Theoretical aspects of axiology. Axiological and appraisal as linguistic categories Psychological aspect of value orientations
Translated from the Greek "axios" means "value". Accordingly, axiology is the doctrine of values.
Man by his very existence is distinguished from the world more sharply than his "smaller brothers", animals, and even more so inanimate objects. This means that a person is forced to relate to the facts of his being in a differentiated way. While awake, a person is almost always in a state of tension, which he tries to resolve by answering the famous question Socrates"What is good?"
The word "value" was already well known to the ancient Greeks. Nevertheless, it was not until the 20th century that philosophers were able to develop the doctrine of values. Why? Having dealt with this issue, we will better understand the nature of value itself. The thing is that a person did not immediately realize his own, distinguished position in the world. As you know, this happened only in modern times, respectively, it was then that the first claiming to the fullness of the concept of value appeared.
Studies of the nature of evaluation are actively conducted in various fields of humanitarian knowledge: in philosophy, logic, linguistics (works by N.D. Arutyunova, Yu.D. Apresyan, E.M. Volf, V.N. Teliya, etc.). However, there are still not enough works that analyze the linguistic reflection of the value orientation of the ethnos in the world, which we will call the axiological linguistic picture of the world. As rightly noted by V.N. Telia, “There is a huge literature on the role of the linguistic picture of the world in cognition, and yet, it seems, it does not clearly define the role of symbols that receive linguistic embodiment in the organization of the cultural-national system of evaluation criteria that specify the anthropometric point of view on the object and point its "placement on the scale of assessments and creating preconditions for an adequate or, at least, understandable to all members of the linguo-cultural community issuing a "sentence" to things and events."
There is no value only where a person is indifferent to something, is not interested in the differences between truth and error, beautiful and ugly, good and evil. Suppose someone is fond of collecting postage stamps, to which his friend is absolutely indifferent; one sees value in postage stamps, the other does not (both, each in their own way, are right). Listening to a comedian, one slides off his chair with laughter, another is indignant, the third calmly falls asleep (it is for the latter that the humorist's performance is devoid of value).
Ethnographers, ethnopsychologists talk about stable features of national behavior that are not subject to the prevailing in one or another historical period ideology, political system, about the immutability of the archetypes that determine the spiritual life of the nation - ways of connecting images that underlie the creative understanding of the world and are passed down from generation to generation. The originality and stability of the mentality of a particular nation, ethnic dominant, according to L.N. Gumilyov, is based on a certain set of national values, the orientation towards which determines the vector of people's behavior in a situation of historical choice. Value- this is a concept used in the humanities to refer to phenomena, objects, their properties, as well as abstract ideas that embody social ideals and act as a standard of due. BUT. Lossky, defining the concept of value, emphasized that ".... value is something all-penetrating, determining the meaning of the whole world as a whole, and of every person, and of every event, and of every act."
A person is interested not just in the truth, which would represent the object as it is in itself, but in the knowledge of the object for a person, to satisfy his needs. In this regard, a person evaluates the facts of his life according to their significance, realizes a value attitude towards the world. The specificity of a person lies precisely in the value attitude to the world. value is for a person everything that has a certain significance, personal or social meaning for him. We deal with value where we are talking about native, holy, preferred, dear, perfect, when we praise and scold, admire and resent, recognize and deny. Such values can have both a universal character and a specific historical one, i.e. be significant for a separate human community in a certain period of its historical development.
G.P. Vyzhletsov highlights the main properties of values and value relations:
"1) The initial feature of value relations is that they include ... the desired, associated with a voluntary, free choice, spiritual aspiration;
- 2) values do not separate, do not alienate a person from other people, from nature and from himself, but, on the contrary, unite, gather people in a community of any level: family, collective, nationality, nation, state, society as a whole, including, as he said P.A. Florensky, in this unity of humanity the whole world;
- 3) value relations are not external and coercive for people, but internal and non-violent;
- 4) true values, for example, conscience, love or courage, cannot be seized by force, deceit or money, taken away from someone in the same way as power or wealth "[3].
The nature of the basic values inherent in a particular nation develops over a long time and depends on many factors. Firstly, these are the natural characteristics of the territory on which the nation was formed, for Russia it is a factor in the vast expanse of the harsh northern country. At the beginning of the 19th century, P.Ya. Chaadaev wrote: “There is one fact that dominates our historical movement, which runs like a red thread through our entire history, which contains, so to speak, its entire philosophy, which manifests itself in all epochs of our social life and determines their character, which is at the same time an essential element of our political greatness and the truth of our mental impotence: it is a geographical fact. Secondly, the very history of the existence of the Russian state, the multinational composition of its population and the constant need for defense against external enemies. Third, dominance economic activity Russians (originally Russia is an agrarian civilization) and the type of life arrangement that has developed on the basis of this activity. Fourth, historical role state, its paternalistic (paternal) nature, due to the need to ensure the survival of each person in harsh natural conditions. Fifth, these are the philosophical, ethical, aesthetic postulates of Orthodoxy - religious outlook Russian person. This is not a complete list of factors that determined the peculiarities of the ideas of a Russian person about "what is good and what is bad."
Value Orientations are an important component of the traditional knowledge that is inherited by each representative of an ethnic group (as opposed to rational knowledge, due to personal life experience). The bulk of ethno-cultural information (traditional knowledge) is assimilated (both consciously and unconsciously) at an early age along with the language.
The importance of value orientations in the life of this or that ethnic group determined their "coding" in the system of the national language (vocabulary par excellence). Such "coding" is carried out primarily by the inclusion of an evaluative component in the denotative or connotative content of words. As V.N. Telia, "... the emotive-evaluative attitude is determined by the worldview of the people - the native speaker, their cultural and historical experience, the system of evaluation criteria existing in this society ...".
The linguistic picture of the world is a reflection of the general national idea of the world, including the configuration of values - concepts that are most associated with the ideals of society, phenomena of the external or mental world that have received the most positive assessment of members of society. Value can be defined as the limiting representation of the norm. Since values must necessarily be recognized by man as such, they are the product of cultural, and not spontaneous natural processes. Therefore, any the axiological system is anthropocentric, because outside of human relations any values have no meaning.
Values are the basic category in building a picture of the world, and set of values, their hierarchy largely determines the cultural type of a particular society. From the point of view of the content of concepts, it is possible to distinguish moral(friendship, love, truth, justice) and utilitarian(health, comfort, cleanliness) values, among the utilitarian values stand out abstract(sleep, rest) and material.
From the point of view of a subject who recognizes a certain concept as a value, one can distinguish between individual, group, ethnic(national) and universal values. Certain social groups or collectives (family, friendly company, party, class, intelligentsia in the broad sense of the word, peasantry, clergy, people of urban or rural culture), sub-ethnos (according to the terminology of L.N. Gumilyov, subethnos is a fairly representative part nation, connected by common economic, cultural traditions - Cossacks, Old Believers, Pomors, etc.)) may have features in the configuration of values, however, there is a certain basic system of values that characterizes the nation and is determined by the community historical fate, geographic habitat, predominant nature of economic activity and many other factors. ethnic system values as such are not verbalized by society, are not presented in the form of a set of postulates, it is, as it were, “poured” in the language, in authoritative texts and can be reconstructed on the basis of the assessments given to this or that concept by members of the society.
Establishing the conformity of the realities of reality with the ultimate idea of the norm - value- occurs as a result of the evaluation activity of society. Grade- this is an act of human consciousness, which consists in comparing objects, phenomena and correlating their properties and qualities with the norm. The results of this comparison are fixed in the mind and in the language in the form of a positive (approval), negative (condemnation) or neutral attitude (indifference): good - evil - nature. The first two lexemes include an evaluative element in their semantics, the third lexeme is neutral in terms of evaluation. Thus, the evaluation expression in the language is three-valued: good-neutral-bad.
The axiological picture of the world, presented in the language, orients a person in the system of values, gives general direction his aspirations and life goals. Thus, the concepts of "truth", "beauty", "justice" in accordance with national attitudes are marked in the mind of a representative of the Russian ethnos with a positive assessment; the concepts of "lie", "ugliness", "injustice" - negative. This axiological projection of the "naive" picture of the world is supplemented by programming the information (instructions of parents and acquaintances, literature, works of art, media exposure, etc.) that passes through a person's life, especially during the formation of his worldview attitudes - in childhood and adolescence .
Based on his “axiological vision of the world”, a person formulates value judgments in relation to those realities that appear in his life.
The crisis state of modern Russian national identity stimulates the search for spiritual and moral pillars, moral and ethical postulates, characteristic of Russians throughout the difficult and dramatic path of the development of the nation. There is no doubt that the specifics of the national idea of a particular basic concept, some moral, value components in one way or another are reflected in the language.
Thus, analyzing this material, we can conclude that values are one of the most important factors in the development of society. The linguistic picture of the world reflects the concepts associated with the ideals of society. The main part of the values is acquired at an early age by the transfer of experience from the older generation to the younger.
The name of this component of pedagogical culture comes from the term "axiology", i.e. a philosophical doctrine about the material, cultural, spiritual, moral and psychological values of an individual, collective, society, their relationship with the world of reality, changes in the value-normative system in the process of historical development. It should be noted that in modern pedagogy, axiology defines a system of pedagogical views based on such human values as the meaning of life, the ultimate goal and attitude to human, including pedagogical, activity.
This component of the professional culture of the teacher contains the assimilation and acceptance of the following values of pedagogical work:
♦ professional and pedagogical knowledge (psychological; historical and pedagogical; regularities of the whole pedagogical process; knowledge of the characteristics of childhood; legal culture, etc.) and worldview;
♦ culture of mental work, including the scientific organization of work, accounting for biorhythms, culture of reading, culture of thinking, including methodological, etc.;
♦ personal freedom of all participants in the pedagogical process, which implies respect for the personality of the child, adherence to the norms of general and pedagogical ethics, etc.
An important place in the structure of pedagogical culture is occupied by its ideological component, which is the process and result of the formation of pedagogical beliefs, the process of determining by the teacher his interests, preferences, value orientations in the educational sphere. The teacher is interested in active inclusion in the processes of reflection, professional self-consciousness, the result of which is the formation and development of his professional orientation, positions, attitudes.
The formation of a culture of mental work among future teachers involves working with them in the following areas:
♦ self-education and education of students;
♦ use of elements of the scientific organization of labor;
♦ mastering the rules of safety, hygiene and sanitation;
♦ taking into account biorhythms in work;
♦ knowledge and application of various ways and means of restoring working capacity and increasing labor motivation;
♦ taking into account in pedagogical activity the psychological mechanisms and properties of attention, memory, thinking, imagination, patterns and mechanisms for the formation of knowledge, skills, attitudes, creative abilities;
♦ mastering the methods of educational activity and mental operations.
It is necessary to teach future teachers the methods of saving time, searching, systematizing and classifying information, rationalizing notes, taking notes on lecture materials and summarizing scientific literature.
It is important for future teachers to learn how to work rhythmically during the school day, week, semester, academic year, the entire period of study; correctly alternate mental and physical activity; keep records of lectures at an increased speed due to abbreviations and structuring of records, highlight the main, priority in the material, present information in a concise, concise and expanded form, with explanations, examples and comments.
Integral part The culture of intellectual work of the teacher is the culture of reading. For example, a primary school teacher who solves the problem of developing reading skills in children must know the scientific foundations of this activity. Therefore, future teachers are taught the basics of modern theories of the reading process, developed by specialists in engineering psychology and linguistics. Modeling allows you to identify factors that affect the qualitative characteristics of the reading process (speed and quality of information perception, semantic processing, decision making, feedback effectiveness), and purposefully manage these processes. The attention of future teachers should be drawn to the typical shortcomings of the reading process (incorrect articulation, narrowing of the visual field, regression, lack of a flexible reading strategy, reduced attention). The main thing that must not be overlooked in the preparation of a teacher is to ensure practical mastery of different ways reading and the ability to competently and optimally use these methods in solving educational and professional problems. In this regard, it is very important to teach future teachers the techniques of fast reading. Studies show that about 80% of the information a modern specialist can receive in fast reading mode. It is also important to teach dynamic reading to children, and in this regard, to acquaint students with the methodology for teaching younger students speed reading, accompanied by content analysis, independent critical processing of material, reflection, and their own interpretations of provisions and conclusions.
Selective reading It is used so that future teachers learn how to quickly find in the book the information necessary to solve certain professional problems. With this method of reading, the reader, as it were, sees the entire content of the book and does not miss anything, but fixes his attention only on those aspects of the text that he needs. The reader sequentially, page by page, looks through the book until he finds the necessary material in it, which is then studied in depth.
Read-View used to preview the book. Quickly looking through the preface, having read the table of contents and annotation to the book, the most important thoughts of the author can already be identified by the table of contents. After reviewing the conclusion, you can quickly draw a conclusion about the value for the reader of a particular book.
Scanning(the ability to quickly navigate the contents of the book) as a special way of reading is used in the preparation of reports, notes on scientific literature, highlighting basic concepts. Its essence lies in the quick search for a single word, concept, surname, fact in a particular book.
The culture of reading is determined not only by the operational and technical side of this process, but also by the content and semantic side, interpreted as a culture of understanding and interpreting the content of the book.
Understanding the text means mastering perfectly such mental operations as: highlighting operational and semantic features, highlighting certain expressive artistic means in the text, understanding the meaning and meaning, describing in words the essence of the figurative expression of an idea.
To understand means to connect new information with previous experience. The basis of understanding can be everything by which we connect information that is new to us: some secondary words, additional details, definitions. Any association of the new with the old can act as a support in this sense. VF Shatalov calls a reference signal any symbol that helps the student to remember this or that fact, regularity. Comprehension of the text when reading is based on the search for the main ideas in it, meaningful words, short phrases that predetermine the text of subsequent pages, and linking it with previous impressions, images, ideas. To teach to understand the text means to teach the reader to reduce the content of the text to a short and essential logical trajectory, a formula, a single logical chain of ideas. The process of highlighting semantic strongholds in the content is a process of compressing (laconicizing) the text without losing the basis, as they say, comes down to highlighting the plot. To teach this skill, a differential reading algorithm is used.
The culture of reading also implies the ability of the reader to anticipate the development of events based on the analysis of the text already read, i.e. the presence of a semantic conjecture. This ability to predict further events by indirect semantic features of the text is called anticipation. This ability can be successfully formed on the basis of understanding the ideas of the content, identifying the main idea of the text. The development of anticipation is an excellent means of educating a creative reader, forming the imagination. This allows a person to save energy and time when reading any text, because each text contains a lot of redundant information.
Competent reading also forms the ability to mentally return to what was previously read - reception. Returning to previous statements and ideas of the author on the basis of their connection with what is currently being studied allows a better understanding of the meaning of what is being studied, teaches a holistic vision of the content.
Culture of thinking - component intellectual culture, the degree of mastering the techniques, norms and rules of mental activity, expressed in the ability to accurately formulate tasks (problems), choose the best methods (paths) for solving them, obtain reasonable conclusions, and correctly use these conclusions in practice. It increases the focus, organization and efficiency of any type of activity. Cultural, i.e. clear, precise and consistent thinking is opposed to chaotic, confused, spontaneous thinking.
The culture of thinking of the teacher includes the development of the ability for pedagogical analysis and synthesis, the development of such qualities of thinking as criticality, independence, breadth, flexibility, activity, speed, observation, pedagogical memory, creative imagination. It implies the development of the teacher's thinking, manifested at three levels:
♦ the first is tactical, allowing the teacher to implement professional ideas in the technology of the pedagogical process;
♦ the second is operational, manifested in the independent creative application of general pedagogical patterns to particular, unique phenomena of real pedagogical reality;
♦ third level - methodological which allows the teacher to confidently and competently build their professional activities, develop a personally oriented strategy in accordance with their worldview and pedagogical beliefs and attitudes.
Methodological thinking of the teacher is understood by us as a special form of activity of pedagogical consciousness, alive, i.e. experienced, rethought, chosen, built by him, the methodology of personal and professional self-improvement.
The specificity of the methodological thinking of the teacher lies in the fact that in the process of independent implementation of the methodological search, he develops a pedagogically oriented subjectivity (the author's understanding of scientific and pedagogical materials and phenomena), which, in turn, is a necessary condition for the subsequent formation by the teacher of the subjectivity of the personality structures of his students. or pupils. The degree of development of the teacher's methodological thinking determines the possibility of generating new ideas in specific problem situations, i.e. provides heuristic thinking.
Methodological search is the activity of a teacher to discover the meaning, basis, idea of educational material or pedagogical phenomenon, personally significant both for their own self-development and for the subsequent development of students' personal structures.
The ability to conduct a methodological search contributes to the formation of methodological skills of a higher level, which include:
♦ discovery of the main meaning, idea of educational material or pedagogical phenomenon; establishing links between different trends; identification of implicit motives that led to the emergence of a specific concept, the basis of its goal setting;
♦ conducting a comparative and phenomenological analysis of pedagogical phenomena, paradigms, systems, subject, goal-setting, principles, content, conditions, means of education and training in various approaches to education;
♦ possession of a problematic vision: recognition of pedagogical theories and systems for their compliance with the humanistic paradigm; isolating and comparing different time bases that served as a basis for one or another teacher to develop their approaches; identification of explicit and hidden sources of pedagogical design, their inconsistency and the implicit meanings generated by it, which were laid down in a particular system; establishing a connection between philosophical and pedagogical ideas and events of historical, sociocultural and other significance; implementation of a comprehensive assessment of the meaning of the idea and its relevance; identification and overcoming of crisis knots in training and education; restructuring of existing knowledge, constructing on their basis cultural and humane meanings of pedagogical activity, etc.
♦ establishing own meanings of alternative pedagogical approaches; goal-setting, determination of the leading principles for the selection and restructuring of content, modeling and designing conditions and means that form and develop the personality of students; modeling the conditions for educating a creative personality; the use of means of pedagogical support for personal self-realization, moral self-actualization, self-determination of students; the use and creation of technologies for clarifying personal values, entering into pedagogical contact, preventing and resolving conflicts, interaction and unification, changing roles, overcoming barriers in the classroom, personal appeal to the student, choice, climax and relaxation, etc.
An integral part of the culture of pedagogical thinking is a logical culture, in which three components can be distinguished:
♦ logical literacy;
♦ knowledge of specific material to which logical knowledge and skills are applied;
♦ transfer (mobility) of logical knowledge and skills to new areas.
Tact is understood by us, on the one hand, as a component of the moral culture of the teacher and in this aspect is perceived as his behavior, organized as a morally expedient measure of the interaction of the teacher with children. On the other hand, the pedagogical tact acts as a subcomponent of the axiological component of pedagogical culture, which is based on such a value as the freedom of the individual of each of the participants in the pedagogical process, the rejection of violence against the individual (including mental) in any form.
The main elements of pedagogical tact are exactingness and respect for the child, the ability to see and hear him, empathize, self-control, business tone in communication, attentiveness and sensitivity without emphasizing this, simplicity and friendliness without familiarity, humor without malicious mockery. Pedagogical tact is a form of moral relationship between the teacher and the children. The content and forms of tactful behavior are determined by the level of moral culture of the teacher. Tact implies the ability of the educator to foresee the objective and subjective consequences of an act, the emotional and behavioral reactions of the child.
The pedagogical tact is based on the developed psychological and pedagogical skills and moral qualities of the individual: pedagogical observation, intuition, pedagogical technique, pedagogical imagination, ethical knowledge.
The main sign of pedagogical tact is that, on the one hand, it refers to the moral regulators of the pedagogical process, and on the other hand, it is based on the moral and psychological qualities of the teacher. The teacher's knowledge of the qualities of an adult, which children identify as reference, is a necessary initial level for the development of his moral consciousness (the level of ethical knowledge) and the formation of moral relations with children.
The development of pedagogical tact from the standpoint of practical ethics involves the ability of a teacher to act in the following areas:
♦ to interact in typical situations of children's requests and complaints (whining, snitching at lessons, breaks and at home, etc.);
♦ analyze and behave in situations in which the teacher, from the point of view of children (and the requirements of pedagogical tact), must be delicate: children's friendship and love; demands for a confession of misconduct, extradition of the instigator; communication with children-scammers, in cases of childish revenge;
♦ know the mistakes that adults should forgive children (jokes, pranks, ridicule, tricks, children's lies, insincerity);
♦ to know the motives of situations in which the teacher punishes the child;
♦ master the art of suggestion, using the following “toolkit” (methods, forms, means and techniques of education): an angry look, praise, reprimand, change of intonation, joke, advice, friendly request, kiss, fairy tale as a reward, expressive gesture, etc. .P.);
♦ be able to guess and prevent children's actions (the quality of developed intuition);
♦ be able to sympathize (the quality of developed empathy). (The list was proposed by J. Korchak and developed by V.A. Sukhomlinsky).
Legal culture of the teacher should, without a doubt, be consistent with the general legal culture of any active and conscious citizen and include:
♦ formation of a legal outlook, which makes it possible to judge the legal aspect of the economic, socio-political and cultural processes taking place in society, the general direction and state of the ongoing legal reform in the country;
♦ the need and ability to correctly determine the meaning of a particular legal document, its purpose when independently acquiring the necessary data (usually from mass media);
♦ the need and ability to form one's own opinion about the legitimacy or illegality of specific actions of state bodies, public organizations, individuals, etc., to defend this opinion logically and correctly in front of an interlocutor;
♦ understanding of the need for strict observance of the law both for any citizen or organization, and for oneself personally;
♦ awareness of the unshakable and enduring value of individual freedom, its rights, honor and dignity;
♦ the need for continuous improvement of one's own legal awareness and ability to apply one's knowledge in specific life situations.
A teacher who is cultural in the legal aspect must also know the issues of regulation and protection of the rights, duties and responsibilities of the teacher and the student. These rights and obligations of the main participants in relations related to the life of the school are intertwined and interconnected with other rights and obligations that lie in the vast legal field of sectoral legislation and by-laws.
The teacher, being not only a carrier, but also a translator of positive social experience, is obliged to act as a guarantor of ensuring the rights of students who are in the legal field of an educational institution. In this regard, the teacher's knowledge of the legislative framework of the modern Russian education is one of the priority requirements for the level of his professional competence and culture.
8. Sanzhaeva, R. D. Ethnopsychological features of raising children in a Buryat family [Text] / R. D. Sanzhaeva // National school: concept and technology of development. - M.: Education, 1993. - S. 242-243.
9. Serikova, L. A. Psychological and pedagogical aspects of the formation of religious and moral ideas among younger schoolchildren [Text] / L. A. Serikova, T. I. Shukshina // Siberian Pedagogical Journal. - 2010. -No. 10.-S. 233-243.
10. Smirnov, I. N. Mordva: historical and ethnographic essay [Text] / I. N. Smirnov. - Kazan, 1895. - 291 p.
11. Churikov, I. A. Natural conformity of the folk educational experience of the Finno-Ugric peoples [Text] / I. A. Churikov // Siberian Pedagogical Journal. -2010,-№4.-S. 207-214.
12. Yakunchev, M. A. To the problem of ethno-cultural training of students of higher educational institutions(on the example of pedagogical universities) [Text] / M. A. Yakunchev, L. P. Karpushina // Siberian Pedagogical Journal. - 2010. - No. 7. - S. 292-297.
UDC37. 00(045)
Ershova Svetlana Mikhailovna
Postgraduate student of the Department of Pedagogy, Mordovian State Pedagogical Institute named after M.E. Evseviev, [email protected], Saransk
THEORETICAL UNDERSTANDING OF THE CATEGORIES "VALUE" AND "VALUE RELATIONSHIPS"*
Ershova Svetlana Mihajlovna
The post-graduate student offaculty ofpedagogics of the Mordovian state pedagogical college of a name of "M. E. Evsev'eva, [email protected], Saransk
ERSHOVA S.M. THEORETICAL JUDGEMENT OF CATEGORIES "VALUE" AND "VALUABLE RELATIONS"
The current stage of development of education is characterized by increased attention to the personality of the teacher, focused on the basic values of his professional activity and capable of such design. educational environment which implies the possibility of self-determination, both for students and for the teacher himself.
* The work is carried out with the financial support of the Ministry of Education and Science of the Russian Federation at the expense of the Federal Target Program "Scientific and scientific and pedagogical personnel of innovative Russia" for 2009-2013 on the topic: "Models and technologies of psychological and pedagogical support for the development of children in the education system" (state contract No. 14.740.11.0992 of May 6, 2011)
The problem of educating the value foundations of the personality is one of the directions of numerous studies of scientists from various fields as a historically developing scientific knowledge about a person, and modern human knowledge: philosophers, psychologists, teachers, sociologists, etc. The problem of spirituality, morality of a person, his value orientations is considered one of the eternal problems generated by the very course of the historical development of civilization. Even ancient thinkers, philosophers such as Plato, Aristotle, Democritus raised questions about the upbringing of the spiritual principle in every person.
In modern literature, this problem is considered from the perspective of various schools and trends, which give the concept of "value", as a component of personality, unequal meaning.
Every person has a need for values that guide his actions and feelings. Based on this, they can be divided 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. The discrepancy between conscious and ineffective values, on the one hand, and unconscious and effective ones, on the other, devastates a person who begins to feel guilty. That is why it is necessary to “cultivate” such values, in the presence of which a person could abandon the social mask and expose his true needs, the implementation of which will contribute to his development.
A. Maslow believes that all self-actualizing people strive for the realization of "existential" values, for them these values act as vital needs, and the so-called "highest values" existing in human nature itself. He distinguishes 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, lightness 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.
The classification of values proposed by V. Frankl is based on the definition of the meaning of life and is represented by three groups:
The values of creativity are 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;
Experience values. Love has the main value potential. Love, according to the scientist, is the only way to understand another person in the deepest essence of his personality;
c) the most significant are the values of the relation. 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. V. Frankl considers these categories from an optimistic position, arguing that there are no tragic and negative aspects that could not be turned into positive achievements through the position taken in relation to them.
Thus, values 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, who defines values as a stable 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, values are characterized by the following features:
Total number values that are the property of man are relatively small. All people have the same values, albeit to varying degrees. Values are organized into systems.
The origins of values can be traced in culture, society and its institutions and personality.
The influence of values can be traced in almost all social phenomena worthy of study.
M. Rokeach distinguishes two main groups of values: values-goals (terminal values) and values-means (instrumental values), each of which has its own characteristics.
Terminal values are beliefs that some ultimate goal of individual existence is worth striving for from a personal or social point of view. At the same time, they are more stable than instrumental ones, and they are characterized by less inter-individual variability, that is, they are similar in most people. Instrumental values are beliefs that a certain course of action is personally and socially preferable in all situations.
In domestic psychology, a number of schools and directions have also developed, in which similar approaches to understanding values are considered in various aspects of studying 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, personality is studied in connection with communication (K. A. Abulkhanova-Slavskaya, A. A. Bodalev, B. F. Lomov) or in connection with attitudes (D. N. Uznadze), etc.
In the concept of subject-object interactions, represented by the theory of activity of A. N. Leontiev, the concept of values is to a certain extent associated with the concept of significance, which implies a connection between the individual representation of values and the emotional-motivational sphere. At the same time, a specific meaning arises only when the subject interacts with the object, involving it in material or spiritual world human activity, whereby value obtains its actual existence.
Thus, values are mobile, changeable, conditioned by socio-cultural processes taking place both in society and in the life of each individual person. Values serve as a kind of "filter" through which only those assessments that are close to the subject himself pass.
However, values will be a guideline in a person's activities and behavior only if he has a value consciousness, attitudes and attitudes.
Value relations determine the emotional and psychological state, satisfaction and fullness of life, its meaning, and the system of values regulates behavior and activity, determines the motivational and needful sphere, the orientation of the individual, and the willingness to be guided by these values in professional activities.
The knowledge of the value of objects of social reality by a personality, according to I. V. Dubrovina, presupposes that she has a certain way of social orientation in any form or group of values. The method of social orientation, in turn, is an internal psychological mechanism that forms certain preferences of the individual. By the nature and direction of these preferences, one can also determine the features of its value relations.
Relation in philosophy is understood as a way of participating in the existence of things as a condition for revealing and realizing the properties hidden in it. Attitude is not a thing and does not reflect the properties of things, it is revealed as a form of participation, participation in something, the significance of something. The relation indicates the connection between the object (phenomenon) and the subject, characterized by the value of the first for the second. The attitude, in general, reflects the various connections of a person with the world, is characterized by the presence of a person’s desire, his activity, i.e., the more active the individual, the more his desire for activity is manifested, the more clearly his attitude is expressed.
There are two levels of existence of a person's value attitude: the lower - socio-psychological - experienced, but not realized, characterized by the ordinary consciousness of people and the upper - realized, formed not only in the process of experiencing, but also in the process of understanding reality. Here the important components are: knowledge - as an awareness of objective value; experiencing this value
as needs; a need that motivates a person's behavior and on the basis of which his behavior is predicted.
In the studies of I. F. Kharlamov, V. A. Slastenin, G. I. Chizhakova,
NOT. Shchurkova, the concept of relationship is associated with the activity and orientation of the activity of the individual.
Value attitude is a subjective reflection of objective reality. The object of value relations are objects and phenomena that are significant for a person. Thus, the value attitude is interpreted as the significance of this or that object, phenomenon for the subject, determined by his conscious or unconscious needs, expressed in the form of an interest or goal.
The value attitude is historically considered as one of the attributes of the socio-cultural existence of a person - the bearer of the value attitude. So, according to V. A. Slastenin, the value attitude is the internal position of the individual, reflecting the relationship of personal and social values. Objects of value reflection are objects and phenomena that are significant for a person.
There are different points of view on what is considered a value in terms of value, since the same object or phenomenon can have different properties. Since a value relation is a connection between a subject and an object, in which one or another property of the object is not just significant, but satisfies the need of the subject, then the value in it is the property of the object that meets the interests of the subject or the goal set by him.
The nature of the value attitude is emotional, since it reflects the subjective and personally experienced connection of a person with surrounding objects, phenomena, people. The values themselves exist independently of the individual, personal attitude of a person towards them. It is the appearance of a relation that gives rise to the subjective meaning or the personal meaning of objective meanings.
The structure of the value attitude is presented as a multi-level one, its main main elements are:
The primary layer of desires;
An individual's choice between focusing on immediate goals and a long-term perspective;
Awareness that life choices and value orientation are a long-term state;
The transformation of life choices into the basis for assessing the orientations of other people.
O. G. Drobnitsky 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 external (highest) criteria for such assessments. Objective values express the active need of a person, they are "signs" objectified in external objects.
max human abilities and capabilities, symbolizing the latter in the form of the "meaning" of objects that have received social sanction.
V. N. Myasishchev considers the types of value attitude:
To the world of things, natural phenomena;
To people, phenomena of society;
To myself.
Exploring the dynamics of the development of a value attitude, V. N. Myasishchev also determined the levels of its development:
Conditioned reflex, characterized by the presence of initial (positive or negative) reactions to various stimuli;
Specific-emotional, where reactions are conditionally evoked and expressed by the attitude of love, affection, enmity, fear, etc.;
Concrete-personal, arising in activity and reflecting selective attitudes towards the world around;
Self-spiritual, on which social norms, moral laws become internal regulators of the individual's behavior.
Exploring the problem of the basic foundations of a person's value attitude to the surrounding reality, a number of philosophers (M. S. Kagan, T. V. Sokhranyaeva, S. G. Spasibenko and others) emphasize the relationship between the emotional and rational components of values. So, M. S. Kagan believes that there is no practical path to action from knowledge. At the same time, he, recognizing the certain significance of knowledge about the world, nevertheless considered emotions and feelings as the basis of a value attitude.
Thus, the value relation has an integral structure and exists as a projective reality that links individual consciousness with social, subjective reality with objective.
Defining the structure of relations, S. L. Rubinshtein singles out the meaningful component of relations, which is based on information from the surrounding reality and is significant for a person. The principle of significance is the basis for the actualization and formation of any attitude, which manifests itself in the form of active action. The categories of significance are very important, but their scope is wider than that of the concept of value. Value is not any significance, but only one that plays a positive role in the development of personality.
The definition of the structure of relations is presented in the studies of A. A. Bodalev, Ya. L. Kolominsky, B. P. Parygin, S. L. Rubenshtein. The authors identify three main components of relationships:
The gnostic (cognitive or informational) component acts as a system of social knowledge acquired by a person at the level of beliefs - concepts, rules, norms, values, assessments;
The affective component is the personal meaning that is attached to the relationship;
Operational-activity (progressive, practical) component.
The problem of forming a person's value attitude to objects, phenomena of reality should not be abstract, since it is impossible to form a value attitude as an abstract category. Since a value relation is a connection between a subject and an object, in which one or another property of the object is not just significant, but satisfies the need of the subject, then the value in it is the property of the object that meets the interests of the subject or the goal set by him. Formed in a certain type of activity, it serves as a condition for the reproduction of the value character of this type of activity.
The problematic field of searching for a semantic invariant of the value attitude to professional activity among students of a pedagogical university is connected with the psychological and pedagogical problems of the axiological formation of its internal position. Appeal to the category of "value attitude" in this aspect involves the introduction of educational technologies that ensure the development of the value sphere of the student's personality, able to follow ethical and moral standards professions and society.
Bibliographic list
1. Gippenreiter, Yu. B. Massen P., Konger J., Kagan J., Givitz J. Personality development in middle age [Text] / Yu. B. Gippenreiter, A. A. Puzyreya. // Psychology of Personality. Texts. - M., 1982. - S. 182-186.
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3. Dubrovina, I. V. Psychology [Text] / I. V. Dubrovina, E. E. Danilova, A. M. Parishioners. - 2nd ed., erased. - M.: Academy, 2003. - 464 p.
4. Drobnitsky, O. G. Moral Philosophy. Selected works [Text] / O. G. Drobnitsky. - M.: Gardariki, 2002 - 524 pages.
5. Leontiev, A. N. Activity, consciousness, personality [Text] / A. N. Leontiev. - M., 1975. - 304 p.
6. Leontiev, D. A. Methods of studying value orientations [Text] / D. A. Leontiev. - M.: Eksmo, 1991 - 439 p.
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8. Maslow, A. G. Motivation and personality [Text] / A. G. Maslow. - St. Petersburg: Eurasia, 1999.-478 p.
9. Murtazin, R. A. Axeological potential of the personality of a future specialist as a scientific concept / R. A. Murtazin // Siberian Pedagogical Journal. - 2011 .-№ 2. - S. 72-80.
10. Myasishchev, VN Psychology of relations [Text] / VN Myasishchev. - Voronezh: NPO "MODEK", 2003. - 400 p.
11. Rickert, G. O. The value system of the science of nature and the science of culture [Text] / G. O. Rickert. - M.: Nauka, 1998. - S. 374-387.
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UDC 378.113(045)
Bychkov Nikolay Vladimirovich
Postgraduate student of the Department of Pedagogy, Mordovian State Pedagogical Institute named after M.E. Evseviev, [email protected], Saransk
THEORETICAL APPROACHES TO UNDERSTANDING THE MANAGEMENT COMPETENCE OF EDUCATIONAL INSTITUTIONS' MANAGERS*
Bychkov Nikolai Vladimirovich
Graduate department of pedagogy Mordovia State Pedagogical Institute, M. E. Evseveva, [email protected], Saransk
THEORETICAL APPROACHES TO UNDERSTANDING THE COMPETENCE OF MANAGEMENT EXECUTIVE EDUCATION INSTITUTIONS
In the conditions of modern socio-cultural transformations and the formation of a new concept of the development of society, the requirements for the personality of a new type of manager come to the fore. One of the priority areas for improving the training of a leader in education is the formation of a personality with a managerial culture, a culture of thinking capable of dialogue, with a sustainable focus on self-realization and development, contributing to its competitiveness.
The relevance of forming the personality of the head of an educational institution with a high level of managerial competence is explained by the increasing requirements for the level of professionalism of a manager in education in the context of its renewal. Pro-
* The work was carried out with the financial support of the Ministry of Education and Science at the expense of the Federal Target Program "Scientific and Scientific-Pedagogical Personnel of Innovative Russia" for 2009-2013. on the topic "Methodology, theory and practice of designing humanitarian technologies in education" (No. 02.740.11.0427)
The process of mastering the surrounding world involves the mutually determining actions of categorization, classification and axiological identification of ontological realities. Verbal nominations reflect these actions, representing in the aggregate a certain “cast of culture”. Language units have different cultural potential. In this regard, the core of linguistic means is singled out, which includes units that form the linguistic consciousness of a native speaker and determine the value orientations of an individual. The core of "storage and transmission of cultural information" includes "precedent names..., abstract names that indicate the key concepts of national culture, bilateral names, as well as some names whose denotations act as standards of time, space, measure, and the names themselves reflect somatic, zoomorphic and other codes of culture". Values form the axiological field of culture. “The appeal to the value foundations of culture affects one of the central concepts modern philosophy the concept of value, which has become firmly established in other areas of humanitarian knowledge ... Although axiological problems were already developed in philosophy ancient east and antiquity (Plato), as a special philosophical discipline, the theory of values (axiology) enters philosophy thanks to the works of G. Lotze and the neo-Kantians of the Freiburg school. The very concept of “axiology”, which designated a new and independent section of philosophy, dealing with all value issues, was introduced by the French philosopher P. Lapi ... ". In philosophy, the main concepts of axiology are distinguished: values, norms and ideals. Value is understood as "the human, social and cultural significance of certain phenomena of reality"; a norm is a “generally recognized rule, a model of behavior and action”; the ideal is interpreted as "an ideal image that determines the way of thinking and human activity, involves the special creation of an image of the purpose of the activity before its actual existence" . “At the highest level, the level of the ideal ... spiritual values function, most adequately manifested in religion, morality and art as types of spiritual culture proper with its highest values, such as, for example, faith, love, beauty and other values of the ideal, showing us absolute, Eternal values permeate all levels and spheres of human connections and relationships. However, their impact is significantly limited already at the level of the norm (where the social values of morality, law and politics are formed) and even more so at the level of significance, where economic values exist.
In the presented value structure, there is also a level of material values or values of material culture. Each of these levels of values correspond to different levels of culture. These are respectively: spiritual, political, legal and moral forms of culture, economic culture, material culture. Thus, political values are correlated with certain generally accepted norms. These norms, presented at the verbal level (word, text, discourse), determine the axiological nature of these linguistic units.
It seems possible to consider the axiological function of a unit of language/speech as the ability of this unit to present values at the verbal level and to evaluate. The axiological function of a lexical unit (including neologism) is determined by the evaluative component of the word meaning structure.
Estimated value of a lexical unit
Methods and principles for studying the meaning of a word were developed in the works of V.G. Gaka, L.M. Vasilyeva, T.A. Van Dyck, A.A. Zalevskoy, N.G. Komleva, N.M. Loktionova and others. The meaning of a word in modern linguistics is understood as:
Mental reflective essence, correlated with such mental phenomena as representations, emotions, concepts, judgments;
Relational essence, that is, its relation to a concept, object, to the conditions of a speech act, to the sphere or situation of its use, as a linguistic reaction to a speech stimulus;
The function it performs in the .
The structure of the meaning can be represented as a set of the main components of the significate, denotation and connotation. Usually the denotative component represents the main content of the meaning, and the connotative component is additional, based on sensual, figurative judgments. In the connotative macro component, we single out the emotive, figurative, associative components. The subject of this work determines the need to determine the place of the socio-political, ideological component in the structure of meaning. Various points of view on this issue are explored in the monograph by O.I. Vorobieva:
“1) there is no such component in the semantic structure of the word, it appears only during the functioning of political terms in speech;
2) the ideological micro-component is included in the denotative macro-component;
3) the ideological micro-component is included in the connotative macro-component;
4) there is a special ideological macro-component of meaning along with the denotative and connotative” .
The semantic structure of the word represents the values of a native speaker, reflects his value orientations, which also have an individual-collective character. In linguistics, the following areas have been formed in the study of assessment:
Definition of evaluation and differentiation of evaluation in its philosophical, logical essence and evaluation as a linguistic category;
Differentiation of the concepts of appraisal, figurativeness, emotionality, expressiveness, expressiveness, etc.;
Identification of the evaluative potential and the mechanism of its manifestation in units at different language levels: "Evaluation as a value aspect of meaning is present in different language expressions, covering a wide range of language units, while each level of the language structure has its own specific means of expressing axiological meanings";
Typology of assessments; evaluation structure, parameters and elements of the evaluation;
Culturological and cognitive aspects of the study of evaluation, evaluative and cultural concepts.
Evaluation is studied as a dynamic value determined by spatial, temporal, historical, socio-cultural, political-ideological, mental, psychological characteristics. Evaluation, evaluative value, evaluation is considered in the linguistic literature as evaluative semes included in the sememe, or microcomponents included in the macrocomponents lexical meaning words (denotative and connotative). So, V.V. Vinogradov interpreted the assessment as an expression of the emotional-subjective attitude of the speaker to the subject of speech, V.N. Telia divides the assessment into a rational evaluative microcomponent, which is included in the denotation of the structure, and an emotional evaluative component, presented in the connotation; IN AND. Goverdovsky singles out connotations of reclamation, pejorativity, irony in the structure of meanings; .
It should be noted that in the linguistic literature there is polysemy and synonymy of such terms as evaluation, evaluation, evaluation value, evaluation component, evaluation potential, evaluation seme, evaluation connotation, etc. In order to solve the tasks set within the framework of this study, the following metalinguistic (terminological) apparatus has been formed.
We understand evaluation as the act of assigning positive or negative properties to an object. “In approaches to evaluation, the meanings of “the attitude of the speaker to the subject of speech” and “value attitude” are not always distinguished, corresponding to the direct meaning of the word evaluation - “action on the verb to evaluate”, i.e. attribute a value attribute from the point of view of society. The orientation of both meanings to the speaker determines the global nature of evaluative relations, the variety of means and ways of expressing them, penetrating the living organism of the language with the “blood vessels” of human relations. We identify this action as mental and verbal; verbalization of a mental act leads to the formation of an evaluative statement. In the assessment act, the estimated value is represented, formed and fixed.
We understand the estimated value as the relationship between objectively existing world and its stereotypical model (norm). The estimated value fixed in the minds of the members of the linguo-cultural community forms the estimated value of the language unit. Evaluation is the potential of the word, its ability to logically explain the positive or negative properties of the object, its place in the axiological field. The evaluativeness of a lexical unit is concentrated in the evaluative component of the meaning. Based on this and starting from the classification of G.Ya. Solganik, who grouped all evaluative words into actually evaluative and potentially evaluative, neologisms are divided into evaluative - evaluative proper, potentially evaluative, diffusely evaluative and neo-evaluative, or actually neutral. This division is a concretized version of the well-known classification with the allocation of two blocks - evaluative vocabulary and vocabulary with evaluative connotation.
Neologisms, as signs of displaying new knowledge about reality, are evaluative to a greater extent than words that have become entrenched in the language system: they inevitably gravitate towards a positive or negative pole, because cognitive processes in the cognition and display of a new phenomenon or new knowledge about it presuppose the unity of description and evaluation. “Behind the description-evaluation opposition is ultimately the truth-value opposition, and the first element of this opposition cannot be clearly understood without clarifying the second.”
The evaluative component of the meaning is a component of the lexical meaning, which can be localized in the descriptive and / or connotative component of the word, in the socio- or ethno-component, and also have a multi-local fixedness and consist of several sub-components located in various relationships(intensifying, motivational, contrasting). “The evaluative component indicates only the attribution of the object to values (meliorative value) or anti-values (pejorative value), but at the same time the type of value relation ... remains unnamed” . Such an understanding of the localization of the evaluative component implies a broad view of evaluativeness with the inclusion of “potentially sad or potentially joyful” words and words naming emotional reactions in the group of evaluative words.
The proposed model of the evaluative component of the structure of the meaning of political neologism expands the generally accepted idea of the evaluative nature of a word as a dual system consisting of rational and emotional parts. In the semantics of a sign, evaluation (estimation) is traditionally singled out as an independent component; while there is no unanimity in the typification of its species. It is proposed to distinguish between emotional (emotive, intellectual-emotional, psychological, affective) and rational (intellectual, rational, intellectual-logical) assessment (N.D. Arutyunova, V.N. Teliya, V.I. Shakhovsky, etc.), and also intellectual, emotional and intellectual-emotional (M.R. Zheltukhina).
In the theory of emotions, the directions laid down by Aristotle and W. Jace are developing, in line with which emotions are interpreted as an understanding of a situation or as a physiological reaction to a given situation. However, it should be noted that psychological processes are interdependent, which makes it impossible to strictly separate emotions and opinions. J.-P. Sartre and other supporters of the cognitive approach argue that emotion follows logically from a mental, rational assessment. Opponents of this point of view argue that the cognitive aspect is realized in lexemes associated with moral categories, but when designating emotions proper (for example, excitement, excitement), there is no assessment, although it may be the basis of this emotion.
V.N. Telia outlined three approaches to solving the issue of the relationship between the emotional and the rational: 1) emotivism: the emotional is primary, and the rational is secondary; emotional integrates all psychological states of the subject; 2) rational is wider than emotional; emotional is a kind of psychological assessment - one of the signs of a rational assessment; 3) assessments are intertwined only in ontology, in linguistic reflection “the rational one tends to the descriptive aspect of meaning and is a judgment about the value of what is singled out and designated as an objective given, and the emotional (emotive) one is focused on a certain stimulus in one or another “internal form” (or the form of "external") included in the linguistic essence (word, phraseological unit, text) ".
Emotive appraisal is the realization of the emotional standards of linguistic consciousness. Emotional assessment is a subjective expression of the attitude of the addressee to the specified object and its properties, based on the feelings, emotional reactions of the addressee. Emotional-evaluative vocabulary reflects the mental state of the speaker and represents his emotional attitude to the object (emotional-evaluative judgment). Such units have a great influencing potential in comparison with rational-evaluative vocabulary. Emotive evaluativeness can interact with other evaluative subcomponents of political neologism.
Analysis of the studied material confirms the assumption that the image (emotionally colored or outside of emotions) can serve as a basis for deriving an assessment, and, consequently, for the formation of a figurative-evaluative subcomponent.
The imagery of a word can be objective (the sound shell of a word evokes a visual image of a specific object in the mind, for example, dinosaur wing (literally) “dinosaur wing”, that is, a group of people with outdated views; nuts and cooks terry reactionaries, etc.), non-objective (the sound shell causes an image-sensation, for example, diehards, etc.) and syncretic (the image-object or image-sensation dominates depending on the individual experience of the native speaker, for example, hidebounds of a person with a narrow political outlook; moss-backs are ultra-conservatives and old fogies, old conservatives, etc.). Figurative appraisal can intensify and motivate descriptive appraisal. So, for the words dark horse - a dark horse, boondoggling - a word that was once included in the category of slang, now widely known in the political lexicon in the meaning of "doing empty business", there is a high probability of fixing the assessment in the significate. The political idiom pork barrel was once part of American slang. However, now it is a generally recognized political term, which means “barrel of lard”, “feeding trough”, “state pie”, that is, events specially held by the government in order to gain popularity among the broad masses, implements subject imagery.
The associative component of meaning also has an evaluative sector, but linguistic and mental associations are not always evaluative. So, very recently, light hand journalist of the newspaper The Guardian, the verb to Kerzhakov ("kerzhakovit", i.e. totally miss) became common. Thank you for the occasion, respectively, the striker of the Russian national football team Alexander Kerzhakov, who during Euro 2012 delivered a whole series of inaccurate blows in the match with the Czech Republic (http://www.interfax.by/).
The foregoing leads to the conclusion that the evaluation component is not a separate value element. We present the evaluative component of a word as a set of evaluative subcomponents that are remotely localized in the descriptive and connotative macrocomponents of the word.
The proposed model of the evaluative component requires clarifying the concepts of emotionality, expressiveness, as well as determining the mechanism of their interaction in the semantic structure of the word. Emotionality and expressiveness are presented in the structure as emotional and expressive components.
When analyzing the structure of the meaning of a word and its pragmatic potential, it is necessary to distinguish between emotion as a psychological phenomenon and emotion as a linguistic category, while understanding that the division of these phenomena can only exist hypothetically. As a linguistic category, emotion is 1) emotional (emotive) fixation in the structure of the word of a sensory reaction to the referent (denotation) of the content, presented explicitly at the level of morphemes, 2) a way of expressing extreme evaluations of speech objects, lexically fixed in the national language, 3) emotional ( emotive) coloring (tonality) of the text, formed by a combination of lexical, grammatical and stylistic means, 4) a reaction to a linguistic stimulus unit, due to general cultural and individual linguistic and social experience, followed by an emotional and evaluative qualification of this unit (ironic, dismissive, etc. .).
The new lexeme is expressive in nature (the so-called expression of novelty), however, this expressiveness may accompany the evaluation or be outside of the evaluation subcomponents.
Expressive assessment with repeated use of a lexeme tends to move into a rational one or to neutralization. Thus, the neologisms triangular diplomacy, gray scheme, black scheme, formed by semantic derivation and borrowed by media-political discourse from professional jargon, have lost their imagery, the nominative function has become dominant. The evaluativeness of these units is localized in the descriptive macro-component at the level of potential (for the first unit) and differential (for the last) seme.
Words with an evaluative component in the structure of meaning, when functioning in speech, form evaluative statements, speaking in the position of any element. Based on the proposed model of the evaluative component (as a set of subcomponents that can be realized at any level of a sememe, including at the level of occasional, individual semes), we make the assumption that any lexeme of media political discourse can organize an evaluative statement. In linguistic literature, the following components of the qualifying structure of an evaluative statement are distinguished: subject and object of evaluation, evaluative stereotype, evaluative guidelines, evaluative (axiological) modes and predicates, evaluation motivation, evaluation scale, nature and basis of evaluation, evaluation aspect, evaluation tools / operators.
The subject of evaluation is a person or society. The media-political discourse is characterized by a collective subject. This subject can be explicated or presented implicitly (in most cases).
The object (object) is persons, objects and events. The object of evaluation is determined by the subject. "The object of socio-political assessment is only a significant phenomenon, event, person" .
Evaluative motivation is outside the language, is associated with the system of views, the worldview of the subject (person, linguo-cultural community). The motivation of the political assessment is of an individual-social nature.
An evaluative stereotype is a stable reaction to similar situations (good, bad, indifferent). It is a set of standard features of an object and a standard evaluative reaction to these features, "a certain constant average representation of a given object with the corresponding quantitative and / or qualitative features" . When analyzing evaluation in political discourse, it should be noted that the idea of a stereotype is implicit and may vary depending on group political preferences.
Estimated motivations, stereotypes and grounds are the cognitive basis for the formation of the macrostructure of the axiological field of the subject's consciousness and the microstructure of the estimated value. The axiological field is part of the general mental field of the individual and consists of the "nodes" of the values of the individual and society. So, the general social values that are verbally exploited when evaluating the object "politician" should include "professionalism", "patriotism", "honesty", "virtue", "intelligence", "communicative abilities" . So, by the axiological field we mean the axiological network (mental formation), its verbal representatives, structured according to the scales of qualitative and quantitative assessment. The axiological field is included in the value picture of the world: “The value picture of the world is a fragment of a more common system ideas of speakers about the world, reflected in the language; it is an ordered set value judgments reflecting the value orientations of society; the value picture of the world most clearly reflects the specific features of the national mentality; values are divided into external and internal (socially and personally conditioned), there is no rigid boundary between them.
In the axiological field of any discourse, specific values are distinguished that are manifested by this discourse. “The concept of “political / ideological” assessment is associated with a system of values that determines the position of the subjects of speech, it is present in the mind of the speaker, in his conceptual world ... political assessment is a subjective-objective axiological category in which the subject, comparing the object with the usual or occasional norm, explicates the evaluative predicate. When trying to highlight the values of political discourse, there is a mixture of actual political values-ideals-norms-significances and general cultural values that politicians appeal to in the course of political struggle, for example, "maturity", "reason", etc.
The evaluation scale is an ordered position of evaluation modes relative to each other in the range between the poles of the scale. A pejorative (negative) pole and an amelioration (positive) pole are distinguished. Estimated qualifications are given to the object through relation to the norm. The terms evaluation scale and value scale in the linguistic literature are used as synonyms: “The value paradigm, or evaluation scale, of the speaking society is a defining and fairly stable value that forms the axiological guidelines of the individual ... Individual features of the evaluation scale are manifested in subjective variants of emotive-evaluative values” .
In works devoted to the problems of evaluation, estimated value, it is proposed various options evaluation scale or the coexistence of several of its models is allowed, due to the cognitive-semantic content of the language unit. So, T.V. Markelova and her followers propose to distinguish three groups of evaluative signs: cognitive ones determine the position in the mental field; communicative - represent the result of a communicative act, approval or censure; emotive manifests the dynamics of emotions. . This involves the construction of several models of the evaluation scale: the “good - bad” model, the emotional stress scale model (up to the limit) and the “approval - indignation” communicative intention scale model. It seems that the model of the scale of emotional tension can go beyond the limits of evaluation (emotions of sympathy, excitement, etc.) or be the implementation of the invariant scale "good - bad". The scale of communicative intention has similar characteristics (see intention to offend, puzzle, etc.). Thus, in our understanding, the invariant of the evaluation scale "good - bad" has an infinite (unlimited) number of options (gradual, adverbial, emotive, communicative, cognitive, etc.).
The assessment is not always correlated with the axiological scale. The thymological approach involves the allocation of a different system of values and evaluations, located "beyond Good and Evil": the division of evaluation operators occurs according to the important / unimportant principle.
In studies devoted to the problems of evaluation, repeated attempts have been made to group vocabulary according to evaluative affiliation. Attribution to a particular group is based on general cultural associations and the meanings of the constituent morphemes. In modern linguistics, there is a point of view according to which “in reality there are objects that are indifferent for evaluation, i.e. not located in the sphere of the subject's evaluative activity, therefore the lexical units that call them take a neutral position on the evaluation scale. M.I. Epstein calls such lexemes "objective words" - these are words, the meaning of which does not predetermine anything in relation to the speakers to the phenomena they designate.
Evaluative modes are variants of modal-evaluative unity, which are expressed through axiological predicates. The semantic meaning of a word with a socio-political component includes a set of hypothetically acceptable evaluative modes. It should be noted that there is a discrepancy between national and social-group evaluative stereotypes (hence, the possibility of different modes) in assessing a political object. Based on a broad understanding of the term appraisal, groups of evaluative political lexemes can be classified:
1 Units with an explicit estimated sub-component
The rational and expressive (emotional and figurative) evaluative subcomponents can be represented at the morphemic level by creating a derivational-semantic space that reflects the reality around us, interpreting it in accordance with word-building categorization models. The neologisms pro-president (pro-presidential, blowback - unfavorable results of political speeches, etc.) confirm that the word-formation modification is focused on the evaluation scale and reflects the dynamics of the speaker's emotions in the process of expressing the evaluation.
2 Units with an implicit estimated sub-component
The figurative and associative subcomponents are represented at the level of potential and occasional semes: sit-in - sit-in, youthquake - unrest among the youth, lobby-in conference on political issues, take-over seizure of power, etc. The semantics of these lexemes is evaluative due to the influence of the nature of media-political discourse. However, evaluativeness is presented only at the lexical level: derivatives are formed using non-evaluative morphemes. Consequently, the evaluative modus of lexemes of this group can be assumed with a greater or lesser degree of probability on the basis of linguo-culturological, socio-political experience, but it is not possible to unequivocally determine.
Political neologisms with an explicitly and implicitly presented evaluative subcomponent can be attributed to the means of implementing indirect evaluativeness, the use of which in the media-political discourse “is becoming more active, because in our time, characterized by rapid social and psychological transformations, the means of the so-called. “Direct naming” lose their credibility, because, firstly, their interpretation at the present stage by the readership is ambiguous and, secondly, the means of direct assessment are very quickly standardized, which leads to the cliché of word usage ", in connection with this, it is commonly used more and more new political neologisms are constantly being introduced Linguists involved in compiling the Oxford Dictionary in English, called the neologism of 2012. According to the BBC website, it was the word Omnishambles, which can be translated into Russian as "devastation, complete disorder" (http://www.interfax.by/). Experts considered that this word can describe the entire past year. Omnishambles is formed from two parts: Omni- ("all-") and Shambles (originally "meat market", now "confusion, mess").
Thus, a political neologism is capable of expressing an assessment of a denotation and/or a pragmatic situation. Neologism has an axiological marking: the denotate/referent represented by the neolexeme occupies certain place in the axiological field of a native speaker. Neologisms actualize typical and atypical values of political discourse. The derivative estimated value of the derivative is influenced by: 1) extralinguistic reality, 2) cognitive-axiological model of the object, 3) the way of formation and the way of derivation, 4) the axiological potential of the producing unit.
CATEGORIAL AND CONCEPT APPARATUS OF PEDAGOGICAL AXIOLOGYAxiology, being an independent science, has its own categorical and conceptual apparatus (Fig. 1). The basic axiological categories and concepts represent a strict and reasoned internally consistent system, which makes it possible to conduct generalizing theoretical and applied research, solve practical problems in various fields, including in the upbringing and education of the younger generation, as well as in professional training and retraining of specialists.
Before proceeding to the consideration of the main axiological categories and concepts, let us turn to the definition of the concept of "axiology".
In the dictionary of foreign words, axiology (from Gr. axia - value and logos - doctrine, word) is interpreted as a philosophical doctrine of values.
In The Newest Philosophical Dictionary, ed. A.A. Gritsanova 119| (2003) axiology is a philosophical discipline that studies values as meaning-forming foundations human being that set direction and motivation human life, activities and specific acts and deeds. In the traditional sense, this is philosophical knowledge, however, being one of the fundamental problems for all humanitarian and social-scientific knowledge, the analysis of values is included as an axiological component not only in philosophy.
but also in many sociological, psychological, ethnological and other concepts.
Formed at the beginning of the 20th century as a certain direction on the basis of neo-Kantian teachings (W. Windelband, G. Rickert), axiology then became widespread in the works of a number of German and American scientists (M. Scheler, N. Hartmann, D. Dewey, R.B. Perry, S. Psper It was only in the 1960s that the place and role of the theory of values in Marxism, its significance for the development of the complex sciences of man and society were determined in Russian science, and the prospects for its development in the unity of the epistemological, sociological and pedagogical aspects (V.P. Tugarinov) In the studies of philosophers S.F. Anisimov, A.G. Zdravomyslov, L.P. Bueva, Y.A. Zamoshkin, M.S. Kagan, L.P. Fomin, V. Momov, VN Sagatovsky, IT Frolov, a categorical apparatus is drawn up, which includes the concepts of "value", "value approach", "value attitude", "assessment", "value orientations".
The content of the concept of “value” is characterized by most scientists through the allocation of characteristics that are inherent, one way or another, to the forms of social consciousness: significance, normativity, usefulness, necessity, expediency. It is argued that the emergence of value is associated, on the one hand, with objects, phenomena, their properties, ways to satisfy certain needs of society, a person. On the other hand, value acts as a judgment associated with the assessment of an existing object, phenomenon by a person, society. It is emphasized that value is a form of manifestation of a certain kind of relationship between the subject and the object.
In the last decade there has been an intensive development of the axiological approach. It becomes an organic and necessary component of understanding sustainable social development(V.I. Boyko, Yu.M. Plyusnin, G.P. Vyzhletsov), problems of interaction between cognition and value consciousness (M.S. Kagan, N.S. Rozov), studying the phenomenology of personality value systems (M.I. Bobneva, V.G. Alekseeva), the formation of a new thesaurus and a new educational paradigm (N.B. Krylova, Z.A. Malkova, N.M. Voskresenskaya), a retrospective analysis of philosophical and pedagogical systems, the basis for comparative pedagogy, philosophy of education of the new time (N.D. Nikandrov, Z.I. Ravkin, V.V. Veselova).
In modern human knowledge (philosophy, psychology, sociology and pedagogy), there are various approaches and concepts, but the general direction of development of the theory of values is indicated by the affirmation of the priority of universal and humanistic principles in the context of different cultures. At present, when the process of unification of mankind in solving the global problems of our time is underway, the theory of values is experiencing its revival in connection with the new social, scientific and technical realities of reality, since the categories of the world, human life begin to play an increasingly important role in the content of the worldview, worldview of new generations. , life creation. Now, more than ever, there is a need for an interdisciplinary synthesis of knowledge about a person as a pedagogical goal, which, in turn, should be based on an updated philosophical picture of the world, on universal human values.
In translation to pedagogical reality, the value (axiological) approach allows highlighting inside the relationship of the individual and society, to see the personal aspect of a person's orientation to the values of culture. To do this, it is necessary to turn to the concept of "value orientations", which arose at the junction of a number of sciences about man and society (V.A. Yadov, V.G. Alekseeva, T.N. Malkovskaya, I.V. Dubrovina). This concept was first introduced by T. Parsons. In domestic science, the position of V.A. Yadov, who argued that the value orientations that occupy the highest level in the teacher's dispositional system determine his activity and behavior, subordinating the action of other levels of the personality's dispositional system.
In the cycle of philosophical and sociological disciplines, the concept of "value orientations" correlates with the categories of "norms and values", value systems and social action, in the cycle of specific sociological disciplines - with motivation and management of the activities of people and their associations, in the cycle of socio-psychological - mechanisms of human behavior and activity and their regulation, and pedagogical - with the process of education, the orientation of the individual to the socially significant values of society.
Value Orientations These are quite complex formations. They have absorbed different levels and forms of interaction between the social and the individual in the individual, certain forms of interaction between the internal and external for the individual, specific forms of the individual's awareness of the world around him, his past, present, future, as well as the essence of his own "I".
Value orientations are defined in the Philosophical Encyclopedic Dictionary as the most important elements of the internal structure of the personality, fixed by the life experience of the individual, the totality of his experiences and limiting the significant, essential of this person from the insignificant, insignificant.
Value-oriented activity (associated with moral education, regulation and self-regulation on the basis of moral ideals and values) is impossible without knowledge and skills, their independent, creative use based on existing experience, emotional and value attitude to knowledge, to people, to oneself. Hence the degree of education (morality) of human behavior. The same criteria measure the professional competence of a person. At the heart of their content is also an integrative system of educational content. Thus, a person measures himself (identifies himself) by complex and integrative indicators. Self-identification is based on internal dialogue person with himself. Value orientations express his attitude to life and its goals, to the means of meeting these goals, to the values of a person, his life culture and philosophy of life.
The development of value orientations is associated with the need to resolve contradictions and conflicts in the motivational sphere.
Value orientations perform the following functions: determining the teacher's awareness of himself as a professional and as a person; creation of criteria for evaluating social, political, moral, socio-psychological and pedagogical phenomena and processes.
In addition, V.P. Vyzhletsov was singled out predictive function value orientation, which consists in self-regulating goal-setting activity, in which the future is created by the very process of forming a hierarchy of values.
Orientation sets the general direction of activity, and self-regulation is carried out with the help of norms. Values, as you know, are primary, and norms are secondary.
Following V. Momov, V.P. Bezdukhov and A.V. Vorontsov argue that the leading function of value orientation is value-orienting, and only then prognostic and regulatory. A person first orients himself in the world of values and only then, selecting those that are most significant for him, predicts his future in accordance with the values he professed.
Value Orienting Function value orientation brings the student into the sphere of worldview understanding of reality, their relations with the world and people, i.e. value orientations act as a kind of "personal compass" and become the basis for resolving the contradictions of consciousness.
V.P. Bezdukhov, based on the position of V.A. Yadov, defines the teacher's humanistic orientation as a system of value orientations and identifies a number of specific functions of value orientations. At the same time, the scientist relies on the position of psychology about the activity that can be mastered by a person, provided that it is comprehended, realized at the level of concepts that determine the categorical apparatus of human consciousness. At the same time, value orientations, including a person's attitude to the material and spiritual life of society, to social and pedagogical reality, cannot be built solely on emotional assessments. The criterion for evaluating the realized activity as a certain type of relationship of a person to the world, to people and to himself is the categorical apparatus of his consciousness. This apparatus (information field of consciousness - V.A. Yadov, cognitive orientation - Yu.N. Kulyutkin, G.S. Sukhobskaya) determines the thinking of a student who is carrying out a humanistic examination interpersonal relationships and global problems of our time at the socio-ideological level.
Value orientations are a criterion for evaluating the results achieved in the cognitive, transformative, value-oriented and other activities of a student, for interpersonal relations between a teacher and a student, students, etc. That is, value orientations are a level that determines the meaning of a person's life, his position in relation to life in general and to people's lives. They connect, mobilize the motives, goals and intentions of the individual.
The richer and closer the social and civic ties of a person with the world, the more people and society need him; the more his business is a common cause, and his work is creativity; the more keenly he is interested in this common cause and the more nakedly he feels his personal responsibility for the work he is doing, the more fully, richer he lives, the more vividly his social activity is manifested.
Methodological principle of determinism
A provision that is especially important for the theory of axiologisation is the methodological principle of determinism.The thesis “the essence of a person is a set of social relations” equips pedagogical theory with a necessary tool of knowledge, the key to understanding the processes of formation, development and formation of a personality, its “social quality”.
Personality, its consciousness are formed under the influence of a complex set of objective and subjective factors. This process is determined by the nature of social relations, diverse activities and forms of communication, purposeful education.
The social determination of the process of axiologization on the values of society has at least two aspects: substantive and functional.
The content aspect depends on the system of values accepted in society. The evolution of society's values is constantly changing priorities and hierarchy, devaluing some and putting forward others. The value system of society determines the process of formation of the value orientations of schoolchildren, is projected onto their consciousness and behavior, creating a certain scale of values.
The functional aspect determines the very process of appropriation of values by a person. The nature of appropriation depends primarily on the level of culture of society.
Philosophical studies that study the processes of development and functioning of values in society give reason to believe that the evolution of values is influenced by many factors, the leading among which is the economic system of society.
The process of formation of new values is a long process, not amenable to unambiguous external regulation, and it takes a historically long time for an atmosphere favorable for the maturation of new values to form in the primary social groups.
In each specific historical era changed human nature appears as a certain type of personality. Man, as the starting and ending point of history in the process of activity, constantly changes and creates himself, while creating and creating his environment - the world of culture. Therefore, the process of assimilation of the culture of society by a person can be represented as a process of localization of the universal mechanisms for the implementation of practice into the property of individual life activity and, in turn, the ascent of the latter to collective experience and fixing in it in the form of certain socio-cultural qualities.
Developing the concept of relations, V.N. Myasishchev defines value orientations as selective attitudes of an individual to various aspects of reality that are of particular value to him. He also believes that value orientations, being the result of an individual's internalization of social values, act as a product of social culture.
The established stable value orientations are manifested in the type of activity and behavior, ensure the orientation of needs and interests. Because of this, value orientations become the most important factor, dominating in the motivation of behavior, regulating both activity and human behavior through the resolution of contradictions between duty and desire, moral and utilitarian motives. The development of value orientations is an indicator of the measure of a person's social maturity.
The mechanism of formation of value orientations V.I. Myasishchev presents as follows. In its ontogenetic development, a person gradually assimilates certain values, becoming their bearer. Meeting with some new object, phenomenon, a person develops an attitude towards it as valuable or invaluable from the position of values already fixed in his mind. The tool for determining the value of this phenomenon, the means and way of expressing attitudes towards it is the assessment. As a result of a number of such acts, social values are fixed in the mind, turning into stable personal neoplasms - value orientations.
L.V. Razzhivina defines the mechanism for the emergence of value orientations as a series of mutually continuing actions: comparison of ideas; determination of a measure of significance for oneself; planning to follow the chosen orientation; actions, deeds, behavior; reconciliation of results with ideas about value orientations. In her opinion, according to the mechanism of occurrence, value orientations are the highest psychological functions, since they are selected according to personal logic, are associated with an emotional attitude and become driving forces only in the case of internalization. By assimilating all known values, the individual builds his own system of value orientations, which plays an integrating role in the structure of personality, a function of personality. The system of her value orientations becomes a standard, a model of her own behavior.
Cardinal changes in the sphere of politics, economics, social and cultural life of society lead to rethinking and reassessment of values. The construction of a model of value orientations of an individual, taking into account modern conditions and features of the social situation of development, should not proceed from arbitrary principles. It must be based on objective laws. Therefore, a fundamentally important position for us in the analysis of the system of value orientations of a modern student, taking into account the hierarchical system of values of society, was the recognition of the priority of universal human values. In this case, a person acts as a system-forming link in the entire system of values.
Statement humanistic principles understanding of the world and world relations is an immutable imperative early XIX- XX centuries. Deep human meaning lies in the assertion that both humanity as a whole and each individual individually have absolute value. Understanding this is the core of the humanism of our era.
The course towards the democratization of society implies the emancipation of human activity not only as a producing agent, a conscientious performer of assigned tasks, but also as a decision-maker, consciously organizing his activity, determining the prospects for improving his way of life, thereby joining the fate of other people.
The significance of a person's efforts in this direction is determined by the principles that he is guided by, the values that he affirms with his life, the qualities that he possesses. No one can take responsibility for the moral character and way of life of a person except himself.
The place of value orientations in the structure of personality is determined by the concept of K.K. Platonov, who distinguishes four substructures in the personality structure: a biologically determined substructure - temperament; the peculiarities of the forms of mental reflection characteristic of a given individual - emotions, sensations, thinking, perception, feelings, will, memory; personal experience - knowledge, skills, abilities, habits; orientation of personality - interests, aspirations, ideals, worldview, beliefs, moral qualities, attitude towards other people, towards oneself and work.
Value orientations belong to the last of these substructures. However, by determining the place of the value orientations of the individual in the upper, socially determined "floor" of the personality structure, this concept does not determine the function of value orientations in the integral system of the personality.
This question is answered by the concept of B.G. Ananiev. He emphasizes that the variety of connections of the individual with society as a whole, with various social groups determines the intra-individual structure of the personality, the organization of personal properties and its inner world. Moreover, of the many social roles, attitudes, value orientations, only a few are included in the structure of the personality.
The proposals of B.G. Ananiev to build the structure of the personality not according to one, but according to two principles at the same time: subordinate, or hierarchical, in which more complex and more general social properties of the personality subjugate more emotional and private social and psychophysiological properties; coordination, in which the interaction is carried out on a parity basis, allowing a number of degrees of freedom for the correlated properties, i.e. the relative autonomy of each of them.
The value orientations of the personality in its general structure play the role of a strategic line of behavior, the function of an integrator of various forms of human activity. B.G. Ananiev believes that the orientation of the individual on this or other values constitutes its value orientations. For psychology, this center spiritual development personality acts as an integral set or system of conscious relations of the individual to society, group, labor itself.
These features of the value orientations of the individual are also emphasized by other psychologists. For example, B.C. Mukhina argues that a person's personality is created by value orientations that develop in his life experience and which he projects onto his future. That is why people's value-oriented positions are so individual, and that is why a person is an individual being of social relations. Value orientations are a global psychological characteristic of individuals. In the process of ontogenesis, a person assigns socially significant values through social norms and attitudes. In the process of development, she builds her own orientations, which she defends in life conflicts.
The psychological aspect of value orientations
The psychological aspect of value orientations consists, according to O.I. Zotova and M.Sh. Bobneva, that it is here, as in a focus, that different points of view on the theory of personality converge.Value orientations are the most important components of the personality structure; they seem to concentrate the life experience accumulated by the personality in its individual development. This is that component of the personality structure, which is a certain axis of consciousness around which the thoughts and feelings of a person revolve and from the point of view of which many life issues are resolved. These researchers believe that value orientations are the most important component of the personality structure, which determines its behavior and attitude to the world around.
Most psychologists believe that the concept of value orientation makes it possible to consider a person as a system of value relations to the world that are social in origin; they become hardly basic in the socio-psychological analysis of a person. This approach reflects the search for a holistic characteristic that constitutes the essence of the personality. And this characteristic cannot but satisfy at least two requirements: to be the most important function of the social environment and attitudes towards the formation of the personality and to reveal the internal tendencies and mechanisms of its existence.
For disclosure of pedagogical essential characteristics the process of students' orientation on the values of knowledge, the values of the profession, it is necessary to refer to the correlation of a number of terms that are on a par with value orientations: needs, attitudes of the individual, her interests. Of particular importance in this regard is the relationship of value orientations with the orientation of the individual.
