Relevance: Patriotic education of the younger generation is one of the most urgent tasks of our time. The patriotic feeling does not arise by itself. The relevance and necessity of civil and patriotic education in the conditions of modern Russia
Introduction
The problem of patriotic education of youth is more relevant than ever. In the context of the loss by our society of the traditional Russian patriotic consciousness, the widespread indifference, cynicism, aggressiveness and the decline in the prestige of military service, a complex of inferiority and inferiority of the nation is being formed. A significant part of conscripts do not have a positive motivation for conscientious military service. Many of them perceive it as an unpleasant inevitability and a thankless duty that should be performed only in order to avoid criminal liability. Involvement in the defense of the Motherland, pride in belonging to the Armed Forces, military honor and dignity - these concepts are losing their significance in the eyes of draft youth. Therefore, the urgency of solving the most acute problems of instilling patriotism is obvious, as the basis for consolidating society and strengthening the state. On February 3, 2010, the Government of the Russian Federation issued a decree on the "Concept of the federal system for preparing citizens of the Russian Federation for military service for the period until 2020"
Relevance: The country, society and the army are returning to the values, traditions accumulated by previous generations of Russian citizens. In such a situation, a deep study and comprehension of the experience of using national history in the education of soldiers is necessary. This plays an important role in restoring the historical memory of the people and a fair attitude towards the past of the Fatherland.
The purpose of the course work: the study of the peculiarities of the education of patriotism among modern youth.
Object of study: Youth of military age
Subject of study: Peculiarities of education of patriotism in young men aged 18 to 23 years
.Consider patriotism as a necessary part of the education of a warrior in the Russian Federation
.To study the concept and essence of patriotism
.Determine the level of patriotic education among modern youth
I. Patriotism as an integral part of the education of a warrior in Russia and in the Russian Federation
1 Raising a warrior in Russia through the game
The training of a warrior began from childhood, which, it should be noted, was much shorter than modern Russia in Ancient Russia. At fifteen or sixteen, a man was already considered an adult, got married and began an independent life. A young plowman could acquire his own farm, a young artisan - his workshop, a boyar's son entered the squad, and the young prince received his first city (small, as a rule, but still).
Before the age of majority, there was a lot to do. Everyone knows that professional athletes begin to train from early childhood. War is a more serious matter. Therefore, in a society in which every adult man was obliged to go out to battle several times every year against the most dangerous opponents - nomads, Lithuanians, Germans, military training began from early childhood. In the Tale of Igor's Campaign, Prince Vsevolod Trubchevsky, called Bui-Tur in the Lay, tells Igor, characterizing his squad, that they were devoted to military affairs from early childhood:
“And my Kurians are well-known kmets (experienced warriors. ..... Auth.): they are twisted under pipes, cherished under helmets, fed from the end of a spear; their paths are trodden, the ravines are guided, their bows are stretched, their quivers are open, their sabers are sharpened; they themselves gallop like gray wolves in the field, seeking honor for themselves, and glory for the prince.
The first milestone, which marked the growing up of the boy and his transition from the state of an infant to the state of a child, came at two or three years. This age in the princely environment was marked by the custom of tonsure.
The importance of the event is emphasized by the stereotypical phrase about "joy" in the city where the vows take place. According to the famous ethnographer and folklorist D.K. 3elenin, the custom of tonsure was common not only among the princes, but also in all social strata, this is indirectly evidenced by its existence in the 19th century among the Oryol peasants, who, a year after the birth of the boy, made the so-called “haircuts”. Sometimes the rite of tonsure could coincide with another, no less important rite - mounting on a horse:
It can be assumed that the custom of mounting a horse could be spread not only among the Rurik dynasty, but also throughout the military retinue environment, since the close relationship that existed between the leader-prince and his comrades-in-arms most likely extended to everyday life, which included the usual set of rituals for growing up a future warrior. The extreme importance of the symbolism of the young prince riding a horse is evident from the story of the campaign of Princess Olga and her son against the Drevlyans in 946.
The battle begins with the fact that little Svyatoslav, sitting on a horse, “suns” in the direction of the enemy army with a spear. A spear thrown by a weak child's hand does not fly far - having flown through the horse's ears, it falls to the feet. But even this not very successful throw was interpreted by the governors, who, obviously, were the real leaders of the battle, as a good sign and a signal to start the battle: “The prince has already begun, pull, squad, after the prince!” At the same time, it is interesting that among the repeated references to princely vows, the message about “mounting a horse” occurs only once.
Ritual cutting of hair and mounting on a horse could be relics of the ancient custom of initiation, which by the time of Kievan Rus had already lost their original meaning. If in the environment of European chivalry, a haircut and handing over of weapons became a symbol of the achievement of a mature state by a warrior (which means that the original meaning of this action was preserved to a greater extent), then in Russia the rite began to mark only the beginning of the formation of a warrior. It was held as a kind of "advance", as a reminder that the little prince is still a prince and a warrior. This custom was very important, because it created an appropriate mood and value orientation in the young Slav. After all, if you persistently educate your son as a musician, the chance to raise a musician increases many times over, if you educate a hockey player, a hockey player will almost certainly grow up. The art of war is no exception. From early childhood, the boys got used to weapons. Findings of children's wooden swords are frequent among archaeological materials. For example, in Staraya Ladoga, a wooden sword about 60 cm long and about 5-6 cm wide was found, which corresponds to the width of the palm of a child aged 6-10 years.
It seems that the widespread use of the sword as a child's toy can serve as indirect evidence of the prevalence of real swords among the broad masses of free community members in Ancient Russia. While playing, the boy gained experience in owning weapons, which was sure to come in handy in his adult life. It is necessary to draw the reader's attention to the fundamental difference between playing with a modern toy plastic machine gun and a wooden sword. There is almost no use from the first, suitable in modern combat. You won't get the hang of it. With the present, it is similar only in form, but not functionally. A wooden sword can be fought like a real one. It is necessary for safe training in techniques, for the development of physical strength (after all, a blade made of oak is comparable in weight to a real one - wood is not as dense as metal, but a wooden sword is much thicker than steel) and dexterity. In addition to swords, the set of toy weapons of the future warrior included wooden spears, daggers, a bow with arrows and a horse made of a stick with an end in the form of a horse's head, in whose mouth there are holes for reins. There were also small wheeled horses on wheels, boats made of bark or wood, etc. In addition to toys made as smaller copies of "adult" objects, there were toys intended not for role-playing games, but for entertainment, in which, however, dexterity and movement coordination. These included kubari tops, which were supposed to rotate, supporting with a whip, turntables, balls of various sizes, sleds, etc. Children of the nobility received real weapons from early childhood.
Wooden swords were used for playing and training; in everyday life, a real sword hung on the side of the prince from childhood.
Young princes were given weapons at an age when they were barely beginning to realize themselves. And realizing it, they immediately learned to feel the weight of a real weapon on their belt and expose it if necessary. The creator of the Slavic-Goritsa wrestling A.K. Belov writes:
“At that time, in the folk game, I was looking for an answer to a question that weighed on me after several expeditions. The idea of the lack of systematic training of fighters in the domestic traditions became more and more clearly manifested. Why, with the almost complete involvement of the male population (of course, the lower social strata) of pre-revolutionary Russia in one form or another of the national competition, such a link as special education, that is, the school, is completely absent? Probably, a special, training role in the training of future wrestlers and masters of the fist gathering was played by children's fun - the folk game. In order to avoid the "damask chingalish" flying at you, you need to run all your childhood from the snowballs rolled up by your comrades and swing, standing with your feet on a swing, learning to distribute the movement from heels to shoulders, and ride, without falling, from the mountain on your feet along an icy path, yes, run around in felt boots on the ice when your legs are parting, and run into “tags of tags”, dodging a friend who is trying to get you, yes ... However, can you list everything? Yard game and sport, according to the cyti, are one and the same. The technique of the battle itself is not difficult to learn.
Especially if the competitions of masters have been held in front of your eyes since childhood. And everything else is practice.”
It's amazing how strong its traditions are in the Russian people! And not only in the field of combat training, but in the field of training in general. We have already written about it. Perhaps this is the main difference between Russian culture and Western European culture - the absence of specially organized, institutionalized, scientifically speaking, schools, academies or universities. The first university appeared in Russia only in the 18th century, but even before that they wrote books, built cities, and successfully fought against enemies. The level of literacy in Russia in the 11th-13th centuries was noticeably higher than in Europe. Yes, that's exactly the way it is written by Belov - through the game, through practice and through the teacher-mentor. The teacher-mentor is a key figure for ancient Russian culture. Only through the teacher was her development. The teacher-student relationship was second only to kinship in importance. Wisdom was comprehended through student participation in the teacher's work. Old Russian apprenticeship is a phenomenon of a special kind. In order to become an architect, an ancient Russian person did not enter an architectural academy, but became a student of a master architect, in order to become a scribe of a master scribe, a blacksmith - a blacksmith, a tanner - a tanner, a potter - a potter, and a warrior - a warrior. The novice architect immediately got involved in the work “on the fly”, adopting knowledge and techniques from the teacher right in the course of the present case, the scribe studied by talking with the teacher, reading and commenting on the Holy Scriptures, the potter kneaded clay, looking closely at how the teacher brings to kryge pots and bowls, the blacksmith's apprentice hit with a heavy hammer where the teacher points with a small hammer. A warrior, having passed the stage of children's games of snowball fights, chasing, and knives, having passed the stage of game fights with wooden swords, from the very beginning was involved in real combat operations. Fortunately, every day there were opportunities to participate in a real war: raids by nomads or Lithuanians, internecine wars, judicial duels. There was simply no need to create artificial training situations - there were plenty of real ones. It should be noted here that in a modern war waged with the use of rapid fire weapons, weapons of mass destruction, this method of training may no longer work. A bullet can overtake an unprepared soldier in the very first battle, even if experienced fighters cover him with their shoulders. Whatever you say, the medieval war was still less dangerous. In any case, the inexperienced warrior did not immediately receive the full measure of danger, keeping up to the time in the shadow of older fighters. A young, novice fighter could meet in a duel not with an unknown sniper, but with the same young and novice fighter face to face. The young man, seeing that he had an experienced fighter in front of him, had the opportunity to evade a collision, to choose an easier opponent. A warrior who felt that the duel was not going in his favor could retreat and, saving his life, act smarter next time. Understandably, learning by real practice took its inevitable toll on the victims who died in the first battle. But on the other hand, the rest, the survivors, and they were the majority, learned quickly and firmly. So, as in no "school" they will learn.
Thirteen-year-old Prince Vladimir Monomakh (a child in modern times) travels through dangerous, not completely conquered and trustworthy territories through the lands of the wayward Slavic tribe of the Vyatichi, manages the city, makes peace with the Poles. The father immediately throws him into the midst of real life, immediately exposes him to dangers, immediately entrusts serious matters. The young prince is sometimes accompanied by a boyar - Stavk. In the same way, from early childhood, his great-great-grandfather Svyatoslav spent his life on campaigns. However, there was one area of activity that in Ancient Russia was considered a good hardening for a fighter - this is hunting. All the same Vladimir Monomakh in his "Instruction" with the same pride (and mixed) recalls his military and hunting exploits.
Now few people would think of putting war and hunting on the same level. Hunting is fun, war is serious. But here, again, it must be remembered that the medieval hunter was in completely different conditions. Now the beast cannot answer a man with anything equal in strength. A man has a carbine, and a bear, like a thousand years ago, still has the same claws and teeth. Now, if the bear also fired back or a person went out to him with only one hunting spear "spear", then it's understandable. Indeed, a tough workout.
2 The origins of patriotism of Russian soldiers
The historical and geographical conditions in which Russia was born and grew stronger forced her to constantly fight for her state and national independence. This could not but affect the formation of a special attitude of Russian people to military service. In folk epics, songs, epics, fairy tales, the heroism, courage and courage of those who spared neither strength nor life itself, defending their native land, were sung.
This brought up in Russian soldiers the qualities that have always been noted by both allies and opponents: decisiveness in the offensive, steadfastness in defense, courage, mutual assistance and contempt for death at critical moments of the battle. The spirit of patriotism is a universal moral ideal. It is the basis of any national military system, otherwise it has no value. The manifestation of the patriotism of a Russian soldier is unique, because it has deep historical and social roots.
The centuries-old history of our people, its glorious fighting traditions, born in fierce battles with numerous foreign invaders, are an inexhaustible source of patriotic feelings, ideas and actions for many generations of Russians.
A vivid idea of patriotism as a source of serving the national interests of the Russian people is given by the literary work "The Tale of Igor's Campaign". All this was reflected in it in the form of allied relations of all Russian princes. Thus, already in ancient Russian literature, an idea was formed of the unity of the world, humanity and its history, combined with a high patriotic feeling.
Thanks to the Orthodox faith and patriotism, many victories of Russian weapons were won. It was Orthodox patriotism and national unity that largely determined the victory of Russian soldiers on the Kulikovo field in 1380. St. Sergius of Radonezh blessed Prince Dmitry Donskoy to fight Mamai. The Ryazan prince Oleg, who was supposed to go against Dmitry Donskoy, having learned about the blessing of Sergius of Radonezh, abandoned plans to fight against the Moscow regiments.
The emergence of these glorious traditions was initiated by the Slavic tribes, with weapons in their hands defending their freedom and independence. “The tribes of the Slavs and Antes,” wrote the ancient Greek historian Mauritius the Strategist, “are similar in their way of life, in their customs, in their love of freedom: they can in no way be persuaded to slavery or submission ... They are numerous, hardy, easily endure heat cold, rain, nakedness, lack of food.”
These qualities were also characteristic of the ancient Russian army - the princely squads. The combatants were distinguished by good organization, discipline, courage and courage, the spirit of high patriotism. To stand to the death for a brother and father, for the Fatherland - was an unwritten rule for them.
Obligatory observance of the oath, loyalty to the prince, his banner were also considered obligatory. In ancient Russia, the banner served not only as a means of command and control, but also as a symbol of honor and glory. The squad that entered the battle defended the banner to the last man.
The unbending strength of the Russian people, their irresistible desire for freedom and independence was demonstrated by the victories of Russian weapons over numerous nomads, crusader knights, and the Mongol-Tatar hordes.
In Russia, the mention of patriotism as a phenomenon of public life is found in military-historical documents and chronicles of the 9th-12th centuries. This era is associated with the birth of statehood, so patriotism then had a peculiar, subservient character - with the adoption of Orthodoxy, it was expressed in fidelity to holy Orthodox Russia.
The patriotic ideal gained national significance. As the Russian lands were liberated and united into a single centralized state, the sprouts of Russian patriotism grew stronger.
The true flowering of patriotism is associated with the personality of Peter I, with his many-sided activities aimed at strengthening Russia. The great reformer and reformer put loyalty to the Fatherland above all other values, even above devotion to oneself.
The victory in the Battle of Poltava, the subsequent numerous victories of Russian weapons raised the prestige of the defender of the Fatherland in Russian society. Patriotic values were enriched by the idea of protecting other peoples and states from foreign slavery. The readiness to defend their country and come to the aid of peoples in trouble has become a tradition of the Russian army.
The "Time of Troubles" was called by Russian people the period of the late 16th - early 17th centuries. The question arose before the Russian state - whether the Russian people should be free or fall under foreign domination. Everyone rose up to fight the invaders. At the head of the zemstvo militia were Kozma Minin and Dmitry Pozharsky, elected by the people and endowed with their trust. Calling on the Russian people to rally to fight the interventionists, Prince Pozharsky said: “So that we, against the enemies and destroyers of the faith of the Christian, Polish and Lithuanian people, stand for the Moscow state with one mind ...”. The advantage of the militias was in the high military spirit of the military people. They fought for their native land, for the liberation of the Russian state, their capital. In the oath of Russian soldiers it was said: "Stand near Moscow and suffer for everyone ... and fight to the death."
The power achieved by Russia towards the end of the 18th century was not a generous gift of providence.
The main carrier of the patriotic idea has always been and remains the Russian army. It was she who preserved patriotic traditions, symbols, rituals in her midst, managed to protect the consciousness of soldiers from dubious political ideas.
It is difficult to single out the heroes when the whole country, in a single patriotic impulse, stood up to defend its independence. Heroism during the Great Patriotic War was massive. Entire military units, companies and battalions covered themselves with unfading glory. Patriotism was one of the sources of mass heroism of the Soviet people in the difficult years of the Great Patriotic War.
When our Motherland was on the verge of destruction, the Soviet warrior adequately showed his best qualities as a faithful son of the Fatherland. Already in the first days of the Great Patriotic War, F. Halder, Chief of the General Staff of the German Ground Forces, noted the stubborn nature of the battles with the Russians. “Enemy tank crews,” he wrote in his diary, “in most cases lock themselves in tanks and prefer to burn themselves along with their vehicles.”
The whole world in the winter of 1943 followed the Battle of Stalingrad. Our soldier withstood in incredibly difficult battles, defeated the enemy's elite units, went on the offensive, surrounded twenty-two divisions, captured them, thereby burying the myth of the invincibility of the German army and marking the decline of German fascism.
The history of the Great Patriotic War knows entire units of warrior-heroes. It was thanks to patriotism that the soldiers of the Red Army managed to overcome the most difficult trials and defeat a cruel, strong enemy.
“Already after the war, reflecting on the greatness of our victory, on how the Soviet people defeated the most powerful army of that time, G.K. Zhukov wrote: “What did the fascist troops stumble over when they took their first step on the territory of our country? What, first of all, prevented them from moving forward at their usual pace? One can firmly say - mainly the mass heroism of our troops, their fierce resistance, perseverance, the greatest patriotism of the army and people.
The work of instilling a sense of patriotism among Russian soldiers bore fruit. The heroism of Russian soldiers is well known, even opponents paid tribute to him. So, after the Seven Years' War (1756-1763) Frederick II was forced to admit "that not a single soldier in the world can be compared with the Russian grenadier." And Napoleon said this about the Russian soldier: “The Russian soldier was created for victories, only know how to drive him. If Russian soldiers were given under my command, I would have conquered India long ago with my marshals.
What are the features of Russian patriotism, and how do they manifest themselves? First of all, in the sincere love of Russian people for their native nature, which is especially evident among Russians who find themselves abroad for various reasons. It is difficult for them to forget the vast expanses of Russia, its fields, meadows, forests and rivers. And the white birch has become a symbol of Russia and is always associated with love for the native land.
In the ability to quickly mobilize all their physical and spiritual forces in the event of a threat to the Fatherland. The Russians have repeatedly proved that at critical moments for the country they are ready to do everything - endure unheard-of hardships of life, endure hardships, donate personal savings and values to the needs of the country, volunteer to join the people's militia and the army system, if only to save their country from serious danger , her people.
The patriotism of Russians is international. In a multinational country, where many peoples have relative independence, in case of danger, everyone acts as a united front against the conquerors, and in peacetime - against natural disasters and natural disasters. This is evidenced by the historical experience of our country, the conduct of the counter-terrorist operation in Chechnya at the present time and the mutual assistance of various regions in solving national economic problems. And among those awarded for heroism, shown both in wartime and in peacetime, one can meet representatives of various nations.
The patriotism of Russians is combined with their pride and dignity. This is due to the country's prestige in the international arena, its geopolitical position, achievements in science, culture, education and the military field. Although Russia is going through hard times now, its potential, and most importantly, the attitude and high responsibility of citizens for the fate of the Motherland will allow them to overcome temporary difficulties and bring the country to the forefront of world progress.
Today, when we have set ourselves the goal of building a new democratic society, the existing dogmas and postulates have been revised. To some extent, the roots of Russian patriotism were also hurt, and the patriotic feelings of millions of Russians were wounded. Patriotism is necessary today for our country in order to preserve its national dignity and take a weighty position in the community of civilized states of the world. It should be sovereign, historically successive, enlightened and spiritually filled.
The dominance of Russian patriotism reflects the historical fact that for almost half a millennium Russia has been a great power - one of those states that, by virtue of their size and power, have and bear a special responsibility for maintaining stability in international relations.
The historical continuity of Russian patriotism means a common historical memory, a historical consciousness of the continuity of a historical state. Attempts to consign certain periods of our history to oblivion are simply meaningless, and besides, they cause great damage to the education of Russian citizens.
Thus, the traditions of the Russian army were formed from the very beginning of the creation of armed detachments designed to protect their native land from foreign invaders. Historical experience shows that patriotism is a powerful spiritual force that allows Russia and its defenders to mobilize their resources at the sharp turns of history and achieve significant success in reviving the country and the army.
1.3 Legal basis for the patriotic education of servicemen
The patriotic education of military personnel should be planned, systematic, permanent and one of the priority areas in the state policy of Russia in the field of educational activities. Therefore, one of the main tasks of state and military administration must be the creation of a legislative basis for determining the social and legal status of patriotic education as one of the most important areas of socially significant activity of the state in the formation of patriotism. This direction includes:
· determination of the role, place, social and legal status, tasks, functions of each body, organization, department as constituent elements of a single system for the formation of patriotism, taking into account their specifics, as well as the changes that have occurred in the country over the past years and are currently taking place;
· creation of a legal framework for patriotic education;
· development of a regulatory mechanism for the interaction of subjects of the formation of patriotism in the general system of this activity, etc.
State-patriotic education in the Armed Forces of the Russian Federation is organized and carried out within the framework of a unified system of military education of servicemen. The legal basis and normative sources of patriotic education at the present stage are:
At present, objective conditions are developing in such a way that a real threat of their loss hangs over many spiritual values that form the basis of the life of society, the army and navy. This is explained by the fact that, on the one hand, the level of intellectual and cultural development of Russians continues to decline, and on the other hand, the circle of undesirable and dangerous influences on their spiritual world has expanded. As you know, at all times, the weakening of attention to the preservation of spiritual values, the loss of interest in spiritual problems has always led to the degradation of the nation.
The modern transition period in the development of Russian society requires further deep and critical reflection on the main directions for improving domestic spirituality, the stages of its development, and the restoration of an effectively functioning spiritual and moral social atmosphere, where there is no place for ignorance, violence and money-grubbing. We must not forget that true democracy is based on spirituality, consciousness, understanding of the ongoing processes.
The historical experience of our country shows that at all times one of the most important tasks of state authorities has been to instill a sense of patriotism, devotion to the Fatherland and selfless fulfillment of duty.
The formation and development of patriotism and loyalty to military duty among military personnel is the main task of educational work. Patriotism is the spiritual and moral basis of the personality, which characterizes the highest level of its development and manifests itself in active self-realization for the benefit of the Fatherland. That is why the patriotic education of military personnel is one of the ways to solve the problem of the spiritual and moral security of Russia.
4 Ways of formation of patriotism, devotion to the Fatherland and fidelity to military duty among military personnel
At the personal level, patriotism acts as the most important, stable characteristic of a person, expressed in his worldview, moral ideals, and norms of behavior.
In a broader sense, patriotism is an essential part of public consciousness, manifested in collective moods, feelings, assessments in relation to one's state, people, history, and the surrounding world.
Patriotism is a key condition for the viability of the state, the effective functioning of its institutions, a consolidating force that contributes to the spiritual unity of the people.
The feeling of patriotism is not innate. It arises during upbringing in the family, school, production, in the army, in society, which determines its nature and depth.
The patriotic education of military personnel is a systematic and purposeful activity of military command and control bodies, officials to form in military personnel a high patriotic consciousness, a sense of loyalty to their Fatherland, readiness to perform military duty and constitutional duties to protect the interests of the Motherland.
The feeling of patriotism is formed, first of all, under the influence of the objective conditions of the socio-economic and spiritual life of society. And since the essence of society is changing, the character and nature of patriotism are also in constant development. Therefore, just as there are no abstract fatherlands, so is abstract patriotism impossible. Love can be cherished for a specific Motherland, for a specific Fatherland. And army educators should always remember this.
The use of planned classes, especially in public-state training
· The study of national military history
· Carrying out military rituals
· Explanation of the requirements of the charters and orders of the Minister of Defense
Russian Federation
The formation of patriotic feelings among Russian soldiers is greatly influenced by service in the Armed Forces, the internal military order and combat training that are organized by commanders in each unit. A significant role in the formation of patriotism among the personnel is played by the purposeful educational work of officers and ensigns.
In modern conditions, the importance of the skillful organization of the patriotic education of military personnel is increasing. This is due to the complexity of the tasks to be solved in the course of giving the Armed Forces a new look, the unresolved many logistical and social problems in some military units, the need to increase the efficiency of all parts of the military body, more responsible performance of military duty by each serviceman and other factors.
The basis of work on the education of patriotic soldiers is the formation of their patriotic consciousness, clarification of the provisions of the military oath, military regulations, as well as the requirements of the orders of the Minister of Defense on combat training and performance of official duties. It is important that every serviceman deeply realizes that the real expression of his patriotic aspirations is excellent combat training and conscious discipline.
For these purposes, planned classes are widely used in the system of combat training, especially in public and state training, cultural and leisure activities, and other forms of mass work.
Classes, lectures and discussions, themed evenings and quizzes on national military history provide ample opportunities for instilling patriotism among servicemen. All this allows officers, ensigns, and all personnel to become widely acquainted with the military-historical events of our Fatherland, to deeply and thoroughly study the combat traditions of the Russian Armed Forces. Vivid examples of the heroism of our ancestors do not leave indifferent warriors, make them need to imitate feats in combat conditions, to perform courageous deeds. In some parts, such classes are held in rooms and museums of military glory, in local museums of local lore.
Military rituals have a huge emotional and educational impact on the soldiers: the solemn acceptance of the military oath, the removal of the battle banner, the acceptance of young replenishment into the military system, and seeing off the soldiers to the reserve. The handing over of military weapons and the transfer of military equipment to newcomers leave a noticeable mark in the souls of soldiers, forming in them a sense of pride for belonging to the Armed Forces of Russia, to glorified units.
“Studying the best works of literature and art of the peoples of Russia, participating in amateur art activities, visiting historical and memorable places is of great importance in the patriotic education of soldiers.”
The main ways of formation of patriotism and fidelity to military duty among personnel in modern conditions include:
· history education;
· education on military traditions and rituals;
· education on the values of morality and morality.
Education in history is the preservation and enhancement of the heroic past and present of our people and its Armed Forces. Centuries-old experience shows that the deeper you know history with its heroic past, the more accurately you will comprehend the present and realize your place in it. This group includes forms of educational work used in the course of training and combat exercises.
Education on military traditions and rituals. In some parts, propaganda of martial traditions is well organized, in particular, courage lessons are regularly held. They are dedicated to the heroic deeds of fellow soldiers, significant events of the unit, branch of the army. In places of combat battles, many soldiers participate in the Memory Watch, in carrying out search activities, in the improvement of places of military burials and obelisks.
Military traditions are part of the national-state.
They are understood as stable, historically developed, passed down from generation to generation, specific forms of social relations in the army and navy in the form of order, rules and norms of behavior of military personnel, their spiritual values, moral attitudes and customs associated with the performance of combat training tasks, organization military service and military life.
The combat traditions of the Russian army include: courage and mass heroism; loyalty to the oath; selflessness and self-sacrifice in battle for the sake of achieving a common victory; mutual benefit and military fraternity; respect for the commander and his protection in battle; humane attitude towards the defeated enemy, prisoners, etc.
Education on the values of morality and morality. This group of forms of patriotic education and the formation of a culture of interethnic communication among soldiers includes forms associated with the participation of military personnel in the creation of museums and rooms of military glory, the care and preservation of memorial monuments, monuments at the sites of significant events and battles, putting military graves in order, and others.
The education of patriotism of military personnel on the values of morality and morality provides for the following provisions:
· no one has the right to restrict military personnel in the rights and freedoms guaranteed by the Constitution of the Russian Federation;
· humanistic attitude towards a person of any nationality, respect for his national characteristics, traditions, cultural values;
· tolerant, tactful attitude to interethnic differences, differences in interests, views, judgments;
· it is necessary to more effectively use the processes of interaction of cultures, traditions, many years of experience of the national higher education in the formation of patriotic consciousness, national pride, love for the motherland, respect for people in military uniform, increasing the prestige of the military profession;
· to actively introduce relevant elements of the patriotic idea and problems of a military-patriotic orientation into the content of university disciplines;
· significantly expand the scope of reading special courses of military-patriotic content at all faculties, adapting their content and methodological elements to the specific profile of the faculties; consider the possibility of increasing the number of hours for military-patriotic training of students;
· to intensify in extracurricular activities the use of various forms of sports and recreation, defense and sports, military-technical and search work;
· to revive the patronage system: labor collective (public organization) - educational institution - military unit;
· to develop a system of encouraging students actively participating in military-patriotic events;
Thus, the active work carried out in the Armed Forces of Russia on the patriotic education of servicemen is carried out in various directions using various forms. Its success depends on many factors and, above all, on the activity and initiative of the leadership.
patriotism warrior game youth
Chapter II. The concept and essence of patriotism
2.1 The concept of patriotism
Recently, nationalist sentiments have significantly increased in Russian society. Negativism, a demonstrative attitude towards adults, cruelty in extreme manifestations are very often manifested in the youth environment. Crime has sharply increased and "younger". Many young people today found themselves outside the educational environment, on the street, where they learn the difficult science of education in harsh conditions. Over the past decade, we have practically lost an entire generation, whose representatives could potentially become true patriots and worthy citizens of our country.
At present, the priorities of earthly interests over moral and religious values, as well as patriotic feelings, are being imposed to a greater extent. “The traditional foundations of upbringing and education are being replaced by “more modern”, Western ones: Christian virtues - by the universal values of humanism; pedagogy of respect for elders and joint work - the development of a creative egoistic personality; chastity, abstinence, self-restraint - permissiveness and satisfaction of one's needs; love and self-sacrifice - Western psychology of self-affirmation; interest in national culture - an exceptional interest in foreign languages and foreign traditions.
Many scientists note that the crisis occurs in the souls of people. The system of former spiritual values and guidelines has been lost, and new ones have not yet been developed. In turn, the system of false values of "mass" culture and subcultures (Goths, punks, emo, skinheads, etc.) is spreading: consumerism, entertainment, the cult of power, aggression, vandalism, freedom without responsibility, simplification.
Hence, one of the acute issues is the issue of patriotic education of modern youth. To be a patriot is a natural need of people, the satisfaction of which acts as a condition for their material and spiritual development, the establishment of a humanistic way of life, awareness of their historical cultural, national and spiritual belonging to the Motherland and understanding of the democratic prospects for its development in the modern world.
The understanding of patriotism has a deep theoretical tradition that goes back centuries. Already Plato has reasoning that the motherland is more precious than father and mother. In a more developed form, love for the Fatherland, as the highest value, is considered in the works of such thinkers as N. Machiavelli, Yu. Krizhanich, J.-J. Russo, I.G. Fichte.
The idea of patriotism as the basis for the unification of Russian lands in the struggle against a common enemy is already clearly heard both in The Tale of Bygone Years and in the sermons of Sergius of Radonezh. With the liberation of the country from the foreign yoke and the formation of a single state, patriotic ideas acquire a material basis and become one of the forms of manifestation of state patriotism, the most important direction in the activities of state and public institutions.
Many thinkers and teachers of the past, revealing the role of patriotism in the process of personal development of a person, pointed to their many-sided formative influence. So, for example, K.D. Ushinsky believed that patriotism is not only an important task of education, but also a powerful pedagogical tool: “Just as there is no person without pride, so there is no person without love for the fatherland, and this love gives upbringing the right key to a person’s heart and a powerful support for fighting it.” bad natural, personal, family and tribal inclinations.
I.A. Ilyin wrote: “People instinctively, naturally and imperceptibly get used to their environment, to nature, to their neighbors and culture of their country, to the life of their people. But that is precisely why the spiritual essence of patriotism almost always remains beyond the threshold of their consciousness. Then love for the motherland lives in souls in the form of an unreasonable, objectively indefinite inclination, which either completely freezes and loses its strength until there is proper irritation (in times of peace, in eras of calm life), then it flares up with a blind and unreasonable passion, the fire of an awakened, frightened and hardened instinct, capable of drowning out in the soul the voice of conscience, and the sense of proportion and justice, and even the demands of elementary meaning.
In the explanatory dictionary of V.I. Dahl, the word "patriot" means "lover of the fatherland, zealous for its good, fatherland lover, patriot or fatherlander". Patriotism as a personality trait is manifested in love and respect for one's Fatherland, compatriots, devotion, readiness to serve one's Motherland. The Pedagogical Encyclopedic Dictionary gives the following definition of patriotism: “... love for the fatherland, for the native land, for one's cultural environment. With these natural foundations of patriotism as a natural feeling, its moral significance as a duty and virtue is combined. A clear awareness of one's duties in relation to the fatherland and their faithful fulfillment form the virtue of patriotism, which from ancient times also had a religious significance ... ".
Patriotism is a spiritual phenomenon that has great stability, persists for a long time in the people when it is destroyed, and dies in the 3rd-4th generation. True, essentially spiritual patriotism presupposes disinterested, selfless service to the Fatherland. It was and remains a moral and political principle, a social feeling, the content of which is expressed in love for one's Fatherland, devotion to it, pride in its past and present, desire and readiness to defend it. Patriotism is one of the deepest feelings, fixed by centuries of struggle for the freedom and independence of the motherland.
Patriotism is an element of both social and individual consciousness. At the level of public consciousness, patriotism means the national and state idea of the unity and originality of a given people, which is formed on the basis of traditions, stereotypes, customs, history and culture of each particular nation. At the level of individual consciousness, patriotism is experienced as love for the Motherland, pride in one's country, the desire to know, understand and improve it. Thus, patriotism is one of the constituent elements of the structure of social consciousness, which reflects: the attitude of the individual to the Fatherland, to the Motherland, to the people.
A.N. Vyrshchikov, M.B. Kusmartsev believe that patriotism is not a movement against something, but a movement for the values that society and man have. Patriotism is, first of all, a state of mind, soul. Hence, according to A.N. Vyrshchikova, M.B. Kusmartsev, the most important domestic sociocultural postulate comes out, revealing the meaning of education: the highest value is a person who knows and is able to love, and the highest value of a person himself is love for his Motherland. “The idea of patriotism at all times has occupied a special place not only in the spiritual life of society, but also in all the most important areas of its activity - in ideology, politics, culture, economics, ecology, etc. Patriotism is an integral part of the national idea of Russia, an integral component of domestic science and culture, developed over the centuries. He has always been regarded as a source of courage, heroism and strength of the Russian people, as a necessary condition for the greatness and power of our state.
True patriotism is humanistic in its essence, includes respect for other peoples and countries, for their national customs and traditions, and is inextricably linked with the culture of interethnic relations. In this sense, patriotism and the culture of interethnic relations are closely related to each other, act in an organic unity and are defined in pedagogy as “such a moral quality that includes the need to faithfully serve one's homeland, the manifestation of love and loyalty to it, the awareness and experience of its greatness. and glory, his spiritual connection with her, the desire to protect her honor and dignity, to strengthen her power and independence with practical deeds.
Thus, patriotism includes: a feeling of attachment to the places where a person was born and raised; respect for the language of their people; care for the interests of the big and small Motherland; awareness of the duty to the Motherland, upholding its honor and dignity, freedom and independence (defence of the Fatherland); manifestation of civic feelings and loyalty to the Motherland; pride in the social, economic, political, sports and cultural achievements of their country; pride in one's Fatherland, for the symbols of the state, for one's people; respect for the historical past of the Motherland, its people, its customs and traditions; responsibility for the fate of the Motherland and its people, their future, expressed in the desire to devote their work, the ability to strengthen the power and flourishing of the Motherland; humanism, mercy, universal values, i.е. true patriotism presupposes the formation and its long-term development of a whole complex of positive qualities. The basis of this development is the spiritual, moral and socio-cultural components. Patriotism acts in the unity of spirituality, citizenship and social activity of the individual, who is aware of his inseparability, inseparability from the Fatherland.
The main functions of patriotism of a Russian citizen at the beginning of the third millennium are: “preservation, savings and gathering of Russian statehood; reproduction of patriotically expressed social relations; ensuring the comfort of human life in this socio-cultural environment; protection of the state and national interests of Russia, its integrity; identification of a person in the socio-cultural environment of one's own small Motherland and correlation of oneself in the space of a large Motherland; mobilization of the resources of the individual, a particular team, society, state in ensuring social, political and economic stability; civil and patriotic meaning formation in the life position and strategy of the individual; tolerance in the process of consolidation of Russian society”.
The principles of patriotism are one of the forms of expression of spiritual, moral and ideological requirements, in the most general form revealing the content of service to the Fatherland that exists in modern Russian society. They express the fundamental requirements regarding the essence of serving the Fatherland, ensuring the unity of interests of a person, a team, the nature of relationships between people in society, the state, determine the general direction of human activity and underlie private, specific norms of behavior. In this regard, they serve as criteria of morality, culture, patriotism and citizenship.
The principles of patriotism are of universal significance, embrace all people, and consolidate the foundations of the culture of their relationships, created in the long process of the historical development of each particular society. Among the basic principles of A.N. Vyrshchikov, M.B. Kusmartsev include: national-ideological, public-state, socio-pedagogical.
Nature, parents, relatives, Motherland, people - not by chance words with the same root. By definition, A.N. Vyrshchikov, this is “a kind of space of patriotism, which is based on the feelings of the Motherland, kinship, rootedness and solidarity, love, which is conditioned at the level of instincts. It is necessary, because we do not choose parents, children, Motherland, place of our birth.
2.2 Patriotic education
Patriotic education is the formation of spiritual, moral, civic and ideological qualities of a person, which are manifested in love for the Motherland, for one's home, in the desire and ability to preserve and increase the traditions, values of one's people, one's national culture, one's land. The general goal of patriotic education, according to G.K. Selevko, - to educate the younger generation in love for the Motherland, pride in their Fatherland, readiness to contribute to its prosperity and protect it if necessary. Patriotism manifests itself in childhood, develops and enriches itself in the social, especially spiritual and moral sphere of life. The highest level of development of a sense of patriotism is inextricably linked with active social activities, actions and deeds carried out for the benefit of the Fatherland and on the basis of democratic principles for the development of civil society.
Patriotic education is carried out in the process of involving students in active creative work for the good of the Motherland, instilling a careful attitude to the history of the Fatherland, to its cultural heritage, to the customs and traditions of the people - love for the small Motherland, for their native places; education of readiness for the defense of the Motherland; studying the customs and culture of different ethnic groups. The upbringing of a patriot is one of the cornerstone tasks of a modern educational institution.
Solving the problem of patriotic education of students, it is necessary to focus our efforts on shaping their value attitude to the phenomena of social life of the past and present. As G.K. Selevko, a feature of modern patriotic education is the increase in the importance of regional and local components of patriotism. He suggests the following ways of effective patriotic education: “using the updated content of humanitarian education, primarily historical; creation of a model of an educational institution based on the principles of the Russian national school; implementation of tourism and local history programs, activation of search work; further development of multidisciplinary museums and exhibitions, organization and expansion of all types of local history activities, including the preparation of author's programs, the participation of teachers and students in local history conferences, heroic-patriotic actions, and in collecting material on the history of their native land.
In order to form in the younger generation a conscious attitude towards the Fatherland, its past, present and future, to develop patriotic qualities and national self-awareness of students, to develop and deepen their knowledge about the history and culture of their native land, about the exploits of grandfathers and great-grandfathers in protecting the Motherland, the teacher must have such qualities as high culture, morality, citizenship, to be a patriot of their country, to love and respect their native land.
On the eve of the celebration of the 65th anniversary of the Victory in the Great Patriotic War, we conducted a survey among former schoolchildren of 1-2 year students of the Ryazan State Radio Engineering University. The results of the survey showed that not all students have patriotic qualities. They know about the exploits of their grandfathers and great-grandfathers, but are little interested in the historical events of the past. Few people watched patriotic broadcasts dedicated to the 65th anniversary of the Victory in the Great Patriotic War. In our opinion, teachers need to be more actively involved in the work on the formation of feelings of patriotism by means of various subjects.
It should be noted that patriotism acts in the unity of spirituality, citizenship and social activity of an individual who is aware of his unity with the Fatherland. It is formed under the influence of many factors: in the process of training and socialization of the younger generation, but the main role is played by education. After all, it has always had a decisive impact on the formation of the individual and, accordingly, on the well-being of the whole society. At the same time, it should be borne in mind that the main creator of the educational system is the people themselves.
Vyrshchikov A.N., Kusmartsev M.B. note that “the significance of patriotism at the beginning of the third millennium lies in the fact that it acts as a powerful mobilization resource for the development of the individual, the team, society and the state, activating the energy of citizens in solving the problems of social and state development for high dedication in order to achieve a common goal - to preserve and development of Russia, the desire to preserve and promote the development of statehood, socio-economic and spiritual spheres, social ideals and values.
The conditions for the presence of patriotism are the possibility of reproduction of the family, ethnic group, people, nationality, the presence of a society perspective, energy, spiritual, moral, socio-economic balance and harmony in the relations of the individual, family, society, state. The demand for patriotism for each subject of the community. Patriotism can also be formed as a defensive reaction to the displacement, infringement of the natural life of an ethnos, nation, people.
So, summing up, I would like to note that in solving the problems of civic-patriotic education of the modern generation, young people themselves should first of all take part, realizing the importance of their participation in the life of the Motherland, love, know and respect its culture, traditions and history. However, both the state and the family, school and university should direct the actions of young people in the right direction. And their main task is to interact in order to form national self-consciousness, citizenship and patriotism among today's youth.
3 The problem of patriotism of modern youth in Russia. Distinctive features of the modern period.
Beginning in the 1980s, complex processes took place in society, the results of which became apparent only by the mid-1980s. The pace of economic development slowed down sharply, and the former ideological guidelines were lost. The aggressiveness of the environment, social instability increased, the nature of communication between people changed, which was associated with the loss of traditions of community, mutual assistance and mutual support. The increasing alienation of young people from officially promoted social values, schools, and families was revealed. A one-child, conflict, often incomplete family has ceased to fully fulfill educational functions. Young people increasingly felt the lack of demand for knowledge and talent in society. Gradual erosion, "thinning" of the cultural layer, cultural traditions, intelligence, depreciation of such a phenomenon as patriotism - these and other similar factors greatly hampered the implementation of an effective educational policy. The collapse of the old system of education led to the fact that, having not learned the value of patriotism and collectivism, the younger generation was formed on the values of extreme individualism and selfishness.
But what about the patriotism of today's youth? I have to state the fact that the current moral state of young people can now be characterized by the concept of frustration. This is a loss of perspective, and growing confusion and anxiety, and uncertainty about the future, and a sense of hopelessness, deception, the dominant attitudes to live “one day”. A very big problem is that now the generation of the early 90s is entering adulthood, a generation that no longer found the Soviet Union with its more or less well-established values, a generation that was born in a completely different country. The change in the value system did not keep pace with the more rapid change in public sentiment. Patriotism, the development of which used to devote a lot of effort, gradually turned from a necessary element in the education of the younger generations, into something superfluous, out of date. The development of patriotism among young people was treated more and more formally, thereby discouraging the desire to be a patriot and casting doubt on the appropriateness of this personal quality. The collapse of the old system of education led to the fact that, having not learned the value of patriotism and collectivism, the younger generation was formed on the values of extreme individualism and selfishness. The fall of the communist regime in Russia could not only mean a change in the political order or the dominant ideology. The most important component of this process was the destruction of the well-established ideas of the Soviet people about themselves and their place in the world, which caused a massive identity crisis and, as a result, the destruction of the foundations of Soviet patriotism. Thus, the new generation began its life in a country that completely lacked any ideology or value system. Since nothing in our world tolerates emptiness, the resulting vacuum quickly began to be filled with technologies for the destruction of national identity. These include primarily: the liberal market doctrine; "mass culture" with its cult of violence, selfishness, sex, anti-intellectualism; a system of pressure on public opinion, causing apathy, indifference; the introduction of destructive religious sects and teachings, etc. As soon as a person breaks away from the whole (social environment, nation, homeland), he inevitably falls into the trap of values devoid of social, civic content. This is the basis for the development of personality egoism. If society is not interested in the problems of the individual, then the response of an unprotected individual is aggression against society, antisocial behavior in various forms: crime, terrorism, drug addiction, etc. On the one hand, a person in modern Russia strives to live in a society professing traditional values, and at the same time enjoy the achievements of modern science and technology. In Russia, two systems of values clashed: liberal, which replaced the socialist one as its antithesis; and traditional, developed over many centuries. As a result of this, the number of people who have become characterized by sociocultural ambivalence associated with a bifurcation of value consciousness, which manifests itself in the simultaneous pursuit of opposite values, has significantly increased.
As you know, when there is too much freedom, it corrupts a person. So material values began to prevail over moral ones. What does the average young person consider valuable? Money, a car, nice clothes, partying on the weekends. In this case, there is no room for patriotism at all. And almost no one thinks that it is impossible to live like this. The most interesting thing is that young people understand and accept patriotism as a value, but poorly represent it in practice. There are no worthy examples of patriotism in modern society, and if there are, it is not customary to remind young people of them.
In the minds of the Soviet people, the image of the defender of the Fatherland, Goodness, justice (fabulous, collective and real) was firmly formed; the way of life of an ascetic, the image of the wisdom of a statesman, the image of the will of a commander.
A powerful factor in education was the image of a hero (A. Matrosov, M. Panikakha, Z. Kosmodemyanskaya, O. Koshevoy, pioneer heroes, etc.) and the image of a heroic act (night ramming in the air, crossing the front line, defense of Pavlov's house, etc. .), the image of the masculine ascetic Father and the image of the sacrificial-feminine Mother.
These images appear as examples of patriotism, morality, spirituality, tolerance, selflessness, courage, the will to win, etc.
They acted and act in various forms of human value orientations, and science has yet to explore the range of values that led the soldier into battle, and the home front worker to overcome incredible fatigue. And what is happening today? In order not to be unfounded, I will give an example of statistics. Young Petersburgers were openly asked a question about the hero of our time. It turned out that 82% of respondents cannot name specific heroes (and 37% believe that there are none at all, 36% simply do not know them, 9% think that there are heroes, but do not know who they are). Such are the fruits of the deheroization and debunking of everything and everything in the last 15-20 years. And when there is no model for behavior, young people simply do not understand who to take an example from, and due to the lack of worthy role models, they look for their ideals on their own, for example, on the TV screen. Needless to say, what kind of example can a person discover for himself simply by turning on the TV? The influence of the media on the consciousness of young people is greater than ever, and this cannot but upset.
But not everything is so sad for today's youth. I would like to cite some data from my research on the issue of patriotism among young people. In the top of the first 5 associations for the word "Motherland" there are such words as: family, place of birth, home, country, friends. The problem also lies in the fact that young people do not fully know the symbols of their homeland to the question: name the authors of the modern Russian anthem? Most of the respondents know the author of the words than the author of the music. About 10% are confused about the colors of the flag.
1) What is patriotism in your opinion? (not 3 options) respect for one's Motherland, pride in one's country97.3%love for one's motherland86.1%love for one's family, loved ones79.7%2) Choose the most appropriate, in your opinion, definition of patriotismPatriotism is devotion and love for to one’s fatherland, to one’s people (Dictionary of Ozhegov and Shvedova). 57.3% Patriotism is a moral and political principle, a social feeling, the content of which is love for the fatherland, pride in its past and present, willingness to subordinate one’s interests to the interests of the country, the desire to protect interests of the motherland and its people (Encyclopedia of Sociology). 33.5%3. What is true patriotism manifested in? In strengthening the family and raising children in the spirit of patriotism 76.6% in work with full dedication of forces in their specialty 21.1% 5. To what extent, in your opinion, do the following areas of patriotic education influence the formation of patriotic values among the younger generation? (no more than 3 options) meetings with veterans of the Great Patriotic War, local wars 81.6% personal example and your attitude to patriotism 67.3% patriotic literature 56.8% What, in your opinion, still needs to be done by the state to educate patriotic values among children and youth? (no more than 3 answers) accustoming children to sports, creating accessible sports sections, supporting initiatives for the development of children's sports; 85.5% raising the prestige of the country (increasing the role of Russia in the international arena); 63.1% personal example, examples of war heroes; 48 .4% What do you think military service is? Is it a waste of time67.6% Is it my civic duty 24.3% Is it all-round development of you as a person Did the military service of your relatives influence your life choices Yes28.1%No71.9%Have you ever felt proud of our country?Yes94.7%No5.3%Have you ever felt shame for our country?Yes81, 6% No 18.4% Would you like to be born in another country than Russia? Yes 4.7% No 61.9% Difficulty 33.4% Would you like to move to another region of Russia? Yes 84.1% No 5.3% Difficulty10, 6% Would you like to leave Russia for another country for permanent residence?Yes33.8%No45.3%Difficulty20.9%Do you consider yourself a patriot?Yes68.8%No t31.2%
Today more and more people are talking about patriotism, about the patriotic feelings of Russians. And this is natural. Love for the Motherland has become a powerful emotional motive in the public mind, significant for various social groups. Patriotism has become a kind of defensive reaction to the theses propagandized in the last decade that "Russia is incapable of civilized development" and "hopeless ahead" awaits it. This kind of patriotism is called reactive patriotism . It arises as a response to various kinds of national, cultural, religious, territorial infringement. The collapse of the USSR, the defeat in the Cold War, the fall of our country's prestige in the international arena, local military conflicts, all this became a breeding ground for the growth of such an unnatural consciousness and feeling, embodied in the form of images of enemies, traitors, dissidents, and so on. Such patriotism is VERY common, especially among the youth. Among those who call themselves patriots, there are about 90% of them. This phenomenon is quite dangerous, since such people have a certain inferiority complex, it is also called Homo Sovieticus . It manifests itself in the fact that a person feels a certain superiority of a Western person, for example, he dresses better or drives a more expensive car. A defensive reaction can manifest itself in a variety of forms - up to extreme nationalism, chauvinism and xenophobia. Not everyone is able to distinguish real patriotism from other concepts that hide behind it. Patriotism does not oppose a person's awareness of his belonging either to his ethnic group or to all of humanity. Patriotism is about loving your people and respecting other peoples. Patriotism is not a movement against something, but a movement for the values that society and man have. Patriotism is, first of all, a state of mind, of the soul. Patriotism is when you love your people, and nationalism is when you hate other peoples. And each of us must realize the difference in these concepts.
Chapter III. Formation and education of patriotic feelings
1 The process of heroic-patriotic education in Russia
The very management of the process of heroic-patriotic education is associated with the identification of the influence of the following components on this process: factors, conditions, as well as methods, forms and means of education. Since in the process of education there are many connections between the internal state and external conditions, we are dealing with many factors.
An analysis of the main internal factors showed that: the emotional factor is expressed in stable emotional states, love for the Motherland, loyalty to the Fatherland, respect for traditions, culture, native language, citizens, law and order; the cognitive factor reflects the mental activity of the individual, his cognitive activity; the volitional factor is associated with the readiness for law enforcement activities, the application of targeted efforts of a protective nature in the process of educational, research, and practical activities; the praxeological factor is characterized by inclusion in active protective activity.
Along with internal factors, there are also external factors. These include state policy. The highest task of the state is to create conditions for ensuring the personal and property security of citizens, strengthening their confidence in the future. Another external factor is social needs, expressed in the type of education of the individual and the adaptability of the education system. Citizens' trust in the state is determined by how it "protects its citizens from the arbitrariness of racketeers, bandits and bribe-takers," and if the legislative and executive authorities, courts, and law enforcement agencies fail in some way, then the authority of the government as a whole is undermined. The external factors of the upbringing process should also include this or that team, the socio-cultural environment in which the individual exists. The next external factor is parents, relatives, friends as a reference group. Their socio-economic preferences, interests, lifestyle and field of activity, attitude to market realities, the current socio-economic situation, in general, largely determine the process of education. And finally, one cannot ignore such an external factor as the family. This factor has become dominant for many in the transition to market relations.
The functioning of factors is always associated with the presence of necessary conditions, which are divided into external and internal. The external conditions of education should include: awareness of the goals of education by teachers; their preparedness for their professional activities; availability of a program (plan) of heroic-patriotic education; management approach to it.
The effectiveness of external conditions increases when they are combined with internal conditions, which is expressed in the degree of coordination between the activities of teachers and students. These conditions include:
) comprehension by the educated of the need to develop patriotism and heroism;
) the presence of a value orientation for mastering professional knowledge and skills;
) involvement in various activities and performance of various roles;
) correction of patriotic needs and their elevation.
So, the factors act as the driving force of heroic-patriotic education, and the conditions create an environment in which these factors are realized. Their relationship gives the process of education a dynamic character.
The legal basis and normative sources of patriotic education at the present stage are:
The Constitution of the Russian Federation;
· Federal laws of the Russian Federation: "On military duty and military service", "On veterans", "On the days of military glory (victory days) of Russia", "On perpetuating the Victory of the Soviet people in the Great Patriotic War of 1941-1945";
· Decree of the President of the Russian Federation of January 10, 2000 No. 24 "On the concept of national security of the Russian Federation";
· Decree of the Government of the Russian Federation of February 16, 2001 No. 122 "On the state program "Patriotic education of citizens of the Russian Federation for 2001-2005";
· other regulatory legal acts of the Russian Federation, subjects of the Federation and municipalities in the part relating to issues of patriotic education.
Thus, the legal framework allows creating a nationwide system of patriotic education.
This system includes the relevant state institutions, public organizations, the regulatory, legal and spiritual and moral base of educational, educational and mass educational activities, as well as a set of measures to form patriotic feelings and consciousness of citizens of the Russian Federation.
This system covers all levels of educational activity, starting with the family, educational institutions, labor and military collectives and ending with the highest bodies of the state. It involves the organization of events of a patriotic orientation both at the federal and regional levels, in individual teams, and the conduct of individual educational work.
The system is designed to ensure the targeted formation of an active position among citizens, to promote the full involvement in the solution of national problems, to create conditions for the development of state thinking, the habit of acting in accordance with Russia's national interests. It should prepare young people, as well as encourage representatives of other generations to such a nature of vigorous activity, in which knowledge and life experience are combined with a position of civic duty and ownership of the fate of the Motherland, personal interests - with public ones.
The responsibility for the functioning of the system lies with the state, as the most highly organized and equipped subject of patriotic education, which does not remove the moral responsibility for its functioning from society, its groups and strata, and every citizen.
The main ideas of the concept of heroic-patriotic education are defined:
· the idea of protecting the interests of Russian citizens;
· the idea of preserving the integrity of the country;
· the idea of interaction between public authorities and civil society institutions;
· the idea of pedagogical support of the process of formation of the object-subject of education.
The conceptual apparatus of the concept includes such concepts as: patriotism; heroism; heroic-patriotic education.
The theoretical core of the concept can be placed:
· general laws of development of higher mental functions, discovered by L.S. Vygotsky (the law of transition from natural to cultural forms of behavior (mediation), the law of transition from social to individual forms of behavior (sociogenesis), the law of transition of functions from outside to inside (growing), the law of awareness and mastery (of the highest stage of development));
· consequences of the general laws of development of higher mental functions (internalization, source of development, driving forces of development, prerequisites for development, zones of actual and immediate development, social situation of development, ideal form, neoplasm, socialization and individualization, the relationship of consciousness, self-esteem, self-regulation and basic needs for self-affirmation and self-expression in the process of developing individual potential);
· general laws of pedagogical anthropology;
· general laws of pedagogical activity (interaction, mutual understanding, choice, other dominance, innovation potential, development);
· laws and postulates of self-actualization of personality, formulated in humanistic concepts of personality.
The principles of building a system of heroic-patriotic education are combined into three groups:
) principles that characterize the requirements for the formation of a system of heroic-patriotic education (the conditionality of the functions of education by its goals, the optimality of the ratio of intra- and infrafunctions of heroic-patriotic education, complexity, efficiency, simplicity, optimality, scientific character, consistency, multidimensionality);
) principles that determine the direction of development of the system of heroic-patriotic education (concentration, continuity, adaptability, continuity, rhythm);
) the principles underlying the theory and practice of heroic-patriotic education and ensuring this process (a new system of values - a person; development as a general and dominant principle; protection is one of the most important principles of personality-oriented pedagogy, reflecting the willingness and ability of the teacher to help the student in critical situations of development; cultural self-determination - a principle that reflects the nature of the process of creating and implementing an individual's system of ideas about the space of social culture, about his place and the cultural content of communication in this space; personal orientation; partnership; technologization; personalization; acceptance and self-acceptance; reflection; self-determination; self-development; subjectivity as a basic category of anthropological pedagogy and human psychology, which determines the general principle of the existence of human reality, the direct self-existence of a person).
The model of the pedagogical system of heroic-patriotic education includes goals, pedagogical tasks, methods and technologies, conditions of education, forms of organization of pedagogical activities for education, social and chronological interval of education, criteria for the effectiveness of the conceptual model of education. It is set by the content of the structural-functional invariant of the pedagogical system and has a structural organization. The architectonics of the pedagogical system model is presented in four basic substructures:
· conceptual - foundations, values, patterns, principles;
· normative - goals, programs, criteria, standards;
· technological - means, conditions, forms, methods;
· procedural - tasks, actions, assessments, results.
The core of the model of the system of heroic-patriotic education is the structural and functional invariant of pedagogical activity, which, as a unit of analysis and design of pedagogical activity, makes it possible to single out particular models for designing and implementing the process: a model of an information block, a model of a block of design and regulation, a model of a block of internal conditions of activity, a model of procedural block, a model of a block of methods of activity, a model of external conditions of activity. Heroic-patriotic education involves the transition from the simplest forms of behavior - impulses, inclinations, desires, needs, interests, motives - to cultural forms of behavior and activities associated with the implementation of social ideals, beliefs and worldview in general. Such a transition cannot be carried out without relying on the law of rotation.
This means that with the assistance of a teacher, a representative of the younger generation consistently masters the increasingly complex roles of their social activity: observer - performer - creator - organizer and initiator. The development of these roles is carried out in the process of solving various problems, and later - in the process of practice.
Conclusion
Summing up the above, it can be argued that patriotism among today's youth is going through hard times. This is evidenced by the fact of the concentration of state interest in the problems of patriotism education among citizens of the Russian Federation, which is enshrined in the state program "Patriotic education of citizens of the Russian Federation for 2006-2013". These problems can and must be solved not tomorrow or next year, but right now. Russia must either spiritually revive or disappear. Russia's tomorrow depends on how measured and far-sighted the measures taken today to instill patriotism in the younger generation will be.
It is the focus on the social demand of young people, the awareness by adolescents and young people of their “need”, significance for society, the social order for youth creativity and activity that give a huge positive impetus to the development of the values of patriotism, dramatically increase its effectiveness and impact on public consciousness, self-education and self-improvement. Russia, having gone through the reforms of the late 20th century, is capable of recreating a strong, socially oriented state, successfully adapted to the trends of the world community, if there is a state will and a development strategy. The patriotic potential of Russia's integration into the world community includes: cultural and historical spiritual values; sufficient reasonableness of personal needs and their compliance with collective, public and state; the predominance of the spiritual principle over the material; community and catholicity; the ability to reproduce the spiritual and moral potential, household and cultural environment of life and more.
In the current situation of Russia's development, more than ever, it is necessary to revive spirituality, educate the population, especially young people, in the spirit of patriotism, love for the Fatherland, stop the propaganda of violence, cruelty, a way of life that is not characteristic of us. The Russians have a great mind and a feat of arms of their ancestors, a mighty culture, and courage and stamina, a sense of responsibility to the Motherland, they do not hold. Without the rise of civic consciousness, the patriotic potential of the population and Russian statehood, one cannot count on success in the revival of the Fatherland. In the implementation of patriotic education, new conceptual approaches are needed, first of all, the realization that the formation of patriotism cannot occupy a secondary place or be the subject of speculation in the political struggle.
There was a feeling of an artificial break with part of the Fatherland, a desire to restore what was lost; a sense of closer continuity with pre-revolutionary Russia is being restored; there are processes associated with the desire to form the Russian Federation as an independent and self-sufficient Fatherland. Russia has always been rich in its people. And our task is to preserve our human potential, to defeat immorality, lack of spirituality, to oust values and views imposed from outside and alien to us, to stop the decay of youth. Developing morality and patriotism,
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Introduction 2
1.1. Features of patriotic education at the stages of development of society. 4
1.2. The relevance of civil - patriotic education in modern Russia. 7
Chapter 2. The problem of patriotic education worried and worries many. 10
Conclusion 17
Literature 19
Introduction
Early 21st century for Russia - the time of the formation of civil society and the rule of law, the transition to a market economy, the recognition of man, his rights and freedoms as the highest value.
The growing role of civil society in Russia, new geopolitical realities determine the order to the education system for the formation of a socially oriented generation of Russians. Among the most important tasks of the general education school, civic education and upbringing is of particular importance. In this regard, a deep theoretical understanding of the problem of civic education of the younger generation, purposeful work to determine and implement the conditions for its civic development is necessary. The need for deep attention to the problem of civic education is also caused by the processes taking place in the youth environment. In science, prerequisites have been created for solving the above problem in the works of the classics of Russian pedagogy (L.S. Vygotsky, A.S. Makarenko, V.A. Sukhomlinsky, K.D. Ushinsky, etc.).
Strengthening the educational function of education, the formation of citizenship, diligence, morality, respect for human rights and freedoms, love for the motherland, family, and the environment is considered as one of the directions in the field of education.
The search for ways to resolve these contradictions makes the chosen topic relevant. The purpose of the work is to identify and substantiate the leading paradigms of the formation and development of civic education of schoolchildren in Russia, to identify current trends and problems in the development of civic education.
In the "Concept for the modernization of Russian education for the period up to 2010" priority areas were identified, among which one of the main ones was: strengthening the educational potential of the educational process, organizing effective civil (patriotic) education.
Currently, civic education is in its infancy, which includes the development of the content of civic education, the development of democratic principles in the life of educational institutions and the organization of social practice for students.
The main goal of patriotic education is the education of a citizen for life in a democratic state, civil society. Such a citizen must possess a certain amount of knowledge and skills, have a well-formed system of democratic values. As well as the willingness to participate in the social and political life of the school, local communities.
The formation of the civic competence of schoolchildren is inextricably linked with the formation of their fundamental values of Russian and world culture, which determine civic consciousness, which is the main goal of patriotic education today.
In the process of forming democratic value orientations, it is important to educate a child on the basis of the socio-cultural and historical achievements of the multinational people of the Russian Federation, the peoples of other countries, as well as the cultural and historical traditions of their native land.
Civic (patriotic) education is aimed at the formation of the civic competence of the individual. The civic competence of an individual is a set of readiness and abilities that allow him to actively, responsibly and effectively implement the whole range of civic rights and obligations in civil society. Put your knowledge and skills into practice
Chapter 1. The history of the development of civic education of citizens in Russia.
1.1 Features of patriotic education at the stages of development of society.
In the official pedagogy and school of pre-revolutionary Russia, the religious-monarchist paradigm of civic education, based on the principle of moral-Orthodox duty, was dominant. In the early 1920s, in Western pedagogy, the problem of patriotic (civil) education finally emerged as an independent educational problem, and the very term "patriotic education" was fixed. Rein, F Paulsen, G. Kershensteiner developed the concepts of civic education, which were based on the idea that effective state educational institutions - the labor school and the army should improve the citizen as part of the social whole.
The implementation of civic education, G. Kershensteiner argued, can lead the majority of the population, previously blindly subordinate to the state, to the path of its conscious support and will be the best defense against the danger of the tyranny of the majority, the rule of the mob, party tyranny.
In the work “The Concept of Civic Education”, Kershensteiner specified the content of civic education: this is the consistent accustoming of children and adolescents to conscientious work for the benefit of the state. The most important quality of a citizen, as emphasized by the German teacher, is the awareness of his work as necessary for the state, and therefore requiring thoroughness and responsibility.
In the "Explanatory Dictionary of the Living Great Russian Language" V.I. Dahl, two meanings of the concept of "citizen" are given: "city dweller, city dweller", and "member of a community or people under one common administration". And citizenship is revealed as “the state of the civil community; the concept and degree of education necessary to constitute a civil society”. It follows that the concept of "civil society" was used in Russia, but, in contrast to its Western, predominantly legal interpretation, it had a pronounced moral content.
So, in the characterization of "civil virtues", which Dahl defined as "peaceful and peaceful; honor, love and truth”, traces the specifics of the understanding of citizenship in Russia, which consisted in an emphasis on spiritual and moral unifying principles, the priority of morality over law.
The post-revolutionary period is characterized by an interruption in continuity in the development of the theory of civic education. In the first post-revolutionary years, the goal was to establish the state of the dictatorship of the proletariat, to educate the "new man", and to create a new proletarian culture.
The idea of cohesion, adopted by Soviet pedagogy from the previous period in the development of the theory of patriotic (civil) education, in a country split into warring classes, was correlated not with the people, but with the proletariat of the country and the world. A citizen in the first years of Soviet power was characterized as a selfless fighter for the victory of communism in the country and on a global scale.
According to the Constitution of the RSFSR of 1918, the entire working population of the country belonged to the citizens, but from the point of view of ideological and moral qualities, practical participation in solving the problems facing the state, not all of them could be called such. To resolve this contradiction, civic education was called upon. The following goals were put forward: to prepare the younger generation to assume the functions of the subject of democracy, the master of the state and the worker, to make the school an instrument for the spiritual liberation of the masses, so that the child learns in it “to be the master of life, its creator” (N.K. Krupskaya).
The beginning of the collectivization of agriculture and the proclaimed offensive of socialism along all fronts marked the transition to a new period in the life of the country, associated with the growth of the personality cult, the reduction of amateur beginnings in the life of society. The development of civic education in the period from 1928 to March 1953 is characterized by a return to the education of citizens' trust in the state and their unconditional acceptance of the prevailing official values and norms, an orientation towards asceticism. The concept of "civic education" was absorbed by the concept of "communist education", the concept of citizenship" was absent in dictionaries and reference books.
The period of the “thaw” is characterized by the emergence of the idea of civic education on a democratic basis, an appeal to the idea of a labor polytechnic school that can most successfully form a citizen. In the works of V.A. Sukhomlinsky again raised the problem of the spiritual foundations of civic education, it is shown that citizenship is formed on the basis of the development of simple moral standards - honor. Humanity, hard work.
The period 1985 - 1993 is characterized by a crisis of civic education in connection with the radical and often unreasonable breaking of everything created earlier, the proclamation of the thesis of the self-worth of the individual in isolation from civic responsibility.
Starting from 1993 to the present, it is characterized by the formation of the rule of law and civil society. At this stage, the definition of citizenship as an integrative quality of a person was fixed, allowing a person to feel legally, socially, morally and politically capable, the goal of civic education began to be designated as the formation of youth as a subject of democracy, i.e. pedagogical thought at a new level returned to the thesis of the 1920s. about a citizen as a subject of democracy.
The concept of "patriotism" is returning to Russian politics. For the first time in many years in Russia, the ideals of patriotic consciousness - service to the Motherland, loyalty to one's Fatherland and readiness to fulfill civic duty - were assigned to the guidelines of social and educational policy, the importance of patriotism education as the basis for consolidating society and strengthening the state was recognized.
The organization of the state system of civil-patriotic education is the basis for the policy of forming the patriotic consciousness of citizens. The system of civil and patriotic education includes: the formation and development in educational institutions of all types of such socially significant values as citizenship and patriotism; mass patriotic work carried out by state structures and public organizations; the activities of the media, scientific organizations, creative unions, aimed at highlighting the problems of civil and patriotic education.
1.2. The relevance of patriotic education in modern Russia.
Patriotic (civic) education is a single complex, the core of which is political, legal and moral education and upbringing, implemented through the organization of training courses, extracurricular and extracurricular activities, as well as the creation of a democratic way of school life and the legal space of the school, the formation of social and communicative competence of schoolchildren, by means of academic disciplines.
Civic (patriotic) education in a general education school sets itself the following tasks:
- to lay the basic moral values, norms of behavior, the formation of a person who is aware of himself as a part of society and a citizen of his Fatherland, the child's communication skills develop;
- to form a system of values and attitudes of behavior of a teenager, helps to acquire the knowledge and skills necessary for a future independent life in society;
- to deepen, expand knowledge about the processes taking place in various spheres of society, about the rights of people, the civic position of a person, his socio-political orientation is determined;
- in the process of social activities, students improved their readiness and ability to protect their rights and the rights of other people, were able to build individual and collective activities.
Various aspects of civic education are presented in works on the theory and methodology of education (E.V. Bondarevskaya, V.G. Bocharova, O.S. Bogdanova, B.S. Gershunsky, V.A. Karakovsky, B.T. Likhachev, T N. Malkovskaya, N. D. Nikandrov, T. A. Stefanovskaya, A. N. Tubelsky, S. N. Chistyakova, G. N. Filonov, M. I. Shilova, N. E. Shchurkova, E. A. . Yamburg and others). The problem of the formation of various aspects of citizenship is discussed in the studies of L.N. Bogolyubova, N.M. Voskresenskaya, B.F. Gorelik, A.Yu. Lazebnikova, V.I. Kuptsova, I.L. Sudakova, Ya.V. Sokolova, G.N. Filonova, L.L. Khoruzhey and others. The analysis of scientific research allows us to state their undoubted theoretical and practical significance for solving the problem of the civic development of a person, however, it should be noted that most of these approaches were formalized in the second half of the 20th century and do not reflect the realities of the current stage of social development in Russia. In modern conditions, the need to resolve the contradictions between the public and state order for the education of socially active citizens and the insufficient attention of the modern school to the formation of the civic position of students is significant; between the need of adolescents for civic self-realization and the insufficient development of pedagogical conditions for the formation of their civic position in the educational process of a general education school
The conditions in which Russian society finds itself today are, on the whole, so far unfavorable for the formation of a patriotic self-awareness in the younger generation, oriented toward lofty civic ideals. Therefore, we can identify a number of factors that contradict civil and patriotic education and limit its effect:
- Russia is currently experiencing a spiritual crisis, following the collapse of communist values, its liberal alternative has also been called into question;
- the concepts of the common good and social justice are thoroughly discredited;
- The search for a national idea that could help overcome the spiritual crisis and consolidate society did not bring the desired results.
- the decline of public morality, which cannot be stopped without the priority attention of the state to the upbringing of the younger generation. However, in the 1990s, the priority of the school reform was to shift the focus from the educational activities of an educational institution to the introduction of a liberal model of education (the humanistic nature of education, the priority of universal human values, freedom and pluralism in education). Very soon it became obvious that in this model, education does not have the special significance that it has acquired in traditional Russian culture and pedagogy, namely, it is not aimed at the spiritual and moral development of a person in the process of education.
- a single All-Russian Pioneer Organization was replaced by small children's organizations, which were supposed to emphasize the pluralism of youth policy and its freedom from any ideology. Once in a new market environment, without state support, these organizations could not effectively influence the upbringing of children and youth. Patriotic values were monopolized by radical groups of the left and right.
- however, the formation of the state system of education does not promise quick success. This is hindered by the general unfavorable state of the social environment: an exorbitantly high level of social differentiation of the population, the destruction of collectivist principles and patterns of behavior, alienation of people from civic ideals and social values;
- the moral education of a person cannot be considered in isolation from the social expectations of a person and the possibilities of his self-realization. Here the formula works in full measure: what is today's society - such is youth, what is today's youth - such is tomorrow's society.
All of the above factors are not conducive to the development of civil and patriotic self-awareness. Only the revival of Russian society, a positive change in the moral and psychological climate in the country can stop these negative processes. This alone makes the principles of civil and patriotic education relevant, and their consistent implementation an urgent social and pedagogical task.
Chapter 2. The problem of patriotic education worried and worries many.
A.S. Makarenko noted that patriotism is manifested not only in heroic deeds. A real patriot is required not only to have a “heroic outburst”, but also long, painful, hard work, often even very painful, uninteresting, dirty work. Of particular importance in the study of issues of patriotic education are the works of V.A. Sukhomlinsky. He emphasized that one of the main educational tasks of the school is to prepare for simple, everyday, everyday work, work for society as a patriotic activity, and the very activity of children, organized by the teacher for this purpose, is the driving force behind the formation of the personality of a growing citizen. I agree with Sukhomlinsky's opinion that love for the Fatherland becomes fortitude only when a person has images associated with his native land, language, when a feeling of pride arises from the fact that all this is your Motherland.
According to O.R. Schaefer (2003) the spiritual and moral values of the nation are the ideological basis of patriotic education in the modern school. Then the essence of patriotic education in modern conditions can be interpreted as the development of a sense of personality, patriotic consciousness, based on the humanistic spiritual values of one's people.
S.E. Matushkin considers patriotism from the point of view of the psychological and pedagogical aspect as an integrative moral quality that has a complex content and structure.
Sh.Sh. Khairullin points out that patriotism is a manifestation of a person's spiritual culture. At the same time, the main link of spiritual culture is moral culture. This is a complex mental phenomenon, which is characterized by a close unity of broad ethical knowledge, moral beliefs, feelings, the need to live in accordance with universal moral standards, to help people, to bring them good.
Based on the analysis of works related to the education of patriotism, it seems to us that it is legitimate to invest in this concept the following semantic content: patriotism is a synthesis of the spiritual, moral, civic and ideological qualities of an individual, which manifest themselves in love for the Motherland, for one's home, in the desire and ability to preserve and increase the best traditions, values of their people, their culture.
Singling out patriotic education as a relatively independent direction of educational work, it is necessary to note its organic relationship with other areas (civil, moral, labor, aesthetic and other types of education), which is a much more complex combination than the ratio of the whole and the part. This is also due to the fact that, firstly, patriotism arises and develops as a feeling, becoming more and more socialized and elevated through spiritual and moral enrichment. Secondly, understanding the higher development of the feeling of patriotism is inextricably linked with its effectiveness, which in a more concrete sense is manifested in active social activity, actions and deeds carried out by the subject for the benefit of the Fatherland. Thirdly, patriotism, being a deeply social phenomenon in nature, is not only a facet of the life of society, but the source of its existence and development, acts as an attribute of the viability, and sometimes the survival of society. Fourthly, as the primary subject of patriotism is a person whose priority social and moral task is to realize his historical, cultural, national, spiritual and other belonging to the Motherland as the highest principle that determines the meaning and strategy of her life, full of service to the Fatherland. Fifthly, true patriotism is in its spirituality. Patriotism as an exalted feeling, an irreplaceable value and source, the most important motive for socially significant activity, is most fully manifested in an individual, social group, who has reached the highest level of spiritual, moral and cultural development. True, essentially spiritual patriotism presupposes selfless, selfless service to the Fatherland up to self-sacrifice. In connection with this opinion, V.I. Lutovinov, when organizing the educational process, it is legitimate for a teacher to take into account the remark that the systematic deep enrichment of all aspects of educational work with patriotic content is a necessary condition for the education of a patriot.
The implementation of patriotic education is based on a set of principles that reflect the general laws and principles of the educational process, and the specifics of the patriotic education of students in a general education school. These include: the conditionality of patriotic education by the development of society and the events taking place in it; the conditionality of the content, forms, methods, means and techniques of patriotic education by the age and individual characteristics of students, the dialectical unity and organic connection between the educational material and the content of extracurricular and extracurricular activities; integration of patriotic education with other areas of educational work; reliance on new concepts of organization and implementation of the educational process and on a new understanding of the basic pedagogical concepts; reliance on the positive qualities of the personality of the pupil and the creation of a favorable psychological atmosphere in the process of pedagogical interaction, coordination of interaction between the school, family and the public in the system of patriotic education.
Taking into account the peculiarities of patriotic education in modern society, the goal of this process is defined as the education of a convinced patriot who loves his Motherland, devoted to the Fatherland, ready to serve him with his work and protect his interests.
However, for the process of education and formation of patriotism, it is necessary to know not only its essence and content, but also those internal or, as they are sometimes called, psychological structural components, which in their totality act as carriers of this personality trait. As in other moral qualities, in patriotism the following of these components can be distinguished: need-motivational; ideological, intellectual and emotional; behavioral; estimated; strong-willed.
Need and motivation as a combination of psychological reasons that explain human behavior characterize the motives and interests of a person. This component is organically included in the structure of the concept of "patriotism", as it involves the characteristics of interests, aspirations, goals, motives of human activity related to serving the Motherland. The ideological component is based on knowledge, beliefs, ideals, and value orientations. The allocation of the intellectual-emotional component is due to the ratio of emotional and rational-cognitive, i.e. intellectual principles of patriotism and patriotic consciousness. Being a product of human development, feelings are connected with the work of consciousness, i.e. knowledge, attitudes and beliefs. As P.M. Yakobson: “The feeling of patriotism ... is formed mainly during school years. In the future, it becomes more mature and conscious. Therefore, it is essential that all the moments of a child's acquaintance with his native country, with its culture, with its past, with spiritual wealth give rise to a deep emotional response in him. In beliefs, the unity of moral knowledge and feelings of a person is manifested. They are the ideological and psychological component of consciousness, directly stimulating human behavior, the choice of actions and deeds. And beliefs are manifested in practical activities, including the formation of skills and behavior. When carrying out activities, a person acts consciously, controls his behavior, overcomes the obstacles that arise. It has to do with the will.
All selected components are closely related and represent a holistic unity. These components constitute a complete set, from which no component can be excluded without violating the isolation, i.e. they are necessary and sufficient to characterize the concept of "patriotism".
But the idea of the patriotism of the individual, in my opinion, will be incomplete without the introduction of levels of patriotism: patriotism in words; patriotism in words, but with individual patriotic deeds; patriotism in actions that require the manifestation of courage, sacrificing one's life.
Thus, when it comes to the formation of patriotism, the essence of educational work in this case should be to create such pedagogical conditions that would really contribute to the excitation of these internal contradictions in schoolchildren and encourage them to develop these qualities in themselves. To such pedagogical conditions V.I. Andreev says:
1. The study of history, traditions, culture, one's people, one's region, one's Motherland.
2. Participation in various kinds of competitions, competitions for the honor of the school, city, region, Russia.
3. Discussions, conferences on the problems of ecology, conservation of natural and material resources of the region, region, country.
4. Participation in children's, adolescent and youth movements.
5. Demonstration of the achievements and successes of Russia in the field of space, aviation, medicine, sports and other areas.
6. Tourist trips around the country, meetings with interesting personalities, patriots of their Fatherland.
7. Visiting various exhibitions reflecting the achievements of Russian craftsmen, artists, architects, etc.
For these purposes, teachers and class teachers use a variety of forms of work, both academic and extracurricular.
Work on patriotic education should be carried out comprehensively, in the unity of its constituent parts and taking into account the age characteristics of the student.
I would like to talk about the experience of our gymnasium, which has chosen patriotic education as a priority. On the second floor of the gymnasium building there is the Glory Gallery, where portraits of participants in the Great Patriotic War are placed - dead and living students of the school. We are constantly working with veterans of our microdistrict.
On the eve of May 9, every year, children congratulate and invite veterans of our microdistrict to class hours. Their speeches at the lessons of courage, their stories about battles with the enemy, about the exploits of fighting friends often serve as an impetus for the beginning or activation of search work. With their support and assistance, the Stand of Military Glory and the Book of Memory are being created.
In our school for many years there has been a school museum, which the staff is very proud of - it is a center for the patriotic education of schoolchildren. It hosts class hours, meetings with veterans of the Great Patriotic War, extra-curricular activities, reading contests. The earlier the museum enters the life of children, the more space it takes in the future, stimulating cultural needs and demands, shaping tastes. At the same time, the role of museums is great in the assimilation by schoolchildren of the rich historical experience that they study in the classroom at school, in deepening the knowledge gained in the process of his or another educational course with a projection on the features of the social, historical, cultural development of the region.
Leonov's words “Great patriotism starts small: with love for the place where you live, they fully reveal the problem of patriotic education of students. It is impossible without love for one's land, one's home, parents, school, village to bring up a great broad feeling - love for one's Fatherland.
Conclusion
Summing up the work, we summarize the above. The growing role of civil society in Russia, new geopolitical realities determine the order to the education system for the formation of a socially oriented generation of Russians. Among the most important tasks of the general education school, civic education and upbringing is of particular importance. In this regard, a deep theoretical understanding of the problem of civic education of the younger generation, purposeful work to determine and implement the conditions for its civic development is necessary.
The public need for civic education of the individual is recorded in a number of documents of the Ministry of Education of the Russian Federation. In them, education is defined as the unity of teaching and upbringing, as a process of mastering the rules and norms of generally accepted relations between the individual and society. At the same time, the goal of civic education is to prepare students for a responsible and meaningful life and work in a democratic legal state, civil society.
Russia's international obligations, in particular, its membership in the Council of Europe, recognition of the jurisdiction of the International Court of Human Rights require from citizens and society an incomparably higher level of legal culture. Society will have to take a fresh look at the continuity of generations in terms of protecting Russia's national interests.
In the history of civic education and upbringing in Russia, researchers distinguish three major stages: the tsarist (1901-1917), Soviet (early 20s - late 80s of the 20th century) and post-Soviet (1991 -2005). The study of the state of civic education of schoolchildren made it possible to identify a number of contradictions that remain barriers to the creation of a system for educating a Russian citizen.
One of the indispensable conditions for truly civic education and upbringing is the restructuring of the school system on a democratic basis, the introduction of democratic relations into school life itself. In other words, the creation of a democratic way of life in the school.
Patriotic education should be formed and developed within the framework of the educational system of the school, and occupy a special place and become increasingly important in connection with democratic changes in society, the need for a legal culture and the constructive participation of citizens in government.
In modern Russian conditions, it is important to preserve among the younger generation the faith inherent in Russian patriotism in the real and potential capabilities of the Motherland, to instill high responsibility for its fate, and, if necessary, stand up for its defense.
Speaking about the patriotic education of the younger generation, it must be emphasized that it is necessary to fight for the youth, sparing no means. What we invest in our guys today will give corresponding results tomorrow.
The centuries-old history of our peoples shows that without patriotism it is unthinkable to create a strong state, it is impossible to instill in people an understanding of their civic duty and respect for the law. Therefore, patriotic education is always and everywhere considered as a factor in the consolidation of the whole society, is a source and means of spiritual, political, economic revival of the country, its state integrity and security.
Literature
1. Agapova I.A. Patriotic education at school. - M., 2008.
2. Bogolyubov L.N. (head), Kinkulkin A.T., Ivanova L.F., Kishenkova O.V., Vinogradova N.F. Kozlenko, N.N. Vyazemsky E.E. - The concept of civic education in a secondary school // Teaching history and social studies at school M: 2009, No. 9.
3. Vyrshchikova A.N. Patriotic education: organizational support, mechanism and structure of management. // Volgograd, 2008 .
4. Kuznetsova L.V. Formation and development of civic education of schoolchildren in Russia: Goals, values, effectiveness: Monograph. Moscow: MGOPU im. M.A. Sholokhov, 2007
5. Kritskaya, N. F. Modern trends in the development of civic education // M .: Uchitel, 2009.
6. Pashkovich I.A. “Patriotic education: a system of work, lesson notes, lesson development. Volgograd: Teacher, 2009.
7. Fedorovskaya G.A. Military-patriotic education // Journal: Education of schoolchildren No. 3, 2008
8. Shefer O.R. Education of patriotism among schoolchildren as a pedagogical problem // Journal: Science and School No. 5, 2009
Introduction
The patriotic education of the younger generation has always been one of the most important tasks of the modern school, because childhood and youth are the most fertile time for instilling a sacred feeling of love for the Motherland. Patriotic education is understood as the gradual and steady formation of students' love for their homeland. Patriotism is one of the most important features of a comprehensively developed personality. Schoolchildren should develop a sense of pride in their homeland and their people, respect for its great achievements and worthy pages of the past. Much is required of education: its role in this regard cannot be overestimated.
Unfortunately, at present, patriotic education has practically come to naught, as they say. Many factors have contributed to this in recent years: the intensified instillation of opinions in the media about the erroneous path of Russia's development, the absence of a common state, so to speak, basic ideology. In addition, the education of patriotism is hampered by the lack of methodological literature in which teachers could find recommendations and advice on this issue.
Their meaning lies in explaining the real concepts of good and evil, turning the minds of students to the high ideals of national history and thereby creating in them independent ideas about the worthy global significance and intrinsic value of Russia. If the teacher in his daily work begins to regularly refer to the materials of the collection, then their use will allow raising a generation of people who are convinced, noble, ready for a feat, those who are usually called the short and capacious word "patriot". As students grow older, as researchers note, the so-called “spring of heroism” (A. Ya. Burshtein) begins to form, requiring implementation, but, no matter how insulting it is to state, it most often remains unclaimed. But the awakening forces
of a growing organism can find their application in adjoining antisocial organizations, the flow of which is growing year by year.
Therefore, the topic that I chose for the attestation work is relevant.
The relevance of the problem of patriotic education of children and youth
The formation of civil society and the rule of law in our country largely depends on the level of civic education and patriotic education. Today, the relationship of a Russian citizen with the state and society is changing radically. He received great opportunities to realize himself as an independent person in various areas of life and at the same time increased responsibility for his own destiny and the destiny of other people. Under these conditions, patriotism becomes the most important value, integrating not only social, but also spiritual, moral, ideological, cultural, historical, military-patriotic and other aspects.
In the conditions of the formation of civil society and the rule of law, it is necessary to educate a fundamentally new, democratic type of personality, capable of innovation, managing his own life and activities, the affairs of society, ready to rely on his own strength, to ensure his material independence with his own work. The modern school should make a tangible contribution to the formation of such a civic personality, which combines a developed moral, legal and political culture.
The institution of additional education for children, being a complex organism, reflects the nature, problems and contradictions of society and, to a large extent, due to its educational potential, determines the orientation of a particular individual, is responsible for the socialization of the individual. Children's age is the most optimal for the system of patriotic education, as it is a period of self-affirmation, active development of social interests and life ideals.
But the implementation of patriotic education only with the help of a knowledge approach is impossible. The new time requires from the institution of additional education of children the content, forms and methods of patriotic education that are adequate to modern socio-pedagogical realities. There is a need for the activity component of patriotic education. Only through active involvement in social activities and conscious participation in it, through changing the climate of the institution, the development of self-government can success be achieved in this direction.
Patriotic education in modern conditions, it is a purposeful, morally determined process of preparing the younger generation for functioning and interaction in a democratic society, for initiative work, participation in the management of socially valuable affairs, for the realization of rights and obligations, as well as strengthening responsibility for their political, moral and legal choice, for the maximum development of their abilities in order to achieve success in life. Civil-patriotic education contributes to the formation and development of a person who has the qualities of a citizen and patriot of his country.
Goal and tasks:
Target: creation of conditions for the formation of the personality of a citizen and patriot of Russia with its inherent values, views, orientations, attitudes, motives for activity and behavior.
This goal covers the entire pedagogical process, permeates all structures, integrating training sessions and extracurricular life of students, a variety of activities. Its achievement becomes possible through the solution of the following tasks:
Carrying out reasonable organizational activities to create conditions for the effective patriotic education of schoolchildren;
Formation of effective work on patriotic education, providing optimal conditions for the development of loyalty to the Fatherland, readiness to benefit society and the state for every teenager, young man and girl;
Affirmation in the minds and feelings of pupils of patriotic values, attitudes and beliefs, fostering respect for the cultural and historical past of Russia, for the traditions of the native land;
Attracting students to work on the revival and preservation of the cultural, spiritual and moral values of their native land.
Object of study- the process of patriotic education of children on the example of the department "Local History" in the center of children's creativity.
Subject of study- Pedagogical conditions of work on patriotic education of children.
Research hypothesis: if you approach the work of raising patriotism in children, then the process of education can be made more natural, effective. It can be assumed that if, on the basis of the basic program, a set of classes is developed aimed at improving the work of patriotic education of children, then the following results can be obtained:
Raise the level of development of the pupils of the Center;
Provide an integrated approach to the harmonious development of pupils;
To increase the effectiveness of educating children's cognitive interest in their native land, in their country
Theoretical foundations of patriotic education.
The transformation of Russian society in the 1990s led to fundamental changes in the directions of social development, which caused a certain stratification of society, a decrease in living standards, and a reorientation of values among the youth. Against the background of the aggravation of interethnic conflicts, as a result of the collapse of the single multinational state of the USSR, when there is an unspoken propaganda of violence through the media, and the priority of material values over spiritual ones is implanted in society, there are no conditions for the formation of a highly moral, socially active person with a clearly expressed civic position. Recently, nationalist sentiments have significantly increased in Russian society. Negativism, demonstrative attitude towards adults, cruelty in extreme manifestations have increased in the children's and youth environment. Crime has sharply increased and "younger". Many children today found themselves outside the educational environment, on the street, where they learn the difficult science of upbringing in harsh conditions. Over the past decade, we have practically lost an entire generation, whose representatives could potentially become true patriots and worthy citizens of our country.
Due to the post-crisis phenomena present in the socio-economic, political, cultural and other spheres of public life, it is required to raise the level of upbringing and education of the younger generation. One of the key areas of this activity is the creation of conditions for the education and development of the personality of a citizen and patriot of Russia, ready and able to defend its interests. In this regard, the problem of civil law and patriotic education becomes one of the most urgent.
Before highlighting possible practical approaches and forms of work in this direction, it is necessary to determine the variety of concepts and terms.
The understanding of patriotism has a deep theoretical tradition, rooted in the depths of centuries. Already Plato has reasoning that the motherland is more precious than father and mother. In a more developed form, love for the fatherland, as the highest value, is considered in the works of such thinkers as Machiavelli, Krizhanich, Rousseau, Fichte.
Recently, within the framework of this direction, the view of patriotism as the most important value, integrating not only social, but also spiritual, moral, cultural, historical and other components, has become increasingly widespread. Summarizing, we can give the following definition:
"Patriotism - one of the most significant, enduring values inherent in all spheres of the life of society and the state, is the most important spiritual asset of the individual, characterizes the highest level of its development and is manifested in its active self-realization for the benefit of the Fatherland.
Patriotism personifies love for one's Fatherland, inseparability from its history, culture, achievements, problems, attractive and inseparable due to their uniqueness and indispensability, constituting the spiritual and moral basis of the individual, forming her civic position and the need for worthy, selfless, up to self-sacrifice, service to the motherland.
The most important component of the educational process in the modern Russian school is the formation of patriotism and a culture of interethnic relations, which are of great importance in the socio-civil and spiritual development of the student's personality. Only on the basis of uplifting feelings of patriotism and national shrines is love for the Motherland strengthened, a sense of responsibility for its power, honor and independence, the preservation of the material and spiritual values of society, and the dignity of the individual develop.
Many thinkers and teachers of the past, revealing the role of patriotism in the process of personal development of a person, pointed to their many-sided formative influence. So, for example, K.D. Ushinsky believed that patriotism is not only an important task of education, but also a powerful pedagogical tool: “Just as there is no person without pride, so there is no person without love for the fatherland, and this love gives education the right key to the heart man and a powerful support for the fight against his bad natural, personal, family and tribal inclinations.
True patriotism is humanistic in its essence, includes respect for other peoples and countries, for their national customs and traditions, and is inextricably linked with the culture of interethnic relations. In this sense, patriotism and the culture of interethnic relations are closely related to each other, act in an organic unity and are defined in pedagogy as “such a moral quality that includes the need to faithfully serve one's homeland, the manifestation of love and loyalty to it, the awareness and experience of its greatness. and glory, his spiritual connection with her, the desire to protect her honor and dignity, to strengthen her power and independence by practical deeds.
The above definition allows us to understand the content of the concept of patriotism. It includes:
feeling of attachment to the places where a person was born and raised;
respect for the language of their people;
care for the interests of the Motherland;
awareness of the duty to the Motherland, upholding its honor and dignity, freedom and independence (defence of the Fatherland);
manifestation of civic feelings and loyalty to the motherland;
pride in the social and cultural achievements of their country;
Pride for one's Fatherland, for the symbols of the state, for one's people;
Respectful attitude to the historical past of the Motherland, its people, its customs and traditions;
· responsibility for the fate of the Motherland and its people, their future, expressed in the desire to devote their work, the ability to strengthen the power and flourishing of the Motherland;
humanism, mercy, universal values.
True patriotism presupposes, as can be seen from its definition, the formation and its long-term development of a whole complex of positive qualities. The basis of this development is the spiritual, moral and socio-cultural components. Patriotism acts in the unity of spirituality, citizenship and social activity of the individual, who is aware of his inseparability, inseparability from the Fatherland.
Nature, parents, relatives, Motherland, people are not by chance words with the same root. According to A.N. Vyrshchikov, this is “a kind of space of patriotism, which is based on feelings of the Motherland, kinship, rootedness and solidarity, love, which is conditioned at the level of instincts. It is necessary, because we do not choose parents, children, Motherland, the place of our birth.”
Patriotism is formed in the process of training, socialization and education of students. However, the social space for the development of patriotism is not limited to school walls. An important role here is played by the family and other social institutions of society, such as: the media, public organizations, institutions of additional education for children, religious organizations, health care institutions, law enforcement agencies, military organizations, social protection institutions, etc. All this must be taken into account by teachers in the process of educating students.
Issues of patriotic education of the younger generation are considered in a considerable number of manuals, methodological developments of innovative teachers. Many teachers of additional education are working in this direction. In their works, they made attempts, along with the general problems of shortcomings in the school curriculum, to reflect the problems associated with the formation of patriotism among the younger generation. Their interest in this topic is due to the recent intensification of work in Russia on the patriotic and civic education of young people, which means new requirements for the work of teachers of basic and additional education, the possibility of direct influence on the education of patriots, businessmen and healthy people determines their exceptional role.
Thus, the significance of studying the system of patriotic education of students lies in the fact that it is at school that the education of a citizen of the country is considered as one of the main means of national revival.
Practical interest in the topic at the present stage is justified by the need to understand the essence of patriotic education as an effective mechanism for the educational policy of the state in accordance with the ongoing changes and the requirements of the new socio-political situation and the reformed type of student.
To date, a certain legal framework for patriotic education. There are Decree of the Council of Ministers of the RSFSR No. 253 dated May 14, 1991 “On the pre-conscription training of young students in state general educational institutions of the RSFSR”, the Law of the Russian Federation “On the days of military glory (victorious days) of Russia” dated March 13, 1995, the Decree of the President of the Russian Federation “On measures of state support for public associations working on the military-patriotic education of youth "of May 16, 1996, the order of the President of the Russian Federation "On the establishment of general educational institutions - cadet schools (boarding schools) of April 9, 1997, the updated Law of the Russian Federation" On military duty and military service" of March 28, 1998, approved in March 1998, the Concept of military-patriotic education and the Decree of the Government of the Russian Federation "On the preparation of citizens of the Russian Federation for military service" of December 31, 1999.
The problems of patriotic education of the individual are reflected in the regulatory documents of the Ministry of Education of the Russian Federation: the state program "Patriotic education of citizens of the Russian Federation for 2006-2010" (dated June 11, 2005 No. 422), as well as the subprogram of the Ministry of Defense of the Russian Federation "Formation of conditions for civil formation, patriotic , spiritual and moral education of youth. Perpetuating the memory of the defenders of the Fatherland" within the framework of the federal target program "Youth of Russia" (2001-2005), which define the concept, content of the problem of patriotic education, goals and objectives, a system of program activities, mechanisms for implementing the program, which is the basis for organizing activities with children .
In the "Concept for the modernization of Russian education for the period up to 2010" priority areas of education are identified, among which the most important is the increase in the educational potential of the educational process. The task is to form schoolchildren's civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market. Thus, the orientation of the school is supposed not only to provide students with a certain amount of knowledge, but also to develop the moral qualities of the individual, including patriotism.
1.2. Local history work as a form of patriotic education
Until quite recently, one could only say “military-patriotic education”, since patriotism was associated only next to the image of the enemy. The demilitarization of the school, which is somewhat more successful than democratization, removed the course of initial military training, the obligatory "Zarnitsa" and "Eagles" from the curricula, although it retained "arming with knowledge" in the vocabulary of teachers and administration.
Patriotic education, like moral education, cannot be carried out according to instructions and voluntary-compulsory games that are appropriate in a military school and alien in a general education school. In order for a person to stand up for his Motherland without hesitation in case of danger, he must feel love for this Motherland that pierces to the point of pain in his heart.
Much connects a person with the place where he was born and raised. The native land, its people, nature, having passed through consciousness, become part of human destiny. Wherever we live, no matter what language we speak, Russia is our common, great, and only Fatherland. However, each of us also has his own, sweet corner of the earth, where he saw the light of the sun, took his first steps, got a start in life. This place - a city or a farm - is incomparable with anything else. This is our threshold of life, the Little Motherland.
Many methodologists believe that the main methodological principle of the patriotic education of students should be the knowledge and awareness of their Little Motherland. The patriotic education of students begins with the knowledge of the Little Motherland, with the knowledge of the smells of spicy steppe herbs, the mysterious breath of the sea depths, the singing of the lark in the sky. It is no coincidence that in pre-revolutionary Russia, the school curriculum included the subject "Motherland Studies", which was later renamed "Local Studies". In the explanatory dictionary of V.I. Dal we read: “Local history is a body of knowledge (historical, geographical, etc.) about individual localities or the country as a whole, it is a comprehensive study of one’s locality - nature, economy, history, life of people - mainly by local schools.”
“Local history is, first of all, local love,” recalled Professor S.O. Schmidt. “The most massive type of science,” academician D.S. Likhachev. High science merges here with the masses. Not only figuratively, but also literally. After all, the local history club is perhaps the only place where a gray-haired professor can discuss a common problem with a young teacher or a schoolboy from a distant farm.
The contribution of local historians to many sciences can hardly be overestimated. After all, without a comprehensive, comprehensive study of the native land (which is what local history does), it is impossible to form a person of culture.
And how not to recall here the words of Vitaly Zakrutkin:
"Love to motherland. Inescapable love for the place where you first saw the sun and your mother's head bowed over you, and heard the words of your father, and repeated them, knowing the beauty of your native language! Whose soul was not disturbed by this bright, pure, incorruptible love?
The motherland can do without us, but we are nothing without it. This great truth, to which V.A. Sukhomlinsky, every child should understand and feel. Any student who is interested in local history can choose an occupation to their liking. There are the following areas of local history work: geographical, artistic, historical, literary, ecological.
Geographic local history studies the climatic features of the area and their dynamics, forest and steppe tracts, hills, ravines, individual trees, mounds, fragments of landscape and sea areas, steppe mounds, individual mountains and dunes, soils, wildlife, streams and springs. Sculpture, architecture, art crafts, oral folk art, musical folklore, woodcarving, dance art, etc. can become the object of artistic local history research.
The subject of attention of local historians is the history of cities, towns, individual buildings, prominent personalities, enterprises, schools, social processes and phenomena, and the population.
Forms of local history work-- classroom and extracurricular, both active (the search itself, tourism, field work) and passive (working out field materials, excursion services in school museums).
Extracurricular local history work is search expeditions, tourism, local history theoretical circles, thematic evenings, competitions, olympiads, plein air (painting sketches from nature).
The end result of serious local history work is the school museum.
The quality and volume of local history work, the enthusiasm of children and the scope of their activities largely determine the personality of the teacher. You cannot count on success if you treat your work formally, without much personal interest. After all, children will immediately feel the official taste in communication.
Only after a good methodological preparation can one approach the practical implementation of one's ideas, because intuition alone is not enough in local history work. The content, topics and forms of work with children, the depth of elaboration of individual tasks, of course, depend on the age group.
In order for students to be able to fully feel the features of the school, imbued with its traditions, and then continue them, adults must know the kids well, their features.
Many teachers, from a very early age, form in children such important concepts as "Motherland", "patriot", "feat", "soldier-liberator". Students are led to the realization that patriotism is love for the Motherland, active, effective love, the desire to strengthen its power on its own.
Of interest are the lessons of courage. Veterans of the Great Patriotic War come to the institution to participate in them. Then you can conduct a review of the troops. Each detachment has its own uniform: pilots, tankmen, border guards, sailors. Refereeing is organized by older students. The honorary jury is veterans. Thus, the review of the troops actually opens the lessons of courage, refracting the continuity of generations in the patriotic activities of students.
Every year, together with their parents, teachers, veterans, students can participate in the laying of wreaths at the grave of soldiers. On the eve of this day, students, under the guidance of teachers, make artificial flowers, weave them into the frame of wreaths. Pupils understand well: they have been given a great honor - to prepare an important common cause and directly participate in it.
In the classroom, it is advisable to conduct cycles of conversations devoted to the symbols of the country: the creation of the State Emblem, the flag, the text and music of the anthem of the Russian Federation (such work in an accessible form can be started in the lower grades); specifically for younger students, one could advise the following topics: “Why is the flag of our Motherland a tricolor?”, “The coat of arms of the Russian Federation”, “How the coat of arms of the Russian Federation was created”.
Thus, the patriotic education of students is characterized by the emergence of a number of new forms, moreover, those that involve the inclusion of students in direct patriotic activities: “Zarnichka”, reviews of the system and songs, search for materials about the exploits of relatives and friends, fellow countrymen, assistance in equipping the museum exposition military glory, participation in patriotic ceremonies. An important prerequisite for the effectiveness of the patriotic education of students is their timely familiarization with the traditions that were born in the institution and aimed at training patriots.
Patriotic education has been and remains the most important link in the system of additional education for children. It is in the classroom that the foundation of patriotic consciousness, patriotic feelings and behavior of a citizen - a builder and defender of the Fatherland - should be laid. Practice shows that interestingly delivered extracurricular educational work compensates for the gaps made in the matter of education at school.
Discipline as one of the most important qualities necessary for the successful performance of military duty is formed precisely in the classroom.
Therefore, if the unity of the requirements of teachers in big and small is not achieved, neither the content of the educational process, nor the high individual skill of individual teachers will help out. It teaches, educates, disciplines, instills a high culture of work, first of all, the very organization of the educational process, in which there can be no trifles, everything is a “close-up”: and how the teacher entered the office, how the mutual greeting went, in which the state of the workplace of each student, etc.
Is the facility clean? Is the design style of the lobby, assembly hall, stairs, etc., the same? Do all classes start and end on time? Does every teacher know how to listen to the student to the end, will not allow himself to shout at his pupil, make comments in an insulting, degrading form of the child? All these and many other questions are integral parts of patriotic education. Patriotic education is of great importance for solving a number of educational and social problems.
Patriotic education is a certain system of content, forms, methods and techniques of pedagogical influences.
Methods of organizing patriotic education.
P.P. Blonsky, A.S. Makarenko, I.N. Russu, V.A. Sukhomlinsky, S.T. After analyzing the existing approaches in pedagogy to the methods and forms of organization of patriotic education, he singled out for himself groups methods, which can be represented by the following table:
| Method group | Methods | Method Properties | |
| I. | Methods formation consciousness personalities |
Persuasion, suggestion, conversations, lectures, discussions, example method |
Putting a teenager in the position of a full participant in the process, i.e. he is not an object for applying these methods, but he himself takes an active part in their use. |
| II. | Methods of organizing activities and forming the experience of civic behavior | Pedagogical requirement, requirement of the team, public opinion, assignment, method-requirement, creation of educational situations, collective creative work, method of projects | It is necessary to create situations in which a teenager would practice civic activity, realize his duties in relation to the team, society, and responsibility for his actions. It is important to demonstrate the importance of civic activity of adolescents for society. Traditions of behavior are formed with the help of regulatory requirements. |
| III. | Methods for stimulating activity and behavior | Competition, encouragement, punishment, mutual assistance, creating a situation of success | Teenagers need to be encouraged to correct their behavior. Stimulation in its various forms should be dosed and deserved. Stimulation encourages a teenager to analyze his own activities, programs further behavior. |
It is considered important when working with adolescents to observe the following principles :
The principle of systematic and consistent;
The principle of consciousness, activity of pupils;
The principle of respect for the individual, combined with reasonable demands;
The principle of relying on the positive in a person;
The principle of involvement in activities.
Forms of organization of patriotic education.
The form of organization of work on patriotic education is mainly collective, but group and individual forms of work are also used.
Patriotic education the younger generation has always been and remains one of the most important tasks of teachers of the municipal educational institution of additional education for children of the Center for Children's Creativity. The feeling of blood connection with the Motherland, the country is the basis of human morality. That is why this feeling must be developed in the child by all means.
The teachers of the Center build the educational process in such a way that a person with such wonderful human qualities as love for the Motherland, loyalty to honor and duty, comradely mutual assistance and solidarity, citizenship and collectivism can emerge from the walls of the institution.
Conclusion
So, from all of the above, we can conclude that the core of all civic education is patriotism and internationalism.
The school has always developed in the children of all the peoples of Russia a sense of freedom, unity, equality and brotherhood. The essence of the concept of "patriotism" includes love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people. Patriotism is inextricably combined with internationalism, a sense of universal solidarity with the peoples of all countries. A special place in international education is occupied by the formation of feelings of unity, friendship, equality and brotherhood, uniting the peoples of Russia, the culture of interethnic communication; intolerance towards manifestations of national narrow-mindedness and chauvinistic swagger. In this process, the role of a truly folk multinational culture, true to the truth of life, is great.
The 2002-2003 academic year is indicative of the fact that the teachers of the district, school collectives, administrative structures with a creative attitude launched work to celebrate the 60th anniversary of the Victory in the Battle of Kursk.
Patriotic work was carried out in the system in Belenikhinsky, Priznachenskaya, Beregovskaya, Zhuravskaya, Podoleshenskaya schools.
The possibilities of school museums, halls and corners of military glory were widely used, search work was intensified, a large number of various events were held.
Reviews, contests, competitions stirred up, united the efforts of the school, family, children's public organizations and associations.
Variety in form and content of the lessons of history, local history among the teachers of the Prokhorov gymnasium (Mishurin A.A., Selyukova V.N.), Prelestnenskaya secondary school (Krupskaya T.A.), Vyazovskaya secondary school (Volobueva L.Ya.), Belenikhinskaya secondary school (Kobzeva G.N.), Priznachenskaya secondary school ( Sulyaev N.M.). They provide fertile ground for the formation of citizenship and patriotism among students.
On our land, richly drenched in the blood of Soviet soldiers, museums, halls, corners of expositions of Military Glory have been created and operate in schools. A large search, excursion work in the museums of the Belenikhinsky, Priznachenskaya, Prelestnenskaya, Vyazovskaya schools, Prokhorovskaya gymnasium is yielding results. In an atmosphere of joint activity, cooperation and co-creation, children's free time is organized, the behavior of "difficult teenagers" is corrected, conditions are created for the self-realization of the personality of schoolchildren.
In total, 12 school museums (of local history, ethnography, natural science) have been certified in the region. According to the results of the review - competition, the museums of Belenikhinskaya, Priznachenskaya schools, Prokhorovskaya gymnasium became the winners.
An integral part of the district mass affairs with children are marathons, relay races, actions, meetings organized and held by the House of Children's Creativity:
> in 1998 - a competition of connoisseurs of the history of the Great Patriotic War
“Feats of fathers as a legacy to sons”, patriotic marathon “Human memory”, local history quiz “Front roads”;
> in 1999 - Relay race of patriotic deeds of schoolchildren "Traditions of fathers as an inheritance to sons",
> in 2000 - local history quiz "Memory of the land of Prokhorovskaya",
> in 2001 - the relay race of young patriots "Remember, protect, cherish", the competition of author's poems "Soldier's feat".
Such events form a civic position in children, preserve and support historical memory in the heart of the younger generation.
An important role is assigned in our district to children's public associations and organizations that from year to year improve the forms and methods of educating the child's personality.
Teachers skillfully use the potential of children's and youth organizations in the process of patriotic, civic, moral education.
There are 26 children's associations in the district, the program of each activity includes a patriotic direction. The patriotic organization "Slavyanka" operates in the Prokhorov gymnasium, the creative group "Timurovtsy" works in the children's association "Dom" of the Belenikhinsky secondary school, and the headquarters "Search" works in the pioneer organization "Sources" of the Podleshenskaya secondary school. More than 10 children's associations have taken the project "Fatherland" of the regional program "We are together" as the basis of their activities.
Issues of patriotic education are constantly considered and discussed at meetings of methodical associations, councils of the education department, at the collegiums of the district administration, at seminars with heads of educational institutions.
In the 2001-2002 academic year, 4 meetings of the RMO of teachers of history and social science were held. The problem they worked on: "Patriotic education of students through a system of lessons and extracurricular activities." This topic was taken because the schools of the district have accumulated rich material on local history, museums have been created, and local history Olympiads are held. All this makes it possible to more fully solve the problem of patriotic education of students.
To implement this area of work, history teachers within the framework of the RMO held open lessons, events, discussions of reports, abstracts, competitions of creative works of teachers. Lessons were given in the Prelestnenskaya secondary school (teacher Krupskaya T.A.) on the topic “Our region during the Great Patriotic War”, in the Prokhorov gymnasium (teacher Selyukova V.N.) on the topic “Museum as a place of patriotic education of students” . At educational and extracurricular activities, the main methods and forms of improving the patriotic education of students were shown. The most vivid and impressive was the creative work in the Belenikhinsky School in February 2002 on the topic "The Great Patriotic War in the fate of the country, in the fate of the village." Veterans of the Great Patriotic War, home front workers took an active part in its implementation. At the end of the event, a video film about the patriotic work carried out at the school was shown.
From class to class, as if on stairs, schoolchildren of the district rise in knowledge of the greatness of the feat of our people in the past war, in the battle on the Fiery Arc. This is evidenced by the results of district and regional creative competitions.
In the past academic year, the district methodological office recommended the leaders of the RMO to continue work on further instilling patriotism among students of educational institutions. In this regard, in January 2003, a meeting of the RMO of History Teachers was held at the Recognized School on the topic "Use of new pedagogical technologies in the process of patriotic education in the lessons of history and social studies." The Association of Life Safety Teachers held a seminar “Improving the Patriotic Education of Students through the Work of Military Patriotic Clubs” (on the basis of the Prelestnenskaya Secondary School), the plans of other MOs also included purposeful work on the patriotic education of students.
In June 2003, at the section of school deputies for educational work, a “round table” was held on the topic “Updating the content of educational work in general educational institutions”, where issues of spiritual, moral, patriotic and civic education of schoolchildren were discussed.
The regional approach is also reflected in the content of the educational process. With the introduction of the basic curriculum, such subjects as "Rhetoric", "Development of speech", "Speech and culture of communication", "Russian literature", "Fine arts and artistic work" are taught in schools. The programs of these courses improve students' knowledge of the Russian language, Russian literature, and provide for the study of Russian national traditions using local material. For such activities, children collect fairy tales and legends, proverbs and sayings that have absorbed the wisdom and humor of the Russian people, providing rich material for the development of schoolchildren's ability to see beauty both in everyday life and in the life around them. School teachers invite local craftsmen to their lessons and organize exhibitions of their work. These wonderful people talk about the features of ancient crafts, their connection with the present, share their creative experience with students.
Great attention is paid to the issues of improving the patriotic education of students at the Councils of the Education Department.
Thus, in November 2001, the formation and development of the educational systems of schools was analyzed. During the consideration of the problem, the positive work of the teaching staff of the Radkovskaya secondary school on the creation of a school-museum was noted, and in the resolution, school leaders were recommended to improve local history work as a system-forming component of the educational system of the school.
In April 2002, the issue “On the implementation of the resolution of the head of the Prokhorovsky district No. 365 of November 20, 2001 on the regional program “Patriotic education of citizens of the Prokhorovsky district for 2001-2005” was considered. The state of affairs has shown that pedagogical teams are organized and in a system, interestingly and figuratively building the educational process, taking into account the requirements of the present time, age characteristics and interests of children. In each educational institution, on the recommendation of the department, a “Program of Patriotic Education of Students for 2001-2005” was developed, and their implementation began in December 2001. A large number of patriotic events are held in schools every year. On the basis of the order of the Department of Education No. 166 dated September 20, 2001, military-patriotic clubs were created in most educational institutions of the district, led by teachers of life safety and history. An important role in the formation of morality, humanism, citizenship is played by children's public organizations and associations. Their activity programs are patriot education programs.
The regional team at the regional review - the competition of military-patriotic education entered the top ten.
The Board of Directors noted that:
1) a number of teaching staff of schools do not use the local history principle of education enough, as a result of which schoolchildren have a poor knowledge of the history of their native land;
2) due attention is not given to the preparation of young men for military service,
3) not all schools have created children's associations, in the programs of which there are projects of a patriotic nature.
Today, when Russian society is going through one of the most difficult periods of development, patriotic education in the educational process is of particular importance. With this in mind, in 2002 the work of permanent seminars for school directors, deputy directors of schools for educational work was planned.
In June 2002, at a seminar in the Prelestnenskaya secondary school on the topic "Patriotic education as the basis for the formation of civic qualities of a person," the heads of educational institutions of the district got acquainted with the structure of the educational system of this institution, in which the memory of glorious fellow countrymen, the heroic past of Russian people is carefully preserved, and also carry out purposeful work to update the content of education and upbringing.
In September 2001, on the initiative of the department of education and administration of the school, a cadet class was opened here. The purpose of its creation is to educate people who are ready for self-sacrifice for the sake of the Motherland, people who are capable of selflessly serving their Fatherland. His profile is that of a police officer. When communicating with the best specialists of the internal affairs bodies, children will not only learn the basics and content of the profession, learn to respect the work of investigators, police inspectors, traffic police officers, firefighters, guards, but also become stronger mentally and physically. During this class, students will receive the following types of training:
Radio engineering;
Driving and car repair;
Computer;
Sports and technical;
athletic;
legal training;
investigation case;
Study of traffic rules;
Psychological.
During the implementation of the "Project for the Creation of a Cadet (Police) Class at the Prelestnenskaya Secondary School in 2001-2002", the game and simulation principles will be combined with real live practice: hiking, competitions, shooting.
Every year in August, teachers of the district gather for a large pedagogical council. It has a significant positive impact both on teachers and on the educational and upbringing processes coming in the new academic year.
The leading theme in 2001 was "Problems of improving the quality of education and upbringing of students in the conditions of reforming the education system." The plenary part of the conference was organically combined with sectional forms, the content of which included analysis, study of best practices of teachers, recommendations on the following issues:
1) the role of museum pedagogy in shaping the personality of a student (section 1);
2) work with parents on the formation of patriotism among schoolchildren (section 2);
3) methods of organizing and conducting circles, studios, clubs with students of interest (section 3).
Pre-September meetings in 2002 summed up the results of the work and determined the main areas of activity of general educational institutions on the problem of "Spiritual, moral, patriotic and civic education of students." This is the development of the variability of the educational process, its different levels and different profiles, the improvement of management technologies, the creation of conditions for the maximum self-realization of the personality of each pupil, the maximum possible service for students.
The recommendations of the conference aimed its participants at educating the younger generation of the basic concepts that determine the spiritual life of the nation. Expositions of school museums should reflect the work with the family in compiling its genealogy and traditions of family education.
One of the recommendations of the August 2002 conference drew the attention of educators to the need for active cooperation with the councils of war and labor veterans, which are sometimes themselves the initiators of educational work with students. Communicating with veterans gives the younger generation the opportunity to feel our national virtues more deeply, to more acutely experience the attractiveness of the nature of the Russian person, to show which features of the Russian character cannot be allowed to disappear from the people's memory. Kindness, honesty, respect for elders, justice, masculinity, conscientiousness are the qualities that veterans instill in our children.
It should be noted that the subject of constant attention of the department of education and teaching staff is the health of children. The recommendations of the district events held on this problem are aimed at developing a healthy lifestyle among students, and contribute to the education of schoolchildren who are not indifferent to the fate of their school, their village, their country.
Patriotic education is a complex long-term process. It needs a coherent system of activities that take into account both the age characteristics and interests of students, and the need for a closer association here of the opportunities of the school, family and community. In order to implement the important tasks of patriotic education in 2002-2003 academic year. In 2010, a district sports contest for pre-conscription and draft youth, a district competition of school essays “My Russia”, a district competition for the best essay, essay, story dedicated to the 60th anniversary of the Victory in the Battle of Kursk, a district meeting of military-patriotic clubs, a regional conference “Improving the spiritual -moral and patriotic education of schoolchildren by means of museum pedagogy", a regional handwritten album - relay race "Belgorod - a small homeland, dear fatherland", dedicated to the 60th anniversary of the Victory in the Battle of Kursk and the 50th anniversary of the formation of the Belgorod region, was held classrooms on the course "Fundamentals of life safety".
In order to achieve a harmonious spiritual development of the child's personality, to instill in her the fundamental principles of morality, to form a careful attitude to the history and traditions of the region among schoolchildren, to provide rehabilitation assistance to young people affected by alcoholism and drug addiction, the education department together with the NOU "Prokhorovsky Orphanage - School" in 2003 a spiritual and educational center was created. It united the activities of libraries, schools, health care and social protection institutions in the village of Prokhorovka, as well as branches located in the settlements of the district. Ryzhkov, whose fund contains spiritual Orthodox, educational literature, biographies of saints, materials promoting a healthy lifestyle, video materials with information about Orthodox culture.
The structure of the center includes a family and pedagogical club, within which the functions
Maletina Olesya Vladimirovna
master student of the Chelyabinsk State Pedagogical University
At the national level, patriotic education of preschool children is one of the important areas in education.
Recently, the problem of patriotic education of children has become extremely relevant. The biggest danger that lies in wait for our society today is the destruction of the human personality. At the moment, material values have become more and more dominant over spiritual ones, so children's ideas about kindness, mercy, generosity, and justice are distorted. There is a lack of morality in the society. One of the characteristic manifestations of spiritual emptiness and low culture was the loss of patriotism as one of the spiritual values of our people. In recent years, there has been an alienation of young people from the national culture, the socio-historical experience of their people.
In modern conditions, the education of a person-citizen becomes the main social and state priority. The principles of state policy in the field of education, proclaiming a humanistic nature, the priority of universal values, education of citizenship, respect for human rights and freedoms, love for the environment, the Motherland, the family, ensuring the protection and development of the child by the education system of national cultures, regional cultural traditions and characteristics, defined by the Law of the Russian Federation "On Education" (Section 1, Article 2), "The Concept of Modernization of Russian Education for the Period up to 2010", the State Program "Patriotic Education of Citizens of the Russian Federation for 2006-2010".
The process of patriotic education must begin at preschool age. During this period, the formation of cultural and value orientations of the spiritual and moral basis of the child's personality, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society, begins the process of national and cultural self-identification, awareness of oneself in the world around. This segment of a person's life is the most favorable for the emotional and psychological impact on the child, since the images of perception of reality, cultural space are very bright and strong and therefore they remain in memory for a long time, and sometimes for life, which is very important in the education of patriotism.
Consider some of the judgments of leading scientists (Table No. 1).
Table number 1 - The opinion of scientists about patriotic education
|
K.D.Ushinsky |
“It is necessary to start educating children in patriotism from preschool age” |
|
V.A. Sukhomlinsky |
“Childhood is an everyday discovery of the world, and therefore it is necessary to make it so that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness” |
|
Ippolitova N.V |
"Patriotic education is a process of interaction between educators and pupils, aimed at developing patriotic feelings, forming patriotic beliefs and stable norms of patriotic behavior" |
|
Kozlova S.A. |
"Patriotic education of preschool children is a purposeful process of pedagogical influence on the child's personality in order to enrich his knowledge of the Motherland, the upbringing of patriotic feelings, the formation of skills and abilities of moral behavior, the development of the need for activities for the common good" |
|
Nikonova L.E. |
“This is the process of mastering the heritage of traditional domestic culture, the formation of attitudes towards the country and the state where a person lives” |
Today, as never before, it becomes clear that without the education of patriotism among the younger generation, neither in the economy, nor in culture, nor in education, it is impossible to confidently move forward, since our future must have its own spiritual and moral foundation, its own spiritual and moral core - Love for the Fatherland , to their homeland. From an early age, a person begins to realize himself as a particle of his family, his nation, his homeland. Therefore, it is from preschool age that one should instill in children a sense of dignity and pride, responsibility and hope, reveal to them the true values of the family, nation, homeland
Patriotism is one of the moral qualities of a person, which is formed already in preschool age, and, like any moral quality.
The correct organization of work on the patriotic education of older preschoolers is based, first of all, on knowledge of the age capabilities and psychological characteristics of children of this age.
In older preschool age, as psychologists note, neoplasms appear, indicating the possibility and necessity of carrying out special work on the patriotic education of children.
These include, first of all, the formation of moral feelings in preschoolers based on the enrichment of content, the growth of awareness, the depth and stability of emotional experiences.
Currently, work with parents is relevant and especially difficult, it requires great tact and patience, since in young families the issues of educating patriotism and citizenship are not considered important, and often cause only bewilderment.
In the family, the child learns basic social knowledge, acquires moral skills, perceives certain values and ideals that he needs to live in this society.
Most parents are concerned about ensuring the basic needs of the family (nutrition, children's health, housing), in second place are the values of the socialization process. All this led to a decrease in the educational potential of the family.
Modern psychological and pedagogical research shows that parents experience serious difficulties in teaching and raising children. They are worried about disobedience, conflict, imbalance, aggressiveness of preschool children, causes despair - poor development, lack of curiosity, passivity, parents do not know how to behave in difficult situations. It has been established that parents in the upbringing of their children use and show excessive severity. At the same time, most parents do not attach importance to the experiences of children, do not seek to establish their cause, considering them pointless and unmotivated.
The formation of patriotic feelings takes place effectively in close connection with the family. It is the parents who, using vivid, accessible examples of life, their work, the attitude of the state towards children, demonstrate to the child that not only relatives, but also the whole society, the whole country have hopes for him. Parents can also be advised such forms of involving children in public life as walks to the square, monuments to fallen soldiers, and other memorable places.
The results of theoretical research have led to the need to develop a set of pedagogical conditions that contribute to the effectiveness of the process of forming the foundations of patriotism in preschool children using the example of their native city. This complex assumes the following pedagogical conditions:
Interaction of preschool educational organizations and families, contributing to the formation of the foundations of children's patriotism;
The means of forming the foundations of patriotism will be: communication, fiction, folk art, games.
The education of the principles of patriotism and citizenship is one of the most important components of the moral education of preschoolers.
An analysis of normative sources allowed us to determine that in modern conditions, when radical changes are taking place in the life of society, patriotic education is becoming one of the central directions in working with the younger generation. Being a patriot means feeling like an integral part of the Fatherland.
Bibliographic
Kozlova, S.A. Preschool pedagogy: textbook. allowance for students. avg. ped. textbook establishments. - 3rd ed., corrected. and additional / S.A. Kulikova, T.A. Kulikov. - M.: Academy Publishing Center, 2001. - 416 p.
Moral and labor preschoolers / S.A. and etc.; edited by Kozlova. - M .: Academy, - 187 p.
Trubaichuk, L.V. Actual problems of preschool education: theoretical and applied aspects of socialization and social development of preschool children / materials of the 5th International Scientific and Practical Conference / Ed. Trubaychuk, L.V and others - Chelyab. state ped. un - t. - Chelyabinsk: Education, 2007. - 350 p.
Social and moral education of preschool age / Zyryanova and others; Shadradin Pedagogical Institute. - 3rd correction. and additional - : Publishing house of ShGPI, - 216 p.
Order of the Ministry and Science of the Russian Federation of October 17, No. 1155 "On the federal state standard for preschool registered with the Ministry of Justice of the Russian Federation on 14, 2013, No. 30384.
Patriotic education: relevance, goals, objectives
The history of our Motherland testifies that at all times, one of the main factors that ensured the cohesion of the people, helping them overcome difficulties and hardships, was patriotism - love for the Motherland, one's people, as well as the desire to serve the interests of the Fatherland by one's actions, to protect it from enemies . Patriotism is a complex and multifaceted phenomenon. Being one of the most significant values of society, it integrates social, political, spiritual and moral, cultural, historical components, to a certain extent it is a natural instinct for self-preservation of any nation when it feels bad. Patriotism acts in the unity of the deepest spiritual development of the history and culture of its people and active - active participation in solving the most important problems of modern society, as well as in the unity of spirituality, citizenship and social activity of a person who is aware of his inseparability from the Fatherland, the social significance of activities in the interests of its revival and reliable protection.
At present, the cult of entertainment and consumerism, ersatz - cultures, false life values are being implanted. Instead of the Matrosovs, Karbyshevs, good mothers and fathers, they become symbols - money, glamor, "rouble", success at any cost. Indifference, cynicism, unmotivated aggressiveness, disrespect for the state, and nationalism have become widespread in the public consciousness. There is a steady downward trend in the prestige of military service. The gradual loss of traditionally Russian patriotic consciousness by our society has become more and more noticeable. If such a model is finally established, then our people can turn into a thoughtless population, and nearby ideologically cohesive civilizations: the Muslim world, a growing China, and the United States of America showing imperial ambitions.
Consequently, one of the aspects of ensuring the national security of our country is the education of patriots of Russia, citizens of a democratic state with the rule of law, with a sense of national pride, civic dignity, love for the Fatherland, their people.
Under these conditions, the urgency of solving the problems of patriotism education is obvious, both at the state level and at the level of a single educational institution.
Goals patriotic education:
- Raising a sense of patriotism in students;
- Development and deepening of knowledge about the history and culture of Russia and the native land;
- Development of abilities to comprehend events and phenomena of reality in the relationship of the past, present and future;
- The formation of a multilaterally developed citizen of Russia in cultural, moral and physical terms;
- Development of interest and respect for the history and culture of one's own and other peoples.
Achieving the goal becomes possible through the solution of the following tasks:
- to form a conscious attitude to the Fatherland, its past, present and future on the basis of historical values and the role of Russia in the destinies of the world;
- develop citizenship and national self-awareness of students;
- create conditions for each student to realize their own civic position through the activities of student self-government bodies;
- to develop and deepen knowledge about the history and culture of the native land.
- to form in students a sense of pride in the heroic past of their homeland;
- physical development of students, to form their needs for a healthy lifestyle
- methodological support for the functioning of the system of civil and patriotic education
- to intensify the work of the teaching staff on civic and patriotic education
- to educate students in readiness to defend the Fatherland, actions in extreme situations