What are life values - how are they formed. Human life values

Darina Kataeva

Every person has values in life. They are formed in childhood, and in adulthood they influence people’s actions, their decisions, and personal choices. Values are a reflection of the essence, the driving force that influences worldview and personality formation. What exactly are the values of life and how to choose them for yourself?

Where do life values come from?

Although a person’s values are a stable structure, they change under the influence of external circumstances and internal experiences. Fundamental value have the values that are laid in childhood. However, they do not arise instantly; they are formed over the course of life. The older a person becomes, the more stable his values are. For some, money, fame, power and luxury items are essential in life. Others consider spiritual self-improvement important, creative development, health, family and children.

For formation life values influence:

education and family;
Friends;
classmates;
team at work;
experienced trauma and loss;
economic situation in the country.

Basic values of human life

Although each person is individual, there are values that unite all people:

This has nothing to do with selfishness. Such love helps to achieve happiness in life and self-improvement.
Near. The manifestation of this value lies in respect for every person, his opinion and position in life.
Family. - the highest value for most people.
Spouse. Emotional, spiritual and physical intimacy with a loved one comes first for some.
Love for children.
Motherland. The place where a person was born affects his mentality and attitude towards life.
Job. There are people who strive to dissolve in activity; they are ready to take on any assignment at work to achieve the common good.
Friends. and self-expression in it are of no small importance for any person.
Rest. This area of life allows the individual to concentrate on his feelings, relax and unwind from the endless bustle.
Public mission- activity. Altruists primarily strive to do something for the benefit of society. Satisfying your needs and desires comes second.

It cannot be said that every person identifies one universal value for himself and lives by it. The listed areas are harmoniously intertwined; we simply mark a few for ourselves and put them first in life.

Life values are a complex structure, which is reflected in the setting and method of achievement. As a result, a person anticipates unpleasant situations and possible failures.

List of possible values in human life

In addition to basic life values, each person can have individual, sometimes extraordinary values. Below is only a partial list of possible human values, because it can be continued ad infinitum.

Optimism. “The pessimist sees difficulties at every opportunity; An optimist sees opportunity in every difficulty.” This character trait can undoubtedly be considered a value and you can enjoy the presence of optimism in your life: with it, life becomes brighter and fuller.
Patience. "Patience and a little effort". Having patience, especially among the modern generation, should definitely be considered a value. Only with patience you can. This is about your personal benefits. But your friends and partners will certainly appreciate this quality.
Honesty. “Honesty is more valuable than anything.” It is important to be honest not only with others, but also with yourself. If for you this value is on par with the basic ones, you probably happy man: Paradoxically, life is easier for honest people than for those who like to lie.
Discipline. "Business before pleasure". Most people are extremely skeptical about this value, because discipline, in their opinion, is equal to restrictions and lack of freedom. And only over the years, many come to the conclusion that if you are a disciplined person, this does not mean that you somehow limit yourself, but rather, you find a path to freedom and happiness with the help of this character trait.

Examples of Life Value

When asking the question: “What is valuable to me?”, many find themselves at a dead end. However, it is very important to give yourself a clear answer so that when a new situation arises, you will be true to your values.

Life values are not related to the opinions of others and recognition of you as an individual thanks to the heights you have achieved.

The following sequence of actions helps in determining your values:

Be alone with yourself. To understand what is important to you in life and what is of secondary importance, it is recommended to clear the space of extraneous influence. Explore your personality completely alone, without the influence of external factors.
Remember important events in your life. It doesn’t have to be only positive situations; think about the negative ones too. Write down your main experiences on a piece of paper, think about what impressed you, what upset you, and what you can’t imagine your life without.
Learn human values, because personal needs and views flow from them. Keep track of the relationship between the resulting list and everyday life. Some of the items listed are only a desire, and not an established value in life.
Watch yourself. Set aside at least one day in which you examine yourself, your behavior, your choices and your motives. The decisions we make every day are an indicator of a person’s personal choice and values.
If the list of values is too long, it will have to be shortened. There should be 3 maximum 4 values left. The rest is just additions and subsequent decisions in life.

Conclusion

Some values that are simultaneously important to a person may conflict. After looking at the list, decide what doesn’t fit together. This causes a creative person who is in disharmony with himself. It is important to remember the balance and impact of our values on the lives of others.

Each person is individual, therefore values differ depending on the character and established guidelines in a person’s life. Although the tendency to reflect and explore oneself is not observed in every person, it is still worth stopping for a moment and thinking about what is valuable to me. Otherwise, you will be a driven person, without your own core. Under new circumstances, you will immediately lose yourself and your personality!

February 26, 2014

Personality, being a dynamic system, is in a state of continuous change and development. In the process of such personal development, gradually everything higher value acquire its internal driving forces, allowing a person to increasingly independently determine the tasks and direction of his own development. The system of value orientations of the individual acts as a regulator and mechanism of such development, determining the form of implementation of the intended goals and, if they lose their incentive force as a result of their achievement, stimulating the setting of new significant goals. In turn, the achieved level of personality development consistently creates new prerequisites for the development and improvement of the system of its value orientations.

One of the most important prerequisites for the formation of a system of value orientations of an individual is a certain level of intellectual development. J. Piaget clearly believed that changes in stages of moral development are associated with general cognitive age-related changes. Moral judgments, which he said are manifested in "the individual's respect for the norms of the social order and his sense of justice," are formed in children on the basis of the interaction between their developing mental structures and gradually expanding social experience. According to Piaget, moral development, like mental development, is progressive.

Piaget identifies two main stages of moral development. At the initial stage of “moral realism,” children believe that all moral norms of behavior are real, unchangeable, obligatory and have no exceptions. The criterion for moral evaluation of an action is only its consequences. Later, in the period from 5 to 12 years, in the process of developing abstract thinking in a child, instead of the category of reality, the category of possibility comes to the fore. Thus, the child develops the ability to evaluate the intentions of an action, abstracting from its specific consequences. This stage, which Piaget refers to as “moral relativism,” is characterized by an understanding of relativity moral standards, as created on the basis of mutual agreement between people who, if necessary, can change them. The criterion for moral assessment at this stage is a person’s intentions.

The theoretical ideas of J. Piaget and his followers are criticized by many authors, starting with L. S. Vygotsky, for insufficient attention to the social aspects of personal development. As I. S. Kon rightly notes, in the process of forming moral concepts and moral feelings, the social experience of the individual and his activities are of decisive importance. According to him, a person’s value system is formed as a result of a joint expansion of the range of actions and responsibilities, the development of intelligence, emotions and will, occurring in the course of the child’s practical activities and his communication with other people.

The content of any type of activity, according to L. S. Vygotsky, is the creation of spiritual and material values. Starting from his work in Russian psychology, the basis for age periodization is the leading activity that determines the formation of certain abilities, which are the main psychological new formations of the corresponding stages of development. The transition from one type of activity to another in L. S. Vygotsky’s terminology is called “critical age,” i.e., a developmental crisis.

The well-known classification of age periods by D. B. Elkonin is based on a stepwise change in the following types of leading activities: direct emotional communication, object-manipulative action, role-playing play, educational activities, intimate personal communication and educational and professional activities. According to D. B. Elkonin, in this process of changing types of activities, periods of mastering social norms, goals, motives for activity, etc. naturally alternate. The development of personality, including its value orientations, is divided by him into three main “epochs”, including periods of predominant development of the motivational-need sphere or the formation of “operational-technical” cognitive abilities. The transition from era to era is characterized by a sharp crisis, which is determined by the emergence of a discrepancy between the actual tasks of activity and the existing capabilities of the child.

From the very moment of birth, the child gradually develops ideas about himself, about the world around him and about his attitude towards it. According to K. Rogers, the earliest period of development is characterized by the emergence of ideas about good or bad through the so-called “organismic assessment,” which allows the child, based on physiological reactions, to separate what he likes and what he doesn’t. However, soon the child also begins to focus on adults’ assessments of surrounding objects and phenomena, as well as about himself. According to P. Massena and co-authors, in the period from one and a half to two years, children, with the help of their parents, begin to develop normative criteria for assessing phenomena and forms of behavior that form the basis of moral development. The regulation of behavior in early childhood is determined by the fact that when an object or behavior does not correspond to the child’s idea of the norm, he begins to experience anxiety. In this case, the assimilation of evaluative norms is carried out, as they believe, in the process of observing the reactions of parents, acting as a model of behavior.

According to G. Craig, who describes two successive stages of the adoption of norms and values in early childhood and preschool age, at first children copy only verbal formulations, later they master social and ethical values in behavior.

In relation to primary school age, a similar scheme was described by A.V. Zaporozhets and Ya.3. Neverovich, who focus on the emotional development of social norms and values in the process of joint group activities. In their opinion, at first, group requirements are perceived as alien, at the second stage, compliance with norms is based on an external “stimulus-means” - punishment or praise, at the third stage, norms and values acquire a personal meaning for the child, which becomes the basis for emotional correction of behavior. A new form of activity and communication, which involves performing the same tasks, unites children and contributes to the child’s increasing orientation towards the norms of the peer group, which acts as a kind of intermediary in mastering the norms and values of society as a whole.

In adolescence, the main new formation, according to almost all Russian authors, starting with L. S. Vygotsky, is a sense of adulthood, which is manifested by an orientation towards adult values. This orientation is contradictory. On the one hand, for adolescents, the values accepted in the peer group acquire exceptional importance. On the other hand, during this period, for the first time, it becomes possible to form one’s own coherent and consistent value system, determined by the development of the ability to critically reassess the principles of external, “adult” morality.

The prerequisites for the system of value orientations to begin to actually perform all its regulatory functions are finally formed only in adolescence. As L.I. Bozhovich rightly writes, “only in adolescence does the moral worldview begin to represent such a stable system of moral ideals and principles that becomes a constantly acting incentive that mediates all their behavior, activities, attitude to the surrounding reality and to oneself.” In our opinion, the basis for the acquisition of a truly effective character by a value system is a person’s awareness of the personal meaning of his life. According to V. Frankl, it is in adolescence that questions about the meaning of life are most frequent and especially pressing. The emergence of a need to define one’s life goals and find one’s place in life becomes a distinctive feature of this particular age. The emergence of life plans, acting as phenomena of both a social and ethical order, is characterized by a distinction between the questions “Who should I be?” and “What should I be?”, i.e. isolation of the processes of professional and moral self-determination. Thus, in adolescence, a person’s own worldview develops, creating the possibility of forming an internal, autonomous system of values. Adolescence, therefore, is decisive in terms of the formation of a personality’s value system.

However, the dynamic system of value orientations does not stop there in its development. The period of adulthood is characterized by the implementation of previously outlined life goals and plans, as well as their adjustment in case of difficulties in achieving them. During this period, a person creates his own family, realizes himself in professional activities, career, and social life. A special place is occupied by issues of maximum realization of one’s own capabilities, personal growth, and self-development.

TEST

course: "Jurisprudence"

on the topic: “Universal human values in law”

Completed by: student of group 39 – 61

Vakhreev Sergey Olegovich

Checked by: senior teacher

Minkin Marat Rinalovich

Almetyevsk 2013

Introduction

1. Formation of life values and priorities

2. Law – as a universal human value

Conclusion

List of used literature

Introduction:

Appeal to the stages of development of universal human values is due to the presence of problems of moral principles in modern society. It would seem that humanity is evolving: more and more opportunities are being created for technical and intellectual work, and the quality of education is improving. With the development of technology and increasing intellectual levels, humanity has become a powerful force. However, despite all the achievements, there is a clear degradation of the spiritual principle. While developing our intellect, we forgot about the most important thing, about what makes us human, namely about universal human values. What do we consider universal human values? These are qualities that are inherent in every person, which have developed from antiquity to the present day, first of all they include: human dignity, equality, honesty, duty, justice, responsibility, the search for truth and the meaning of life, as well as respect for cultural values.

Modern world is in limbo because spiritual and moral the crisis has aggravated crisis phenomena in politics, economics, social sphere, as well as in interethnic relations. The problem of relations between states is very acute, separatism is being stimulated in national republics, and completely new values are being implanted that contradict universal human principles.

That is why one should pay attention to the study of universal human values at various historical stages of the existence of society in order to understand their significance and, perhaps, find new ways to solve the problem of morality in modern society.

FORMATION OF LIFE VALUES AND PRIORITIES

Features of personality development depend on the economic and cultural level of development of the society in which the child grows up, on what historical stage he witnessed this development.

Personal development and the formation of a scale of life values are also determined by what family and society expect from him, what values and ideals are offered to him, what tasks he faces at different age periods.

Behind long history existence of human society, fundamental universal values and norms of moral behavior have been developed. In society, kindness, loyalty, honesty, mutual assistance have always been and are valued and cynicism, deception, greed, vanity, and crime are rejected.

In modern society, the main human values are family, health, education, and work. Universal human values are closely related to a person’s personal values, which can be divided into material and spiritual (moral). The implementation of all these values is necessary for self-affirmation and recognition of personality. Each person gives preference to certain values. His choice can be judged by the richness or scarcity of his inner world, variety of interests, and unique human individuality. Throughout his life, a person develops his worldview and way of life. A significant role in this is played by his environment (family, friends), as well as various national, religious and social views and traditions. The moment of formation of one’s own scale of values in adolescence is very important - during the period of gradual entry into adult life.

“The life of every person consists of actions, they express the moral essence of a person,” said V.A. Sukhomlinsky.

The closest social environment - parents and other family members, later educators kindergarten And school teachers(sometimes family friends or a priest) - directly affects the development of the child’s psyche. It should be noted that with age the social environment expands: from the end preschool childhood Peers begin to influence a child’s development, and in adolescence and older school age may have a significant impact on some social groups– through the media, organizing rallies, sermons in religious communities, etc.

The formation of one’s own scale of values occurs already in the early childhood. That is why it is so important in what family a child is raised as he grows into a teenager, young man, or adult.

Value orientations teenager, their understanding social problems, moral assessments of events and actions depend primarily on parents. If happy moments in the family are associated only with acquisition and accumulation, it is difficult for the child to become happy in the future. Material needs are limitless, and failure to satisfy them can result in tragedy.

If spiritual values prevail in the family, for example, mutual support, kindness, honesty, the joy of communicating with each other, the need to give. If you don’t take it, the child is unlikely to feel lonely and disadvantaged in the future. The habit formed in childhood of enjoying contact with nature, music, works of art and a good book will allow young people to persevere and accept right decisions in the most difficult life situations.

Self-control and self-discipline play an important role in a person’s life. It would be a mistake to consider self-control a limitation of freedom.

Throughout our lives we have to take a lot various solutions, for example regarding education, choice of friends, family and personal problems. A person begins to learn this from early childhood, and in adolescence he tries to solve his problems himself. But often, due to lack of experience, he fails or makes a mistake that is then difficult to correct. Teenagers tend to focus on the immediate results of their decisions, while parents pay more attention to their future consequences. As long as most actions concern only the teenager himself and do not affect the people around him, it is easier for him to cope with problems. A teenager can already assess the situation himself, make decisions, take into account the consequences, understand his responsibility to himself and other people, evaluate his actions for his own self-education, which helps him in the future to get out of difficult situations with honor. He is constantly learning this.

Decision making is closely related to responsibility. Teenagers want freedom, not yet understanding that freedom is inextricably linked with such a concept as responsibility.

Freedom and responsibility are strongly linked. Freedom does not mean that you can do whatever you want. Such freedom can rather be called permissiveness, anarchy. True freedom is when a person takes into account the consequences of his actions and their impact on other people. Otherwise it is just a surrogate for freedom. Sometimes the reason for misunderstanding in the family lies in the fact that the teenager takes a “comfortable” position: “For freedom I am an adult, for responsibility I am small.” But equality includes both responsibility and independence. In turn, independence presupposes the ability of a teenager to make and implement decisions on his own, the willingness to be responsible for his actions, the ability to regulate his own behavior and emotional reactions, and to defend his own opinion.

Independence and responsibility are cultivated in a person from childhood, and every day a child compares his actions with the behavior of the people around him: parents, kindergarten teachers, teachers, peers, etc. Adulthood is determined not by age, but by the ability to be independent and responsible. A person’s strength lies in action, in the ability to achieve a goal. There is no life without struggle, difficulties, losses and compromises. And the task of adults is to help the teenager form his inner world, life values, the ability to make the right decisions in difficult situations and take responsibility for your actions.

The study of the model of human behavior suggests that when performing any action, a person subconsciously evaluates its importance and consequences for himself personally. Then it is important for him to evaluate his actions by close people, whom he would not want to upset and whose approval he needs.

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Introduction...................... ........................... ...........................page 3
Value orientations.............................................................. .. ...p. eleven
Formation of professional interests......................... page 14
Professional and personal goals and values...................p. 17
Conclusion.................... ............................. .........................page 20
List of used literature...................................................page. 21

Introduction

Modern interest in the study of life goals and career choice is due to a change in ideology, the need to rethink old and search for new ideals, a new justification for goals and careers. Today's ideal of society, presented through the media (newspapers, radio, television) is a person who has achieved success.

Let's analyze the lives of people who have achieved significant success in life. What unites these people? Success is achieved by those who have learned to control their brain potential and their emotions, the viewer concludes. They rightfully sit on the “throne of success.”

If we imagine a luxurious throne, our imagination will not skimp on gold, expensive wood and silk. Let its design be the most refined and the most stable. The stability of the throne of success must be guaranteed by the massiveness of its four legs, four supports. Let's now think about what kind of supports these are?

The ability to use your head and use all the capabilities of your intellect.
The ability to set realistic goals.
Ability to solve complex problems, perseverance in achieving goals, ability to influence other people.
Ability to plan and build your career

Success is an internal concept. It cannot be bought, it will not fall on your head like manna from heaven. Yes, external circumstances have an impact on people. But truly “successful” people create these circumstances themselves.

What exactly distinguishes “successful” people from everyone else?

They are open to the world;
They have an extraordinary thirst for novelty;
They are not afraid of change and know how to take risks;
They always have a strong desire for success;
Their resilience and endurance are admirable;
They are able to overcome any obstacles;
A huge thirst for new knowledge and excellent learning ability;
They are organized and internally disciplined;
They know how to plan wisely and achieve goals.

Success can only be achieved when you have a clear idea of what you want. To be successful in general – this does not happen.

Unfortunately, most people live as if in a dream, without setting any specific goals for themselves. If there is no goal, there is no need to achieve it. But then you don’t have to complain that you’re a loser. Even a single-celled creature, like an amoeba, turns out to always move towards its goal. As biologists have noticed, even if there are obstacles on the way of the amoeba, it bypasses them and moves on - towards its goal. This is what nature guides us towards!

In general, human activity is usually characterized by a purposeful nature. This means that action is preceded by conscious goal setting - i.e. anticipation in thinking of the result of an activity and ways of achieving it using certain means.

If you see your goal, determine the means and ways to achieve it and mobilize your strength to realize your desire - you are the master of your destiny, you achieve career growth.

Most employees, as studies show, tend to be passive about their careers, preferring that their managers deal with these issues. Therefore, in the West today, a business career is an object of management. It comes down to a set of activities carried out by personnel services (and consulting firms) that allow employees to discover their abilities and apply them in the most beneficial way for themselves and the organization.

Career advancement in an organization can be carried out in accordance with such principles as performance, competence and potential, diligence, ability to organize the formal side of things, please management, seniority, general abilities.

An integral part of such management is business career planning (in many companies it is mandatory), which involves taking into account and linking the needs of the organization’s goals and employees, studying and assessing the potential for their career growth; familiarizing people with real prospects and conditions for promotion; determination of criteria and paths of movement to avoid career dead ends. Such investments in human resources are usually highly profitable. Moreover, the more developed it is, the greater the amount of resources that can be involved in the process of personal investment. According to the American economist W. Bowen: “Investment in human capital is similar to investment in physical capital in several important respects. Both accumulate as a result of the application of economic resources that could be used to produce other goods and services for current consumption; over a long period of time, both of them produce profits; finally, both of them are limited by their lifespan: machines wear out, people die."

However, in our country, such an investment is only gaining strength, and the majority of university graduates are not ready for career growth, do not imagine the stages of growth, and, at times, choose a job, plan career growth, undergo interviews, write a resume. Moreover, they do not know their abilities and do not know how to set goals.

The nature of actions to set goals and achieve goals different people is different, it also changes for a particular person over time. But despite this, these processes have common features and patterns, which allows, based on the analysis of empirical information regarding individual ways of developing and implementing life strategies, to formulate a uniform toolkit.

Thus, many Western researchers talk about a three-phase model of the human life cycle, while Japanese experts distinguish four phases (from birth to graduation from school; entering work and starting a family; working life; old age). By purposefully managing the qualitative and quantitative parameters of phase changes, a person can maximize the usefulness of the return from each stage.

Contents of self-government at different stages life cycle has different content. In childhood, a person is completely dependent on his parents; he, as a rule, is not able to make the most important decisions on his own. In adulthood, independence is gained, and the degree of responsibility for decision-making increases significantly. In general, it is necessary to divide into an exogenous stage, when third parties help a person develop and implement a life strategy (at early stage- usually parents, later friends, teachers, managers and respected people join them), and endogenous, when a person engages in this work relatively independently.

Using this toolkit, a person can try to optimally form and effectively implement a personal life strategy.

The ideology is based on the idea that every person wants to achieve something in life.

Making a career means achieving a prestigious position in society and a high level of income. This refers to prestige from the point of view of broad public opinion. A graduate of an educational institution who understands WHAT needs to be done and HOW to do it correctly has much more success in life compared to everyone else.

2. Formation of life values and priorities

The peculiarities of personality development depend on the economic and cultural level of development of the society in which the child grows up, on what historical stage of this development he found.

Over the long history of human society, fundamental universal values and norms of moral behavior have been developed. In society, kindness, loyalty, honesty, mutual assistance have always been and are valued and cynicism, deception, greed, vanity, and crime are rejected.

For a teenager, life values are perceived only in a personal, concrete embodiment. This trait goes so far that the value he seeks and finds is completely identified for him with a living person in whom he sees it embodied. A teenager's faith in an ideal is, first of all, faith in the person he has chosen, whom he selects from his environment. This could be a family member, a teacher, or one of your peers. If this person does not live up to that faith, the entire ideal world may collapse. That is why it is very important for a teenager who surrounds him and what kind of relationships he has with adults and peers during this time. difficult period. Unfortunately, the behavior of adults very often diverges from the moralizing conversations they have with teenagers. “Do as I say” - such a parenting stereotype does not suit a teenager. “Do as I do” - this is what should become the moral basis for an adult’s communication and work with a teenager.

“The life of every person consists of actions, they express the moral essence of a person,” said V. A. Sukhomlinsky.

The immediate social environment - parents and other family members, later kindergarten teachers and school teachers (sometimes family friends or a priest) - directly influences the development of the child’s psyche. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the child’s development, and in adolescence and high school age, some social groups can significantly influence - through the media, organizing rallies, sermons in religious communities, etc. .

A teenager (12-15 years old) comes to understand reality largely “from himself,” through his experiences. A high school student (16-18 years old), on the contrary, learning about his surroundings, returns to himself and asks ideological questions: “What do I mean in this world?”, “What place do I occupy in it?”, “What are my capabilities?”, “ What am I?" He seeks clear, definite answers and is categorical in his views and not flexible enough. No wonder they talk about youthful maximalism.

The formation of one’s own scale of values occurs already in early childhood. That is why it is so important in what family a child is raised as he grows into a teenager, young man, or adult.

A teenager’s value orientations, his understanding of social problems, and his moral assessments of events and actions depend primarily on his parents. If happy moments in the family are associated only with acquisition and accumulation, it is difficult for the child to become happy in the future. Material needs are limitless, and failure to satisfy them can result in tragedy.

If spiritual values prevail in the family, for example, mutual support, kindness, honesty, the joy of communicating with each other, the need to give rather than take, then the child is unlikely to feel lonely and disadvantaged in the future. The habit formed in childhood of enjoying communication with nature, music, works of art and a good book will allow young people to withstand and make the right decisions in the most difficult life situations.

The most important thing for a teenager is the confidence that he is loved by his parents, that adults see his strengths and not just his weaknesses. We must remember that only the love of loved ones will help a growing child overcome the painful transitional period of adolescence, when a teenager becomes uncontrollable.

In order for a teenager to turn to his parents or teachers for help and advice in difficult life situations, adults need to realize that from early childhood the child is an individual and experiences his childhood troubles, which seem trivial to adults, very acutely and emotionally.

The position of adults in this situation is very important for future contacts and creating an atmosphere of trust between the child and the adult. Here is one such example. On one of the warm holidays a young mother was leading by the hand a five-year-old boy who was eating ice cream. Mom was in a hurry, the child almost ran next to her and, having stumbled, fell, dropped the ice cream, and stained his holiday suit.

Description of work

The content of the work

Introduction........................................................ .............................page 3
Formation of life values and priorities....p. 6
Value orientations........................................................ .....p. eleven
Formation of professional interests......................p. 14
Professional and personal goals and values...................p. 17
Conclusion................................................. ...........................p. 20
List of references.................................................. p. 21

The need to determine personal values, priorities and the meaning of life arises in every person. This is one of the most important needs of the individual. In youth, this need is felt especially acutely.
The peculiarities of personality development depend on the economic and cultural level of development of the society in which the child grows up, on what historical stage of this development he found.
Personal development and the formation of a scale of life values are also determined by what family and society expect from him, what values and ideals are offered to him, what tasks he faces at different age periods.
Over the long history of human society, fundamental universal values and norms of moral behavior have been developed. In society, kindness, loyalty, honesty, mutual assistance have always been and are valued and cynicism, deception, greed, vanity, and crime are rejected.
In modern society, the main human values are family, health, education, and work. Universal human values are closely related to a person’s personal values, which can be divided into material and spiritual (moral). The implementation of all these values is necessary for self-affirmation and recognition of personality. Each person gives preference to certain values. His choice can be judged by the richness or scarcity of his inner world, variety of interests, and unique human individuality. Throughout his life, a person develops his worldview and way of life. A significant role in this is played by his environment (family, friends), as well as various national, religious and social views and traditions. The moment of formation of one’s own scale of values in adolescence is very important - during the period of gradual entry into adulthood.
For a teenager, life values are perceived only in a personal, concrete embodiment. This trait goes so far that the value he seeks and finds is completely identified for him with a living person in whom he sees it embodied. A teenager's faith in an ideal is, first of all, faith in the person he has chosen, whom he selects from his environment. This could be a family member, a teacher, or one of your peers. If this person does not live up to that faith, the entire ideal world may collapse. That is why it is very important for a teenager who surrounds him and what kind of relationships he develops with adults and peers during this difficult period. Unfortunately, the behavior of adults very often diverges from the moralizing conversations they have with teenagers. “Do as I say” - such a parenting stereotype does not suit a teenager. “Do as I do” - this is what should become the moral basis for an adult’s communication and work with a teenager.
“The life of every person consists of actions, they express the moral essence of a person,” said V. A. Sukhomlinsky.
The immediate social environment - parents and other family members, later kindergarten teachers and school teachers (sometimes family friends or a priest) - directly influences the development of the child’s psyche. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the child’s development, and in adolescence and high school age, some social groups can significantly influence - through the media, organizing rallies, sermons in religious communities, etc. .
A teenager (12-15 years old) comes to understand reality largely “from himself,” through his experiences. A high school student (16-18 years old), on the contrary, learning about his surroundings, returns to himself and asks ideological questions: “What do I mean in this world?”, “What place do I occupy in it?”, “What are my capabilities?”, “ What am I?" He seeks clear, definite answers and is categorical in his views and not flexible enough. No wonder they talk about youthful maximalism.
The formation of one’s own scale of values occurs already in early childhood. That is why it is so important in what family a child is raised as he grows into a teenager, young man, or adult.
A teenager’s value orientations, his understanding of social problems, and his moral assessments of events and actions depend primarily on his parents. If happy moments in the family are associated only with acquisition and accumulation, it is difficult for the child to become happy in the future. Material needs are limitless, and failure to satisfy them can result in tragedy.
If spiritual values prevail in the family, for example, mutual support, kindness, honesty, the joy of communicating with each other, the need to give rather than take, then the child is unlikely to feel lonely and disadvantaged in the future. The habit formed in childhood of enjoying communication with nature, music, works of art and a good book will allow young people to withstand and make the right decisions in the most difficult life situations.
The most important thing for a teenager is the confidence that he is loved by his parents, that adults see his strengths and not just his weaknesses. We must remember that only the love of loved ones will help a growing child overcome the painful transitional period of adolescence, when a teenager becomes uncontrollable.
In order for a teenager to turn to his parents or teachers for help and advice in difficult life situations, adults need to realize that from early childhood the child is an individual and experiences his childhood troubles, which seem trivial to adults, very acutely and emotionally.
The position of adults in this situation is very important for future contacts and creating an atmosphere of trust between the child and the adult. Here is one such example. One warm holiday day, a young mother was leading a five-year-old boy by the hand, who was eating ice cream. Mom was in a hurry, the child almost ran next to her and, having stumbled, fell, dropped the ice cream, and stained his holiday suit.
At these moments, the fate of her future relationship with her son depended on the mother’s reaction to what happened. Mom spanked her son, threw the ice cream into the bin and said: “You are always such a disheveled person! You will never get ice cream again!”, and dragged him further. From horror at what he had done, the baby turned pale and even stopped crying, and the mother lost her son’s trust forever.
Many may say - what a trifle! But this is only from the point of view of an adult. Then the mother herself will wonder why her grown-up son does not like to be at home, hides bad grades from her and never talks about his problems. And this happened because even in childhood he learned a good lesson - if he upset his mother in some way, he would be punished, and she would stop loving him. Of course, the son may forget this episode, but the emotional awareness of the gravity of the situation and the mother’s reaction will remain in his memory forever. If the reaction had been the opposite - the boy would have been told that it’s not a problem and the suit can be washed, the child would have new ice cream in his hands, and his mother, who understands and loves him, would be walking next to him - we can confidently say that the boy’s faith in that they will help him and will not stop loving him, even if he is guilty of something, would make the future relationship between mother and son trusting and frank. Or one more example. Often parents from so-called prosperous families with high material income are surprised why their daughter cannot create a good family, but in search of beautiful life actually selling his body. To understand this, parents should mentally go back a few years and remember how they told their daughter: “Why are you friends with Petya? His family has no stake, no yard. Look how he’s dressed. But Andrei already has his own a car, his parents have a luxurious apartment and a dacha." Some women allow themselves to demonstrate positive or negative attitude to the husband, depending on the price of the gift or the size of the salary brought. This nature of relationships in the family forms a consumer attitude towards love in a girl at a subconscious level.
As shown by studies recently conducted in one of the countries Western Europe, most men who use the services of prostitutes were brought up in families where they witnessed rude and even cruel treatment of their father and mother. Subsequently, they found it difficult to have sexual relations with women for whom they had deep respect and elevated feelings. This once again emphasizes how important it is for adults, if they really want to see their children happy in the future, to control their behavior and profess for themselves the life and moral values that they are trying to introduce to their grown-up children. Gifts and favors in no case can be a substitute for close attention to the child, when the father or mother is left alone with him and can give him the most valuable thing, incomparable to any gifts - his care, attention, warmth and love. It is precisely such moments and situations that are very great importance to build self-esteem in a child.
It is very important that the child understands: he is individual and valuable as an individual for his parents and people close to him. A high self-evaluation will allow the teenager to say “no” in situations where it is necessary, especially if this is related to his sexual behavior during puberty.
Self-control and self-discipline play an important role in a person’s life. It would be a mistake to consider self-control a limitation of freedom.
Throughout life we have to make many different decisions, for example regarding education, choice of friends, family and personal problems. A person begins to learn this from early childhood, and in adolescence he tries to solve his problems himself. But often, due to lack of experience, he fails or makes a mistake that is then difficult to correct. Teenagers tend to focus on the immediate results of their decisions, while parents pay more attention to their future consequences. As long as most actions concern only the teenager himself and do not affect the people around him, it is easier for him to cope with problems. A teenager can already assess the situation himself, make decisions, take into account the consequences, understand his responsibility to himself and other people, evaluate his actions for his own self-education, which helps him in the future to come out of difficult situations with honor. He is constantly learning this.
Decision making is closely related to responsibility. Teenagers want freedom, not yet understanding that freedom is inextricably linked with such a concept as responsibility.
Freedom and responsibility are strongly linked. Freedom does not mean that you can do whatever you want. Such freedom can rather be called permissiveness, anarchy. True freedom is when a person takes into account the consequences of his actions, their impact on other people. Otherwise it is just a surrogate for freedom. Sometimes the reason for misunderstanding in the family lies in the fact that the teenager takes a “comfortable” position: “For freedom I am an adult, for responsibility I am small.” But equality includes both responsibility and independence. In turn, independence presupposes the ability of a teenager to make and implement decisions on his own, the willingness to be responsible for his actions, the ability to regulate his own behavior and emotional reactions, and to defend his own opinion.
Independence and responsibility are cultivated in a person from childhood, and every day a child compares his actions with the behavior of the people around him: parents, kindergarten teachers, teachers, peers, etc. Adulthood is determined not by age, but by the ability to be independent and responsible. A person’s strength lies in action, in the ability to achieve a goal. There is no life without struggle, difficulties, losses and compromises. And the task of adults is to help a teenager form his inner world, life values, the ability to make the right decisions in difficult situations and take responsibility for his actions.
The study of the model of human behavior suggests that when performing any action, a person subconsciously evaluates its importance and consequences for himself personally. Then it is important for him to evaluate his actions by close people, whom he would not want to upset and whose approval he needs.
Based on this, it becomes clear how important it is for a teenager to communicate with people of high morality and culture. If a teenager is brought up in a society with unstable moral and spiritual values, it can be very difficult for him to give a correct assessment of his actions.

Where do life values ​​come from?

Basic values ​​of human life

List of possible values ​​in human life

Examples of Life Value

Conclusion

Introduction

Where do life values come from?

Basic values of human life

List of possible values in human life