aspirations are most satisfied, on the other hand, it is in early adolescence that even those guys who were very selfish in adolescence ( 54, pp. 84-107), feel the need for isolation, which is inherent in adolescence, finds its concrete expression both in communication, as part of more or less wide communities, and in solitude. In solitude, young men play those numerous roles that are inaccessible to them in real life, present themselves in those images that appeal to them the most. This, in particular, occurs in dreams, hence it is clear why many researchers attach such great importance to the youthful dream. The youthful dream is the most important mechanism for the formation of a person's value orientations. It creates numerous "projective situations" in which a person develops his attitude to a variety of facts and phenomena. Only on this basis does the differentiation of external objects occur, that is, a vocation for a certain type of work, love for a particular girl (and not for an image of femininity in general) arises, a certain style of life and behavior develops. This tendency is important for personal development. Dreams allow a young man to prevent many actions that would lead to undesirable consequences for him in society. It should be noted that the need for solitude is by no means a contrast between sociality and collectivism.

What was said earlier allows us to draw the following conclusion. Youth as a social group performs a certain function in the social development of their generation. All norms and values are drawn by young people from the cultures of adult society. In general, peer society teaches young men the practice of adult moral standards. The assimilation of value orientations helps a high school student to achieve a certain internal independence from adults, to assert his self. This gives grounds to say that some students have a differentiated structure of values (61%). For the rest, all the proposed values appear to be the same in their meaning, and they, therefore, still lack a differentiated structure of value orientations (48).

According to the studies of K. Allport and M. Rokeach, a necessary condition for the formation of value orientations is precisely the ability to differentiate objects; according to the degree of formation of differentiation, all subjects are divided into three main groups:

1. senior pupils with a sufficiently differentiated structure of value orientations;

2. high school students in whom a differentiated structure of value orientations begins to form;

3. senior pupils for whom a differentiated structure of value orientations has not yet developed.

Considering the reasons for the formation of value orientations, one cannot fail to mention age and gender characteristics. Girls and boys have different value orientations. For girls, for example, in contrast to boys, the values "interesting work" and "love" are dominant. Further, they have defined "happy family life", "health", "friends". In young men, on the other hand, there is a predominant orientation towards "good and faithful friends", followed by "health" and "active active life." A.G. Zdravomyslov points out that value orientations are an important element of the internal structure of the personality, which are fixed by the life experience of each particular individual and the entire totality of his experiences (29). Therefore, it is very important to analyze the individual characteristics of the formation of value orientations of high school students. A.G. Zdravomyslov revealed that, depending on the development and content of value orientations, high school students can be divided into several groups:

1. A group of high school students for whom, from the point of view of the criteria adopted in our study, which determine the different degrees of formation of value orientations, this personality element has not yet been formed. The lack of formation of the main mechanism for highlighting values prevents these students from consciously choosing and hierarchizing certain values of human life as their main goals into a certain structure. Consequently, students in this group lack value orientations.

2. High school students in the second group are characterized by a predominant orientation towards family and work with some excess of family and household values. There are 10% of such high school students.

3. The senior pupils of the third group are characterized, according to VA Yadov, by the dominance of values of a "hedonistic" nature. They are mainly focused on their health, love, pleasant time with friends. There are only 14% of them (82).

4. Such high school students have stable, balanced orientations, primarily towards work and the achievement of family happiness, where the importance of professional and creative interests exceeds all other values. These students are distinguished by the civic orientation of their personal position. There are 17% of them.

5. Among the senior pupils of this group, orientations are also stable, but they are directed towards their own personality, towards values that reflect mainly the individual interests of the individual. The content of their value orientations makes it possible to characterize these students as "rationalists with unmet needs."

Thus, considering in general the peculiarities of the formation of value orientations of high school students according to the results of research, we can say that this necessary and important element of the personality structure is fully formed in only one third of boys and girls. In 24% of high school students, value orientations are just beginning to form, and so far there is no reason to assert that they have become a stable personality trait. A significant part of high school students have not yet realized their position in life, have not determined their personal attitude to the values of the world around them. Their value orientations, as a necessary element of the structure of a mature personality, by the beginning of adolescence turned out to be unformed, which makes it possible to characterize the degree of their personal maturity as not quite corresponding to the age and social criteria of development. The presence of a certain system of personality values seems to be a necessary psychological condition for the formation of such an important personal education as the emergence of mature life plans, personal and professional self-determination of high school students. But in order to understand the regularities of the process of personal self-determination, it is not enough just to identify the system of value orientations of high school students, it is important to understand in what relation they are in the entire motivational-need-sphere of the individual: how does that which a person values and consciously considers most important relate to each other, and what he really wants, what he consciously or not consciously strives for (82).

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The term "morality" originates from the word temper. In Latin, morals sound like / moralis / - morality. "Morals" are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions. "

At the same time, moral requirements, norms, morals receive a certain justification in the form of ideas about how a person should live, behave in society, etc.
Morality is historically concrete; it changes with the development of society. There is no morality that is the same for all times and peoples. As socio-economic formations changed, ideas about morality, befitting norms and mores of behavior in a social environment changed.

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism. " I.S. Maryenko identified “morality as an integral part of a person, ensuring voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, work, etc. "

"Education" is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

"Moral education" is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality. "

The result of a holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

The main tasks of moral education:

1. Formation of moral consciousness;

2. Education and development of moral feelings;

3. Development of skills and habits of moral behavior.

Moral consciousness is an active process of reflection of moral relations, states. The subjective driving force of the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, assessment, making moral decisions, making responsible choices.

The moral behavior of a person has the following sequence:
- life situation - the moral and sensory experience generated by it - moral comprehension of the situation and the motives of behavior,
- choice and decision-making - volitional stimulus - action.

The structure and functions of moral education.

L.A. Grigorovich considered the content of moral education through humanity.
"Humanity" is an integral characteristic of a personality, including a complex of its properties, which express the attitude of a person to a person.

Humanity is a set of moral and psychological properties of a person, expressing a conscious and empathic attitude towards a person as to the highest value. As a personality trait, humanity is formed in the process of relationships with other people: attentiveness and benevolence; the ability to understand another person; in the ability to sympathy, empathy; tolerance for other people's opinions, beliefs, behavior; in readiness to help another person "

In addition to humanity, the content of moral education includes the education of conscious discipline and a culture of behavior.

Discipline as a personal quality has different levels of development, which is reflected in the concept of a culture of behavior.

It includes:

Culture of speech (the ability to conduct a discussion, understand humor, use expressive language means in different communication conditions, master the norms of oral and written literary language);

The culture of communication (the formation of skills of trust in people, politeness, attentiveness in relations with family, friends, acquaintances and strangers, the ability to differentiate their behavior depending on the environment - at home or in public places, from the purpose of communication - business, personal, etc.) etc.);

The culture of appearance (the formation of the need to observe personal hygiene, choose your style, the ability to control your gestures, facial expressions, gait);

Everyday culture (education of aesthetic behavior towards objects and phenomena of everyday life, rational organization of one's home, neatness in housekeeping, etc.). "

According to I.F. Kharlamov, the content of morality is as follows:

1. In relation to the Motherland (patriotism) - love for one's country, history, customs, language, a desire to defend it, if required.

2. In relation to work (industriousness) - presupposes the presence of a need for creative labor activity and it, an understanding of the benefits of labor for oneself and society, the presence of labor skills and the need for their improvement.

3. In relation to society (collectivism) - the ability to coordinate their desires with the desires of others, the ability to coordinate their efforts with the efforts of others, the ability to obey and the ability to lead.

4. In relation to oneself - respect for oneself while respecting others, high consciousness of social duty, honesty and truthfulness, moral purity, modesty.

5. In philanthropy or humanity.

The result of moral education is moral education. It materializes in socially valuable properties and qualities of the individual, manifests itself in relationships, activities, communication

"Moral education" is the stability of positive habits and habitual norms of behavior, the culture of relations and communication in a healthy children's collective. The presence of a strong will, the ability to exercise moral and volitional control and self-control, and the regulation of behavior also speaks of moral upbringing.

Methods of moral education.

The methods of moral education are a kind of tool in the hands of a teacher, educator. They perform the functions of organizing the process of moral development and personal improvement, and managing this process. I.S. Marienko named such groups of upbringing methods as methods of teaching and exercise, stimulation, inhibition, self-education, leadership, explanatory - reproductive and problem-situational.

In the process of moral education, methods such as exercise and persuasion are widely used. Exercise - ensures the development and consolidation of the necessary skills and habits, putting the skills and habits into practice.
Persuasion - aimed at the formation of ethical concepts, at the clarification of moral principles, at the development of ethical ideals.

I.G. Shchukina distinguishes three groups of methods:

Methods of forming consciousness (story, explanation, explanation, lecture, ethical conversation, exhortation, suggestion, debate, report, example);

Methods of organizing activities and shaping the experience of behavior (exercise, assignment, educational situations);

Incentive methods (competition, encouragement, punishment).

In the process of moral education, such auxiliary methods as encouragement and punishment are also used. They serve to approve positive and judge negative actions and actions. The methods of moral education also include a personal example, which has a huge impact on consciousness and behavior, on the formation of a moral character.

In the system of basic methods of educational influence, a positive example is used as a component, means and method. In the pedagogical literature, it is considered as an independent method and as a component of methods for the formation of moral consciousness and behavior.

Moral education is effective when moral self-education and self-improvement are its consequences. Self-education is the purposeful influence of an individual on himself in order to develop the desired character traits.

Self-improvement is the process of deepening the general moral state of the individual, raising the entire way of life, raising it to a level of higher quality.

Moral education, carried out at school, public organizations, out-of-school institutions and the family, ensures the formation of love for the Motherland, respect for the entire variety of property and a creative attitude to work. Its result is collectivism, healthy individualism, an attentive attitude towards a person, exactingness towards oneself, high moral feelings of patriotism, a combination of public and personal interests. Moral education is a continuous process, it begins with the birth of a person and continues throughout life, and is aimed at mastering the rules and norms of behavior by people.

FORMATION AND DEVELOPMENT OF THE VALUE AND SENSE SPHERE OF THE PERSONALITY

The value-semantic sphere is an integral formation of the personality, which contains a number of structural components and content characteristics. The structural components include: values-knowledge, values-motives, values-goals, values-meanings. Each of the selected components, in turn, can be filled with a specific meaning-forming content: self-realization, cognition, vital existence and comfort, spirituality. The formation of value-semantic orientations is a more complex process. It is realized, in our opinion, through various psychological mechanisms: interiorization, identification, internalization.

B.G. Ananyev notes that "the formation of a personality through interiorization - the appropriation of the products of social experience and culture in the process of education and training - is at the same time the development of certain positions, roles and functions, the totality of which characterizes its social structure. All spheres of motivation and values are determined precisely by this social structure. the formation of personality ".

In interpreting the concept of interiorization, we will proceed from the theory of activity of A.N. Leontyev. According to A.N. Leont'ev, all mental development of a person is socially determined by the process of assimilation by an individual of the social experience accumulated by humanity, knowledge and methods of activity. Thus, interiorization is the transformation of the structure of objective activity into the structure of the inner plan of consciousness.

I.F. Klimenko believes that the interiorization of socially significant values goes through the assimilation of social standards, both verbal and behavioral. According to B.S. Kruglov, the interiorization of values is a conscious process, it assumes that a person has the ability to single out from a variety of phenomena those that are of some value to him (satisfy his needs and interests), and then turn them into a certain structure depending on the conditions of existence, near and far goals of your life, opportunities for their realization, etc.

This ability can be realized only with a sufficiently high level of personal development, including a certain degree of formation of higher mental functions, consciousness and socio-psychological maturity. Emotions play an extremely important role in the formation of value-semantic orientations. As noted by the Hungarian philosopher P. Hajdu, "... in the absence of emotional assessment and experience of knowledge, individuals will accept positive values only in words, at the verbal level." Dodonova, "a person's orientation towards certain values can arise only as a result of their preliminary recognition (positive assessment - rational or emotional)"

Thus, only emotionally accepted phenomena and an active, active attitude towards them of the individual create the conditions for the interiorization of values.

In the process of interiorization of values, along with mental and emotional factors, volitional components are also necessary. The will is involved in the regulation of almost all basic mental functions: sensations, perception, imagination, memory, thinking and speech. The process of cognizing a value, its acceptance and inclusion in the personal system of values presupposes the presence of a volitional act. R.S. Nemov characterizes the inclusion of will in the management of human activities as "... an active search for connections between the goal and the activity being carried out with the highest spiritual values of a person, consciously giving them much more importance than they had in the beginning."

The assimilation of social values also occurs in the process of identification. V.G. Leont'ev notes that the basic component of the identification mechanism is the experience of values that are significant for a person, and personality development occurs through a specific imitative assimilation of personal meanings.

According to V.A. Petrovsky, identification forms one of the forms of reflected subjectivity, "... when, as a subject, we reproduce in ourselves just another person (and not our motives), his, and not our goals, etc." This mechanism is the leading one in the assimilation of group values and norms. V.V. Abramenkova notes that when a person enters a group at the adaptation phase, thanks to identification, there is an acceptance of "contributions" from significant others in the group and identification with them, and through this - the assimilation of the norms and values adopted in the group

In our opinion, internalization is a more complex process that involves a conscious and active perception of the world around us, as well as an active reproduction of accepted norms and values in their activities. In addition, internalization involves taking responsibility, interpreting significant events as a result of their own activities.

The process of forming value-semantic orientations is inextricably linked with the general laws of social development and proceeds in two directions that determine each other: the development of value-semantic orientations associated with the norms of the relationship of people with each other, and with the norms of the interaction of the subject with objects in the world of permanent things.

Internalization, identification and internalization are, in turn, the conditions for the socialization of the individual.

Socialization is a process and result of assimilation and active reproduction by an individual of social experience, carried out in communication and activity. As I.F. Klimenko, the value-semantic orientations assimilated in the development process depend on the activity in which the personality is included. According to I.S. Konu, socialization is the process of assimilation by an individual of social experience, a certain system of knowledge, norms, values that allow him to function as a full member of society. We will understand socialization based on this definition.

The formation of value-semantic orientations at different stages of socialization is ambiguous, their nature and content change under the influence of many factors, since socialization can occur both under conditions of spontaneous influence on the personality of various circumstances of life in society, which sometimes have the character of multidirectional factors, and under conditions of upbringing , i.e. purposeful personality formation.

Preschool age (3-7 years), according to V.G. Aseeva, is the period in which the first ethical norms are learned. Role-playing becomes the leading activity of the child. At this stage, through identification, the rules, norms and moral criteria that govern his behavior are assimilated. This process is carried out through an intermediary (senior) and through an accomplice (peer). Adults, their actions and relationships serve as a model of behavior for children. These are not only close people, the behavior of those people who arouse the approval of others, as well as the heroes of various literary works, also acts as a model. Later, peers become the guideline of behavior for the child.

The assimilation of moral orientations takes place in the process of communication in a group, where the child applies the standards learned earlier. In the process of play, the assimilation of individual personality traits takes place, according to which the child delimits socially useful and negative traits. Children of preschool age begin to apply moral assessments, which ultimately determines the inclusion of personality traits as important components in the structure of their initial value orientations. Going to school is a turning point in a child's life. Children of primary school age are included in the new system of relations, and their positions in society change. Teaching becomes the leading activity. In the process of learning

The formation of intellectual and cognitive abilities is taking place. A new form of activity and communication (performing the same tasks) involuntarily unites children and contributes to the formation of collectivist character traits. Along with collectivism, other personality traits are developing intensively: further assimilation of moral norms takes place, and on this basis the foundation of moral behavior is laid. Higher feelings - intellectual, aesthetic, moral - are further developed, which contributes to the formation of value orientations. As noted by R.S. Nemov, "... through teaching in these years, the entire system of relations between the child and the adults around him is mediated."

Adolescence (10-11 - 13-14 years old) is a stage of enhanced personality formation based on the further development of the socialization process. According to D.I. Feldstein, socially useful activity becomes the leading activity among adolescents. In addition, at this age, a special form of communication arises and develops - intimate and personal. In early adolescence, there is a sharp turn in peer orientation. Communication with comrades, peers and well-being in these relationships are of great value for a teenager. Communication among adolescents becomes selective. This affects the choice of socially significant role models, which largely determines the content of emerging value orientations. The fact of orientation towards moral qualities, which expresses the attitude towards a person in general and towards a comrade in particular, is clearly evident.

According to L. Kohlberg's classification, the beginning of this period belongs to the conventional level of personality development. A person who is at this level of moral development adheres to a conditional role, while focusing on the principles of other people. At the end of this period of development, a person makes his judgments in accordance with the established order, respect for the authorities and the laws prescribed by it.

Adolescence is the onset of puberty, corresponding to puberty. At this time, under the influence of constitutional changes, adolescents form a new understanding of themselves.

Changes in social position, the onset of puberty and abrupt shifts in physical development lead to the emergence of a sense of adulthood. V.G. Aseev notes that "the central psychological neoplasm of adolescence is the emergence of a sense of adulthood." This neoplasm causes a reorientation from children's norms and values to adults, which complicates the complex of the adolescent's personality traits. According to E.F. Rybalko, the complication of the complex of the adolescent's personal properties occurs due to the inclusion of various kinds of moral qualities in the system of value-semantic orientations.

G. Dupont assigns a decisive role in the formation of the value-semantic sphere of a personality at this age to emotions. In his opinion, it is in adolescence that the psychological stage of the development of emotions begins, which is associated with a new focus of the teenager's interests. The search for oneself, one's own difference from other people leads to the fact that children's classifications of people by gender, age, group affiliation and favorite ways of spending leisure time are replaced by more psychological, multifactorial classifications that have a strong emotional coloring. In search of their own identity and uniqueness, adolescents apply psychological measures to themselves and to other people, which are systematized in adolescents' ideas about values, ideals, their own life style, social roles and behavioral codes.

These ideas have not yet been internalized, they have yet to be tested in real life conditions, coordinated with family, group, and social values. G. Dupont believes that the most common options for completing the psychological stage of development are negativism (asocial or antisocial reaction to the mismatch of personal and socially approved values) or the adaptation of one's own views on life in relation to the real conditions of this life. A huge number of people remain at this stage of everyday psychologizing all their lives, but some manage to overcome it at subsequent stages of age development. The fundamental possibility of achieving emotional and personal autonomy opens up already at the end of adolescence.

In adolescence (15-18 years), the main components of the personality, character, general and special abilities, and worldview are formed. These complex components of the emerging personality are the psychological prerequisites for entering an independent, adult life. In a number of studies, it is noted that adolescence is sensitive, very favorable for the formation of value-semantic orientations as a stable personality trait that contributes to the formation of a worldview, attitude to the surrounding reality. A distinctive feature of age is a sharp increase in self-reflection, i.e. striving for self-knowledge of one's personality, for assessing its capabilities and abilities.

An important socio-psychological feature of early adolescence is the restructuring of the sphere of communication. The subject of communication, i.e. attitudes and values about which information is exchanged are determined by the problems of their personality, finding their place in the world around them and interacting with it. There is a need to consider and evaluate possible alternatives, mainly in the sphere of their value-semantic orientations, life positions. However, as noted by I.F. Klimenko, the values have not yet been settled and are tested by the practice of their own behavior and the actions of others.

In adolescence, there is a pronounced tendency towards self-affirmation of one's personality. In this, according to V.A. Krutetsky, a specific transformation of the feeling of adulthood is manifested in older schoolchildren, in comparison with adolescents.

Young men have a need not only to resemble an adult purely outwardly, but to be recognized, isolated from the general mass of peers and adults. All norms and values are drawn by young men from the culture of an adult society. The assimilation of the values of adults contributes to the achievement of a certain internal and external independence, the assertion of oneself and the formation of personal meanings. However, as V.G. Aseev, it is not a single ideal that is dominant, but a generalized image that synthesizes the positive traits and qualities of an ideal personality.

According to V. Frankl, questions about the meaning of life are most frequent and especially urgent in adolescence, while they are in no way a painful symptom. The ability to define your goals, find your place in life is an important indicator of personal maturity in adolescence. However, only a small percentage of young men reach this level of development. This can be confirmed by the study of the system of value-semantic orientations of the personality in senior schoolchildren (namely, the system, and not individual values), conducted under the leadership of I.V. Dubrovina.

This study showed that value orientations, as a stable personality trait, are fully formed in one third of boys and girls, in 24% of schoolchildren, value orientations are just beginning to form and have not yet turned into a stable personality trait. A significant part of high school students (39%) have not yet realized their position in life, have not defined their personal attitude to the values of the world around them. These results show the unevenness of the formation and development of value-semantic orientations at different stages of primary socialization.

In this regard, G. Dupont's statement about the conditions of personal formation becomes relevant. He believes that what in conditions of spontaneous development remains the lot of the elite, in specially organized conditions can become the average statistical norm. The ultimate goal of psychological education, the subject of which is the relationship of the general - the special - the unique at all levels of psychological reality, in his opinion, should be emotional and personal autonomy as the ability to reconcile the morality of the environment and the moral norms of the individual. According to I.Yu. Malisova, providing high school students with psychological knowledge adequate to their age about a person as a particle of the natural world, a member of society, a subject and an object of relationships makes it possible to actualize self-knowledge, focus on dialogical interaction, develop sensitivity, personal self-disclosure, which ultimately contributes to the formation of value-semantic orientations of the individual ...

Since for the majority of representatives of this age group, study continues to be the main type of activity, one of the leading factors influencing the development of the value-semantic sphere in young men is the educational process and its features, which are the condition and background for the manifestation of the mechanisms of internalization. According to J. Lingart, depending on the content and method of teaching, not only the pace, but also the direction of all mental development can change, and the activity of teaching itself acts as a condition and factor of this development. At the same time, generally recognized meanings and norms are developed in the "social teaching" (that is, teaching in a group), which are stabilized in interaction.

As I.A. Sapogov, the formation of value orientations in the learning process is determined, on the one hand, by personal characteristics, development and awareness of one's interests and values, and on the other hand, by social factors - the values of a significant other, the style of communication with him. At the same time, the basis of the general mechanism for the formation of values lies, first of all, the dialogue style of communication and the development of reflexive characteristics of students. Such a mechanism, in our opinion, should act as a process of transfer and acceptance of knowledge bearing a semantic load. Moreover, knowledge itself should be a value.

As noted above, according to G. Allport, value is a kind of personal meaning. A person realizes value when meaning is of fundamental importance to him, i.e. when value appears in the category of "significance" and not in the category of "knowledge". Values, being a personal "category of significance", are always of fundamental importance and are included in the structure of "I" and therefore most of all attract attention. A student with an established system of values cannot remain indifferent when the teacher conveys the content of the subject under study with excitement and enthusiasm.

In this case, we are not talking about a simple adoption of the teacher's ready-made values, the mechanism for internalizing external values here is the teacher's self-disclosure, which leads to the student's self-knowledge. Consequently, the "category of significance" is not formed by exercise and reinforcement. She must transform skills and abilities from the outer layer of the personality into the very system of "I". In this case, the acquired skills and abilities are transformed into genuine interests that do not need the support of external reinforcement as "operant learning"

Thus, the formation and development of the value-semantic sphere of the individual in the learning process occurs under the condition of the transformation of the "category of knowledge" into the "category of significance."

Value-semantic orientations, as stable personality traits, are also formed and developed in the process of labor activity. The beginning of this activity for most people falls on the age of 18 - 23 years. I.S. Cohn calls this period late adolescence or early adulthood. According to American psychologists P. Massen, J. Conger, J. Kagan and J. Givitz, at this age most people deal with the choice of a career and a spouse, outline life goals and begin to implement them.

According to B.G. Ananyev, with the beginning of independent social labor activity, a person's own status is being built. This status is inherently related to the status of the family from which the person left. In particular, this concerns the values of professional self-determination. Thus, a number of researchers of this problem confirm that the nature of the value-semantic orientations and preferences associated with the choice of a profession is determined by the social and professional status of the family. However, under the influence of the circumstances of life and historical time, value orientations and semantic concepts can increasingly move away from their previous status and overcome the old way of life, nevertheless preserving the most valuable traditions.

Thus, the family, as a social institution, influences the formation of the value-semantic preferences of the individual. Another such factor is work activity as an integral part of a holistic life self-determination. E.A. Klimov notes that the main type of human activity is socially conditioned, conscious, purposeful work, the main characteristics of which are inherent in professional (subject) activity. At the beginning of professional labor activity, the importance of objective circumstances that affect the consciousness of an individual increases, in particular, the interaction of existing value ideas and value orientations and various new forms of social practice.

In the process of professional activity, a person inevitably enters into certain social relations with other people. Professional activity stimulates the development of the personality and its value orientations through new connections, the concentration of which is primarily the team. Individual value orientations interact and influence collective ones mainly through interpersonal relationships. In these relationships, along with value orientations, different aspects of the psychology of interacting persons are also manifested, since, as V.G. Alekseeva, any act of human activity has a psychological connotation for a given individual or group. In other words, the participation of people in professional activities with common features leads to the formation of similar personality traits in them, due to professional requirements for the mental and psychophysiological characteristics of a person.

In the process of professional activity, with positive motivation, professional suitability is formed, which leaves a noticeable imprint on the entire appearance of a person, his psychomotor skills, on the formation of stereotypes of speech and thinking, on his attitudes and value orientations. According to E.A. Klimov, each specific professional group has its own meaning of activity, its own system of values. If the chosen profession and the realized life meaning, the achieved life value constitute the activity-semantic unity for the subject, then the professional activity acquires an essential, life-meaning character. However, if the basic life values of the subject are outside the profession, then it is only a means of realizing these values.

Thus, the value-semantic orientations of the individual are manifested, consolidated and corrected in the professional activity of the individual. It should be noted that the process of forming value-semantic orientations and professional activity are interdetermined. On the one hand, the attitude to the professional and labor environment is formed on the basis of a system of personal meanings of a person, conditioned by past experience, the perceived part of this system exists in the form of values and value orientations; on the other hand, professional activity influences the system of personal value orientations.

Values and meanings are impermanent: they change over time as a result of human activity, just as people themselves change. As a result of the accumulated life experience, what was the central value for the individual can turn into peripheral or even change its polarity - a positive value can turn into negative and vice versa. One of the factors in the change in the value system is the socio-historical conditions against which the personality develops. Domestic and foreign researchers note that socio-economic, political, ideological changes in society entail changes in the value system of society, social groups, and the individual. The variability of subjective values and semantic preferences is associated with the objectivity of the real process of the life of the individual and society, in which the system of values is manifested, and which is their reflection.

Reassessment of values and reorientation of meanings is a natural process of personality development. Acquisition of new life and social roles makes a person look at many things in a new way. In this, according to R.S. Nemova, is the main moment of personal development at an older age following adolescence.

This process is most clearly represented in middle age (middle adulthood). Its main characteristic is the awareness of the discrepancy between dreams and life goals of a person and the reality of his existence. E. Erickson called this period of age a crisis of generativity or stagnation. In the normal line of development, further internalization of values occurs. The personality continues to self-actualize. The main value-semantic categories for an individual are love, work, personal life, creativity, a mature, full and varied life.

The abnormal line of personality development is caused by the awareness of the divergence of the system of values, life meanings and the actual existence of the individual. Assessment of this discrepancy at this age is accompanied, as a rule, by a negative, emotionally painful state and entails isolation from people, loss of meaning in activity and life, the first symptoms of mental abnormalities, mental disorders, stagnation. Successful resolution of a midlife crisis usually involves a reformulation of the system of values, goals and meanings within the framework of a more realistic and restrained point of view and awareness of the limited life span of every person.

According to V. Frankl, neurotic symptoms are a manifestation of value conflicts. It seems quite obvious that the picture of personality changes in various neuropsychiatric disorders, in particular, in neuroses, alcoholism and drug addiction, includes the collapse of the system of value-semantic orientations or its transformation, accompanied by a decrease in the importance of higher moral and ethical values. Even more obvious are the differences in the value hierarchy in psychopathies, which J. Pritchard defined as "moral insanity"

The value-semantic sphere of a person is formed by two main components - a system of value orientations and a system of personal meanings. Personal meanings reflect the subjective significance of all objects, things and phenomena for a person, and the system of value orientations is responsible for the direction of personal activity. Based on this, the value-semantic sphere is the central core of the personality structure, which determines its orientation, being at the same time the highest level of regulation of the social behavior of the individual.

The concept of "value" has many interpretations. M. Rokeach defines values as "a firm belief that a certain mode of behavior 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."

The mechanism of the formation of personal values has long been described in terms of the interiorization of social values by a person. A number of authors note that the awareness of a certain subject as a social value contributes to its transition to a personal one - a regulator of individual behavior. Therefore, value orientations are of a dual and dynamic nature: they are social, since they are historically conditioned and individual, because the experience of a particular subject is concentrated in them, and if their existence is not supported, if they are not created, realized and not actualized, then they gradually fade away.

Value orientations represent a "bridge" between the subjective world of a person and objective reality, thus being the most important indicator of personal growth. “The system of value orientations is the most important characteristic of a personality and an indicator of its formation. The degree of development of value orientations, the peculiarities of their formation allows one to judge the level of personality development. "

According to A.G. Zdravomyslova, values act as an important link between society, social environment and personality, its inner world.

Among other things, it is worth noting that the emotional sphere of the individual plays an important role in the formation of value-semantic orientations. As the Hungarian philosopher P. Hajdu notes, "... in the absence of emotional assessment and experience of knowledge, individuals will accept positive values only in words, on the verbal level." Thus, only emotionally accepted phenomena and an active, active attitude towards them of the individual create the conditions for the interiorization of values.

It is customary to define personal meaning as “an individualized reflection of a person’s actual attitude to those objects for which its activity unfolds, perceived as“ meaning-for-me ”of impersonal knowledge about the world assimilated by the subject, including concepts, skills, actions and deeds performed by people, social norms, roles, values and ideals ”. Just like value orientations, personal meaning has a number of important features. The main one is its derivation from a person's place in the system of social relations and his role in society. The main indicator of the presence of personal meaning is the meaningfulness of life, which is a necessary condition for a harmoniously and creatively developing personality. In Russian psychology, the concept of meaning is most fully elucidated in the works of A.N. Leontiev, L.S. Vygotsky, S.L. Rubinstein, etc.

In V. Frankl's concept of personality, the main link is the concept of "the meaning of life." The author believes that "it is not the meaning of life in general that is important, but rather the specific meaning of the life of a given person at a given moment." Based on this, they are allocated three groups of values:

1) the priority belongs to the values of creativity, the main form of realization of which is labor. The meaning of work is that a person as a person invests in this work.

2) the values of experience include love, the experience of another person in its uniqueness. "Love is the only way to understand another person in the deepest essence of his personality."

3) the most significant, according to Frankl, are the values of the relationship. "As soon as the list of value categories is replenished with attitude values, it becomes obvious that human existence in its essence can never be meaningless." A person is forced to resort to these values when he finds himself at the mercy of circumstances that he cannot cope with. But under any circumstances, a person is able to give life meaning to his suffering.

The main function of value orientations is the regulation of the external (behavior) and internal activity of the individual in certain social conditions. Values are the criteria for evaluating both the entire life of an individual and his individual actions and actions. We can say that values create a stable, stable and meaningful picture of the world for a person. A picture of the world is an individual system of ideas that each person has about how the world works in its various details.

At the center of the humanistic theory of personality by A. Maslow and K. Rogers is the concept of "self-actualization" - the process of the fullest possible disclosure and use of personal potential, the disclosure of all the best that is inherent in a person by nature, which is the highest step in the hierarchy of needs. Maslow equates values with needs: they are inherent in human nature itself, they have a biological and genetic basis, but they are also developed by culture and social environment. The system of value orientations determines the content side of the orientation of the individual and forms the basis of his worldview, attitude to the world around him, to himself and to other people.

In Russian psychology, the system of value orientations is defined through the concept of personality orientation, meaning by this a certain leading link that fully covers the mental activity of the subject, from needs to ideals as the central substructure of the personality. The orientation of the personality is the sum of the leading motives, partially independent of the initial situations, necessary for orienting a person in activity.

According to M.I. Bobnevoy, values and value concepts, as the highest structures of the subject's inner world, are the main regulators and mediators of social influence in the social regulation of personality behavior.

V.B. Olshansky sees the similarity of personality values with the so-called "beacons", with the help of which a person becomes able to "notice in the flow of information what is most important (in a positive or negative sense) for a person's life; these are such guidelines, adhering to which a person retains his certainty, the internal consistency of his behavior. "

Thus, the value-semantic sphere of a person is a complex hierarchical system responsible for the formation of the meanings and goals of human existence, as well as for the ways of their assimilation by a person. If a person's goals are spontaneous, this leads to disharmony of the entire system of values, while the external activity of a person can leave the purposeful path and acquire a chaotic form, and the lack of certainty in the system of personal meanings can prevent a person from maintaining his intended position in the system of social relations. Value-semantic orientations are assimilated by a person in society, but a person, as an active subject, is able to independently influence their formation by selection, acceptance or rejection of values and ideals that exist in the social environment.

According to A.G. Zdravomyslova, values act as an important link between society, social environment and personality, its inner world.

) priority belongs to the values of creativity, the main form of implementation of which is labor. The meaning of work is that a person as a person invests in this work.

) the values of experience include love, the experience of another person in his uniqueness. "Love is the only way to understand another person in the deepest essence of his personality."