Keyword: «motives»

The article concerns the matter of developing the intellectual culture of future economists in the process of professional training. The gauges of developing the intellectual culture are defined. The problem of effective inclusion of students into intellectual activities is discussed. The distinctive signs of educational process of a high school were found out, the diagnostic of students’ motivation was done. On the basis of research of trial work the levels of the future economists’ intellectual culture were defined: low, medium, high, professional

The mythologization of professional consciousness is seen as a form of structuring thinking of the future of the teacher-psychologist, defining the conditions of lack of knowledge of a few distorted view of peda-gogical phenomena. In the structure of professional consciousness of students mythological components characterize the expansion of knowledge and its «embedding» in the fabric of the fragmented scientific ideas in connection with their nonsystematization, a lack of reflection, criticality, and also under the influence of motivational-semantic entities personality, the determinants of the acceptability of distorted, but received the appearance of a scientific substantiation of concepts. The article addresses the following mythological components of professional consciousness of future teachers-psychologists: perverted scientific naive-mythological, compensatory and mythological, protective-mythological, aesthetic-mythological, transcendental-mythological, design-mythological.

The authors speak about the important issue of recent years such as the behavior of the consumer. The authors give the review of theoretical and methodological approaches to these issues in the context of sociological theories of consumption. The authors present separate findings of internal and external factors that influence consumer behavior.

The article is devoted to the problem of the characteristics of value orientations in adolescence. The main age-psychological characteristics of adolescent children, the specifics of the formation of personality and awareness of motives of behavior are considered. Features of the formation of values of orientations are revealed, taking into account the main problems of the development of modern society.

The work of E. Zamyatin, one of the most famous neo-realist writers of the first third of the 20th century, naturally attracts great interest of literary critics. However, with an abundance of articles and monographs devoted to the writer's work, today there are still relatively few works exploring the influence of the traditions of Russian classical literature on the novel “We”. The scientific novelty and relevance of the presented article lies in the experience of a systematic analysis of the influence of ideas, themes, images, motives of several works of Russian classics of the 19th century on the novel “We”. It seems reasonable to compare the socio-philosophical problems, the figurative system, plot situations and compositional techniques in the novel by E. Zamyatin and in the works of N. Gogol, M. Saltykov-Shchedrin, F. Dostoevsky, N. Chernyshevsky, I. Turgenev. The topic considered in the article can provide additional material both for further study of Zamyatin's work and for the study of the literary process in the twentieth century. The main provisions and conclusions of the article can be used in the preparation of university courses on the history of Russian literature of the twentieth century, in the development of special courses on the work of E. Zamyatin.