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Civic education as a reflection of the interests of the individual, society and the state

Civic education has an ancient history. The history of civic education also reflects the dualism of the interests of the individual, society and the state. In his works, Plato also noted the importance of civic virtue as a consequence of state power1. He thought morality only as a substantial universality of a state organism, and individuality as a breakdown and destruction of this universality. In the XVIII century. philosophical thought of European scientists gave rise to reflections on the policy2 and the separation of the state and society as independent subjects of the organization of the hostel. In this period, ideas about a citizen as a citizen, an active member of a civil community, and a citizen as a bourgeois, its economic subject, are differentiated. During this period, the problem of civic education also arises: “Under pressure to fight either with nature or with public institutions, we have to choose one of two things - to create either a person or a citizen, because you cannot create both at the same time.” 3

State and public, public and personal in correlation and mutual influence has always been in the sphere of attention of scientists. These problems, along with scientists from antiquity and the late Middle Ages, were considered by the philosophers D. Gauthier, T. Hobbes, I.V. Ilyenkov, B. Konstantin, I. Kant, H. Krings, A.F. Losev, N. Luman, N.O. . Lossky, K. Marx, V. S. Soloviev, P. A. Florensky, A. Ferguson, A. Schopenhauer, L. Strauss, F. Engels and others. Psychologists and educators pondered and wrote about this at different stages of the development of science. K.A. Abulkhanova, G.M. Andreeva, B.G. Ananiev, A. Adler, V.M. Bekhterev, Sh. Buler, A.V. Brushlinsky, L.A. Verbitskaya, B.G. Gershunsky, A.A. Derkach, I.A. Zimnaya, P.F. Kapterev, N.V. Kuzmina, S.V. Rozhdestvensky, V.Raikh, V. A. Slastenin, E. Erickson and others.

What is meant today by civic education? Characterizing the scope of a concept, many researchers define it as the impact of society on the individual as a whole; purposeful activities, designed to form a system of qualities, views and beliefs of the individual.

Thus, civic education, the formation of citizenship occurs both under the conditions of the spontaneous impact of factors of social life on a developing person, and under the influence of controlled circumstances, specially created conditions. Civic education, as an element of socialization of the individual, is carried out through the education and organization of the life of civil society.
Along with other areas of educational work defined in pedagogy (political, international, moral, aesthetic, labor, physical, legal, environmental, economic education), civic education of a person is necessary to achieve “acme”.

On the institutional basis, there are: family, school, out-of-school, confessional (religious), upbringing at the place of residence, upbringing in children's and youth organizations, upbringing in special educational institutions1. Modern psychological and pedagogical research (A.A. Gudzovskaya, N.L. Zhiltsov, N.A. Koval, S.V. Kalinina, L.E. Milovidova. E.S. Romanova, F.D.Rasskazov, etc. .) allow us to argue that the most important age stage in the development of citizenship is the senior school and student age - the age of professional self-determination and the formation of personality in the profession. In this regard, we can talk about the age stage of civil and professional development of the personality on the way to "acme".

According to the style of relations between educators and pupils, they distinguish authoritarian, democratic, liberal, free education; Depending on a particular philosophical concept, pragmatic, axiological, collectivist, individualistic and other upbringing are distinguished2. It should be assumed that the conceptual model of education that dominates in society will to some extent determine the characteristics of the formation and severity of the individual’s civic position, as well as the features of its manifestation in public life and professional activity.

If a person’s “acme” consists of many systems of public relations, public relations (I am my friends, I am my family, I am my work collective, I am the inhabitants of my city, I am the citizens of my country, etc.), then implemented in In society, the concept of civic education will inevitably fill the “acme” with certain content.

At the same time, it should be noted that the mental formations of the personality, which develop into citizenship as a property, have not been practically studied, as, however, the psychological and pedagogical conditions for the development of citizenship have not been studied either.
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Civic education as a reflection of the interests of the individual, society and the state

  1. Civic education as a reflection of the interests of the individual, society and the state
    Civic education has an ancient history. The history of civic education also reflects the dualism of the interests of the individual, society and the state. In his works, Plato also noted the importance of civic virtue as a consequence of state power *. He thought morality only as the substantial universality of the state organism, and individuality as the destruction and destruction of this
  2. The national interests of Russia, the interests of the individual and society in various fields
    Russia is one of the largest countries in the world with a long history and rich cultural traditions. Despite the difficult international situation and internal difficulties, it, due to the unique strategic position on the European continent and the world as a whole, significant economic, scientific, technical and military potential, objectively continues to play a significant role in
  3. The relevance of the problem of civic formation of personality in society
    In the general scientific definition of acmeology as a science that studies the laws of human development and its ascent to the top of personal and professional development, it is noted that this is a long, focused process. Along with the actual professional formation of the personality, a position is currently being formed in society more and more distinctly, suggesting the need for civil
  4. The relevance of the problem of civic formation of personality in society
    In the general scientific definition of acmeology as a science that studies the laws of human development and its ascent to the top of personal and professional development, it is noted that this is a long, focused process. Along with the actual professional formation of the personality, a position is currently being formed in society more and more distinctly, suggesting the need for civil
  5. "Acme" of citizenship as the pinnacle of civic maturity of a professional
    Based on the studies (A. S. Gusev, A. A. Derkach, V. G. Zazykin, A. K. Markov), it can be assumed that the achievement of “acme” citizenship as the highest stage of civic maturity is subject to certain acmeological patterns, which are sustainable relationships and relationships. For example, connections and relationships in the microenvironment of upbringing (family) and especially the movement of the individual towards
  6. "Acme" of citizenship as the pinnacle of civic maturity of a professional
    Based on the studies (A.S. Gusev, A.A. Derkach, V.G. Zazykin, A.K. Markov), it can be assumed that the achievement of acme citizenship as the highest stage of civic maturity is subject to certain acmeological patterns that are stable connections and relationships. For example, connections and relationships in the microenvironment of upbringing (family) and especially the movement of the individual towards
  7. Theory and practice of education of military personnel in the armies of foreign states
    Theory and practice of education of military personnel in foreign armies
  8. Reflected self-relation of personality and its dynamics
    In one of his monographs, S. L. Rubinstein addresses the problem of psychological cognition, which, from his point of view, is traditionally revealed through the attitude to the next opposition - self-observation or objective observation (Rubinstein, 1959). Staying, first of all, on the specifics of self-observation as a method of psychological cognition, S. L. Rubinstein claims that it
  9. Citizenship and professionalism. Acmeological conditions and factors of the civil formation of personality
    As you know, the fundamental category of acmeology, at this stage of its development, is the category of professionalism. According to the famous scientist A.A. Bodaleva, professional - “this is a subject of activity possessing such characteristics of the mind, will, feelings, or, if you want to look more generally, such mental properties that represent a stable structure, allow him to
  10. Citizenship and professionalism. Acmeological conditions and factors of the civil formation of personality
    As you know, the fundamental category of acmeology, at this stage of its development, is the category of professionalism. According to the famous scientist A.A.Bodalev, a professional is “a subject of activity possessing such characteristics of the mind, will, feelings, or, if you want to look more generally, such mental properties that represent a stable structure, allow him to
  11. Correlation of the ideal "peak" of personality development, its real state and method of improvement as an acmeological model of personality
    The subject of acmeology is the improvement of the personality in life, activity (profession, communication), leading to the maximum self-realization of the personality and the optimal method of implementation - the strategic nature of life, high professionalism, competent implementation of activities as a subject. Perfection of the essence of personality is achieved by the optimal integration of its psychological
  12. Correlation of the ideal "peak" of personality development, its real state and method of improvement as an acmeological model of personality
    The subject of acmeology is the improvement of the personality in life, activity (profession, communication), leading to the maximum self-realization of the personality and the optimal method of implementation - the strategic nature of life, high professionalism, competent implementation of activities as a subject. Perfection of the essence of personality is achieved by the optimal integration of its psychological
  13. Parenting as a process and system
    In the scientific and pedagogical literature, the phrase “structure of the pedagogical process” is most used, which is not entirely legitimate. A system is a multitude of elements that are in relationships, relationships with each other, forming integrity, unity. A process is a successive change of phenomena, states in the development of something, a sequence of actions to achieve any
  14. Spiritual and moral education as a pedagogical problem
    The formation of a spiritual, moral, perfect personality of a military man is one of the central directions of military education. People, being in a multitude of social and personal ties among themselves, must to some extent coordinate their actions with other members of the community, observe certain norms, rules and requirements. In each society for the regulation of human behavior
  15. Mental properties of the personality and their accounting in the training and education of military personnel
    When working with subordinates, it is necessary to take into account their temperament, which characterizes the intensity of the flow of psychological processes. It is a characteristic of the nervous system that is hardly changed during life and expresses its features, the ratio of the processes of excitation and inhibition. This ratio gives rise to three basic properties of the nervous system - strength, poise, mobility. Combination of these
  16. Education as a pedagogical phenomenon
    “The art of upbringing has the peculiarity that it seems familiar to everyone and is understandable to almost everyone, and even easier to others, and it seems all the more understandable and easier the less people know it, theoretically and practically.” / K. Ushinsky / Depending on how the concept of “education” is interpreted, much depends on the subsequent analysis and understanding of the essence
  17. Ilyin V. A. .. Psychosocial theory as a multidisciplinary approach to the analysis of social processes in modern society, 2009
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