René Descartes has a saying about how important it is to initially define the meaning of words in order to rid the world of its delusions. Indeed, most often our misunderstanding, erroneous ideas about reality stem from ignorance of the true meaning and content of those concepts with which we are trying to reflect its individual fragments. Therefore, we will also begin by defining the meanings of the word "education".

Usually this word in Russian is used in two semantic meanings... First, education is the appearance, device, creation, organization of something. For example, education, or organization, ethics commissions, education, or the appearance of a cultural layer, education, or creation, new family etc. Secondly, education is everything that is connected with the acquisition of knowledge.

It is in this sense that education is closely related to its root word "image". By the way, in many languages ​​the word "image" is a face, picture, display, representation of something or someone. In philosophy, an image is an ideal form of reflection or construction of objective reality (that is, a certain idea, a concept about it). In essence, this means that education is closely related to the formation (appearance, creation, arrangement) of an image or images - pictures, ideas, concepts about the world in the mind of a person, or, which is the same, education is the process of familiarizing a person with the universal, his entry into the universal. Actually, this is how Hegel defines education, emphasizing its meaning in the ascent to spirit, to freedom, in bringing the individuality of man to universality. It is this approach to the definition of education that is used in scientific discourse today.

Education is considered as the process of familiarizing a person with the universal - socially significant ideas, concepts, forms of behavior. At the same time, it is always noted that education is the rise, elevation of a person above his natural essence, his entry into the sphere of the spirit (cultural values ​​created by mankind throughout its history). At the same time, the essence of education lies not only in the development of universal (socially significant) experience, knowledge of people, but also in the subjectivization (refraction) of this experience, knowledge into forms of understanding and creation by each person of his own activity (changing his self-consciousness). In other words, education is also the formation, development (enrichment) of the personality itself as a single (separate) person, when the universal in it acquires a unique, inimitable form.

That is why we can say that the essence of education lies in the formation of a person's personality, in which two measures of its being should be harmoniously combined: the socially significant in the individual and the individual in the socially significant. Actually, this means that education is a social phenomenon, since its meaning and purpose in the life of society is to organize and carry out specialized activities for the formation and development of personalities - “individual ensembles of all social relations” (E. V. Ilyenkov).

Education as an activity for the formation and development of personality is closely related to socialization - the process of a person's entry into various links of social life and its integration into the surrounding social order. More precisely, socialization is a necessary process of mastering by any human individual the norms, roles, attitudes adopted in these segments of a particular stage in the development of society, through both his own activity, as well as an outside (alien) influence, the influence of parents and friends on him. as well as schools and other public institutions.

A person lives in society, he is a social being, because outside of society, outside of relationships with other people, he cannot live. However, a person is not born a social being at once, he becomes one in the process of socialization. This means that socialization is a natural process of a person acquiring his social essence, and therefore it is necessary process the existence of all people, since a person becomes such through adaptation to generally significant forms of life of people in society. In this regard, we can say that education solves the problems of socialization of a person, his entry into society and familiarizing with it. Thus, socialization, like the education of an individual, is also associated with the expansion of his everyday world by increasing knowledge, experience about the worlds of other people and adaptation own world to their requirements.

Naturally, in the process of socialization of a person, his everyday world also expands due to an increase in knowledge, the acquisition of experience in relationships with the world and with other people. All this means that education is immanently included in socialization, accompanies and directs the process of a person's entry into the social order that surrounds him. Even with such a general comparison of socialization and education of people, it seems that in essence these processes are identical, interchangeable. However, upon a deeper examination of them, it turns out that they do not only often do not coincide, but sometimes even oppose each other. All this requires paying close attention to the relationship between the processes of socialization and education of people, especially in the context of modern social development.

Socialization of a person is carried out both through a person's own activity and outside activity - the influence of the family, school, other social institutions and people. True, the distribution of the activity of the person himself and his environment in the processes and socialization largely depends and is determined both by the type of socialization and by the structure social connections people of the society itself.

As for the types of socialization of people, they usually single out their primary and secondary socialization. Primary socialization is understood as the processes of acquiring the skills of existence in the family and social environment during childhood. Secondary socialization - all subsequent forms of a person's entry into various segments of social life - is possible only on the basis of the primary one. She deals with the socialized (who has mastered the elementary collective forms life) a person who has become an adult and is now able to consciously and as a whole independently navigate in the system of ramified social ties and play responsible roles in them. In the process of secondary socialization, a person assimilates and reproduces various social practices, seeks and finds his place in society. It is clear that during primary socialization, the activity of the person (child) himself is minimal; it is almost entirely directed by forces external to him: family, school, and immediate environment. With secondary socialization, a person's own activity, an independent search for their place and role in public structures maximum. However, this does not mean that the importance of education within the framework of secondary socialization is narrowing. In the context of modern processes of globalization and informatization of public life of people, the role of education in different forms self-education increases significantly. The process of socialization of a person, his entry, adaptation to existing social relations is not always realized by him (especially on initial stages development of a person), it often takes place spontaneously, spontaneously, which means that it is carried out with certain costs, does not always lead to the desired result. In addition, the process of socialization is mainly aimed only at the formation of certain socially significant qualities person, because socialization limits and even in many respects prevents the development of the individually special, peculiar in a person. All this explains why specialized pedagogical activity is also necessary in the social life of people, i.e. purposeful education and training, and why they play such an important role in people's lives.

Analyzing the relationship between the processes of socialization and education in modern society , it is important to note that each of them proceeds both consciously and spontaneously. Consciously (purposefully) because they are carried out through the setting of individually significant goals in achieving a certain result. Spontaneously - since a person is not fully aware of what this or that action may turn out to be in the future. However, even in the spontaneous course of these processes, a person also gains experience and knowledge of his actions in society. True, unlike socialization, the educational process is, of course, mainly purposeful. It is coordinated and regulated by society and its institutions. Although there is no doubt that a person can himself direct the process of his education. However, the content of his self-education, i.e. the knowledge and attitudes of behavior in society in the form in which they exist cannot be constructed by the person himself. They can only be chosen or not chosen by the individual and to one degree or another be transformed, adapted by him for himself. That is why a person in his socialization through self-education is not always able to overcome the element (disorder) of knowledge and experience, their mosaic nature (fragmentation). After all, the process of socialization, especially at its secondary stage, is almost always an independent process of a person's search for himself, his “I”, a process of trial and error. This is a process that, one might say, gives a person the opportunity to maintain a distance in relation to the prevailing system of norms and values ​​in society. It allows one to be critical of certain institutions of the social environment, the forces that hinder its self-assertion, to do as it pleases - and in this sense, as it were, to resist social pressure. Therefore, the modern German philosopher Jurgen Habermas is right when he says that the process of socialization does not cover the whole person, meaning that this process - to correspond to society - covers only part of his personality. However, society wants a person to completely, completely fit into its structure, correspond to the established relations: to be a literate, social and moral citizen, a respectable family man, a worthy professional, etc. In other words, any society, the state seeks to achieve from each of its members, so that they meet a certain standard of its expectations and requirements. After all, no one wants so-called “losers” to rise in society - individuals who have lost themselves socially, embittered, unadapted to communicate with other people, declassed elements with missing or lost socially significant skills.

At the same time, it is clear that approaching the achieved social (civilized) standard is very difficult process, and it requires more and more time (due to the dynamism of society and the increase in the number of tasks facing it). That is why purposeful (goal-oriented and, naturally, value-rational, according to Max Weber) special activity society, which projects and directs the processes of socialization of people. This special activity is, of course, socially significant, i.e. adapted to the tasks of social development and, of course, therefore, somewhat average training for the development of youth complex forms and functions of a community, activities in various structures of society. Undoubtedly, this activity, being preparatory, projective, is also more accelerated (ahead of time, the real process of socialization). Here in this - in the creation of spiritual support in life, the development of prudence and others useful properties suitability of people in society - and, in essence, the purpose of education is manifested. In this sense, education is a necessary component of a purposeful, consciously directed and carried out by the society of human socialization.

Without education, its orientation towards the universal, socially significant and at the same time its direction towards enrichment of the self-consciousness of the individual, the development of his identity, there is no effective socialization, i.e. these two processes - education and socialization - are, as it were, "in one bottle." We can say that, in essence, education is the most important means (tool) for regulating the processes of socialization of people. At the same time, education, being a social institution, a specialized activity of society for the formation and development of a person, directs, regulates and implements the process of socialization - the process of people entering society and adapting to its structures.

Education allows you to build and carry out the socialization of people faster and more efficiently, to shine to the utmost and limit its spontaneous moments associated with all kinds of trials and mistakes of a person in his formation, development and search for his social writing. After all, education presupposes the presence of some desirable general or individually significant model or role model in the assimilation of the transmitted experience of mankind by a person. In education, significant experience of people is compressed (by the way, this is also a certain difference between education), which is communicated to a person in the process of his socialization. In addition, we emphasize that education, passing on the socially significant experience accumulated by humanity, is initially oriented and prepares people for the life of any, and not just any particular society. It (education) is designed, so to speak, to save a person from the need to go through all the stages of social development, to warn him against committing those mistakes that took place in the experience of previous generations of people. Therefore, we can say that both socialization and education of a person go on throughout a person's life and the importance of education in it is constantly increasing. This is the general trend in the development of socialization and education in modern society.

Speaking about the dependence of the processes of socialization and education on the structure of social ties of society, one cannot fail to see that in the modern era some features of the differentiation of the methods of socialization of people, depending on their belonging to a particular social group, remain. At the same time, one cannot fail to notice how social mobility and the current system of mass education contribute to the overall leveling of the ways of passing socialization by people from different social groups... Consequently, education is an active process of goal-rational, and often at the same time, value-rational action of the educator, teacher (teacher) on the pupil, student. However, this does not mean that the educated or taught is only a passive element of pedagogical influences, it is not clay, from which you can sculpt anything you want. Without them (students, pupils), the educational (pedagogical) process is generally impossible and will never be successful. They enter the educational process, and therefore they themselves then actively participate in this educational, pedagogical process. They not only often correct the target and value rationality of the pedagogical process, but sometimes they can even determine the course and methods of implementing their education.

Education as a purposeful introduction of individuals to the life of society, during which the assimilation of social experience, cultural values ​​and its (society) development is carried out, includes two closely interrelated processes (sides): education and training (education). Education and training always interact, which means that it is impossible to separate, isolate one from the other.

The upbringing and training of people is a necessary and essential part of their socialization and education at the same time, purposeful activity to form and develop certain personal qualities of a person as a social being. That is why education in the unity of training and upbringing is the most important social institution of any society. It is through the system of education and training that the social inheritance of cultural values ​​takes place: experience, knowledge, abilities, and skills of people are transmitted from generation to generation. Education replicates, distributes these values, preserves (consolidates) and adapts them to the specific conditions of life of people in society. Almost everywhere it is considered as a necessary institution for the organization of people's life in society, since it declares and provides a system of various ideas and actions aimed at improving the social system and achieving the common good. This has always been and will be so in the future, for education really seeks to open people the most effective ways meet their needs and ensure their well-being. It enables people to know and exercise their rights, understand and fulfill their responsibilities.

Although education and training are closely interrelated, they nevertheless (each of them) have their own purpose and a certain meaning in the educational process aimed at a person. Therefore, you must be able to breed them.

Education is a purposeful activity for the formation and development of a person's personality, his certain sociocultural and individual qualities as a member of society. This activity is exactly the same teaching activities, because it is always aimed at solving, including specific tasks related to adjusting human behavior in society (to be obedient, accurate, polite, punctual, etc.). Naturally, here one must bear in mind that upbringing is not just recommendations, advice and calls, but also a dynamic intervention in consciousness, as well as human behavior, for any educational process is a change in his being and his cultivation. By the way, it is interesting that not all cultures interpret education in this way. In Buddhism, for example, it is believed that upbringing does not nurture or remake a person, but only reveals his nature.

Education is also a purposeful activity through which the acquisition and assimilation (formation) of knowledge, abilities, skills, the development of mental powers and abilities of a person is carried out. Both upbringing and training, being closely interconnected aspects of a person's education, are simultaneously types of spiritual production of his personality. Education is a cognitive and theoretical way of mastering the world, during which a person forms a certain picture of the world. Upbringing is a spiritual and practical way of mastering reality, a way of behavior, a person's actions in this world. This means that training creates an object for a person (knowledge, image of the world), and education forms a person as a subject for this object (for this knowledge, image, picture of the world). In other words, training creates an object for a person (knowledge, an image of the world), while education forms the subject, that is, the person himself, conscious of himself, ready to consciously act for this object - the world around him and himself. It is clear that with all the differences in training and education, one does not exist without the other, as already noted. This circumstance is well illustrated by the example of art. After all, any work of art is a certain image of an object, its knowledge, a vision of the inner and outer world of this object. However, a person does not just contemplate an object, there is an impact of this work on a person. There is a desire, the desire of a person to correspond, to resemble (or, on the contrary, not to resemble) this image given by a work of art, i.e. purposefully form the necessary qualities in oneself. The latter agrees well with what Pablo Picasso once said when he painted a portrait of a lady by her order: "Madame, I have finished your portrait, and now do everything to be like him."

Any education, as well as upbringing and teaching people, is a two-way process. In essence, this means that education is not sustainable, unless there is a connection (counter movement towards each other) of the subject and the object of education and training. It is usually said that Pestalozzi himself will be powerless, i.e. will not be able to realize their goals if the meaning of teaching and upbringing is not accepted by their object, if there is no counter movement of the teacher with his pupils and students. This means that a person can become educated only when he is also formed himself, for education is also a “difficult and irritating struggle” (Hegel) of a person with himself.

So, training and education are interrelated and necessary parts of education both as a social institution and as a pedagogical activity of people in any society. It is difficult to tear them apart from each other, and they do not exist separately from each other. It has always been this way: by teaching, we educate, and by educating, we teach. Naturally, education (upbringing and training) as a social institution is not created by the will of an individual. Education and training are the functions of society, conditioned by certain conditions, which are always specific. Consequently, under certain specific conditions, there exists and can exist only a completely definite upbringing and training of people (the education system). This means that if a society is totalitarian, then education and upbringing are also basically totalitarian. In a theocratic society, religious indoctrination of people by the entire education system existing in it is not excluded. If conformism flourishes in a society, then manifestations of conformism will also dominate in the education system.

At the same time, one cannot fail to see that the living conditions, as well as the corresponding educational systems, are created by people themselves, their needs and interests, which are then formed into goals, including their pedagogical activities. And therefore, people can break and transform these conditions, as well as change nothing in them, adjusting to them, preserving, respectively, the established forms of organization and functioning of their educational institutions.

• See: Hegel G. Philosophical propaedeutics // Hegel G. Works different years: in 2 volumes.Vol. 2.M., 1973.
• Mikeshina L.A. Hermeneutical meanings of education // Philosophy of education. Moscow, 1996, p. 44.
• Berger Lukman T. Social construction of reality: a treatise on sociology. M., 1995.S. 213.

Materials for testing social studies in grade 10 (profile level)

A person differs from an animal in that he

1) has natural instincts

2) has the most perfect hearing

3) does not depend on natural conditions

4) has articulate speech

Distinguishes a person from an animal

1) use of natural objects

2) the desire to understand the world

3) adaptation to environmental conditions

4) self-preservation instinct

Man is a unity of three components: biological, mental, social. The social component includes

1) knowledge and skills

2) feelings and will

3) physical development

4) age features

Specific traits inherent in a particular individual (organism) due to a combination of hereditary and acquired properties refer to the characteristic

1) human

2) the individual

3) personality

4) personality

What term is used to designate a unique originality, specific features inherent in a person?

1) individual

2) doer

4) personality

The terms "uniqueness", " distinctive features"," Dissimilarity "are used when characterizing a person as

1) personality

2) the individual

3) personality

4) citizen

The similarity between humans and animals is manifested in the fact that they possess

1) a variety of sensations

2) articulate speech

3) rational thinking

4) opportunities for self-development

Unlike animals, humans are able to exhibit

1) dependence on habitat

2) instinctive reactions to environmental influences

3) genetic conditioning of behavior

4) a critical attitude towards oneself

Are the following judgments about a person correct?

A. Man is a being that participates in the creation of himself.

B. One any person is enough to judge all people by him.

Are the following judgments correct?

A. Man is distinguished from animals by the ability to create a socio-cultural environment.

B. Man from animals is distinguished by the ability to work together.

1) only A is true 3) both A and B are true

2) only B is true 4) both judgments are wrong

11. Read the text below, each position is numbered.

“(1) Both man and animal possess nervous system able to sense and perceive surrounding reality... (2) But unlike animals, man has abstract thinking and is able to realize the goals of his activity and foresee its results. (3) It can be stated that thanks to this, man rose above all living organisms and subdued nature. (4) All human actions are thought out and aimed at further strengthening his position as "the king of nature."

Determine which positions are worn

A) factual nature

B) character value judgments

The sign of the concept of "human activity" is

1) dominance of biological needs

2) adaptive nature

3) purposefulness

4) mandatory use of tools

13. Generalization of the properties of objects in terms is characteristic of activities:

2) socially transformative

3) spiritual and practical

4) spiritual and theoretical

Students study economics literature concerning the creation and use of the material resources of society. This is an example of an activity

1) material and production

2) educational and cognitive

3) value-orientated

4) socially transformative

Definition possible consequences changes in preferential payments to socially unprotected citizens is an activity

1) practical

2) value-orientated

3) cognitive

4) predictive

Human activity is distinguished from animal behavioral reactions

1) creation perfect image expected result

2) the use of objects given by nature

3) expedient activity

4) search for means of satisfying needs

Oceanologists are studying the life of the inhabitants of the seabed. What kind of activity is illustrated by this example?

1) material

2) spiritual

3) social

4) economic

The farmer works the land with special equipment... The subject of this activity is

2) technique

3) cultivated culture

4) farmer

Unlike animal behavior, human activity is

1) transformative

2) adaptive

3) collective

4) gun

Older adolescents help their parents in the country to process the beds with cucumbers. The subject of this activity are

2) beds with cucumbers

3) older teens

4) tools and garden equipment

College students undergo practical training at an enterprise that manufactures electronic equipment. Student activity is an example of activity

1) material and production

2) educational and cognitive

3) value-orientated

4) socially transformative

Textbooks, anthologies, collections of problems and exercises for students in universities are

1) objects of activity

2) subjects of activity

3) the goals of the activity

4) by means of activity

Human activities aimed at creating material and spiritual benefits useful to society are

1) cognition

3) communication

4) forecasting

Plan: 1. General concept about the activity. External and internal activities and their relationship. 2. The structure of human activity. Actions and
movement.
3. Conscious and automated components
activities. Skills, skills, habits and their
peculiarities. Skills, their structure and
patterns of production.
4. Types of human activity. Concept
leading activity.

1. Domestic psychological school is based on the theory of activity. The creators and successors of this theory are

A.N. Leontiev, L.S. Vygotsky, S.L. Rubinstein, B.G.
Ananiev, K.A. Abulkhanova-Slavskaya, E.A. Klimov and others.
V general view activity means
the activity of a living organism aimed at
satisfaction of needs and adjustable
a deliberate goal.

Conscious human activity is fundamentally different from the behavior of animals: - not necessarily associated with biological

motives,
- not defined only by visual
impressions,
- formed by assimilation
social experience.

2. The structure of human activity. Action is a process aimed at realizing a goal. They are characterized by a number of

features:
1) acting as a required component
include the act of consciousness in the form of setting and holding
goals;
2) it is at the same time an act of behavior, and external
actions are inextricably linked with consciousness;
3) through the concept of "action" the principle is affirmed
activity;
4) actions can be external, involved and
internal mental.
Substantial actions are actions aimed at
to change the state or properties of objects
outside world. They are made up of certain
movements.

Every activity includes both internal and external components. Initially, objective actions are performed (external

component) and only then,
as experience is gained, a person
acquires the ability to do the same
actions in the mind (internal component)
(interiorization). Aimed at the end
account outside, on the transformation of the subject
reality, they are
reverse transformation
(exteriorization).

Internal
activity
External
activity
need
activity
motive
action
purpose
operation
task
motion
result
psychophysiological
functions

3. Conscious and automated components of activity. Skills, skills, habits and their characteristics. Planning mechanism,

control and regulation
actions were investigated by domestic and foreign
physiologists and psychologists - P.K. Anokhin, P.A. Bernstein,
E.A. Afatyan, W. Ashby et al. In their research
it is shown that the goal of any action is presented in
consciousness in the form of a psychological image -
a kind of neuropsychological model.
Mechanism for correcting actions through correlation with
the way of the expected result, as pointed out by P.K.
Anokhin, called an action acceptor.

P.A. Bernstein proposed a completely new
motion control principle; he called it a principle
sensory correction, meaning corrections made to
impulses based on sensory information about the movement.
In this connection, various structural elements are distinguished.
activities - skills, habits, habits.
Skills are ways to successfully complete an action,
corresponding to the goals and conditions of activity. Skills
always rely on knowledge.
Skill is a fully automated component
actions formed during the exercise.

The methods of execution, control and regulation of actions that a person uses in the process of activity are called techniques

this
activities
Skills and skills, as modes of action, always
included in specific types activities.
For instance:
- motor skills are developed in the process
physical labor, sports, in educational
process;
- mental skills are developed in the process
observation, planning, production of oral and
writing calculations, working with a book, etc.

Skills building

Skills are developed through exercise, i.e.
targeted and systematic repetitions
action. As the exercise progresses, they change as
quantitative and qualitative indicators
work.
In the formation of a skill, there are three main
stage: analytical, synthetic and stage
automation.

Stages of skill formation

Analytical
1
2
3
isolation and mastery of individual
action elements
Synthetic
combining elements into a holistic action
Automation
exercise to give action
smoothness, desired speed, stress relief

Habits are a component of action based on need and repetition. They can to a certain extent

consciously controlled, but not always
are reasonable and useful (bad habits).
Habit Formation Ways:
- imitation;
- as a result of repeated repetition of the action;
- conscious purposeful efforts, for example
by positive reinforcement of the desired
behavior through a material object, verbal
assessment or emotional image.

4. Types of activity. Leading activity concept. There are three types of activity: play, study, work. They differ in

end results, organization and
peculiarities of motivation.
All the diversity of the human
activities can be reduced to
three main types: labor, learning,
the game.

The main types of human activity and their prehistory

Play is a form of activity in conditional situations aimed at recreating and assimilating social experience fixed in

socially entrenched
ways of implementing subject
actions in the subjects of science and culture.

Teaching It follows the game and precedes labor, drawing closer to labor according to a common attitude: in learning, as in labor, one must perform

assignments, maintain discipline,
educational work is built on responsibilities.
The main purpose of the teachings is to prepare for the future
independent labor activity, and the main
means - mastering the generalized results of
what is created by the previous labor of man.
In animals, learning is impossible. A person has it
possible only at the stage of conscious regulation
their behavior, i.e. by 6-7 years old.

Labor This is historically the first type of human activity. Karl Marx: work is a conscious purposeful activity that

is directed to the implementation
result and is regulated by the will in accordance with its
a deliberate goal.
Labor is also the main way of forming a personality. V
work develops human abilities,
his character is formed.
The purpose of the activity lies not in itself, but in its
product. Labor is an activity directed
to create publicly useful product.

Each type of activity is most typical for certain age stages of the child's development. Current view

activities like
prepares the next one.
In this regard, in psychology there is a concept
leading activity.
Leading is the type of activity
which at this age stage
determines the main major changes v
the child's psyche, in his mental processes and
mental properties of the person, and not the one who
the child is more often engaged.

For a preschooler, VVDe is a game
although they are in accessible forms
are engaged in both educational and labor
activities;
for schoolchildren VVDe - teaching;
in adolescents - intimate and personal
communication;
in adolescence and adulthood - work.

A person in the process of his daily life must follow a number of rules (norms of behavior) to ensure personal physical, spiritual and social well-being and health. These rules include:

• the ability to maintain psychological balance in difficult life situations;
• ability to provide high level your physical form;
• the ability to adequately respond to dangerous and emergency situations;
• the ability to properly build relationships in society.

All these constitute the basic norms healthy way life. As a rule, this concept is based on motivated human behavior aimed at ensuring, strengthening and maintaining health.

This does not take into account that the freedom of choice of behavior (lifestyle) in modern conditions often does not depend on a specific person, but depends on social conditions(ecological situation, cultural environment, financial opportunities, stressful influences).

Therefore, the concept of a healthy lifestyle (healthy lifestyle) should be interpreted as an "optimal quality of life", determined by motivated human behavior aimed at the formation, preservation and strengthening of health in real conditions of exposure to natural and social factors environment.

Influence natural factors(chemical, physical, biological) on a person's lifestyle is largely due to the ecological situation in a particular region and, as a rule, is associated not with their natural state, but with anthropogenic adverse effects caused by human activities.

The main social circumstances that determine the way of life are work, life, socio-economic structure. Among the factors of labor, the leading ones are its severity, tension, mode, the nature of the person's connection with the instrument of labor, external working conditions.

The way of life may depend on the conditions of life, it is also the conditions of the living environment (microclimate, state air environment, lighting, ventilation, etc.), and the nature of food, clothing, water quality, daily routine, including rest and sleep.

The socio-economic structure is characterized by the socio-legal status, the level of education, culture and social activities.

It follows from this that the problem of healthy lifestyle can be solved by improving the quality of life in all of the above areas. Elimination and overcoming of factors provoking health disorders (risk factors) will help to strengthen human health.

The main approaches to the formation of a healthy lifestyle are:

• ensuring the socio-economic conditions for the full-fledged life of people;
• the activity of the person himself in establishing a lifestyle that meets the requirements of health.

A healthy lifestyle creates best conditions for the course of physiological and mental processes, which reduces the likelihood of various diseases and increases the life expectancy of a person. Leading a different way of life, a person by his behavior damages his own health: the normal course of physiological processes is often disrupted, vitality the organism is mostly spent on compensation for the harm that is caused to health. At the same time, the likelihood of various diseases increases, accelerated wear and tear of the body occurs, and life expectancy is reduced.

In order to form a system of a healthy lifestyle, it is necessary to know the factors that have a positive effect on health. This is adherence to the daily regimen, rational nutrition, hardening, classes physical education and sports, good relationships with people around.

Factors that negatively affect health should also be taken into account: smoking, alcohol and drug use, emotional and mental stress, unfavorable environmental conditions in places of residence.

To maintain a healthy lifestyle, a person needs to create a system of behavior based on knowledge of the factors that contribute to maintaining health.

At the same time, it is necessary to constantly adjust your behavior, taking into account the acquired experience, age characteristics, changing conditions of the social environment and interaction with other people. This restructuring of behavior requires additional effort. Therefore, it is necessary to imagine the ultimate goal of the effort: what you want to achieve by leading a healthy lifestyle. Briefly, this goal can be formulated as follows: well-being for oneself, for one's family and for the state.

Developing personal qualities necessary for a healthy lifestyle:

• have a clearly formulated goal in life and have psychological stability in life situations;
• know the forms of their behavior that contribute to the preservation and strengthening of health;
• strive to be the master of your life; believe that the lifestyle you lead will give positive results;
• develop a positive attitude towards life, perceive every day as a small life, be able to enjoy life;
• develop in yourself a sense of self-esteem, the realization that you are not living in vain, that you are able to solve all the tasks facing you and you know how to do it;
• constantly observe the regimen of physical activity, since there are no other means that would replace movement;
• observe the rules and hygiene of food;
• observe the work and rest regime, follow the rules of personal hygiene;
• be an optimist, moving along the path of health improvement, set achievable goals, not dramatize failures, remember that perfection is, in principle, an unattainable thing;
• rejoice at success in all human endeavors, knowing that success breeds success.

Work - Purposeful human activity aimed at creating material and spiritual values ​​necessary for life; all mental and physical costs committed by people in the production of material and spiritual values; result of activity, work, product.

Labor is an activity aimed at creating a socially useful product that satisfies the material or spiritual needs of people. In labor activity, according to Marx, "human essential forces" are revealed. By participating in the creation of products of labor, a person enters into the existing system production relations, his attitude to labor activity, motives of labor are formed.

Full disclosure of the abilities and qualities of an individual in work is possible only in a society free from exploitation. Coercive labor (physical, legal, economic), characteristic of the slaveholding, feudal and capitalist modes of production, suppressed the natural need for a person to work. Freedom of labor from exploitation, mechanization of labor-intensive processes, blurring the line between mental and physical labor create the most favorable conditions for the full manifestation of a person's need for creative work.

The motives that induce a person to achieve high performance in labor activity are in direct dependence on the existing industrial relations. In a society based on the exploitation of workers, these motives are associated primarily with the desire for personal well-being. The motives of the work of the Soviet people include not only personal interest, but also social incentives. Labor for the good of the Motherland, the realization that in our society the well-being of the worker himself depends on the growth of social wealth, increase the importance of the role of social motives in activities.

In work, a person's abilities, his character, and personality as a whole are revealed and formed. Manufacturing confronts the worker with a huge number of problem situations, tasks that can be solved only with a creative approach to business. Thus, production stimulates the cognitive activity of the individual, makes the worker improve his knowledge, skills, and abilities. Solving problems arising in modern industrial and agricultural production often requires extensive general technical training.

The study of the conditions affecting labor productivity has shown that in the production process for a person there are no indifferent factors. The coloring of the premises, the organization of the workplace, the regime of stress and pauses in work, relationships with workmates - all this has a direct bearing on labor productivity, creates a general mood for work and facilitates or hinders the manifestation of labor efforts.

The teacher's activity (in terms of object, goals and means) is different from other types of labor. The subject-object relation, which is usual for labor activity, appears in teaching as a subject-subject relation. In pedagogical work, two types of activity collide: training - the activity of the teacher in organizing the process of transferring knowledge and monitoring its assimilation, and learning - the activity of the student associated with the active perception of knowledge, its processing and assimilation.

In the conditions of technical progress achieved by our country, the characteristics of the teacher's work and the requirements for his knowledge, skills and abilities have changed significantly. The widespread use of mass media (print, radio, film, television) has led to the fact that schoolchildren receive a large number of information on all branches of knowledge outside the school. The teacher is no longer the only source of information that he was until recently. Higher demands on his work arose. Its tasks increasingly include psychological and pedagogical goals: the formation of the personality and cognitive activity of schoolchildren. The rapid replenishment of factual material in all fields of science forces the teacher to engage in self-education all the time. Creativity to educational and educational activities has become a necessary condition for the successful teaching of the younger generation.

Suspension of employment beyond the control of the employee for a long period due to the impossibility of employment resulting from the termination of the agreement between the employee and the employer; unemployment is temporary (a consequence of insufficient mobility or qualifications of the labor force); structural, technological (the result of changes in the structure of the economy); cyclical (a consequence of serious economic crises); voluntary; incomplete (reduced working hours and wages); seasonal, etc. Unemployment is a socio-economic phenomenon when a part of the economically active population does not find work and becomes an "excessive" population. Differentiation and coexistence in society as a whole of various social functions, types of activities performed by certain groups of people and the allocation in this regard different spheres(industry, Agriculture, science, education, army, etc.). The amount of labor that employees are willing to provide to the employer in a given period of time for a certain wage rate. This is a system of related attributes, properties of things, processes, phenomena, functions of both material and non-material order. To realize his own professional activity, a specialist must change, transform the subject of work, or create something new, previously absent or not taking place in reality. The ratio of the volume of production to the cost of labor. One of key concepts political economy - the instruments of production and people who set these instruments in motion and carry out the production of material goods. One of the important concepts of political economy, certain connections and relationships of people in the process of production of material goods. Labor activity of a person who owns certain general and special theoretical knowledge and practical skills acquired as a result of special training, work experience. The types and names of professions are determined by the nature and content of labor, as well as the specifics and conditions of various fields of activity. A special kind of product, a product in the labor market; economic category expressing the ability to work; a set of physical and intellectual abilities, knowledge, abilities and skills that a person has and that are used by him for the production of life benefits; the size of the population offering their labor in the labor market. Means of human influence on objects of labor in order to produce material goods: machines, equipment, industrial buildings and structures. Part of the country's population with physical development, mental abilities and knowledge necessary to work in the national economy. Characteristics of the labor process, reflecting the load on the musculoskeletal system and functional systems(cardiovascular, respiratory, etc.) Emotional-evaluative attitude of a person or a group to the work performed and the conditions of its course.