Sections: cool guide
Purpose: Formation of the moral culture of high school students, understanding the meaning of such a moral category as love in human life, its diversity.
- Build respect for yourself and the people around you.
- Develop critical thinking, draw conclusions, express your opinion.
Human impulses have three sources: soul, mind and body.
The attraction of the soul breeds friendship.
Attraction of the mind breeds respect.
The attraction of the body breeds desire.
The union of the three attractions creates love.
"Kama Sutra" ("Peach Branch"), Indian treatise on love, 3rd century. BC.
During the classes
All students sit in a circle, light music plays throughout the classroom. An epigraph is written on the board, you can make a sketch of a beautiful couple in love.
1. The lesson begins with a poem by Yu. Drunina.
Again you lie in the night with your eyes open,
And you are leading the old argument with yourself.
You say: "He's not so handsome!"Everything does not come to you that dream
You keep thinking, where is the truth, where is the lie.
You say: "He's not that smart!"
And the heart says: “Well, so what.”Then fear is born in you,
Everything falls, everything collapses around.
And you say to your heart: “You will be lost”,
And the heart says: “Well, so what.”
2. The teacher asks to answer the question: What is love? (Passing the rose, the guys answer one word at a time).
VA. Sukhomlinsky What is love (Annex 1)
- ... An indifferent eye sees a person in pieces: he does not know physics well, he cannot dance, he is not dressed fashionably, etc. A lover perceives a person as a whole ...
- ...Recently, a Greek ship was found at the bottom of the sea, which had sunk before our era. For two millennia, salt water has eaten away everything that was on the ship, even a marble sculpture. Only one thing survived: a silver ring with turquoise. Inside the ring, in a woman's handwriting, it was written: "I gave you everything."
- ... A few decades ago, archaeologists found the tomb of the Egyptian pharaoh Tutankhamen. He died very young, nineteen years old, and a month before his death he married a fifteen-year-old girl. Very strange, not at all “royal” images have been preserved: a boy and a girl are throwing apples, splashing each other with water by the pool ...
- The pharaoh was buried, as expected, in expensive clothes, in a headdress made of gold. But when this symbol of power was raised, a small miracle appeared under it; wreath of wildflowers. Who could, who had the right to put it on the forehead of a dead pharaoh? Only a fifteen-year-old girl who, crying, walked around the field and picked these flowers ...
- ... There are no uninteresting people. In your class, there are probably inconspicuous boys and girls who are fraught with the whole world. You are to blame for not knowing this. And they will open up somewhere else.
- ... There is an old Arabic proverb: nothing is easier than to win love, and nothing is more difficult than to keep it. ... The Arabs believed that a lover should know 7 arts: music, painting, architecture, dance, singing, sculpture and the art of the body. But this is quite a bit.
- In ancient India, there were priestesses of love who had to learn 67 arts, including stage movement and weaving wreaths. And one Indian sage wrote 234 treatises on love. What are they about? For example, about how, when meeting, a young man can offend a girl, and a girl can offend a young man ...
- This is how young people were prepared for love. And now some of us think it's enough to say, "I like you."
- ... A closed, closed family is never happy.
5. The formula of true love: how good it is that you are on this earth. Now let's try to answer the questions:
- What is the difference between "fall in love" and "love"?
- What do you consider the most valuable - to love or to be loved?
- Is it hard to love?
6. The poem of young men is voiced:
I'll drown in your eyes, can I?
After all, happiness drowns in your eyes.
I'll come up and say: "Hello ..."
I love you, do you hear? Difficult?
No, it's not difficult, but difficult,
It's very hard to love, you know?
I'll go to the steep cliff,
I will fall. Can you catch? ...
Only I feel bad without you. Very bad.I want to be near you
Not a minute, not a month, but a long time,
A very long time. All life.
Understand?You answer with your eyes: do you love?
If so, then I promise
That you will be the happiest.
If not, then I beg you:
Do not reproach with your eyes, do not,
Do not pull your gaze into the pool!
Let the other you love, okay!
But at least remember me a little.I will love you. Can?
Even if I can't!
And I will always come to the rescue
If it's hard for you!
K. Simonov.
7. The word "love" is used in two senses: you can love things, books, food, nature, parents, friends, ..., and love the only (the only one). What do you think is common, what is the difference? (Answer). Is there love at first sight? (Answer).
8. Should you listen to the opinions of others, such as parents, when you love?
Situation (discuss): the student has two more years before graduating from the technical school. He wants to get married. Young people do not have separate housing and earnings. Parents are against early marriage. Reassure each other that you are both a student and a parent in your own right.
9. Discussion questions: Can you name the pros and cons of early marriage? (Answer).
10. SCENE “You will give everything for love.”
Main persons: Guy, Girl, Person of Caucasian nationality.
A guy and a girl are sitting on a park bench. He says beautiful words to her, whispers about love. Everything is fine and good. But a face of Caucasian nationality appears here. He has a rose in his hands. The girl really likes this rose. She asks the guy to buy it. The guy offers a person of Caucasian nationality money, a lot of money. But he does not agree. The guy offers a jacket, shirt, etc. for money. And here is the rose in his hands. He gives it to the girl. The girl, in return, gives him a long and passionate kiss. Yes, for the sake of his beloved, he is ready to give his last shirt.
11. Discussion questions:
- Is it right to love some and marry others? (Answer).
- How much truth is there in folk wisdom “will endure - fall in love”? (Answer).
- What, in your opinion, are the features of love between a girl and a boy; What is the specificity of marital love? (Answer).
- Is it true that marriage kills love, makes it mundane? (Answer).
- Who needs a family in the first place - a man or a woman? (Answer).
- What to do if you met a person, a strong feeling arose between them, and he (she) is already married? (Answer).
- What to do if there is a family, a child, and you fell in love with another person? (Answer).
- Can cheating be forgiven? (Answer).
- E. Asadov's poem is read (Appendix 3).
- The poet said: "The heart pays for deceit by deceit." Is it so?
- Jealousy kills love or, on the contrary, does not allow it to fade?
- Is it possible to maintain love and respect for the person with whom he broke up?
12. Dialogue (D - girl, M-boy) - Why is fidelity in love often compared with swan fidelity?
13. E. Asadov “Swan fidelity”.
- Free love - a sign of progress or decline of society? (Student response).
Literature: L-Zhukovsky. Happy are not born. M., 1983
Every year in Russia, on the first day of autumn, more than 16 million students sit down at their desks. In each school, general solemn assembly is held on this day, and then the children go to their classrooms, where teachers hold a festive class hour for them on September 1. The topic of this special lesson is usually proposed by the Ministry of Education for all educational institutions, however, teachers and class teachers are allowed to develop their own script for the festive event. It can be a traditional lesson of peace, kindness and friendship, a bright presentation on topics that are important for students, or a fun, informative lecture that tells about the school in an accessible way to kids who come to grade 1 for the first time. A solemn lesson helps to create a more solemn atmosphere in the classroom, stimulates the desire to continue learning in the children and introduces new, interesting information.
Themes of class hours on September 1 for students of different ages
Choosing a topic for class hours on September 1 for students of different ages is an extremely important and crucial moment. The teacher should carefully consider what kind of issue should be covered on this day. You can dwell on traditional options and talk about war and peace, kindness and compassion for your neighbor, respect for elders or a healthy lifestyle. For elementary school students, it is better to take simpler and more accessible topics that tell kids in an informative way about historical events significant for the country, about famous poets, writers, scientists or public figures. Older schoolchildren will be interested to hear about the pressing problems of youth and youth, about athletes, modern musicians, actors and politicians. Future graduates will surely enjoy a class hour about various professions that are most in demand on the labor market today, about popular educational institutions and large companies recruiting young professionals.
The presentation of the class hour on September 1 is a beautiful and bright addition to the celebration
The presentation is considered the key event of the class hour on September 1st. It gives the first day of school a particularly joyful, festive and optimistic atmosphere, reduces the degree of formality of the event and helps to establish contact between students and teachers. During the presentation, the guys relax and feel more comfortable, and teachers get the opportunity to convey the necessary information to their wards in a colorful and intelligible form.
Class hour September 1 "Grade 1 comes to school"
The first day spent at school, the first lesson, meeting teachers and new friends - every child experiences all these moments with special excitement and awe. Impressions from the holiday are engraved in the memory for a lifetime and it is very important that they be pleasant, warm and joyful. A class hour dedicated to September 1 and the arrival of grade 1 to school will help to make them so.
The lesson must be organized in advance, connecting parents to the preparation. The classroom must be decorated in an appropriate style, and the front doors should be decorated with a bright slogan that welcomes kids who have crossed the school threshold for the first time. There is no need to immediately choose complex topics for the event and include a large number of different numbers in the program. It is better to tell first-graders in a playful way about what awaits them in the near future, and then hold several simple competitions in which each child can briefly talk about himself and demonstrate his creative abilities. For a good performance, children should definitely be praised and rewarded with small souvenirs, holiday cards and balloons. Such a program will create a relaxed, friendly and comfortable atmosphere in the classroom, eliminate the moment of constraint and cause boys and girls to desire to get acquainted, communicate and comprehend school sciences under the strict guidance of the teaching staff.
Class hour on September 1 - "I'm talented"
The famous Russian teacher Svetlana Belousova conducts a class hour on September 1 in an interesting, extraordinary and zest way. For her wards, she draws up a program of several simple competitions in which the guys get the opportunity to show off their talents in front of classmates and parents. Boys and girls recite short poems about school, sing festive songs, dance, quickly answer tricky riddle questions and even try their hand at painting. Light, relaxed and almost homely atmosphere helps the kids to relax and show their best side. Parents present at the event watch their offspring with pleasure, support them with applause and absolutely sincerely rejoice at the first successes of their kids. The holiday ends with a beautiful and sonorous song. It is performed to the accompaniment of a guitar by adults, and children sing along with them with pleasure.
The scenario of the class hour on September 1 for high school students
For high school students, a complex and multifaceted classroom scenario for September 1 is required. The program must include an interesting, colorful and bright video presentation that details the idea of the event. You can start the celebration with a speech by the class teacher, who will congratulate his wards on the end of a carefree vacation and the beginning of the school year, wish the children diligence, patience and good grades, and then smoothly begin to present the main topic of the lesson. It is very important that the questions discussed during the class hour on September 1 are really interesting for the students and stimulate the desire in the children to study hard further. If the biography of a historical person is chosen as the main topic, students can be invited to play a costumed scene from the life of this character. Such a number will give the event an element of show and make the holiday lesson more vivid and memorable.
Class hour September 1 for grade 11
Class hour on September 1 "Lesson of peace and friendship"
Most often, on September 1, the scenario “A Lesson of Peace, Friendship and Kindness” is chosen for the class hour. This option is considered universal and is suitable for both grade 1 and older students. At the solemn lesson, topics such as the desire to achieve world peace, humanity, compassion, sincerity and philanthropy are raised. Teachers tell students about well-known politicians in all countries, public figures and just people who have dedicated their lives to ending wars and various international conflicts. A presentation at such an event demonstrates the highlights of the activities of peace ambassadors visiting states that have fallen into a difficult situation as a result of hostilities, natural disasters, famine or epidemics. Imbued with someone else's pain, children become kinder to each other, often try to help those in need and learn to empathize with someone else's misfortune.
In addition, the theme of peace and friendship instills in the younger generation patriotism and a reverent attitude towards the Motherland, which provides its citizens with a peaceful life under a cloudless, clear and peaceful sky. Children learn to appreciate their carefree youth, the opportunity to study at school and look to the future with confidence.
PEACE LESSON
Here comes another September 1st in your school life. Hundreds of thousands of children sat down at their desks today with you. And I would like to start our academic year with a lesson in Peace, with a lesson in Memory.
In Leningrad, and now St. Petersburg, on Vasilyevsky Island, the Savichev family lived in house No. 13/6. It was a big and friendly family. Father - Nikolai Rodionovich worked as a baker, but died early, even before the war. Mother - Maria Ignatievna was an embroiderer. The family had five children. Grandma helped run the household.
On June 22, early Sunday morning, the whole country learned about the beginning of the war, which would later be called the Great Patriotic War. Enemy bombers dropped hundreds, thousands of bombs on the city. Buildings burned and collapsed, but most importantly, food depots were destroyed. And when Leningrad was taken into the ring, the difficult blockade days came, when the daily norm of bread for workers was 300 grams, for the elderly and children - 150.
To somehow appease hunger, they ate coniferous fir legs, oak bark, cabbage soup from plantain and nettle, cutlets from beet tops. People lost strength and died from exhaustion of the body.
Zhenya was the first in the Savichev family to die. On this day, Tanya made the first entry in her diary: “Zhenya died on December 28, 12.30 am, 1941.” Then my grandmother died and Tanya wrote in her notebook - diary: “Grandma died on January 25th. 3 p.m. 1942.” Each new page tells today about grief and death in the Savichev family. “Leka died on March 17 at 5 am 1942. Uncle Vasya died on April 13 at 2 am 1942. Uncle Lesha died on May 10 at 4 am 1942. Mom on May 13 at 7.30 am 1942. The Savichevs died. All died. Only Tanya remained. The whole family of Tanya died during the blockade. Only Nina and Mikhail, who went to the front, remained alive.
Dying Tanya was evacuated together with the children from orphanage No. 48 to the Gorky region. But the girl continued to get sick, lost her sight, so she was transferred to a nursing home. Tanya died on July 1, 1944 in a hospital in the city of Shatki. There she was buried. And in May 1972, a monument was unveiled on her grave.
In 1980, one of the minor planets was named Tanya, in honor of the Leningrad girl, whose name is inextricably linked with the history of our country, whose diary is kept in St. Petersburg in the memorial complex at the Piskarevsky cemetery next to military orders and medals. It was read by kings and ministers, military and ordinary workers from different parts of the world. Several pages of a little girl told everyone about the 470,000 victims of the blockade.
The Great Patriotic War was ending. Nothing foreshadowed trouble. But…
On August 6, 1945, by order of US President Truman, an American bomber dropped the first atomic bomb on the Japanese city of Hiroshima. On August 9, 1945, the Americans dropped a second atomic bomb on the Japanese city of Nagasaki. Houses collapsed, trees blackened, people fell dead. Cities turned into a scorched desert and died out. The victims of the bombing in Hiroshima were 140 thousand people, in Nagasaki - 75 thousand. America has demonstrated its new weapon to the world. But no one thought about the consequences of its use - about the fallout of contaminated fallout after a nuclear explosion.
Sasaki Sadako lived in Hiroshima. When the atomic bomb was dropped on the city, she was only 2 years old. She lived with her parents three kilometers from the city, and therefore did not suffer - there were no burns or injuries. 10 years have passed. Sasaki grew up, studied in the 7th grade, went in for sports ... The fallout from the atomic explosion contaminated the air, water, and earth. They got into Sasaki's bloodstream, and she fell ill with severe radiation sickness - leukemia or blood cancer.
The girl went to the hospital, and the doctor, in order to give her strength to fight the disease, said that if she herself made a thousand white paper cranes, then she would definitely get better. The crane is a sacred bird that lives for a very long time. Sasaki believed. Paper and scissors were brought into the ward. Sasaki began to tinker. Ready-made white cranes first occupied her bed, then the floor of the ward, rose to the ceiling, sat on the windowsill. The girl's classmates decided to help her. They carved the cranes themselves and involved their friends in this activity. So the news of Japanese cranes spread throughout the world. White cranes flew to Japan from all over the world. Everyone was eager to help Sasaki Sadako recover. Soon the white crane flock grew to over a thousand, but the girl was getting worse.
The white cranes could not defeat the terrible disease, they could not save the life of Sasaki Sadaki. She died on October 25, 1955.
Japanese schoolchildren and their parents, in memory of those who died from the terrible weapons used for the first time over their city, raised money and built the Peace Park Architectural and Park Ensemble. And today white paper cranes are brought here from all over our Earth. Sometimes the breeze picks them up and circles over the planet, as if reminiscent of the tragedy that occurred 60 years ago. And the cranes chirp and call: “Children! Remember Sadako! She wanted so much that there would be no wars in the world, that everyone would be healthy, cheerful and happy!”
Today it is impossible not to say, it is impossible not to recall the terrible events that took place in Beslan.
It was a clear September morning. Children in dress uniforms with flowers and their relatives gathered for traditional assembly dedicated to the beginning of the new school year. At this time, an armed gang of 32 people drove into the territory of school No. 1 in three cars. Taking more than 1,300 adults and children hostage, they sat them on the floor in the gymnasium and mined the school. From 1 to 3 September, people received neither water nor food. They received constant threats. They understood that this was a terrorist act, but they firmly believed that they would be saved, that they would all remain alive.
It happened differently. On the afternoon of September 3, an explosion rocked the school. Panic broke out, many of the hostages tried to escape, the militants opened fire on those who were running away. Special Forces troops came to their defense. With their bodies, they covered children and adults from bullets, themselves, dying at the same time. To date, the victims of this terrorist attack are huge, 394 people have been identified .. And those who managed to survive had to undergo treatment in Russian hospitals.
A Russian proverb says: "There is no such thing as someone else's misfortune." 24 countries of the world responded to this tragedy.
The death of innocent victims echoed in every heart with general pain and sorrow. Each person sought to help the grief of Beslan.
Someone participated in concerts, exhibitions, charity auctions to transfer the money earned to the victims. Someone organized excursions to the cities of the country in order to at least slightly distract children from terrible memories. Someone wrote poetry and composed songs to tell the world about the tragedy in Ossetia. 100 chestnut trees were planted in Saransk in memory of the schoolchildren who died during the hostage release, and a square was named in Florence.
The icon of the Bethlehem Infant Martyrs was delivered from St. Petersburg to Beslan. She became the first shrine of the Orthodox church, which is planned to be built on the site of the former school No. 1.
A monument "Tree of Sorrow" was built to the victims of the Beslan tragedy. The monument represents three women standing with their backs to each other, over which angels fly into the sky, symbolizing the dead children.
There are many challenges facing people. But the main task is to keep peace on earth. To save for posterity our planet, small in terms of the scale of the Universe, which from space looks like a blue and beautiful ball.
Grade 10Grade 11
Is it easy for high school students (10th grade, 11th grade) to grow up at school? I think no. Yes, they strive for this, strive to become more independent, mature, respected. Here are just ways of self-expression and ostentatious adulthood can be completely wrong. Some adjustments can be made cool hours in high school. The school curriculum, the authority of the teacher and parental education are one. They are not always enough. And here classroom for high school students, well-written and excitingly conducted, will allow teenagers to adapt more quickly and correctly, perhaps to direct or give an answer to many unknown, relevant or taboo topics.
It is noteworthy that many students consider classroom hours to be completely unnecessary, clearly optional, or boring and not interesting. The reason lies in the fact that the event is designed and carried out somewhat incorrectly. Often, a class hour for high school students is devoted exclusively to indicators and a discussion of academic performance or behavior. Topics are offered that are boring to them, irrelevant, from which, as the saying goes, “they grew up” follow the same scenario. Teachers are extremely busy, and classroom management is not only an organizational and effective form of education and communication. It is also accountability, responsibility, time. And time is a significant factor here. To spend an interesting, bright and useful class hour at school, you will have to prepare for at least two days:
- selection of topics for high school
- scenario development
- search and processing of possible information on the topic
- preparation of a brilliant presentation
- time planning (it is important to reveal the topic, but not to tighten it)
- development and planning of additional elements (competitions, quizzes, game elements, disputes) for senior classes
It is doubtful that the teacher will have so much time for such a full-fledged preparation at school. But there is always a way out - you can download a full-fledged ready-made classroom script for high school students for free, a selection of relevant and interesting topics, presentations. They are easy to adjust somewhat for themselves, or you can leave them unchanged.
Grade 10
Every year, the class teacher faces the difficult task of planning educational work for the school year. 10th grade is no exception. It is important to properly plan class hours in grade 10 and choose ...
Picture of the world, Universe, man.
Human - tool of knowledge
God himself.
Giordano Bruno
We are walking on the path of knowledge.
Andrey Makarevich
Dear friend!
Take a close look around you, and you will see that we all look at the world around us and see: it is colored by our own internal state with a difference in feelings, emotions, perceptions. You have heard and realized many times the truth that different people see and understand the world in completely different ways, despite the fact that the same heavenly body, the Sun, shines for everyone. But it unpleasantly blinds someone, and its gentle rays delight someone and fill it with the energy of life. However, we all understand and accept the world together, spreading our understanding further and deeper through the prism of inner feelings. Perceiving the world in different colors, “colors of the rainbow”, we gradually begin to see and realize it separately, on our own. We see the world through the lens of our mood, andeach of us has personal ideas about the world around us, which differ as much as our personal experience, which arose on the basis of the same phenomena, information, etc., differs.
outlook .
Dictionary
worldview - one of the main concepts, which is a set (system), And , determining attitude towards and characterizingoverall and place in this world. Due to features And .
Social Sciences
outlook - belief system on the world and the place of a person in it, on the attitude of a person to the reality surrounding him and to himself, as well asconditioned these viewsbasic life positions people, theirideals, beliefs, principles of knowledge of their activities, value orientations.
outlook there is a common understanding of the world, man, society, which determines the socio-political, philosophical, religious, moral, aesthetic, scientific and theoretical orientation of man.
It is the worldview, not a person defines himAnd .
Worldview types.
There are three historical types of worldview: mythological, religious and philosophical.
mythological worldview. The mythological type of worldview is defined as a set of ideas that were formed in the conditions of primitive society on the basis of a figurative perception of the world.
Religious outlook. The essence of the religious type of worldview is conceived through the concept of religion either as belief in the supernatural, or as a set of teachings related to belief in God (or gods).
Mythological and religious worldviews are closely interconnected and even coincide on a number of points: 1) most often, a religious worldview presupposes the presence of a mythological system in it; 2) the mythological worldview is based on religious faith; 3) mythological consciousness, like religious consciousness, in some cases does not contain such an element as "belief in the supernatural."
Philosophical type of outlook. The philosophical worldview considers the world from the point of view of its ultimate, ultimate foundations. This type of worldview isolates the laws of the world - those forces that rule the world. The basis of the philosophical worldview is logical reasoning. The forms of existence of a philosophical worldview are the basic concepts of philosophy, which are called categories. A worldview can exist outside of philosophy, but philosophy necessarily forms a worldview. Philosophy (in translation) - "love in wisdom", it considers the general basic, ultimate in these phenomena. Philosophical knowledge is not equally accessible to everyone, for some it is easy, for others it is difficult.
Task - r discussion.
Read the poem by Andrei Makarevich, the leader of the Time Machine group and the author of many works. Try to answer the following questions:What concepts does the author oppose? Why many received Knowledge, and do not pass into Belief. And why does a person sometimes instantly believe information he accidentally heard?
We are shaken from edge to edge,
There are doors along the edges.
The last one says "I know"
And on the first it says: "I believe."
And having one head,
You will never enter both doors:
If you believe, then you believe without knowing.
If you know, then you know without believing.
And his own, forming consciousness,
Every day since birth
We are walking on the path of knowledge.
And with knowledge comes doubt.
And the mystery will remain forever
Scientists foreheads will not help:
If we know, we are negligibly weak.
If we believe, we are infinitely strong.
Exercise - meditation .
A person cannot become a specialist in everything that human civilization has achieved so much as to have his own knowledge, verified by personal experience, giving confidence in their use. About many things he has only information received from others and, without his own confidence, he can only believe or not believe them.
What else can you add to this statement?
Exercise. Consider excerpts from F. Kirsanov's article"Worldview -".
It is not the world that makes us happy, but we rejoice; it is not the world that offends us, but we are offended (by the way, to be offended by anything - to become like a parrot, indignant at the fact that he was not elected speaker of the House of Lords - in short, it is stupid to be offended by the world). We ourselves form an attitude towards the world in which we live: one is dissatisfied in luxury, and the other is happy in poverty - and both are right. How much the drama of life is comical or tragic, whether the world is kind or cruel is up to us to decide.
…The only weapon that we have at our disposal in the fight against the outside world is our adequate worldview.
In the process of life, we form an idea of the world - a worldview, or a belief that the world is adequately reflected in our brain. All our knowledge, doubts and delusions -it's faith (not to be confused with the narrower sense of the word - religiosity). Disbelief is also faith: if an atheist does not believe in the existence of a biblical god, then this means that hebelieves in the fact that the biblical god does not exist in nature and not above nature, but in some heads. All people are believers.
Our worldview resembles a multi-story pyramid. Her foundation consists of the strongest beliefs , which we almost never question, for they are regularly confirmed by our personal experience ... The next level consists of faith into simple inferences arising from first-level beliefs (tulips are unlikely to bloom at the South Pole, and if you plop down from the fourth floor, it will not seem enough). And so on - the beliefs of each next level grow from the beliefs of the previous one ...
…The pyramid of our worldview is a system of beliefs by which we are ready to be guided in business. How many people - so many pyramids ...
Now think about the fascinating questions of life:
What is the origin of the universe?
How can I influence the course of events in the world?
Who am I?
How do I know the world?
Do I provide any value?
Do I have any responsibilities?
Universe.
People before us thought about the fundamental questions of being, our contemporaries think about them and our descendants will think about them.
So, let's try again to understand what these questions are called ideological,questions. The answer is: first of all, these are questions about the Universe as a whole.and about our planet Earth in particular.The first people in Europe who began to askscientific questions about how the earth and the universe workand what are the ways of their existence, were the ancient Greeks....
Let's look at some questions and answers about the picture of the world from the era of Ancient Greece to the present day.
Many centuries agoago, the ancient Greek philosopher Socrates was first interested instructure of the universe, but gradually he began to realizethat the study of the question of how a person should actto eternal beings, was much more important thandiscovery of how the moon works. Therefore, he left his studies of physics and indulged in philosophy.morals.
At the same time, the heads of the main philosophical schools in ancient Greece began to understand that it is impossible to build a correct doctrine of the nature of human moral behavior without knowing, firstly, what is the place of a person eternal beings in the cosmos and, secondly, what is their relationship with the principles that govern the universe.
What lies beyond the observable universe?
The answers that are usually given to this question can be divided into two types. Some people say that forthe primary substance of the Universe is nothing; and others thatclearly there is something. Let's take a closer look at these answers.in detail.
Pefirst type of answers:
Nothing exists but matter.It is she who is the primary eternal rea reality that exists independently ofour consciousness, or from anything else.She is blind and without purpose. However, it has the ability to develop and self-organize, again not subordinate to anyone.what purpose. Development processes lead tovariety of living and non-living matter,which we observe today in the Universenoah, such is the philosophy of materialism.
Second type of response:
Behind the matter, which had its beginninglo, there is some uncreated, independentcreative mind, or as the Jews would sayand Muslims, God, and Christians - God and FatherLord Jesus Christ. God supportthe universe, interacts with it, but does notis an integral part of it. He is a spirit, notmatter. The universe exists asknowledge of His consciousness and for the purpose of fulfilling Hiswill. This is the philosophy of theism.
The task is discussion.
Formulate your own opinion about the existence of either matter or an independent creative Mind behind the observable Universe. Is it possible to give a single answer to the questions:How did our world come about? How did it develop?
The first type of answers:
Inanimate matter itselfnot subject to any design or purpose,took shape in the conglomerate, whichsubsequently became the Earth, and then someway (which is still not amenable toexplanation and observed reproduction) due to its inherent properties as a resulttate of spontaneous generation led to the appearancelife. Then the primary lower forms of lifedid not begin to evolve by mutation andnatural selection - mechanisms, alsohaving no purpose or purpose, and graduallyturned into a variety of life formsnor what we have now. Thus,at the basis of the existence of the Universe and the Earthtogether with its inhabitants does not lie anyhigher rational purpose or purpose
Second type of response:
The device of the universe, the solar systemwe and the planet Earth says that theywere conceived and created in such a wayfor life to be possible on Earth. Bythe striking complexity of living systems andkhanisms of their life activity are alsospeak about it.
What kind of worldview serves as the starting point in your perception and in your activities. What arguments can you give in favor of your worldview?
Question: What is a person? What is the origin of his rationality and moral sense?
The first type of answers:
human nature . Human beings are nothing but matter. They are devoid of spirit, and their ability to think rationally arose from matter devoid of consciousness by processes based on no rational principle.
Moral. A man's moral sense and sense of duty arise solely as a result of the social interaction between him and his fellows.
Human rights . Human beings do not have any natural rights inherent in them, they have only those rights that are given to them by society or their contemporary rulers.
The purpose of life . A person sets goals for himself in life.
Second type of response:
human nature . Man was created by God, in fact, in the image and likeness of God. Man owes his powers of thought to the divine Logos, from which he is descended.
Moral. The moral sense of a person arises from the "laws of God" embedded in him by the Creator.
Human rights . Man has certain rights that are not alienable from him, which all other human beings and governments must respect, simply because man is created by God, in His image and likeness.
The purpose of life. Man's main purpose is to enjoy fellowship with God and to serve God, and to serve his fellow men in the name of God.
The fundamental difference between the two types of answers.
At first glance, it may seem that the answers of the first type reflect scientific views on the world, and the second - religious. However, this is not true. In fact, most scientists past and present would agree with the answers from the first group. At the same time, among no less outstanding scientists, one can find those who agree with the second group of answers. Thus, the essence of the conflict between different views is not reduced to the conflict between science and religion. Rather, it is due to the difference in the fundamental philosophical premises that determine the corresponding interpretations of scientific data.
Pictures of the world.
Scientific picture of the world .
Scientific picture of the world - a special form of knowledge systematization, qualitative generalization and ideological synthesis of various scientific theories. Being an integral system of ideas about the general properties and regularities of the objective world, the scientific picture of the world exists as a complex structure that includes the general scientific picture of the world and the picture of the world of individual sciences (physical, biological, geological, etc.) as components.
materialistic the science.
According to telescopic observations,Earth is a planet in the solar system. Such star systems and their associations make up the Universe - the world around us (according to radio telescopes - within a radius of 10 6 light years).
All celestial bodies consist of the same chemical elements (others are not discovered).
Earth - an exceptional, unique celestial body, since it has life on it.
Where everything came from and where development is going - modern science does not yet know.
Life in natural science it is interpreted as the existence of protein bodies capable of exchanging matter with the environment. According to modern scientific data, life on Earth arose in a spontaneous combination of physical and chemical conditions and has existed for about 2-3 billion years. Attempts by science to recreate a "living protein" have not yet been successful.
Human from point of viewbiological science - a representative of the animal world - a mammal, a viviparous animal, the most advanced of all animals mentally. It is an organism that is physically no different from the organisms of other animals. It has the ability to reproduce: the union of two embryos - an egg and a spermatozoon - is the beginning of the most difficult period of reproduction of almost all copies of animals. Then life 100 years and death - the end of protein metabolism. According to archeology, mankind appeared 23 million years ago.
Knowledge of the world.
The totality of the results of human cognitive activity forms a certainmodel ( picture of the world). The scientific picture of the world may differ :
fromreligious ideas about the world based on the authority of the prophets, religious tradition, sacred texts, etc. Therefore, religious ideas are more conservative in contrast to scientific ones, which change as a result of the discovery of new facts. In turn, the religious conceptions of the universe can change in order to approach the scientific views of their time;
from world viewcharacteristic of everyday or artistic perception of the world using everyday (artistic) language to designate objects and phenomena of the world.
The relationship between science and philosophy is the subject of discussion. On the one hand, the history of philosophy is a human science, the main method of which is the interpretation and comparison of texts. On the other hand, philosophy claims to be something more than science, its beginning and end, the methodology of science and its generalization, a theory of a higher order, metascience. At the same time, philosophy comprehends scientific discoveries, including them in the context of formed knowledge and thereby determining their significance. Connected with this is the ancient idea of philosophy as the queen of the sciences, or the science of sciences.
Everyday or artistic perception of the world . The whole life of a person literally from birth is the knowledge of the world by very effective methods. Everything he does is immediately evaluated by the result, consciously, but immeasurably more often - unconsciously. Around each one are areas illuminated by the knowledge of one's own experience, in some ways further, in others closer. These are mastered, trodden paths, spaces of known life around the personal Self, stretching to the not yet known. And it does not happen that a reliably mastered path begins somewhere outside of all previous experience, from the area of the unknown, arising suddenly and on its own, carrying ready-made knowledge about the creation of the world.
Exercise. Read the works of F. Tyutchev.
Tyutchev F.I.: Our century
Not the flesh, but the spirit has become corrupted in our days,
And the man is desperately longing...
He rushes to the light from the night shadow,
And, having found the light, grumbles and rebels.
We burn with unbelief and wither,
He endures the unbearable...
And he knows his death
And longs for faith - but does not ask for it ...
Will not say forever, with prayer and tears,
No matter how he mourns in front of a closed door:
"Let me in! I believe, my God!
Come to the aid of my unbelief!”
Tyutchev F.I.: Whatever life teaches us...
Whatever life teaches us
But the heart believes in miracles:
There is an unrelenting strength
There is also imperishable beauty.
And the withering of the earth
Flowers will not touch the unearthly,
And from the midday heat
The dew will not dry on them.
And this faith will not deceive
The one who only lives by it,
Not everything that bloomed here will wither,
Not everything that was here will pass!
But this faith is for the few
Grace is available only to those
Who is in the temptations of strict life,
How could you, loving, suffer,
Aliens heal ailments
He knew how to suffer,
Who laid down his soul for a friend
And endured everything to the end.
November 1870
Petersburg
Now think about the questions :
What picture of the world does the author convey to the reader? What lines convinced you of this? What is similar to your world view? What do you think of the author's individual picture of the world?
Homework. Describe your own picture of the world. What are the main moral laws that will lie in your picture of the world?
