The concept of civic feelings. Civic qualities of personality, creative work of students on the topic

To understand what civic feelings are, we need to remember ordinary human feelings towards other people: a sense of duty to our parents, a sense of collectivism, sympathy for the sick and infirm, etc.
Civic feelingsconnected with the country in which we live: a feeling of love for the Motherland, a sense of duty to defend it, a sense of respect for the symbols of the state, its culture, language, history, civic dignity. Civic feelings strengthen a person in his beliefs, moral principles, personal civic qualities and are manifested in his actions and deeds. The prosperity of a society largely depends on what kind of people it consists of. If it is difficult to live in a country, then not only the authorities or external enemies are to blame; To a large extent, this depends on the citizens of this country themselves, on their characters, will, feelings, abilities, on their civic qualities.
Personality is a diverse word. One of the meanings of the concept “personality” expresses the essence of a person, the most important thing that is inherent in a given person, the totality of his internal properties as a social being. We are talking about the properties of the mind, soul, behavior characteristic of this particular person, what he loves, what he knows, how he treats other people, whether he is able to help, to do a good deed, whether he knows how to keep his word firmly. To be an individual means to be personally responsible, not to shift your responsibilities to anyone, not to hide behind someone else’s back. Personality allows one to have firm principles, these include the moral and civic qualities of a person - honesty and decency, conscience, responsibility, respect for law, order and justice.
Philosophy substantiates the idea that a person is not born, but becomes. A personality is formed in certain social conditions, gradually assimilating the experience of generations - language, knowledge, skills, law, customs, etc. - everything that makes a person human. Every person, individual has rights and obligations, responsibility in relation to the people around him, the team, society, and the state.
To characterize a person in the sense of rights, freedoms and responsibilities, the concept of “citizen” is used. The connection between a person and society and the state is wonderfully expressed by the proud, ancient phrase “citizen of the fatherland.” A citizen is a participant in the political and legal life of society. The state addresses its laws to the citizen. It is obliged to protect the citizen, and the citizen is obliged to be loyal to the state, its laws and decisions.

The developing Russian Federation needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country.

2. Basic components of citizenship.

The basic components of the citizen concept include:

Internalization of universal human values, preservation of the total spiritual experience of humanity: dialogue between different cultures and peoples; respect for human life, awareness of its inviolability; freedom and responsibility;

The main spheres of life of a modern person, humanizing personality and relationships between people; artistic and technical creativity; health care and housing; nature and habitat protection; etc.

Each individual has a certain set of abilities and talents. It is the duty of every person to develop and apply them for the benefit of society. The individual must understand the importance of responsibility. For successful socialization, a person must use his freedom in such a way as not to harm other people. An individual must have certain moral norms, principles, values, and culture appropriate to his environment. An active life position is also very important. That is, a person must participate in various public affairs and be interested in solving pressing problems of the state.There is no doubt that one of the traits that a citizen should have is the ability to properly build relationships with others, people based on respect for other people's points of view, other people's interests and views. This fosters tolerance, as well as the ability to achieve a common goal through joint efforts and cooperation. History has repeatedly shown us examples of saving the Fatherland as a result of the unity of the entire people. There are also examples where a country has achieved serious success by uniting the efforts of all citizens.

3. Civil qualities of the individual.

The civic qualities of an individual are developed under the direct influence of society. Let's look at them all. Citizenship is awareness of one’s belonging to the inhabitants of the country, participation in the life of society, respect for one’s own and others’ interests. Identity is an understanding of one’s role in society, the acceptance of certain rules, norms and traditions, and recognition of unity with other people. Civic formation is an awareness of belonging to other citizens, an interest in solving various social problems, and awareness of the political life of one’s country.

Active citizenship– a person’s conscious participation in the life of society, reflecting his conscious real actions (actions) in relation to the environment on a personal and social level, which are aimed at realizing public values ​​with a reasonable balance between personal and public interests.

Components of active citizenship:social activity, civic consciousness and civic qualities.

Social activitycan be defined as a conscious, creative attitude to labor and socio-political activities, as a result of which deep and complete self-realization of the individual is ensured. Activism is considered as a harmonious combination of labor and socio-political activities. An active attitude to life presupposes deep knowledge, comprehensively developed abilities and civic consciousness. Social activity is understood as conscious activity based on deep knowledge of the laws of social development.

Civic consciousnesspersonality develops based on the life position of the individual: awareness, assessment by a person of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as an actor, as a feeling and thinking being as he realizes himself as a member of society, a bearer of social significant position.

An active civic position presupposes an interest in social work, initiative, diligence, awareness of personal significance, and the presence of organizational skills. The task of developing an active civic position of an individual is associated with the formation of a complex set of human interactions with the outside world and society, determining one’s position in society in accordance with humanistic ideals and principles.

The formation of an active civic position is a complex process of development of an integrative personality quality, characterized by social activity and initiative, an organic combination of personal and civic values, which presupposes awareness of oneself as a citizen and an active participant in public life.

Thus, an active civic position is an acquired quality that develops and improves throughout a person’s life. It is not a once and for all acquired quality, but changes depending on the conditions in which a person finds himself.

The inclusion of a person in various types of socially significant activities significantly expands the scope of their social communication, the possibility of assimilating social values, and the formation of moral qualities of the individual.

civil positionis a system consisting of three structural elements:

– emotional-sensual component – ​​a set of civil feelings of the individual, which include feelings of duty, honor, dignity, awareness of civil requirements and internal attitudes regarding the correctness of the chosen behavior;

– intellectual component – ​​a set of ideological civic views of an individual: from simple knowledge about the state, the rights and responsibilities of citizens to broad moral and political generalizations, in other words, to the development of civic thinking, by which we mean the ability to comprehend, analyze, compare, generalize, evaluate complex socio-political phenomena occurring in Russia and the world, establish their interconnection and inconsistency;

– an activity component that characterizes the readiness to use knowledge and beliefs in life and is expressed in civic responsibility and activity of the individual.

Civic Qualities– these are personality qualities that characterize her ability to actively demonstrate her civic position through socially significant, practice-oriented activities.

Civic educationis a system whose function is to educate and train members of the state and society who love their Motherland and are focused on mastering personally significant moral, legal and political knowledge, ideological and cultural mental values, who have the ability and willingness to put into practice the rights and responsibilities of members of a democratic society.

Citizenship is a moral position, expressed in a person’s sense of duty and responsibility to the civic group to which he belongs: the state, family, church, professional or other community, in the readiness to defend and protect its rights and interests from any encroachment.
Citizenship implies the ability to exercise one's rights and fulfill one's duties in personal interests and for the benefit of society, to think and act as a state. First of all, citizenship means awareness of one’s involvement in the Motherland, its people, its origins and roots.
Citizenship is one of the indispensable moral guidelines of a noble person who loves his Fatherland.

Citizenship is a combination of patriotism, moral integrity and legal culture of a person.

Citizenship is a person’s awareness of his responsibilities towards his native country.

Citizenship is an unconditional sense of self-worth that leads a person to perfection.

Citizenship is the ability not to forget about the public good in the process of achieving personal good.

Citizenship is patriotism, which denies extremism and national identity, which denies national discord.

4. Benefits of citizenship.

Citizenship gives pride – for one’s country, its history and culture.

Citizenship gives confidence in choosing the right goals and legal methods for achieving them.

Citizenship gives involvement - in the fate of not only one’s family, but also the country.

Citizenship gives freedom - if we understand it as a conscious necessity.

Citizenship gives respect - to laws and government institutions.

Citizenship gives strength - to demonstrate human dignity in any situation.

5. Manifestations of citizenship in everyday life

Constitution. The constitution of each country contains the fundamental rights and freedoms that are guaranteed to citizens, as well as the basic responsibilities of citizens to the state.

Legislation. Civil rights and citizenship are among the basic legal concepts on the basis of which laws are created.

Literature. The poetic works and prose of many classics of Russian literature are imbued with citizenship - love for the country and compassion for its citizens. The poet Nikolai Nekrasov is considered the personification of citizenship.

Family education. It is parents who, by their example and their position in life, instill citizenship in their children, which begins with love for family and interest in people and their country.

Military service. Defending one's country is one of the fundamental responsibilities of a person and a citizen; By going to military service, a person develops citizenship in himself.

Society. The absence of national, racial and religious discrimination in society is a sign of the citizenship of its members.

6. Ways to develop citizenship.

Education. Citizenship is not possible without knowledge in the field of law, history, culture - the higher a person’s education, the more clearly he realizes his citizenship.

Interest in history. One of the components of citizenship is patriotism; By studying the history of his small homeland and his country, a person cultivates patriotism and citizenship.

Work on yourself. Attentive attitude towards oneself, conscious cultivation of respect for the law, for legal and moral norms accepted in society - this is the work of cultivating citizenship in oneself.

Interpersonal relationships. By cultivating respect for people, a person indirectly develops citizenship.

A wealthy man gives money to renovate an orphanage in order to help orphans. He does not buy himself another house, but gives his funds to a cause that is extremely important for society and specific people.His action is noble and civil. Any civil act requires a strong-willed effort from a person. Will helps a person overcome such negative qualities as laziness, cowardice, and intemperance.

7. Analysis of the results of a survey of students and students of GAPOU SO "Engels Polytechnic".

To determine what values ​​are at the basis of students’ activities, we used the “Value Orientations” questionnaire. 1st and 2nd year students (16-17 years old) were offered a list of values.

The study established that the hierarchy of values ​​and goals is dominated by “Active active life”. Other values-goals in order of their importance for students were lined up as follows: 2. Having good and loyal friends. 3. Interesting work. 4. Financially secure life. 5. Confidence. 6.General good situation in the country. 7. Freedom as independence in actions and actions. 8. Independence as independence in judgments and actions. 9. Love. 10. Public recognition. 11. The beauty of nature and art. 12.Creativity. 13. Pleasures. 14. Equality. 15. Happy family life.

Based on the data obtained, we can conclude that collective values ​​prevail among modern youth.

Our research also involved identifying the desire and readiness of students to participate in the political life of the country. Of the 82 students surveyed:

64% – politics is interesting;

13% are members of youth organizations (including political ones);

93% support the United Russia party;

56% consider themselves adherents of democratic values;

81% support the foreign policy of the Russian Federation;

72% consider the interests of the state to be a priority.

75% consider themselves patriots.

Thus, It can be stated that students of GAPOU SO “Engels Polytechnic” are on average actively interested in politics; they receive information about political life from television programs and the Internet. However, the political orientations of students are mostly fragmentary and unformed. Still, the majority of students are oriented towards liberal democratic values.

The answers to the questions of the questionnaire “Qualities of a tolerant personality” showed the following results:

72% are confident that only through intercultural communication can new ethnic conflicts be prevented;

65% agree that the coming century must be the century of humanity, otherwise humanity will destroy itself:

85% are guided by universal human values.

To summarize, we can state that our students have a fairly high level of civic and spiritual culture.

List of sources and literature used:

1. Isaeva E.A., Maklashin I.S., Sokolov A.V. Regional aspects of civic activity in modern Russia. – M. Prospekt, 2015.

2. Ilyin E.P. Motivation and motives. – St. Petersburg. Peter, 2000.

3. Vlasov A.I. Political manipulation. M.: . M.: EKSMO, 2010.

4. humanities.edu.ru

5. About-Political.ru

Pedagogical assistance to the civic development of the individual requires understanding the psychological foundations of this process. What needs to be developed? The manifestation of what psychological structures underlies the process of civic development of the individual? What traits and characteristics embody these psychological structures? What is their ratio? What is their role in the holistic process of civic development of the individual?

Consideration of this issue will allow the practicing teacher to look for those types of activities in which it becomes possible manifestation and improvement these features and characteristics, as well as to correctly select the forms and methods of pedagogical influence and interaction.

In the previous part of our manual “The Purpose and Essence of the Education Process” (Part 4), we already described the psychological foundations of personality development, which are general characteristics, however , manifesting itself in various aspects of holistic personality development (For example , civil, moral, aesthetic, physical, etc.), acquire specific peculiarities depending on the conditions of their implementation.

Personality manifests itself at the level consciousness (her judgments, assessments, beliefs, etc.), emotions and feelings (her reactions to the world around her, experiences), behavior (her actions, habits, style of behavior). In promoting civic development of the individual, the teacher needs to see specific manifestation of these psychological structures in which one can see citizenship traits . We invite you to characterize civic consciousness, civic self-awareness, civic feelings, and civic actions.

CIVIC CONSCIOUSNESS - This is a reflection in a person’s consciousness of the laws of society, its norms and principles. Civic consciousness manifests itself in three levels:

On 1st level a person shows knowledge he is familiar with the laws, norms and principles that are accepted in society, For example, with the economic, political, moral foundations of society, political parties and social movements, their leaders, election programs. But the formal assimilation of knowledge (even with a broad outlook) shows that it is quite difficult for a person to make his choice, since knowledge presupposes only a certain level of awareness and understanding of the meanings in the events and phenomena of the economic and political life of the country.

On 2nd level appear beliefs a person is a totality ideas , which are comprehended, acquire personal significance And expediency in the life of a given person. This is knowledge that has become the personal property of a person. They underlie his life position, which determines his relationship with the world. Beliefs are included into the system of motives human behavior that determines aspiration (intention) bring them to life. For example , in his views on society, its political and economic structure, a person may be close to the ideas of community or private property, equality of people or their class. A person may share the ideas of a monarchical or democratic structure of society, social equality of men and women (employment and dismissal, care and education of children), etc. What ideas do you share?

3rd level characterized conviction person. It manifests itself as an individual’s ability to express, defend and argue their point of view (their beliefs, position).

As you can see, it largely depends on the teacher at what level of civic consciousness the development of personality occurs. The teacher may only be interested in transmittingknowledge , perhaps, the breadth of his horizons, but only this is the extent of his pedagogical activity. Storytelling and lecture remain the leading teaching methods.

The teacher may be interested in ensuring that the student’s knowledge moves to his level.beliefs, and therefore in his work he uses various forms and methods of educational and cognitive activity, allowing students to express personal positions and make choices.

Teacher interested in teaching studentexpress your point of view,argue her, widely uses in her lessons methods that activate their cognitive activity - disputes, discussions, political debates, brainstorming, etc.

The civic consciousness of an individual is manifested in the breadth of his horizons and in a person’s ability to operate with this knowledge (ideas), which become motives his behavior. However, the development in the individual of various levels of civic consciousness will only become effective when it becomes characteristic of the individual civic consciousness - “a person’s awareness and assessment of himself as a subject of practical and cognitive activity aspersonalities"(71, p. 566). Thus, the concept of “civic consciousness” reflects processknowledge a person of his own personality in accordance with the laws and norms that are accepted in a given society. Cognition occurs yourself as a citizen. Psychologists use another term - consciousness - to designate the level of personality development at which it becomes possible to manifest “a conscious attitude towards the world”, behavior “regulated through understanding one’s own actions and their results in accordance with goals and motives” (57, p. 349). It is from the moment when a person begins to realize his citizenship, his ideas, norms and principles of behavior that his civic development occurs.

In this case we can say Ocivil position of the individual How systems of relations to the world, which are based on certain ideas, life values, norms, principles that regulate its interaction with the world, individual actions and behavior in general. Civil position is a vision of the world and oneself in it, one’s social essence and the roles that each person must fulfill.

The civic position of a modern person is characterized by:

tolerance – tolerance towards different opinions, actions, positions; recognizing the possibility of different points of view; the ability to listen to another point of view and treat it with respect;

compromise - the ability to sacrifice some of your interests for the sake of solving common problems; mutual desire to solve the problem; refusal to achieve one's goals by any means.

Civic duty is a person’s awareness of personal responsibility

(before the country, other people) in the performance of their civic duties. Taking responsibility means realizing your capabilities, the purpose and meaning of certain life values, and correlating these values ​​according to the degree of their importance. Civic duty is built on a person’s personal beliefs (civic position), his civic consciousness. For example, such a duty for a man in any state is to serve in the army and defend the Fatherland in the event of hostilities, for women - giving birth and raising children.

How do you think it is possible in a modern school to develop an individual’s civic consciousness - his civic position and civic duty? What do you know from the practical experience of innovative schools? What can you offer yourself?

CIVIC ACTION , as psychologists understand it, is "an element of behavior determined by motives" Unlike impulsive

actions, the act is performed with the accepted intention (57, p. 269).

A civil act is performed in accordance with social requirements; it reflects the leading needs of the individual, his relationship with the surrounding reality, character, and temperament.

By assessing the degree of participation of an individual in the public life of the country (work or school community), manifestations of his independence and initiative, one can judge about civil ACTIVITY of an individual .

What actions demonstrate citizenship?adult person? First of all, participation in political elections; participation in the work of political parties and social movements; rallies and demonstrations at which it becomes possible to express one’s attitude towards the actions of the government; strikes as extreme measures of protest; appeal through a newspaper, etc.

And in what actions can citizenship be manifested?schoolboy ? What do you know from the practical experience of innovative schools? What conditions can you offer for the development of civic engagement among schoolchildren?

The formation of civil consciousness and self-awareness of an individual determines the civil actions of an individual and contributes to the development of his civic activity. However How do the ideas of society (the state) become the ideas of the individual? Why does a person accept some ideas and reject others? Why do all of us (even with their general similarity) manifest their life position and understand their civic duty differently? Of course, it is impossible to give a definite answer to all these questions. Each person has his own individual experience, the hierarchy of life values, motives, etc. is built differently. Play a big role in this emotions and feelings , which can to some extent explain “a mechanism for regulating activity and behavior” (57, p. 411).

As psychologists note, emotions and feelings are mental processes and states that are based on human needs (desires, interests, ideas and ideals, life meanings, etc.). Manifested in emotions "direct experiencesignificance ... any situations and phenomena of surrounding life affecting a person" ( 57, p. 411).

Emotions and feelings that accompany a person’s social life, the process of understanding the phenomena and situations of the life around him and himself, as a member of this society, are called civil EMOTIONS and FEELINGS. These include, for example, a feeling of love for the Motherland, which can manifest itself in different emotional states in different people - joy, care, pain, anger, sadness. But this feeling may not arise (or it may disappear) if a person receives only negative impressions from the reality in which he finds himself and experiences only negative states.

Emotional experiences stimulate activity person: positive emotions encourage the achievement and preservation of what causes pleasant, desirable states for the person himself; Negative emotions encourage the avoidance of an unpleasant, harmful state for a person. This is why a person may decide to leave his homeland or, conversely, take an active civic position (speak in the press, at rallies, engage in legislative activities in government, etc.).

Civil emotions and feelings relate to higher mental processes. Unlike, for example, feelings of hunger or thirst, civil emotions and feelings are based not only on immediate experiences of the situation (like - don’t like, want - don’t want), but also beliefs, civil positions .

So, civic duty manifests itself in feelings of responsibility, personal involvement in certain phenomena and events in life. When a person realizes the significance of any idea, he experiences a state of elation, feels a surge of strength and energy, and his readiness to achieve the goal. He consciously shows a desire to realize it; he realizes himself in civic actions.

You can observe people who have civic feelings we are not acquainted, they do not care about everything that happens in life; in the hierarchy of their values, in the first place are those that are associated only with material wealth. Common man - this is the name given to a person who in his thoughts and moods has not risen above personal interests.

But the desire for material wealth does not exclude the possibility of demonstrating civic position and civic feelings (for example, defending one’s right to work, receiving wages and social benefits).

One can observe people who deny any innovations, show disbelief in positive changes, and see only destructive actions and incompetence in the activities of the state and its leaders. In life such people are called nihilists .

You can also observe fanatical devotion idea, when a person is closed to the perception and awareness of other ideas, tolerance and compromise are not characteristic of him. Fanatical behavior makes few people want to communicate with such a person who does not want to listen to others.

Thus , the development of civic emotions and feelings is the most important moment in the civic development of the individual. Their awakening and improvement is one of the ways to intensify the educational process of the school. It turns out to be important not only to create conditions for the manifestation and formation of an individual’s civic position and conviction, but also to create situations that allow one to experience a wide variety of emotions and feelings.

Everyone knows that comprehension of events and phenomena of social life (past or present), which did not cause any (or caused negative) emotions, remains at the formal level of assimilation; this knowledge is not included in the student’s personal experience. V.A.SUKHOMLINSKY believed that it was important to organize the lesson "knowledge with the heart" when the perception of scientific knowledge is accompanied by children’s experiences, their emotional assessments, in which involvement in events and phenomena of both the distant past and the present (what they observe around them) is manifested.

Today, in the activities of many teachers, methods of suggestive pedagogy and methods of empathy are used (didactic theater, business games, playing out situations, etc.). Do you know such methods? How possible is their use in the lessons of your subject?

Practical tasks

Try to create a socio-psychological portrait of a citizen’s personality, in which his traits and characteristics could be arranged in accordance with psychological structures: civic consciousness, civic self-awareness, civic feelings and civic actions.

This will help you select forms, methods and techniques of pedagogical activity, see their appropriateness for solving specific problems of personal development.

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What are “civic feelings” and “civic action”? and got the best answer

Answer from
What is a civic act? Seventh-graders (“Presnya”) were looking for the answer to this question during a social studies lesson.
According to many students, a civic act is defending the homeland, caring for the monuments of Russia, and even, for example, paying taxes... We classified indifference to the homeland as uncivil actions.
Reflections on this topic helped us change our attitude towards society and the events that took place and the actions of people. It was incredibly interesting to read historical chronicles written by very famous people.
You are probably also wondering, what actions in your life are more common: civil or anti-civil?
Source:

Answer from 2 answers[guru]

Hello! Here is a selection of topics with answers to your question: What are “civic feelings” and “civic action”?

Answer from Mikki L[newbie]
Civic feeling is the consciousness of oneself as a citizen of one’s country, a person who accepts the rules, laws and history, who cares for statehood.
civic feelings are connected with the country in which we live, feelings of love for the motherland, acceptance of faith, laws of the country, traditions, culture. civic action action for the benefit of society

1 Federal State Autonomous Educational Institution of Higher Professional Education "Kazan (Volga Region) Federal University"

2 Naberezhnye Chelny Institute of the Federal State Autonomous Educational Institution of Higher Professional Education "Kazan (Volga Region) Federal University"

3 Naberezhnye Chelny Institute of the Federal State Autonomous Educational Institution of Higher Professional Education "Kazan (Volga Region) Federal University"

This article analyzes the problem of civic education, the essence of which is the formation in an individual capable of benefiting society, civic consciousness, civic feelings, civic behavior, and civic activity. Civic education must be carried out at all levels of education: preschool, school, university. The result of civic education is the formation of citizenship. To study the development of citizenship among university students, four criteria were identified: cognitive, emotional, activity-based and need-motivational. The levels of civic education were identified depending on the degree of formation of civic qualities, the adoption and implementation of behavioral decisions, the relationship between external influences and internal self-regulation, and a diagnostic card was developed to identify the formation of citizenship.

civic education

citizenship

citizenship formation process

formation of citizenship

students

diagnostics.

1. Bondarevskaya E.V. The problem of forming the moral consciousness of the personality of senior schoolchildren // Sov. pedagogy. – 1980. - No. 1. – pp. 42-49.

2. Veremeeva E.P. Students as a social group of society. The structure of a student’s consciousness // An integrated approach to the communist education of student youth. – Lvov: Vishcha School, 1980. – P. 38-54.

3. Gayazov A.S. Formation of a citizen: theory, practice, problems / Chelyab. State Pedagogical University. – Chelyabinsk: Publishing House of Chelyab. State Pedagogical University “Fakel”, 1995. – 237 p.

4. Russu I.N. Education of citizenship among secondary school students. – Chisinau: Shtinitsa, 1976. – 192 p.

5. Khmelyuk R.I. Formation of civic maturity of student youth. – Kyiv, Odessa: Vishcha School, 1978. – 134 p.

Civic education at the present stage is a multilateral, multi-purpose, multi-directional pedagogical activity, the essence of which is the formation of an individual who is capable of benefiting society, who feels legally, socially and politically capable.

To successfully solve the problem of civic education, it is necessary to implement it at all levels of education: preschool, school, university. At the same time, special attention should be paid to the education of citizenship in students. According to sociologists, teachers and psychologists, in particular E.P. Veremeeva, “during the student years, which are the time of the most intensive development of a person’s intellectual and moral capabilities, the foundation of the personality is laid, from its external appearance to what determines the core of the personality - its character and worldview. At this time, a more serious attitude towards life gradually comes, greater independence, and with it responsibility for one’s actions, the desire to establish stable relationships with people, to meaningful communication, to proactive and creative solutions to professional problems, to sobriety of thinking and maturity of judgment. This period in a person’s life is characterized by the most active development of moral feelings.”

The theoretical foundations of civic education of the younger generation have been illuminated in the scientific works of psychologists, teachers, lawyers, philosophers and sociologists of different eras. Thus, the foundations of civic education are laid in the works of Ya.A. Komensky, I.G. Pestalozzi, V.G. Belinsky, A.I. Herzen, N.G. Chernyshevsky, V.Ya. Stoyunina, V.A. Sukhomlinsky and many other domestic and foreign philosophers and teachers.

I.N. Roussou defines citizenship as the interconnection of three aspects:

• rational (a set of qualities with the help of which a person realizes his position in society);
• sensory-emotional (representing an assessment of this position, the rights and responsibilities of a citizen, expressed in a feeling of love and devotion to the state and society);
• practical (refraction of one’s conscious position as a citizen in practical relations).

E.V. Bondarevskaya identifies 3 components of civic education: the normative component of civic qualities (knowledge, moral concepts, principles, ideas that express society’s requirements for people’s behavior and gradually become the property of the individual); regulatory component (feelings, attitudes, beliefs that have a regulatory effect on the individual); evaluative component (assessments and self-assessments), which are used by a citizen in practical activities.

The result of civic education is the formation of citizenship. To determine the level of civic education among university students, we identified four criteria: cognitive, emotional, activity-based and need-motivational.

Indicators of the development of students' citizenship are civic consciousness, civic feelings, civic behavior, civic activity, which are expressed in active participation in the public life of the country, city, educational institution, awareness of rights and responsibilities, civic position, which characterizes the worldview of the individual, his beliefs, attitudes to society and the state, people and socio-political phenomena, manifested in its activities.

The same approach is followed by R.I. Khmelyuk. It connects the knowledge, beliefs, activities and behavior of the individual as a single integrity in determining civic maturity.

A.S. Gayazov complements this approach with the remark that it is necessary to determine the levels of manifestation of these qualities in civil activity at its various stages.

Thus, an analysis of scientific research devoted to this problem shows that scientists unanimously recognize the need to study and the possibility of taking into account the results of civic education.

Indeed, in order to manage the process of citizenship formation, it is necessary to be able to track the progress of students in their development. This requires the creation of appropriate diagnostic programs. Depending on the degree of formation of civic qualities, the adoption and implementation of behavioral decisions, the relationship between external influences and internal self-regulation, the levels of civic education are determined.

On this basis, we tried to determine a map for diagnosing the formation of citizenship, which helps to specify the goals of citizenship education, determine the tactics and strategy of work, allows for a differentiated approach to students with different levels of formation of citizenship and provides an individual approach to each student.

Depending on the completeness of the emerging qualities demonstrated by a person with a social orientation and civic position, we have identified three levels of formation of citizenship among students: high, medium, low.

A high level is characterized by a stable and positive experience of civic behavior, deep conviction, a socially valuable attitude towards relationships and behavior, a responsible attitude towards compliance with laws, labor and social responsibilities. A student is characterized by unity of consciousness and behavior. He studies well, performs assigned tasks with desire, showing activity and creativity, humanity towards people and animals, and stands up for the protection of those who need it.

The average level is characterized by stable positive behavior, the presence of regulation and self-regulation, although an active civic position in relation to the activities and actions of comrades is not always manifested. Students in this group know their rights and responsibilities, rules of conduct and observe them, are truthful, and true to their word. But they do not show independent initiative, since the social activity characteristic of the highest level is not sufficiently developed.

The low level of students' citizenship development is characterized by a weak manifestation of positive, still unstable experience of civic behavior. Students have little knowledge of the norms of morality and law; they are indifferent to work and study, not showing initiative. They need constant stimulation from teachers and staff.

At a high level, students show only positive manifestations, at an average level - not always, at a low level - rarely. The nature of the manifestations may be different. For some, cognitive activity increases, for others - socio-political activity. The signs of different levels of citizenship development of the selected set of qualities are summarized in diagnostic table 1. It presents indicators and signs of different levels of citizenship education, which act as specific “keys” for recognition. This diagnostic program allows you to see the essence of the phenomenon being studied, to understand the motives of students’ behavior through their attitude to society, the state, work and themselves.

According to V.P. Regardless, it is necessary to highlight diagnostic and diagnosable signs. Among the diagnosed qualities we include: the social orientation of the individual, the fulfillment of civic duty, awareness of rights and responsibilities, civic position, which characterize the worldview of the individual, his beliefs, attitude towards society and the state. Indicators and signs of different levels of citizenship development are presented in Table 1.

Table 1.

Diagnostic card for determining levels of citizenship developmentamong university students

Thus, the identified three levels of civic development among university students (high, medium, low) make it possible to determine the zone of necessary influence on the civic development of students. The indicators characterizing the selected levels are civic qualities. The following indicators are important: active participation in the social and political activities of the group, faculty, university; independence and evidence of judgments and conclusions; responsible attitude towards educational activities; creative initiative; intolerance to all kinds of violations (intolerant attitude towards immoral, antisocial acts, etc.); unity of word and deed, etc.

Reviewers:

Zakirova V.G., Doctor of Pedagogical Sciences, Professor, Head. Department of Pedagogy and Methods of Primary Education, Institute of Pedagogy and Psychology, Kazan (Volga Region) Federal University, Kazan.

Vlasova V.K., Doctor of Pedagogical Sciences, Associate Professor, Deputy. Director for Educational Activities of the Institute of Pedagogy and Psychology of the Federal State Autonomous Educational Institution of Higher Professional Education "Kazan (Volga Region) Federal University", Kazan.

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