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Presentation on the topic of human moral values. Presentation for the lesson "Human life is the highest moral value

Man is born to create his life. A person is born to JUST LIVE!

What do we value in life? What is the main value?

Human moral values:

What kind of life is especially valuable? Who is to make life like this?

A.S. Pushkin - poet

Yu.A. Gagarin - cosmonaut

Anna Kournikova -
tennis player

A.B.Pugacheva - singer

M.V. Lomonosov -
poet and scientist

ancient greek doctor

They gave people their talent, knowledge, creativity

What is the main thing in life for a person?
What determines the happiness of parents?
Who cares about the health of people in old age?
Why is human life of special value?

To appreciate the life of any person, one must adhere to the golden rule of morality.

"(Don't) act towards others as you (not) would like them to act towards you."

About 2 and a half thousand years ago in the Himalayas there lived a man whose name was Buddha - "the enlightened one." He was a prince, but left his kingdom to travel. Getting to know the world, he knew a lot of grief and evil among people. Buddha wanted to teach people to be happy, to show them the way to happiness. The Buddha believed that fortunately one should follow the path of good thoughts, good words and good deeds.
Buddha teaches us:
"Do not
others of that
what do you think
evil. "

Around the same time, the great philosopher Confucius (or teacher Kun) lived in the kingdom of Lu in China. He also wanted to teach people to live correctly, not to make mistakes, not to do evil. He said that he wanted to ensure that "old people live in peace, all friends are faithful, and young people love their elders."

Confucius said:
"Only goodness leads to happiness."

In India there is a belief that once upon a time, the first man, Manu, was born there - the first prophet, the progenitor of people. He lived for a long time and he had children, grandchildren, great-grandchildren. He was very wise and, in order to teach people to live in truth, correctly, he wrote a book called "The Laws of Manu".
The meaning of the laws of Manu:
"Do not do to others what would hurt you."

In the once existing state of Judea, the Jewish people had a leader - Moses. They respected and honored him for the fact that he freed them, took them away from Egyptian slavery. During the journey (at the liberation), the Jews and Moses experienced many difficulties, but God helped them. It was on the way to the mountain that Moses received from God 10 commandments by which people should live.

Ten Commandments of God.
1. I am the Lord thy God, and there are no other gods besides Me. 2. Do not make yourself an idol and no image; do not worship or serve them. 3. Do not take the name of the Lord your God in vain. 4. Work six days and do all your own deeds, and the seventh - Saturday - is a day of rest, which you dedicate to the Lord your God. 5. Honor your father and mother, that you will be blessed on earth and long. 6. Thou shalt not kill. 7. Don't commit adultery. 8. Do not steal 9. Do not bear witness. 10. Do not covet anything else.

I love you life

I love you life
Which in itself is not new.
I love you life
I love you over and over again.
The windows are already on
I walk tired from work.
I love you life
And I want you to become better.

Love your life!

Slide 2

School today is one of the main moral institutions for the younger generation. Modern society today is going through a very painful period of formation. The era of endless change brings completely different values to the fore - material enrichment has become the main incentive for every modern young person. Often parents see for themselves main goal- materially provide a prosperous future for your child. They work a lot, communicate little with their children. The main educator outside of school is television and other media - the Internet, violent games, a difficult social environment.

Slide 3

The task of the school is not only to provide the necessary standards of knowledge and skills, but also to prepare the younger generation for a decent life. Educational work in its essence is a holistic education, consisting of parts, components, elements, functions that ensure the formation of an integral personality.

Slide 4

The Law "On Education" defines the basic principles public policy in the field of education: Article 2 “Humanistic nature of education, priorities of universal values, human life and health, free development of personality. Education of citizenship and love for the Motherland "Article 14" General requirements to the content of education (determines the ideology of training and upbringing), the content of education is one of the factors of the economic and social progress of society and should be focused on ensuring the self-determination of the individual, creating conditions for his self-realization "

Slide 5

It must be remembered that educational work is dynamic in nature, consists of certain educational pedagogical situations that solve certain problems. It is necessary to avoid one-sidedness, fragmentation in planning educational activities, its design should be more holistic., Correspond to age, interests, preparedness for the perception of students / learners /.

Slide 6

the personality develops in a specific activity that is significant for her, and not all things contribute to her development - to determine the possibilities and conditions of the social environment in providing students with a free choice of the type of activity that meets their interests, inclinations, abilities, the possibilities of teachers and the social microenvironment; - to direct the life of students for self-development, self-realization and self-determination; - to exercise creativity to planning educational work in the classroom, to the form, place and time of the main activities and the organization of life situations for all students. - coordination of educational and educational processes in their influence on the formation of students' personality;

Slide 7

independent activity of students should be planned, pedagogically directed and organized; - concreteness, compulsory execution of the cases included in the plan, a reasonable combination of verbal, visual, practical forms of educational work, orientation to active methods of education; - logic of building cases based on situations of life of students, corresponding the logic of the goals of education; - takes into account the work of the school with the capabilities of the micro-society and the anniversary dates of the country.

Slide 8

Basic components of upbringing content: - ideological - focused on the image of a graduate; - activity - experience in the implementation of educational values; - culturological - oriented to universal human values, Russian culture; - behavioral - culture of behavior - building personal relationships; - personal - developing the ability to self-regulation.

Slide 9

Components of the basic culture of a personality - cognitive culture; - moral culture; - aesthetic culture; - physical culture; - labor culture.

Slide 10

An approximate scheme for the analysis of extracurricular activities 1. Content assessment: - goal; - relevance of the topic; - place and role of this event in the system of educational work with class students; - scientific approach; - compliance of the content with the age of students, psychophysical characteristics and level of intellectual development; - continuity of the content of educational and extracurricular educational work.

Slide 11

2. Forms and methods of conducting - the pedagogical expediency of choosing the form of the event - an occupation, quizzes, a debate, a reader's conference, a meeting, a round table, gatherings, a press conference, a teleconference, a presentation and others; - Does the class teacher take into account the level of development and preparedness of students, their age and individual characteristics, opportunities; - the role of class self-government, what kind of participation did the students take in the organization, who prepared the event, the participation of students in performance and contribution to activities, in the proposal for encouragement; - the level of activity and independence of students; - the work of the class teacher on the development of students' abilities; - participation of teachers, parents in the preparation and conduct of the event; - how the results were summed up, the analysis of the case, the event.

Description of the presentation for individual slides:

1 slide

Slide Description:

"Spiritual moral values and traditions of the Russian family "Prepared by the teacher primary grades MAOU "Gymnasium (English)" Magadan Shopova Lilia Zufarovna

2 slide

Slide Description:

“Learn first good morals and then wisdom. For without the former it is difficult to learn the latter. " Ya.A. Comenius "Whoever succeeds in the sciences, but lags behind in good morals, he lags behind more than he has time."

3 slide

Slide Description:

Spirituality is a property of the soul, consisting in the predominance of spiritual, moral and intellectual interests over material ones. Morality is taking responsibility for your actions, that is, acting according to your conscience. Spiritual and moral education - 1. Pedagogically organized process of assimilation and acceptance of students of basic national values, development of the system of universal values and cultural, spiritual and moral values of a multinational people Russian Federation... 2. Education of the individual, aimed at the formation of his moral feelings, moral character, moral position and moral behavior.

4 slide

Slide Description:

* The tasks of spiritual and moral education - the formation of national basic values through the spiritual and moral education of the child's personality as a citizen of Russia; - expanding social experience, the adoption of generally accepted norms and rules of life through the organization of the game, project activities, the involvement of parents in the process of socialization of children; - the formation of the initial foundations of cooperation in the triad teacher - child - parent in the process of game interaction in the leading activity of each age stage: early childhood - communication and substantive activity, preschool childhood - communication and play; - the formation of the creative principle, the development of the child's imagination by involving him in the active process of cognition.

5 slide

Slide Description:

Tradition is what passed from one generation to another, what is inherited from previous generations (views, tastes, ideas, customs). Family traditions - the spiritual atmosphere of the house, which is made up of the daily routine, customs, lifestyle and habits of its inhabitants.

6 slide

Slide Description:

Family traditions: - family holidays - family archives - Family album - family vacation outdoors - family visits to theaters, museums, exhibitions - collecting - playing with a child

7 slide

Slide Description:

Sources of spiritual and moral education Family Labor Nature Art Society Country Small Motherland Science Multinational people of the Russian Federation

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Slide Description:

Basic values: Patriotism - love for the Motherland, one's land, one's people, service to the Fatherland; Social solidarity - personal and national freedom; respect and trust in people, state institutions and civil society; justice, equality, mercy, honor, dignity, Family - love and fidelity, care, help and support, equality, health, prosperity, respect for parents, care for the elderly and the younger, care for procreation; Health - taking care of your health, forming a habit of healthy way life. Labor and creativity - respect for labor, creativity and creativity, dedication and perseverance, hard work; Science - the value of knowledge, striving for knowledge and truth, a scientific picture of the world; Nature - native land, reserved nature, planet Earth, ecological consciousness; Humanity - world peace, diversity and respect for cultures and peoples, human progress, international cooperation.

9 slide

Slide Description:

Directions of spiritual and moral education "I and my health" "I and my values" "I and my homeland" Raising a value attitude to your health through the formation of ideas about healthy lifestyles, education of cultural and hygienic skills, development physical qualities and skills, the formation of the foundations of safety own life, ensuring a favorable psychological climate; Fostering love and respect for the family as the main value; familiarizing children with elementary generally accepted norms and rules of relationships with peers and adults; familiarization with universal human values; education of a value attitude to work. The upbringing of patriotic feelings, the child's conscious acceptance of the traditions and culture of the native city of the region, the country, filling with the specific content of the concepts: "small homeland", "native land", "Fatherland", "native language", "my family".

10 slide

Slide Description:

"Me and my values" Family Educational conversations about the family Holidays with the participation of parents Creative projects“My family”, “Holidays in my family”, “My school”, “The secret of my surname” Parent living rooms: “DAD, MOM, I am a sports family”, “Mother's Day”, etc. Decoration of exhibitions with the participation of parents. Album "Our friendly family" Information stand for parents Traveling and hiking with parents

11 slide

Slide Description:

"Me and my Motherland" Competitions of poems and drawings on patriotic themes Holidays dedicated to Russian customs and traditions: "Maslenitsa", "New Year", "Easter" Projects "My Motherland Russia", "My beloved city of Magadan" places of the city Themed weeks Joint holidays with parents "Victory Day", "Defender of the Fatherland Day", etc. Corner "Russia is my homeland" Visit to the local history museum Meetings with veterans Conversations, reading books about exploits, valor and glory of the Russian people

12 slide

Slide Description:

"Me and my Motherland" Nature Participation in the competition of handicrafts and bouquets from natural materials Research and creative projects Ecological week "The Earth is our common home" Acquaintance with the holidays "International Day of Birds", "World Day of Conservation environment". Participation of children and parents in the action for the protection and protection of the environment Viewing videos about nature, viewing paintings and illustrations Participation in contests of poems and drawings about nature Excursions to nature Making feeders and feeding birds

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Ministry of Education and Science of the Russian Federation

Kostroma State University them. N. A. Nekrasova

Institute of Pedagogy and Psychology

Faculty of Pedagogy and Methodology of Preschool Education

Test

on the subject: "Philosophy"

Moral values and their rolein life

Performed:

Lebedeva I.S.

Kostroma

Introduction

1. Values: concepts, essence, types

2. Philosophy of values

3. Moral values and their role in human life

Conclusion

List of used literature

Introduction

From the moment the society was formed, moral values began to exist. They determined the life of a person, his position and relations in the community.

Freedom for a person did not at all belong to him; there were periods when for centuries a person remained servile. And in our time, a person depends on the laws, foundations of society and traditions. He must be responsible for his actions, because if he does not realize what he has done, this will lead to consequences that he will regret.

How wonderful it would be if goodness and beauty went hand in hand, but nowadays this is not always the case.

The system of value orientations, being psychological characteristics a mature personality, one of the central personality formations, expresses the meaningful attitude of a person to social reality and, in this capacity, determines the motivation of his behavior, has a significant impact on all aspects of his activity. As an element of the personality structure value orientations characterize the internal readiness to commit certain activities to meet needs and interests, indicate the direction of her behavior.

In essence, the whole variety of objects of human activity, social relations and those included in their circle natural phenomena can act as values as objects of a value relationship, can be evaluated in the dichotomy of good and evil, truth and error, beauty and ugliness, permissible or forbidden, just and unjust.

1. Values: concepts, essence, types

The cybernetic understanding of society consists in presenting it as belonging "to a special class of universal adaptive-adaptive systems."

From a certain perspective, culture can be considered as a multidimensional program of adaptive management that sets the main parameters of self-organization of communities and coordinates the joint activity of fairly autonomous individuals. At the same time, culture can be understood as a kind of generator of structure inherent in any highly organized system: "Orderliness is achieved by limiting the variety of possible states of system elements by establishing the dependence of some elements on others. In this respect, culture is similar to biological and technical programming devices."

Culture itself is defined axiologically as a set of material and spiritual values and methods of their creation and transmission. Values as such are inextricably linked with the socio-cultural context and can be considered as some quanta of the general cultural field. It is in this sense that values can be considered as structural invariants of different cultures, which determine not only the content-specific specifics of a particular culture as an arsenal of effective adaptive strategies, but also the features of its dynamics and development. Chavchavadze N.Z. and defines culture as "the world of embodied values", distinguishing between values-means and values-goals.

A person's value system is the "foundation" of his relationship to the world. Values are a relatively stable, socially determined selective attitude of a person to the totality of material and spiritual public goods.

"Values," wrote V.P. Tugarinov, "are what people need to meet their needs and interests, as well as ideas and their motivation as a norm, goal and ideal."

The value world of each person is immense. However, there are some "cross-cutting" values that are practically pivotal in any field of activity. These include hard work, education, kindness, good breeding, honesty, decency, tolerance, humanity. It is the drop in the significance of these values at one time or another in history that always causes serious concern in a normal society.

Value is one of such general scientific concepts, methodological significance which is especially great for pedagogy. Being one of the key concepts of modern social thought, it is used in philosophy, sociology, psychology and pedagogy to denote objects and phenomena, their properties, as well as abstract ideas that embody moral ideals and act as standards of due.

Value as a concept defines "... significance anything unlike existence object or its quality characteristics ".

There are a huge number of values and they can be divided into two large groups: material and spiritual:

TO material assets we carried: car, aquarium, garage, jewelry, money, food, house, toys, cosmetics, musical instruments, books, clothes, apartment, tape recorder, computer, TV, telephone, furniture, sports equipment;

Spiritual: active life, life wisdom, life, family, love, friendship, courage, work, sport, responsibility, sensitivity, honesty, good breeding, beauty, mercy, creativity, freedom, human, peace, justice, self-improvement, health , knowledge.

We can touch, see, buy material values, and they depend on the time in which a person lives. For example, 300 years ago there were no cars, which means there was no such value.

Spiritual values, unlike material ones, we cannot always see and they are not bought, but we can feel them through our actions and the behavior of the people around us. For example, if beauty is important for a person, then he will strive to create it around him, to perform beautiful deeds. Thus, these are higher values that are universal and significant at all times.

2. Philosophy of values

In philosophy, the problem of values is viewed in inseparable connection with the definition of the essence of man, his creative nature, his ability to create the world and himself in accordance with the measure of his values. A person forms his values, constantly destroys the contradictions between the prevailing world of values and anti-values, uses values as a tool for maintaining his life world, protection from the destructive effects of entropic processes that threaten the reality he engenders. The value-based approach to the world requires the consideration of objective reality as the result of human self-assertion; the world with this approach is, first of all, a reality mastered by a person, transformed into the content of his activity, consciousness, and personal culture.

M.A. Nedosekina in her work "On the question of values and their classification" (Internet resource) defines value concepts, understood as the basis of assessments and the prism of a goal-oriented vision of reality, as needs and interests translated into the language of thoughts and feelings, concepts and images, ideas and judgments ... Indeed, for the assessment it is necessary to have developed ideas about the values that act as orientation criteria for the adaptive and activity activity of the individual.

On the basis of their value ideas, people not only evaluate what exists, but also choose their actions, demand and achieve justice, and carry out what is good for them.

E.V. Zolotukhina-Abolina defines values as an irrational regulator. Indeed, behavior regulated by reference to value criteria is ultimately focused on achieving maximum emotional comfort, which is a psychophysical sign of achievement specific purpose associated with the assertion of a particular value.

N.S. Rozov identifies several evolutionary types of development of the worldview of communities: mythological consciousness, religious consciousness and ideological consciousness. This kind of classification is more than obvious. However, few people dare to abandon the finality of the last form of social consciousness and at least assume the possibility of the birth of a new one, completely different from the previous ones. N.S. Rozov did this: "The value consciousness most likely claims to be the leading form of world outlook in the coming historical epoch." Values within the framework of value consciousness as new form worldviews, firstly, come out of a subordinate position, and secondly, they absorb and rethink the whole variety of existing worldviews, since communication and the search for productive compromises between representatives of these different worldviews are already urgently needed ... The concept of value consciousness is not reduced to a combination of the meanings of two words that make up this title. This concept is built, first of all, normatively: value consciousness is a form of worldview based on values that satisfies the requirements established above.

The world of values, teleologically determining their object, to which it is initially directed, does not hang in the air. It is rooted in the affective life of the psyche no less than vital needs. The first contact with values occurs through communication with significant persons - parents. From the initial stages of ontogenesis, they interfere with the spontaneous functioning of vital needs, introducing into them the order necessary for the entire society. And if the emerging consciousness draws its strength mainly from the affective images of significant persons, then in the future it is freed from the need for such support and, in the pursuit of the goal-value, self-organizes and produces its structure and content, moving in line with objective laws. The existing hierarchy of values, teleologically defining its subject - human consciousness, can give rise to such values that are taken out of the sphere of immediate vital needs of a given society. This is the axiological basis of progress.

The structure of a person's values - the character and rank order of his beliefs, drives, aspirations - reflects the constitution of the very nature (nature) of a person, the quality of "human material", i.e. what a person is there is, and not how he realizes himself or would like to see. The value attitude of the world is not a phenomenon or structure of consciousness, but life-being, i.e. an ontological relationship that connects a person with the real world in which he lives.

The direct road to the main moral and value decisions, to correct self-determination, to "correctness" goes through the person himself, through his knowledge of his nature, his characteristics, through the discovery of the truth about himself. The deeper he knows his nature, the desires of his inner "I", his temperament, his constitution, his needs and aspirations, the more clearly he realizes that he actually gives him joy, the easier, more natural, automatic, epiphenomenal he will solve the problem moral choice.

3. Moral values and their role in human life

The most important philosophical issues include the spiritual life of a person and those basic values that underlie his existence. self-affirmation moral social attitude

The values that ensure human life are health and safety, material wealth, relations in society that contribute to the self-realization of the individual and the freedom of his choice. Human moral values are a set of rules and norms of behavior in society.

The rules of morality were contained in the mythological and religious systems of any society. And moral values were inextricably linked with religious systems.

Christianity proposed a system of moral values based on the Gospel story, where the main value is love for God and "preparation of the soul for eternal life." In the Renaissance, humanism is formed as a philosophical and ethical system, representing a person and his creative self-realization as the highest value.

Moral values play a huge role in human life. For example, having promised something to someone, one cannot fail to fulfill the promise. in the eyes of this person, you become an unreliable person who cannot be relied on, and this is contrary to moral values. Relatives, friends, loved ones and those who surround us - this is society. And therefore, you need to value their love, trust, and friendship, and without observing at least the basic moral rules of behavior, we will not be able to exist.

The most important condition for the morality of the individual is his freedom, the possibility of moral self-determination. Without this, there can be no talk of morality as a special mechanism for regulating human relations. If we do not choose anything of our own free will, then we are not free. The theme of freedom as a choice becomes in Christianity, which connects with the free decision of a person his movement along the path of good or evil. Christianity proceeds from the fact that the will of a person is free, that is, it makes a choice itself, not being a simple consequence of some determinant reasons for it. A person can either accept the hand of Christ extended to him, or evade divine help and support, choosing a different path.

Almost every everyday situation has whole line alternatives, and a person is free to prefer this or that mode of behavior, this or that assessment. Freedom of will from the possibility of choice can and must pass into the reality of choice - to be embodied in an act, in a position, in a manner of behavior.

The human will has the ability to freely choose one or another position, but this depends on certain conditions:

Condition 1. For the realization of free choice, there must be no external coercion and prohibition. If a person is literally chained, is under a direct threat of death, is fundamentally limited in his capabilities and cannot act at his own discretion - he does not choose and is not free, at least in practical terms.

Condition 2. In order for a free choice to take place, consciousness and reflection are needed, the ability to see the available options and stop at one of them. In my opinion, awareness is a necessary moment of free choice, its irreplaceable attribute. If a person chooses spontaneously, according to the principle "I cannot do otherwise," then in 99% of cases his choice will be wrong and will not bring him anything good.

It happens that a person is unable to decide which value to choose, and then he wants to abandon the decision. Eliminate. "Lay down on the bottom." Leave the problem to others. However, this means that even the absence of a choice is a choice. Doing nothing is also an act.

Not to provide help - to remain silent, to close your eyes - this is also a free decision. To an equal extent, this provision applies to the choice between equal values. If you did not choose, it means that someone chose for you, and people most often know who will be able to solve the issue “for them” and in what way. Therefore, avoiding choice is nothing more than self-deception.

Responsibility is the other side of freedom, its "alter ego" is the second "I". Responsibility is inextricably linked with freedom and always accompanies it. Anyone who acts freely is fully responsible for what he has done. To behave responsibly means to be able to actively act from your place, to act according to the logic of events, understanding and realizing how your actions will respond to you and others. This means anticipating (feeling, grasping) the consequences of each step you take and striving to prevent a possible negative course of events. Responsibility also means being able to correctly understand the needs of others as well as your own. We behave responsibly in relation to others, when we respect their personalities, we strive to help when asking for help, to support if necessary, when we affirm their existence and contribute to their development.

The first most important condition of responsibility is the very freedom of the performed action. If a person was tied up, unconscious, or imprisoned, there is no need to talk about free choice, and we cannot consider the individual morally responsible for what happened to him and around him. He had no choice.

The second most important condition for the completeness of a person's moral responsibility is the intentionality of his actions. We are morally responsible, first of all, for what we wanted to do, that we deliberately chose what we were striving for. What if we brought evil to others by accident, by mistake, unintentionally? As then? I must say that unintentionality, although it mitigates moral responsibility, does not completely remove it. If someone played with a gun and accidentally killed their best friend- he also has a pang of conscience and guilt.

Responsible behavior is opposed by irresponsible - these are actions "at random", actions that are performed somehow, without taking into account the consequences for oneself and for others. Irresponsibility is always associated with indifference and frivolity or excessive self-confidence, and often with both. When a person makes free choices irresponsibly, he puts himself and others in the position of high degree uncertainty, because the consequences of a rash, random, blind choice are unpredictable. With irresponsible behavior, the individual does not experience a sense of anxiety, tension inherent in responsibility, does not concentrate his attention on the business he has undertaken.

And here comes into force the second understanding of responsibility, we are talking about the responsibility that "bear". "To be responsible" means to take upon oneself all the consequences of the actions committed, in the full sense of the word to pay for them. In turn, irresponsibility means in this context an attempt to blame the consequences of their actions on others, to make them pay for their own cowardice, unreasonableness or unrestrained daring. Jean-Paul Sartre, who considered man to be an absolutely free creature in choice, saw the only moral norm that people must necessarily obey - this is responsibility for any free choice. You can invent your own morality - the strangest and most bizarre, you can be overly kind or unrestrainedly cruel - this is a matter of your choice. However, at the same time you must take on yourself and only on yourself all the consequences of your behavior. If you say that you were forced, forced, seduced or confused, you are lying, because the last decision is always made by the person himself. The freely choosing individual must accept pain, contempt, exile, ruin as well as love, wealth or fame, because every result is the result of his free choice, and not a single soul in the world is responsible for your own actions.

Conclusion

The world around us is many-sided and diverse. We live in a period of complex social changes, when the formation of a growing person proceeds in a situation of value-normative uncertainty. And despite all the difficulties in life, each of us strives to find our place in the world, to open ourselves, to realize our capabilities. How to prepare for an adult, independent life without destroying yourself and the world in which you live? Each person is a microcosm, unique in its manifestation, but a free person with a psychological culture, ready to take responsibility for his behavior and actions, can be considered one who is able to build his relationships with other people on the basis of universal human values. Each person may have their own values that affect their behavior.

In essence, the whole variety of objects of human activity, social relations and natural phenomena included in their circle can act as values as objects of value relations, can be evaluated in the dichotomy of good and evil, truth and error, beauty and ugliness, permissible or forbidden, fair and unfair.

The value-based approach to the world requires the consideration of objective reality as the result of human self-assertion; the world with this approach is, first of all, a reality mastered by a person, transformed into the content of his activity, consciousness, and personal culture.

Modern youth in Russia is going through its formation in very difficult conditions of breaking many old values and the formation of new ones. social relations... Hence, confusion and pessimism, disbelief in the future. Aggressiveness and extremism, chauvinism and criminality are growing.

List of used literature

1. Gubin V. D. Philosophy / V. D. Gubin., 2nd ed. - M .: Infra-M, Forum, 2008 .-- 288 p.

2. Zdravomyslov A.G. Needs. Interests. Values / A.G. Zdravomyslov. - Moscow: 1999 .-- 237 p.

3. Kuznetsov V. G. Philosophy / V. G. Kuznetsov, I. D. Kuznetsova, V. V. Mironov, K. Kh. Momdzhyan. - Moscow: INFRA-M, 2003 .-- 518 p.

4. Stolovich LN Beauty. Good. Truth: an outline of the history of aesthetic axiology / L. N. Stolovich. - M .: Republic, 1994 .-- 464 p.

5. Frank S. L. Reality and man / S. L. Frank; comp. P. V. Alekseev. - Moscow: Republic, 1997 .-- 478, 1 p .: ill.

6. Kuvakin V. Your heaven and hell: humanity and inhumanity of man: (Philosophy, psychology and style of thinking of humanism) / V. Kuvakin. - SPb .; M., 1998 .-- 360 p.

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Presentation on the topic of human moral values. Presentation for the lesson "Human life is the highest moral value

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