EDUCATING A VALUE ATTITUDE TO OTHER PEOPLE IN SECONDARY SCHOOL STUDENTS

Abstract

Abstract. The complication of social and economic contradictions, changes in social consciousness, increase the requirements to the process of formation of the individual, fostering the system of value orientations in school students. The conditions for self-realization of a person in this situation have become more complicated, the range of public assessments and expectations is expanded, desirable and acceptable ways of behavior have become more diverse. Under these conditions, the ability of the person to nonstandard decisions, the originality of active entry into the natural, substantive and social cultural environment, which is possible due to the ability to solve various problems of moral content is very important. The article is devoted to the essence and classification of the pupil’s personal values emphasizing the necessity of educating pupils’ value attitude to other people. It is noted that it is a special value and a system of attitudes, motives, needs, views and beliefs, which are based on the principles of value attitude to other people. They manifest in an active attitude to people and are based on the recognition of man as the highest value. The author reveals peculiarities of using innovative technology which means solving vital tasks in fostering value attitude to other people. It is well proven that the technology of solving vital problems creates the pupils’ natural need to make decisions on their own, developing the internal need for moral behavior without external coercion, and also provides such an operating system of influences which makes the educational process fairly manageable and predictable. Therefore, in order to ensure the maximum effect from fostering value attitude to other people with the help of technology, the teacher must first analyze situations together with the pupils which are significant in terms of personal development and age-old peculiarities, but do not propose any decisions. The peculiarity of the technology used is that the type of educator’s behavior stimulates the student to distinguish the variety of alternative approaches to the situation where each approach is creative. There are no right and wrong options for reviewing the situation, any point of view is accepted and used by the teacher. Students are like researchers, they study the situation from the point of the diversity and dynamics of affective states – both their own and other participants of the situation.