Keyword: «personality formation»

This research is widely topical due to the shift in Russia’s social, political and economic orientation to democratic values and market relations. This shift brought about changes in the social hierarchy of moral values and dramatically transformed educational goals and priorities at the current stage. It should be noted that federal state educational standards declare the active and focused educational work of the teacher with students as one of the most significant elements of upbringing, development and training in a modern primary school. This type of work is primarily aimed at the inculcation of morality and value orientations in students of primary school age. The significance of the purposeful personal morality formation at an earlier age is substantiated in psychological and pedagogical research works. An analysis of morality interpretations shows a discrepancy in the set of moralities that serve as the foundation for individual morality formation. This discrepancy leads to the blurring of the integral system of individual morality formation, which determines the topic of the research. Accordingly, the aim of the article is to highlight the basic set of moralities that underlie the formation of morality in primary school children. The leading approach in this case is the subject-developing approach. The approach explains development of the individual by achieving the level of the subject through the integrity of the external, internal and time. As a result of the research, the author of the article identifies three basic moral feelings that should be prioritized in primary school in an understandable for children form (kindness, beauty, love). The theoretical significance of the article is due to the contribution to the development of scientific ideas about the moral feelings of the individual, formed according to the age-related characteristics. The practical use of the research results allows us to inculcate morality in primary school students successfully.

The article poses the problem of the relationship between peace and war in the works of Yu.V. Bondarev at the beginning of his creative maturity, it is about the relationship of these categories in the life of the writer, the role of war in the formation of his personality, the artistic embodiment of the moral and philosophical category of “choice” in the works of the indicated period.

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 global world is challenging education in terms of personality formation. In this aspect, organizational and pedagogical conditions, educational trajectories and mechanisms for cultivating the foundations of interethnic communication, respectful attitude to the values and traditions of the people are relevant; introduction to the educational content ethno-cultural values of universal humanitarian interest. The Republic of Sakha (Yakutia), located in severe climatic conditions, is a multinational republic with regional specifics in educational activities. The regional specifics of the educational environment is determined by the joint activities of family, school, cultural institutions in the context of direct communication at events aimed at mastering national traditions and rituals. The educational environment is characterized by significant experience in the introduction of the national-regional component of general education, integrated and modular courses aimed at the formation of ethno-cultural, regional and civic identity of students. Differentiation and individualization of education is carried out in the republic through the establishment of various types of schools. These include, in particular, the advanced schools network of presidential schools of the Republic of Sakha (Yakutia). One of these schools is the Churapchinsk ulus (district) gymnasium named after S. K. Makarov, which fully confirmed its status thanks to the successful organization of scientific and experimental work. Organizing pedagogical activities, the gymnasium also proceeds from the fact that each person is a specific bearer of the given region originality, its inhabitant, organically connected with it and adapted to its social, economic, demographic, cultural and climatic conditions. The purpose of the article is to present the results of the experimental work of the Churapchinsk ulus gymnasium named after S.K. Makarov of the Republic of Sakha (Yakutia) on the formation of a Successful personality - Тумус киhини иитии - in rural society. The experimental work of the gymnasium in the context of the study is based on the results of the socio-cultural analysis of the ulus (district), region specifics, the study of ethno-cultural values, the ideas of the philosophy of the Sakha people, and the pedagogy of Olonkho. Under the supervision of D.A. Danilov, professor, Doctor of Education, they identified the specifics of the educational organization in order to form Тумус киhи - Successful personality - Тумус кыһа. Experimental work on the formation of a Successful personality (Тумус туттар киhини иитии) based on the ethno-cultural values of the Yakut people is a positive experience of the gymnasium collective work. The practical significance of the work includes replicating the experience of the school in the regional education system of Russia. This experience may be interesting for specialists as a ready-made option in the development of organizational and pedagogical conditions of the educational process for the formation of the student's personality in national educational organizations.

The article deals with the process of patriotic education of preschool children. The definition of patriotism is given and the meaning of patriotic education is indicated. The methods of implementing patriotic education of preschool children are identified, and the main problems of this process are also addressed. The conclusion is made about the necessity and usefulness of patriotic education of preschool children for the whole society and the state as a whole.