Fundamentals of secular ethics. 4-5 grades. Bondarenko L.I., Perov V.Yu.

M.: 2010 - 63 p.

Tutorial introduces students to the basics of secular ethics. What is good and evil, virtue and vice, altruism and selfishness? What does it mean to be moral? Secular ethics will help schoolchildren understand these and other issues. Students will learn about what a true friend is, honor and dignity, shame and conscience, etiquette, and much more. Secular ethics will provide knowledge that will help students independently perform moral actions, and therefore make their lives and the lives of other people better.

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Content
Lesson 1. Russia is our Motherland 4
Lesson 2. What is secular ethics 6
Lesson 3. Culture and morality 8
Lesson 4. Features of morality 10
Lesson 5. Good and evil 12
Lesson 6. Good and evil 14
Lesson 7. Virtue and vice 16
Lesson 8. Virtue and vice 20
Lesson 9. Freedom and moral choice of a person 22
Lesson 10. Freedom and responsibility 24
Lesson 11. Moral duty 26
Lesson 12. Justice 28
Lesson 13. Altruism and egoism 30
Lesson 14. Friendship 32
Lesson 15. What does it mean to be moral 34
Lessons 16-17. Summing up 36
Lesson 18. Clan and family - the source of moral relations 38
Lesson 19. Moral action 40
Lesson 20. The Golden Rule of Morality 42
Lesson 21. Shame, guilt and apology 44
Lesson 22. Honor and dignity 46
Lesson 23. Conscience 48
Lesson 24. Moral ideals 50
Lesson 25. Moral ideals 52
Lesson 26. Models of morality in the culture of the Fatherland 54
Lesson 27. Etiquette 56
Lesson 28. Family holidays 58
Lesson 29. Human life is the highest moral value 60
Lesson 30. Love and respect for the Fatherland 62

Authors: Savchenko Ksenia Vladimirovna Associate Professor of the Department of Teaching Russian Language and Literature at the Academy of Advanced Training and Professional Retraining of Education Workers, author of the teaching materials “Fundamentals of Religious Culture and Secular Ethics” Shaposhnikova Tatyana Dmitrievna Candidate pedagogical sciences, leading researcher at the Institute of History and Theory of Pedagogy of the Russian Academy of Education Emelyanova Tatyana Valentinovna

Methodical manuals

Initial general education

Line UMK T. D. Shaposhnikova. ORKSE (4-5)

The manual is addressed to teachers working from the textbook. The textbook complies with the Federal State Educational Standard for Primary General Education.

The manual examines the most complex issues of the content of the new subject, intermodular and interdisciplinary connections, the possibilities of the course in solving the problems of socialization and education of schoolchildren, and the organization of extracurricular activities. The teacher is also offered thematic planning.

Content

1. Introduction
2. Methodological commentary on lesson developments
3. Thematic planning
4. Lesson-based developments
   • Section 1. Introducing a new subject
     • – Lesson 1. Russia is our Motherland
     • – Lesson 2. Spiritual values ​​of humanity. Culture. Religion
   • Section 2: Introduction to Ethics
     • – Lesson 3. Not quite an ordinary lesson. Dialogue on philosophy and ethics
     • – Lesson 4. Not quite an ordinary lesson. Continuing the dialogue on ethics. Morals and ethics
   • Section 3. Ethical Teachings of Virtues
     • – Lesson 5. What is virtue
     • – Lesson 6. Aristotle’s teaching on virtues
     • – Lesson 7. Moral qualities
     • – Lesson 8. Patience and tolerance
   • Section 4. Ethics about moral choice
     • – Lesson 9. Not quite an ordinary lesson. Trial of Socrates
     • – Lesson 10. Beliefs
     • – Lesson 11. Moral choice
     • – Lesson 12. Conscience. Duty
     • – Lesson 13. Responsibility
     • – Lesson 14. Ethics about educating yourself
   • Section 5. Ethics about the virtue of justice and a just state
     • – Lesson 15. Justice
     • – Lesson 16. A state based on justice
     • – Lesson 17. Modern state. Public holidays
   • Section 6. Moral Law human life
     • – Lesson 18. Moral law. Ten Commandments
     • – Lesson 19. Commandments of love
     • – Lesson 20. Love is the basis of life
     • – Lesson 21. Forgiveness
   • Section 7. Ethics about the relationship of people to each other
     • – Lesson 22. Ancient Greek thinkers on friendship
     • – Lesson 23. Ethics about attitude towards other people and yourself
     • – Lesson 24. Thoughts and actions. Words and speech
     • – Lesson 25. Mercy
     • – Lesson 26. “The Golden Rule of Morality”
   • Section 8. How to live according to moral laws today
     • – Lesson 27. Moral laws in modern world
     • – Lesson 28. Manifestation of philanthropy. Life of Albert Schweitzer
     • – Lesson 29. Ethical teaching L. N. Tolstoy
     • – Lesson 30. Not quite an ordinary lesson. "Walk the path of goodness"
5. List of used literature
6. List of recommended literature

Municipal educational institution

« high school No. 2"

Test tasks

at the rate

"Fundamentals of Religious Cultures

secular ethics"

module “Fundamentals of secular ethics”

4th grade

compiled by Zolotareva Lyudmila Nikolaevna

teacher primary classes

2017

1. Abstract…………….…………………………………….…………………3

2. Test No. 1 on the topic “Russia is our Motherland” (1 lesson)………....………………4-5

3. Test No. 2 on the topic “What is secular ethics” (lesson 2) …………………….…6

4. Test No. 3 on the topic “Culture and Morality” (lesson 3) …………………………… 7-8

5. Test No. 4 on the topic “How do I understand moral standards?” (Lesson 4)………… ..9-10

6. Test No. 5 on the topic “Features of morality” (lesson 4)……………………………11

6. Test No. 6 on the topic “Good and Evil” (lesson 5-6)……………………………..12-13

7. Test No. 7 on the topic “Virtue and Vice” (lessons 7-8)……………………… 14

8. Test No. 8 on the topic “Freedom and moral choice of a person” (lesson 9)…… 15-16

9. Test No. 9 on the topic “Freedom and responsibility” (lesson 10)……………… 17-18

10. Test No. 10 on the topic “Moral Duty” (lesson 11)………………………. 19-20

11. Test No. 11 on the topic “Fairness” (lesson 12)…………………………..… 21

12. Test No. 12 on the topic “Altruism and egoism” (lesson 13)…………………………22

13. Test No. 13 on the topic: “Diagnostics of the personal attitude “altruism - egoism” (Lesson 13)…………………………………………23

14. Test No. 14 on the topic “Friendship” (lesson 14)……………………………………………………….24

15.Test No. 15 “Are you a good friend?” (Lesson 14)……………………………25-26

14. Test No. 16 on the topic “What does it mean to be moral” (lesson 15)………………27

15. Test No. 17 on the topic: “Final lesson for the 1st half of the year” (16-17 lesson)………28-29

16. Test No. 18 on the topic “Clan and family - the source of moral relations”

(Lesson 18)…………………………………………… 30-31

17. Test No. 19 on the topic “Moral act” (lesson 19)…………………32-33

18. Test No. 20 “Attitude to moral standards of behavior” (lesson 19) ..34-35

19. Test No. 21 on the topic “The Golden Rule of Morality” (lesson 20)………… 36

20. Test No. 22 on the topic “Shame, guilt and apology” (lesson 21)……………….. 37-38

21. Test No. 23 on the topic “Honor and Dignity” (lesson 22)…………………………39

22. Test No. 24 on the topic “Conscience” (lesson 23)………………………………………………………40

23. Test No. 25 on the topic “Moral ideals” (lessons 24-25)………………41-42

24. Test No. 26 on the topic “Moral models in the culture of the Fatherland”

(Lesson 26)……………………………………………………………. 43

25. Test No. 27 on the topic “Etiquette” (lesson 27)……………………………………44-45

26. Test No. 28 on the topic “Family holidays” (lesson 28)……………………….46

27. Test No. 29 on the topic “Human life is the highest moral value”

(Lesson 29)……………………………………………………..47

28. Test No. 30 “Your attitude towards life” (lesson 29)……………………………..48

29. Test No. 31 on the topic “Love and respect for the Fatherland” (lesson 30)………… 49

30. Test No. 32 on the topic: “Patriotism of multinational and

multi-confessional people of Russia.”(31 lessons)……………………….50

31.Test No. 33 on the topic: “ Traditional religions Russia”(lesson 32)……………….51

32. Final test No. 34 (lesson 33)............................................ ........................52-56

33. Questionnaire for parents of 4th grade students…………………………..57

34. References……………………………………………………………58

annotation

The ORKSE course is cultural and is aimed at developing the cultural competence of students. Its study is focused on systematizing and generalizing students’ knowledge about morality, history, and culture, which they received in previous years of study. The course expands ideas about the moral ideals and values ​​that form the basis of the religious and secular traditions of the multinational culture of Russia, and forms an understanding of one’s involvement in them.

Mastering the module “Fundamentals of Secular Ethics” is intended to lay the ideological foundation for spiritual - moral development schoolchildren, lay general ideas about the moral ideals and spiritual values ​​of the peoples of Russia in historical context.

The relevance of developing test and measurement materials for the module “Fundamentals of Secular Ethics” lies in the need to provide students and teachers with materials to determine the level of mastery of course topics, since tasks of this type have not yet been sufficiently developed.

The purpose of these control and measurement materials is to identify the completeness and depth of assimilation of the knowledge system, as well as the level of development of students’ cognitive skills.

These materials are addressed to 4th grade students studying the course “Fundamentals of Religious Cultures and Secular Ethics” as part of the module “Fundamentals of Secular Ethics.” Test tasks are developed for each of the topics of the module “Fundamentals of Secular Ethics.

For execution tests 10 minutes are given. The work consists of 7 multiple choice tasks. A point is awarded for each correct answer.

If the student has typed

7 points – very high level

6-5 points – high level

4 points - average level

less than 4 points – low level

1 option

1. The full name of our country.

a) Russian Federation; b) Russia; c) Moscow.

2. Why do we call our country the Fatherland?

a) this is ours native home;

b) our fathers, grandfathers and great-grandfathers and their ancestors studied, worked and defended their land;

c) because we were born and live in it.

3. The material world is...

a) information from books, magazines, media;

b) things, objects, natural phenomena that surround us;

c) natural phenomena that surround us.

4. The spiritual world is…..

a) things and objects;

b) knowledge and information from various sources that we see;

c) knowledge and information from various sources, relationships between people.

5. You become acquainted with the spiritual world at school during lessons while reading textbooks and additional literature - this is called...

a) the world of knowledge;

b) the world of skills and abilities;

c) the world of culture.

6. Cultural traditions are...

A) folk holidays;

b) the wealth of our multinational country;

c) moral and ethical standards.

7. How should we relate to the traditions of our Motherland?

a) observe all traditions;

b) respect, be proud;

c) whoever wants.

Test No. 1 on the topic “Russia is our Motherland”

option

1.Full name of our country:

a) Moscow b) Russian Federation c) Russia

2. Why do we call our country Fatherland:

a) because we were born and live in it.

b) this is our home

c) our fathers, grandfathers and great-grandfathers and their ancestors studied, worked and defended their land

3. The spiritual world is

a) knowledge and information from various sources that we see

b) knowledge and information from various sources, relationships between people

c) things and objects

4. You become acquainted with the spiritual world at school during lessons while reading textbooks and additional literature - this is called:

a) the world of knowledge b) the world of skills and abilities

c) the world of culture

5. The spiritual world is reflected in a person and forms:

a) state of mind

b) inner world person

c) human interests

6. In the internal and external world there are:

a) only goodness, beauty, warmth, comfort, love

b) only evil, hatred, danger

c) there is good and evil, love and hate, beautiful and ugly

7.A person, depending on the state of his inner world, can be happy or upset, be calm or anxious, and create something necessary and new. It depends on the:

a) how do you fill your inner world

b) how you fill your inner world and how you build relationships with other people

c) how do you feel about the nature and people around you?

Test No. 2 on the topic “What is secular ethics”

1. What is ethics?

a) This is a science that examines actions and relationships between people from the point of view of ideas about good and evil.

b) This is a science that studies the actions and behavior of people.

c) This is a science that studies rules good behavior.

2. Who was the founder of ethics?

a) Hegel;

b) Cicero;

c) Aristotle.

3. Synonym for the word “morality”.

a) morality;

b) customs;

c) habits.

4. Define positive features person.

a) hard work; b) greed; c) caring;

d) rudeness; d) deceit; e) friendliness.

5. Identify the person’s negative traits.

a) honesty; b) cowardice; c) arrogance;

d) kindness; e) laziness; e) politeness.

6) What is the lack of ethics?

a) religious;

b) independent;

c) secular.

7) What does secular ethics help you do?

a) get rich;

b) perform virtuous actions;

c) find out new information.

Test No. 3 on the topic “Culture and Morality”

1 option

1. Culture is...

c) health care.

2. Morality is...

A) cultural traditions;

b) people's beliefs;

3. Ideals and life values people in the state are...

a) legal culture;

b) political culture;

c) material culture.

4. Choose an example of material culture.

a) family traditions;

b) architectural structures;

c) proverbs, sayings.

5. Choose an example of spiritual culture.

6. Why was there a need to support good deeds?

a) they help to live;

b) they help you get rich;

c) to be praised.

7. At all times it has been condemned...

Test No. 3 on the topic “Culture and Morality”

Option 2

1. Morality is...

a) cultural traditions;

b) people's beliefs;

c) a system of norms and values ​​regulating people's behavior.

2. Culture is...

a) cultural behavior of people;

b) material and spiritual values;

c) health care.

3.Choose an example of material culture.

a) family traditions;

b) architectural structures;

c) proverbs, sayings.

4. Choose an example of spiritual culture.

a) car; b) books, magazines, newspapers; c) military duty.

5. The ideals and life values ​​of people in the state are...

a) legal culture;

b) political culture;

c) material culture.

6. At all times it has been condemned...

a) keeping promises; b) helping those in need; c) betrayal.

7. Why was there a need to support good deeds?

a) they help to live;

b) they help you get rich;

c) to be praised.

Test No. 4 “How do I understand moral standards?”

1. What punishment for deceiving buyers would you establish for the guilty seller:

a) let go in peace;

b) take away all property and put you in prison;

c) cut off your hands.

2. If you see guys you know tormenting a stray dog, then

a) throw stones at the flayers;

b) ask to let the dog go;

c) join them.

3. If to successfully pass a test you need to deceive the teacher, then:

a) you will do it;

b) you don’t do this and get “2”;

c) honestly admit your weakness and ask to try again.

4. If old man tries to explain to you the error of your actions, then you:

a) listen carefully and thank;

b) you turn a deaf ear, but pretend that you are listening;

c) be rude in response.

5. If someone in the class studies well and enjoys life, then:

a) it gives you discomfort;

b) you have a desire to humiliate an excellent student;

c) you rejoice at his success

6. If your friends use obscene language in front of you in front of others, then you:

a) feel awkward;

b) ask to change the vocabulary;

c) keep the conversation going in the same spirit.

7. If you are asked to borrow money or some thing for a while, then you:

b) you ask “what will happen to me for this?”

c) fulfill the request with a light heart.

8. If you, while with friends, see a drunk on the street, then:

a) you have an unpleasant feeling;

b) don't pay attention;

c) laugh at him.

Evaluation of answers

results

60 – 80 points. You have the opportunity to live your life like a human being, without bringing suffering and unpleasant feelings to others. Your character combines moral qualities and a willingness to act to prevent evil.

33 – 59 points. You have a number of qualities necessary to be respected. But you need to understand yourself better and not allow frivolous desires and actions to break through, which often interfere with your life. If you don't do this, you may develop the very qualities that everyone hates in people.

24 – 32 points. You need to think seriously about yourself and your future,

because you have a clear failure in understanding moral standards and normal human behavior among people. If you don’t try to radically change your position, big troubles await you, and your loved ones will worry about you.

Test No. 5 on the topic “Peculiarities of morality”

1) Where are moral norms (rules) written down?

a) nowhere; b) in the law; c) in the encyclopedia.

2. Choose qualities that morality approves of.

a) courage; b) cowardice; c) fidelity;

d) betrayal; e) truthfulness; e) arrogance.

3. For violation of moral standards, a person is responsible to:

a) established by state law;

b) parents;

c) by yourself.

4. Moral standards include:

a) ability to use a computer;

b) devotion and love for the Fatherland;

c) the ability to dress beautifully.

5. The task of morality is

a) evaluate people’s actions from the point of view of good and evil;

b) condemn a person’s wrong behavior;

c) identify evil people.

6. What behavior does not correspond to moral standards?

a) politeness; b) responsibility; c) rudeness.

7. Morality regulates:

a) actions and behavior of a person in society;

b) labor activity person;

V) public attitude.

Test No. 6 on the topic “Good and Evil”

1 option

1. Good is...

a) actions that help overcome disunity between people, the ability to affirm humanity;

b) a duty that must be fulfilled regardless of one’s desires;

c) actions that interfere with the development of the person himself and the people around him.

2. Determine the correct statement.

a) Kindness is weakness.

b) The main danger of evil is that it pretends to be good.

c) Being kind is unfashionable these days.

3. Evil is...

a) a duty that must be fulfilled regardless of your desires.

b) the opposite of good is what morality seeks to eliminate and correct.

c) actions that help the person himself and the people around him to develop.

4. The task of human moral behavior.

a) prevent evil and fight it; b) not notice evil;

c) do good with the expectation of a reward.

5. A good deed must be done….

a) free will; b) under duress; c) out of fear of punishment.

6. Which word is missing?

a) sincerity; b) indifference; c) cruelty.

7. Knowledge about good and evil helps people….

a) get what you want; b) live in peace; c) manage people.

Test No. 6 on the topic “Good and Evil”

Option 2

1.Evil is...

a) Thoughts, words, deeds that people consider positive, bright, good, useful, necessary for preserving or continuing life.

b) Thoughts, words, deeds that are opposite to good, which people consider bad, dark, bad, harmful, destructive to life.

c) Rules of behavior approved by people and explaining which actions are considered good and which are evil.

2. Select those actions that society condemns.

a) being late for school b) helping a friend

c) adherence to the daily routine d) failure to fulfill a given promise

3. From what point of view does morality view human actions?

a) the country in which the person lives b) the person’s age

c) good and evil d) the time when the act was committed

4. What is the consequence of evil deeds?

a) joy b) friendship

c) peaceful coexistence d) hostility

5. How do they do good deeds?

a) in the hope of reward b) to avoid punishment

c) selflessly and consciously d) in the hope of praise

6. What is considered a good deed?

A ) forget about the unpleasant request) be late for interesting meeting

c) let it be written off homework d) help your deskmate figure out the problem

7. Choose those actions that society approves of, from the point of view of good and evil.

a) unwillingness to fulfill a promise b) respect for parents

c) untidiness d) ability to tell the truth

Test No. 7 on the topic “Virtue and Vice”

1. A positive moral quality of a person is...

2. Moral, spiritual deficiency; everything that is contrary to truth and goodness. Any moral distortion, inclination towards evil is...

a) vice; b) virtue; c) hypocrisy.

3. Mark the correct statement.

a) The moral development of a person as an individual begins at the age of 16, and before this age he can perform any actions.

b) Virtue is the ability to do as you please in everything.

c) No person can ever become completely virtuous.

4. Virtuous human behavior is...

a) refusal to choose;

b) conscious choice of a person;

c) reluctance to choose.

5. Recognizing other people's values ​​is the first step to...

a) virtuous behavior;

b) dependencies;

c) leadership.

6) Determine the “golden mean”

a) harmfulness; b) servility; c) friendliness.

7. Two opposing personality characteristics by which a person is judged are...

a) culture and morality;

b) good and evil;

c) virtue and vice.

1 option

1. A person’s ability to determine his behavior taking into account the laws of nature and society is...

a) freedom; b) duty; c) indifference.

2. The choice between good and evil is...

3. You found a wallet with money on the street. What will you do?

a) I’ll go to the store and buy toys;

b) I’ll take it to the police;

c) I’ll buy a lot of sweets and treat my friends.

4. The choice between moral and immoral behavior depends on...

b) from fear of punishment;

c) from indifference.

5. “Being yourself” means...

a) follow the lead of others;

b) have own opinion;

6. Which of the heroes of the fairy tale by A.S. Pushkin's "The Tale of dead princess and about the seven heroes” found himself in a situation of moral choice?

a) Elisha; b) Chernavka; c) Queen.

7. What is a moral conflict?

Test No. 8 on the topic “Freedom and moral choice of a person”

Option 2

What is freedom?

a) independence

b) a person’s ability to determine his behavior taking into account the laws of nature and society

2. Moral choice is...

a) choice between good and evil

b) the duty to respect other people

3. What does a person’s moral choice depend on?

a) from friends

b) from parents

c) from the person himself

4. “Being yourself” means...

a) follow the lead of others;

b) have your own opinion;

c) say what you feel.

5. What is a moral conflict?

a) the pursuit of one value destroys another;

b) the person who made the choice;

c) something for which a person is responsible

6. The choice between good and evil is...

a) moral duty; b) moral choice; c) moral dependence.

7. The choice between moral and immoral behavior depends on...

a) persistence in following virtue;

b) from fear of punishment;

c) from indifference.

Test No. 9 on the topic “Freedom and responsibility”

1 option

1. Freedom is...

a) a person’s ability to determine his behavior taking into account the laws of nature and society;

b) lack of responsibility for committed actions;

c) the result of overcoming the rules imposed by society.

2. Responsibility is...

a) obtaining permissiveness in society;

b) a character trait of a person and his actions, which indicates that a person is responsible for his own choices;

c) the desire to help others.

3. What does human freedom of choice mean?

a) limited freedom of action;

b) human responsibility for decisions;

c) uncontrolled behavior.

4. What is a person responsible for?

a) for the behavior of others;

b) for the actions of the parents;

c) for their actions.

5. A consciously committed act is...

a) error;

b) intentionality;

c) unintentionality.

6. Choose things for which only you are responsible.

a) buy bread; b) build a factory; c) wash the dishes;

d) fix the TV; d) study well; d) write a book.

7. Mark the concepts that relate to responsible behavior.

Test No. 9 on the topic “Freedom and responsibility”

Option 2

1.Are the following judgments about human freedom in society true?

a) Freedom is the opportunity to do as you want, always guided by own desires

b) Freedom is the opportunity to choose goals and ways to achieve them, being aware of responsibility for decisions made

2. The ability and opportunity to make one’s own choices and act in accordance with one’s interests and goals is called:

1) necessity 2) dignity

3) freedom 4) responsibility

3. What is a person responsible for?

a) for the behavior of others;

b) for the actions of the parents;

c) for their actions.

4. Mark the concepts that relate to responsible behavior.

a) respect; b) oppression of the weak; c) recognition of equality;

d) permissiveness; e) finding a compromise; d) selfishness.

5 .The child accidentally breaks a vase. Should he be held responsible for this?

a) This action will not be punished;

b) This is an oversight for which he is not responsible;

c) This is an unintentional act for which you will have to answer;

G ) It is a deliberate action that must be accounted for.

6. Indicate the questions that a person who makes a free choice of actions should ask himself.

a) What will be my reward?

b) Will I cause harm?

c) Will they write about this in the newspapers?

d) What consequences will my action lead to?

7.What does human freedom of choice mean?

a) Uncontrolled behavior;

b) Limited freedom of action;

c) Human responsibility for decisions;

d) Absolute freedom of action.

1 option

1. What is moral duty?

a) family traditions;

b) fear of punishment;

c) awareness of the need to fulfill universal human norms.

2. Why does a virtuous person help people?

a) expects a reward;

b) is afraid of punishment;

c) believes that this is necessary.

3. What is the moral responsibility of a person in society?

a) live for your own pleasure;

b) respect other people and their rights;

c) have many friends.

4. Gratitude is...

a) moral obligation;

b) human weakness;

c) receive praise.

a) coercion;

c) duty.

6) State whatnot applicable to moral duties.

b) do not help parents;

a) J. J. Rousseau; b) Confucius;

c) Aristotle.

Test No. 10 on the topic “Moral duty”

Option 2

1.What is moral duty?

A) state law

b) social coercion

c) a person’s awareness of the need to fulfill the norms of society

d) family tradition

2.Why does a man of duty fulfill his obligations?

a) expects a reward

b) everyone does this

c) is convinced of the need to fulfill his duties

d) afraid of punishment

3.What is the moral responsibility of a person in society?

a) choose a certain profession

b) live only in big city

c) have many friends

d) respect other people and their rights

4. Gratitude is...

a) all answers are correct

b) a way to get praise from parents

c) a sign of self-doubt

d) moral obligation

a) J. J. Rousseau;

b) Confucius;

c) Aristotle.

6. A person’s awareness of the need to fulfill moral standards is...

a) coercion;

c) duty.

7. State whatnot applicable to moral duties.

a) respect the rights of other people;

b) do not help parents;

c) selflessly help people.

Test No. 11 on the topic “Fairness”

1. Justice is...

a) a character trait of a person and his actions, which indicates that a person is responsible for his own choices;

b) a moral rule that regulates relations between people in the distribution of goods. rewards and punishments, income.

c) a duty that must be fulfilled regardless of one’s desires.

2. What does it mean to be fair?

a) avoid evil in your actions;

b) fight vices;

c) admit that other people are right.

3. How can a just action be rewarded?

a) certificate; b) a certificate of merit; c) gratitude from people.

4. How can an unjust act be punished?

a) condemnation; b) restriction of human rights; c) removal from the family.

5. Sign of proportionality in moral rules means that…

a) the action must be judged according to its merits;

b) the punishment must be greater than the reward;

c) the punishment should be less than the reward.

6. Justice requires….

a) respect for the rights of other people, does not allow the humiliation of personal dignity;

b) unconditional submission to other people;

c) defend only your opinion.

7. For the same actions, people should receive equal rewards and punishments, this is the principle...

a) justice; b) injustice; c) consciousness.

Test No. 12 on the topic “Altruism and egoism”

1. What does “altruism” mean in Latin?

b) other;

c) joint.

2. Who owns the words “ Good man one who does great and noble things, even if he risks everything in doing so”?

a) Cicero;

b) Aristotle;

c) Plutarch.

3. Behavior aimed at satisfying personal interests, including to the detriment of the interests of other people or society, is...

a) selfishness;

b) altruism;

c) friendship.

4. Willingness to act selflessly for the benefit of others, regardless of one’s own interests, is...

a) selfishness;

b) altruism;

c) friendship.

5.What is characteristic of reasonable egoism?

a) promoting the common good;

b) concern for society;

c) caring for loved ones.

6. Who from C. Perrault’s fairy tale “Cinderella” is an altruist?

a) Cinderella; b) Prince; c) Stepmother.

7. What could be a disadvantage of altruism?

a) help strangers;

b) oblivion of one’s neighbors;

c) refusal to help people.

Test No. 13 on the topic: “Diagnostics of the personal attitude “altruism - egoism”

Scales: altruism, egoism

Purpose of the test

The technique is aimed at studying the socio-psychological attitude of the individual and helps to identify altruism.
Instructions
Read the questions carefully and answer them “yes” or “no”, based on your tendency to behave in a given situation.

Diagnosis of the personal attitude “altruism - egoism”

Are you often told that you think more about others than about yourself?

Is it easier for you to ask for others than for yourself?

Do you find it difficult to refuse people when they ask you for something?

Do you often try to do people a favor if they have trouble or trouble?

Do you enjoy doing things for yourself more than for others?

Do you strive to do as much as possible for other people?

Are you convinced that the greatest value in life is living for other people?

Do you find it difficult to force yourself to do something for others?

Yours distinguishing feature- unselfishness?

Are you convinced that caring for others often comes at the expense of yourself?

Do you judge people who don't know how to take care of themselves?

Do you often ask people to do things for selfish reasons?

Is your defining characteristic the desire to help other people?

Do you think that a person should think about himself first, and then about others?

Do you usually spend a lot of time on your person?

Are you convinced that you don’t need to work hard for others?

Do you usually have neither the strength nor the time for yourself?

Do you use your free time only for your hobbies?

Can you call yourself an egoist?

Are you able to put in maximum effort only for a good reward?

Processing and interpretation of test results

Key to the test
1 point is given for answers “yes” to questions 1, 4, 6, 7, 9, 13,17 and answers “no” to questions 5, 8, 10, 12, 14, 16, 18, 20. Then the total sum of points.
The answer is "Yes" 1 4 6 7 9 13 17 2
The answer is "No" 5 8 10 12 14 16 18 20
The more points scored than 10, the more the subject has

altruism and a desire to help people are expressed. And vice versa, the less the score is 10, the more selfish tendency the subject has.

Test No. 14 on the topic “Friendship”

1. What are relationships based on mutual affection and personal interests called?

a) adoration;

b) love;

c) friendship.

2. Choose the main feature of friendship.

a) selectivity;

b) duty;

c) submission.

3. Who does a person choose?

a) neighbors;

b) friends;

c) parents.

4. Subject to what rule can true friendship be achieved?

a) respect for each other;

b) my friend owes me everything;

c) be friends only with me.

5. Who owns the words “Friendship ends where mistrust begins”

a) D. Addison;

b) Cicero;

c) L.A. Seneca.

6. There cannot be friendship among people:

a) without the ability to give in to each other;

b) without lies and deception;

c) without large quantity money.

7. What qualities does a true friend have?

a) kindness; b) hypocrisy; c) envy;

d) honesty; d) cowardice; e) understanding.

Test No. 15 “Are you a good friend?”

Take a simple test and find out what kind of friend you look like from the outside.

1.Your friend got into a very awkward but funny story. Will you remember this to him?

A. I’ll tell the whole company, we’ll laugh together.

B. I’ll tell you, but I won’t say to whom exactly this happened.

V. I won’t tell anyone.

2. A friend accidentally broke a mug while visiting you. What will you do?

A. Ask them to bring you a new one.

B. You will be angry with him.

Q. You will say that there is nothing wrong with this.

3.Yours best friend communicates with your classmate whom you dislike. How will you behave?

A. I will stop being friends with him.

B. I’ll tell him to choose: either me or the other one.

4. Do you think a true friend should:

A. Tell only good things and keep the bad to yourself.

B. Sometimes talk about your affairs.

B. Share everything with you.

5. Do you think your friend:

A. I must look up to you.

B. Serve as a role model for you.

V. Same as you, cheerful and interesting person.

6.Your friend forgot his lunch money at home. What will you do?

A. I won’t do anything, don’t be so forgetful.

B. I will lend him money.

Q. I’ll share my lunch.

Count which answers you got the most.

If A. If you have good friends, then you are very lucky. Because it can be very difficult to communicate with someone like you. You think first of all about your own benefit and are not ready to do great deeds for the sake of a friend. With such a relationship, it will be very difficult for you to make new friends.

If only. You have several good friends, but you are not very interested in their problems. You are having fun, but if something happens, it is not a fact that you will be able to support each other in trouble. Remember: true friends know how to be happy and sad together.

If in. You are a truly good friend - understanding, caring and reliable. Therefore, you can be sure that your friends will always come to your aid. It’s easy to make friends with you, just remember that people are different, and you shouldn’t waste time on those who don’t value the concept of “friendship.”

Test No. 16 on the topic “What does it mean to be moral”

1. The task of secular ethics is that...

a) release a person from responsibility;

b) provide the opportunity for independent choice;

c) teach to be cunning.

2. Choose an action that is not virtuous..

a) charity; b) generosity; c) patience;

d) greed; e) courage; e) friendliness.

3. Under what conditions is responsible behavior possible for an individual?

a) unintentionality of the act;

b) a person is aware of the consequences of his actions;

c) a person is not responsible for the results of his choice.

4. What is the lack of desire for personal gain or profit called?

a) selflessness;

b) generosity;

c) selectivity.

5. A person can become kind:

a) by order of the parents;

b) with the help of other people;

c) living the way he wants.

6. What determines the choice between moral and immoral behavior?

a) conditions of choice;

b) situations of choice;

c) tenacity of character.

7. How does secular ethics answer the question, “What does it mean to be moral?”?

a) does not give ready answers;

b) teaches to make moral choices;

c) teaches you to be fair.

1 option

1.

a) Ethics,

b) Morality,

2. A system of norms and values ​​regulating people’s behavior.

a) Ethics,

b) Morality,

3. Moral value that relates to human activity.

a) Ethics,

b) Morality,

4. Expresses a person’s desire for good.

a) Virtue

b) Vice,

c)Freedom

5.An action that results in causing harm to oneself and other people.

a) Virtue

b) Vice,

c)Freedom

6. A person’s ability to determine his behavior taking into account the laws of nature and society.

a) Virtue

b) Vice,

c)Freedom

7. A person’s ability to be responsible for his own free choice

a) Responsibility,

b) Justice,

c) Altruism

key: 1a, 2b, 3c, 4a, 5b, 6c, 7a

Test No. 17 on the topic: “Final lesson for the 1st half of the year”

Option 2

1. A moral rule that regulates relations between people in the distribution of benefits, rewards, punishments, income, etc.

a) Responsibility,

b) Justice,

c) Altruism

2. Moral life position which requires a person to perform selfless acts for the sake of other people or common goals.

a) Responsibility,

b) Justice,

c) Altruism

3.Relationships based on mutual affection and personal interests.

a) Justice,

b) Altruism,

c) Friendship

4. A system of norms and values ​​regulating people's behavior.

a) Ethics,

b) Morality,

5. Moral value that relates to human activity.

a) Ethics,

b) Morality,

6. A person’s ability to be responsible for his own free choice

a) Responsibility,

b) Justice,

c) Altruism

7. A science that examines actions and relationships between people from the point of view of ideas about good and evil.

a) Ethics,

b) Morality,

key: 1b. 2c, 3c, 4b, 5c, 6a, 7a

1 option

1. The descendants of a common ancestor are...

b) country;

c) region.

2. What does not apply to gender symbols?

a) last name;

c) place of residence.

3. What does a person's last name mean?

a) his attitude towards society;

b) his family origin;

c) place in society.

4. Where can you see a person’s place in the family?

a) in the pedigree;

b) in the photograph;

c) in the library.

5. Moral relationships in the family are...

a) watching TV shows together;

b) respect and love for your loved ones, willingness to help them;

c) fulfilling all the child’s requests.

6. What is the reason for moral relations in the family?

c) state support.

7. Fulfilling family responsibilities is associated with the concept….

a) responsibility;

b) politeness;

c) encouragement.

Test No. 18 on the topic “Clan and family - the source of moral relations”

Option 2

a) build a house, plant a tree, give birth to children;

b) be worthy citizens of their country;

c) give life to children, raise and educate them, creating favorable living conditions.

2. Fulfilling family responsibilities is associated with the concept….

a) responsibility;

b) politeness;

c) encouragement.

3.Where can you see a person’s place in the family?

a) in the pedigree;

b) in the photograph;

c) in the library.

4. What does a person's last name mean?

a) his attitude towards society;

b) his family origin;

c) place in society.

5. What does not apply to gender symbols?

a) last name;

c) place of residence.

6. The descendants of a common ancestor are...

b) country;

c) region.

7. What is the reason for the development of moral relationships in the family?

a) the love of its members for each other;

b) large family wealth;

c) state support

1 option

1. What is an action?

a) this is a direct expression of morality;

b) abstaining from action;

c) the ability to show oneself in society.

2. What determines a moral act?

a) desire to win;

b) what the heart tells you;

c) to please others.

3. Why might a moral act occur?

a) the desire to help one’s neighbor;

b) for the sake of gratitude;

c) parents forced.

a) free will;

b) under duress;

c) out of habit;

5. A moral act presupposes...

a) moral choice;

b) council of comrades;

c) state law.

6. What actions are moral?

7. What is not a sign of a moral act?

a) motive; b) goal;

c) the action itself; d) repeat.

Test No. 19 on the topic “Moral act”

Option 2

1.What determines a moral act?

a) what the heart tells you; b) the will to fight;

c) the desire to be first; d) high mental abilities.

2. Where can a moral act begin?

a) with a feeling of empathy for someone;

b) with the desire to give joy;

c) with a desire to help people; d) all options are correct.

3. Indicate the motive for a moral act.

a) be friends with someone who has a lot of money in order to have more things;

b) copy from a classmate homework to get "excellent";

c) humiliate an opponent in a competition in order to win;

d) visit a sick friend to make him feel happy.

4. Little Misha lost his favorite toy and began to cry. The moral goal is to help Misha, to show concern for his problem.

What is the means to achieve this goal?

a) explain to Misha that crying is bad, and that naughty children are taken by Barmaley and taken to Africa;

b) call adults for help;

c) find a similar toy from other children and take it from them by cunning, and then give it to Misha;

d) tell Misha kind, cordial, affectionate words, try to switch his attention to something else, maybe play with him together.

5.Why can a moral act occur?

a) the desire to help one’s neighbor;

b) for the sake of gratitude;

c) parents forced.

6.A moral act presupposes...

a) moral choice;

b) council of comrades;

c) state law.

7. What actions are moral?

a) hit the dog; b) regret younger brother;

c) take someone else’s; d) plant a tree;

e) laugh at a fallen friend; e) help grandma with cleaning.

Test No. 20 “Attitude to moral standards of behavior”

Instructions:
Determine your attitude to moral standards of behavior (responsibility, collectivistic orientation, self-criticism, integrity, sensitivity, justice).
Below is a description of various life situations. What would you do if you were in each of them? From the proposed answers, choose the one that coincides with your point of view (remember what letter it is under, or write down the option).

1. During the holidays, when you are planning to go on vacation, classroom teacher unexpectedly asked me to help tidy up the classroom. What will you do?

A. Say you agree to help and postpone your departure.
b. Gather the guys and together with them you will do all the work in one day.
V. Promise to do the work when you return.
d. Advise to get help from someone who remains in the city.
d. Or...

2. You have been given an assignment that you do not like, but its implementation is urgently needed by the team. What will you do?

A. Carry out the assignment in good faith.
b. Invite your comrades to carry out the assignment.
V. Ask to give you another assignment that is more interesting to you.
d. Find a reason to refuse.
d. Or...

3. You overheard a group of classmates making fair but unpleasant remarks about you. What will you do?

A. Try to explain your behavior to the guys.
b. Turn the conversation into a joke, but try to quickly correct the shortcomings that were discussed.
V. Pretend you didn't hear anything.
d. Tell the guys that they themselves are no better than you, especially because they talk about you in your absence.
d. Or...

4. In the labor camp, you developed painful calluses on your hands while weeding vegetables. What will you do?

A. You will, overcoming the pain, fulfill the quota, like everyone else.
b. Ask your friends to help you meet your quota.
V. Ask to be released from this job and transferred to another.
d. Leave the work unfinished and go to rest.
d. Or...

5. You have witnessed how one person unjustly offended another. What will you do?

A. Demand an apology from the offender to the victim.
b. Understand the causes of the conflict and achieve its elimination.
V. Express your condolences to the person you have offended.
d. Pretend that this does not concern you.
d. Or...

6. By accident, without meaning to, you caused minor damage or harm to another person. What will you do?

A. You will do everything possible to eliminate evil and damage.
b. Apologize, explain to the victim that this was not your intention
V. You will try to ensure that no one notices the damage you have caused, and pretend that you are not to blame.
d. Place the blame on the one who suffered: let him not interfere, he himself is to blame.
d. Or...

If your answers contain options

“A", then this indicates an active, stable, positive attitude to appropriate moral standards;

If "b"- this relationship is active, but not stable enough (compromises are possible);

If "V"- the attitude is passive and not stable enough;

“G"- negative, unstable attitude.

Test No. 21 on the topic “The Golden Rule of Morality”

1. Which of the proposed proverbs corresponds to the golden rule of morality?

a) What you don’t like in others, don’t do that yourself.

b) Keep your head cold, your stomach hungry, and your feet warm.

c) The worst thing is a mouse that knows only one loophole.

2. Why is it important to follow the golden rule of morality in life?

a) because it is the law of the state;

b) because the school gets good grades for its observance;

c) this rule is good human relations.

3. What is necessary for the golden rule of morality to operate in your life?

a) think about your actions;

b) love yourself;

c) love people as yourself.

4) What feeling prevents you from adhering to the golden rule of morality?

a) pity;

c) respect.

5) Why does the golden rule of morality help in life?

a) Because it gives people goodness and joy.

b) Because adults scold us, and we obey.

c) Because we do what others tell us.

6) When was the golden rule of morality formulated?

a) in the 16th century; b) in the 17th century; c) in the 18th century.

7) Mark the phrases associated with the golden rule of morality.

a) play the piano; d) share with a friend;

b) support a friend; d) go fishing;

c) Run along the road; f) Respond to the feelings of others

Test No. 22 on the topic “Shame, guilt and apology”

1 option

1. Depressed state of mind a person that appears after condemnation of his behavior by the people around him is...

c) heaviness.

2. A person’s experience of non-compliance with standards, failure to fulfill a duty to oneself is...

3. What cannot cause a person to feel shame?

to help.

4. What should you do to get rid of guilt?

a) be generous;

b) forgive;

c) apologize.

5. The ability to forgive is...

a) property strong people;

b) the property of weak people;

c) a property of insecure people.

6. It becomes easier on the soul when you...

a) forgive; b) punish; c) humiliate.

7. To repent means….

a) decide not to repeat your mistakes;

b) harbor a grudge;

c) pay money for the offense caused.

Test No. 22 on the topic “Shame, guilt and apology”

Option 2

1.What is the main task clan and family?

a) build a house, plant a tree, give birth to children

b) to be worthy citizens of their country

c) give life to children, raise and educate them, creating favorable living conditions

2. “Do unto others as you would have them do unto you.” This…

a) the ability to manage your emotions

b) the golden rule of morality

c) moral action

3. Shame is...

a) responsibility to oneself

4. Wines are...

a) a generous attitude towards people

b) a severe, depressed state of mind that appears after people around him condemn his behavior

c) a person’s experience of not meeting the norms in front of himself

5. Repentance is...

a) the decision not to repeat one’s mistakes

b) the decision to repeat one's mistakes

c) a person’s experience of not meeting the norms in front of himself

6. To get rid of guilt, you need to:

a) Find a new friend.

b) Forget about the bad deed.

c) Apologize to the person you offended.

7. If a person forgives others, then:

a) He deserves punishment.

b) This person is just very stupid.

c) He will also be forgiven.

d) This person is weak and helpless.

Test No. 23 on the topic “Honor and Dignity”

1. Moral qualities of an individual worthy of respect and pride.

b) conscience;

c) dignity.

2. Awareness of your rights, your moral value and self-respect is...

b) conscience;

c) dignity.

3. A person is worthy of respect because...

a) he is the best;

b) distinguishes good from evil;

c) knows how to dress beautifully.

4. Choose the correct statement about honor and dignity.

a) Honor and dignity are words that mean nothing today.

b) A person must flaunt his best qualities in order to be appreciated.

c) The wisest thing is to maintain dignity even when there is a strong temptation to do otherwise.

5. An honest person can be called one who...

a) does not admit his mistakes;

b) has moral qualities and manifests them in his behavior;

c) knows how to deceive unnoticed.

6. Dignity is not associated with...

a) decency;

b) stinginess;

c) justice.

7. Honor is a reward given for…. (Aristotle)

a) virtue; b) pride; c) knowledge.

Test No. 24 on the topic “Conscience”

1. What is conscience?

a) A feeling of satisfaction for one’s behavior in front of other people and society.

b) The experience of condemnation or approval of one’s own action, even if it is only intended.

c) A depressed mental state of a person, which appears after the condemnation of his behavior by the people around him.

2. What helps a person to do good, right?

a) culture; b) conscience; c) responsibility.

3. Conscientious is the one...

a) who the teacher scolds;

c) who swears.

4. It cannot be said about conscience that...

a) it’s shame in front of oneself;

b) this is our inner judge;

c) a means to achieve what you want.

5. The most difficult thing for a person:

a) be honest with people around you;

b) be honest with your peers;

c) be honest with yourself.

6. Find the end of the proverb: Speak to the point...

a) live according to your conscience;

b) serve approximately;

c) live in abundance.

7. Choose an action that is associated with the concept of conscience.

a) buy bread out of turn;

b) apologize for the offense caused;

c) tease the dog.

Test No. 25 on the topic “Moral ideals”

1 option

1. Heroes who defended the Russian lands and the Russian people from enemy invasions or from evil spirits.

a) heroes;

b) grain growers;

c) athletes.

2. Human quality is not inherent in heroes.

a) courage;

c) boasting.

3. Who is credited for proclaiming the rules of fair combat?

a) athletes;

b) heroes;

c) heroes.

4. The most important virtue of a military squad is….

a) resourcefulness;

c) fidelity.

5. A selfless, noble, heavily armed mounted warrior is...

a) sir;

b) knight;

c) rider.

6. Who was originally considered a man of noble birth?

a) a gentleman;

b) knight;

c) a hero.

7. What was the name of a married woman of the aristocratic circle?

a) lady; b) lady; c) madam.

Test No. 25 on the topic “Moral ideals”

Option 2

1.Who in Ancient Rus' called heroes?

a) rich people

b) brave and strong defenders of the Fatherland

c) athletes

2.What is the great merit of the heroes?

a) proclaimed the rules of a fair fight

b) proclaimed the rules of etiquette

3.What is the name of a heavy shell woven from metal rings?

b) chain mail

4.What is the name of the painting by Viktor Vasnetsov?

a) “Three heroes”

b) “Bogatyrskaya outpost”

c) “Bogatyrs”

5. The most important virtue of a military squad is….

a) resourcefulness;

c) fidelity.

6. What was the name of a married woman of the aristocratic circle?

a) lady; b) lady; c) madam.

7. What was a man of noble birth originally considered to be?

a) a gentleman;

b) knight;

c) a hero.

Test No. 26 on the topic “Moral models in the culture of the Fatherland”

1. How is the moral attitude towards the Fatherland expressed?

a) to reside in the country;

b) in love for one’s people;

c) in obtaining information.

2. Who does not belong to the standard standards moral behavior?

a) worker; b) consumer; c) patriot.

3. A hardworking person who, through his labor, creates material and spiritual values ​​for the benefit of the entire people, the entire country is...

a) patriot;

b) hard worker;

4. A person who loves his homeland, his people, who is ready to make sacrifices, labor and feats of arms- This …

a) patriot;

c) collectivist.

5. Defender of the Fatherland is...

a) worker;

c) collectivist.

6. A person who cares about the interests of the team, sometimes to the detriment of his own, is...

a) patriot;

b) hard worker;

c) collectivist.

7. Where does a team start?

a) from gifts to each other;

b) to servility to the powerful;

c) from the golden rule of morality.

Test No. 27 on the topic “Etiquette”

1 option

1.

b) aesthetics;

c) etiquette.

2. The word “etiquette” appeared in:

a) Russia;

b) France;

in England.

3. What it should be cultured person?

a) polite;

b) fashionable;

c) adults.

4. Where is it important to follow the rules of etiquette?

b) at school;

c) on the street.

5. If you made a promise, then you need to:

a) forget about him;

b) fulfill it;

c) pass it on to someone else.

6. If you have caused inconvenience to someone, you need to:

a) apologize;

b) don't apologize;

c) say “It’s my own fault.”

7. A person's speech reflects:

a) intentions and desires;

b) inner world;

c) emotions and actions.

Test No. 27 on the topic “Etiquette”

Option 2

1. What should a cultured person be like?

a) polite; b) neat; c) noble;

d) all of the above;

e) none of the above.

2. Where is it important to follow the rules of etiquette?

a) at home; b) at school; c) on the street;

d) in transport; d) everywhere.

3. How should you address an adult?

a) to you; b) on you; c) by you or by your first name and patronymic;

d) by name;

e) all of the above;

e) none of the above.

4. If you made a promise, then you need to:

a) forget about him; b) fulfill it;

c) warn if you cannot fulfill it;

d) transfer to someone else;

e) all of the above; e) none of the above.

5. If you have caused inconvenience to someone, you need to:

a) apologize;

b) don’t apologize;

c) say “It’s my own fault”;

d) say “Where are you going”;

6. What are the rules of good behavior called?

a) ethics; b) aesthetics; c) etiquette.

7. A person's speech reflects:

a) intentions and desires; b) inner world;

c) emotions and actions.

Test No. 28 on the topic “Family holidays”

1. Fun, a celebration that takes place for any reason is... a) holiday; b) meeting; c) teachers' council.

2. The tradition of setting aside certain days for holiday celebrations arose among people...

a) in ancient times;

b) in 1861;

c) in the Middle Ages.

3. Specify a public holiday.

a) Victory Day;

b) birthday;

c) Teacher's Day.

4. Specify a public holiday.

a) International Women's Day;

b) wedding;

c) City Day.

5. Indicate a family holiday.

a) wedding;

b) Russia Day;

c) Medical Worker's Day.

6. Each holiday has its own order of celebration - this is...

a) schedule;

b) ritual;

a) Victory Day;

b) National Unity Day;

c) Day of the State Flag of Russia.

Test No. 29 on the topic “Human life is the highest moral value”

1. The highest value for a person is...

a) his life; b) his family; c) his habits.

2. Ensuring life without war is a task...

a) the person himself;

b) people;

c) states.

3. When does a person establish himself as an individual?

a) throughout life;

b) at birth;

c) retiring.

4. What does the happiness of parents depend on?

a) on the number of children;

b) from the well-being of children;

c) from the education of children.

5. Who owns the words “He who does not value life is not worthy of it”

a) Leonardo da Vinci;

b) Seneca;

c) Cicero.

6. Identify a value that is not so important to a person.

a) health;

b) education;

c) beauty.

7. Why are Russia and other countries solving demographic problems?

a) the army of the state depends on it;

b) the development of the country depends on it;

c) the standard of living depends on it.

Test No. 30 “Your attitude to life”

1. Do you try to put off your tasks until tomorrow?

A-never,

B-sometimes

B-often,

G-always

2. If you can do nothing, do you strive for it?

A-never,

B-sometimes

B-often,

G-always

3. Do you try to come up with an excuse not to do what you need to do?

A-never,

B-sometimes

B-often,

G-always

4. How much time do you spend at the computer??

A-up to 1 hour a day;

B-from 1 to 2.5;

B-from 2.5 to 4 hours;

G-more than 4 hours a day

5. Is your best friend/girlfriend someone who "steals" other people's time?

A-no,

B-sometimes

B-often,

G-constantly

Points: A=1 point, B=3 points, C=5 points, D=7 points

Up to 15 points.

You have something to be proud of. You are a purposeful, active person. An interesting life awaits you.

From 16 to 25 points.

You have something to work on. Urgent measures are needed to put your lifestyle in order. Try to spend time on business, otherwise in the future there may be problems with studies, work, salary and even friends.

More than 25 points.

You need to seriously think about your future.

You most likely already have difficulties with your parents and school. And if you don’t change your attitude towards time and business, then the main difficulties are still ahead.

Test No. 31 on the topic “Love and respect for the Fatherland”

1. Love for the Motherland is manifested...

a) in respect for the traditions of ancestors;

b) in use natural resources;

c) to enjoy benefits.

2. How should we relate to the traditions of our Motherland?

a) observe all traditions;

b) whoever wants;

c) respect, be proud, take care.

3. What do you mean by the concept of “peoples of Russia”?

a) all people on Earth;

b) people of all nationalities living in Moscow;

c) people living in Russia.

4. Secular ethics claims that one of the foundations of human life is...

a) respect for human rights;

b) subjugation of others;

c) self-love.

5. What is the basis of life?

b) love;

c) wealth.

6. The culture of our country, respect and love for the Fatherland is...

a) spiritual traditions;

b) religious traditions;

c) family traditions.

7. When does a person remain a person?

a) while taking care of himself;

b) while he cares about others;

c) while he lives.

basics RELIGIOUS CULTURES AND SECULAR

ethics basics SOCIAL

ethics

4-5 CLASSES

Tutorial

for educational institutions

Moscow "Enlightenment" 2010

Content

Lesson 1.Russia is our Motherland

Lesson 2.What is secular ethics

Lesson 3.Culture and morality

Lesson 4.Features of morality

Lesson5. Good and evil

Lesson6. Good and evil

Lesson 7.Virtue and Vice

Lesson 8.Virtue and Vice

Lesson 9.Freedom and moral choice of man

Lesson 10.Freedom and responsibility

Lesson 11 . Moral duty

Lesson 12.Justice

Lesson 13.Altruism and egoism

Lesson 14.Friendship

Lesson 15.What does it mean to be moral?

Lessons 16-17.Summarizing

Lesson 18.Clan and family are the source of moral relations

Lesson 19.Moral action

Lesson 20.Golden Rule of Morality

Lesson 21. Shame, guilt and apology

Lesson 22.Honor and dignity

Lesson 23.Conscience

Lesson 24.Moral ideals

Lesson 25.Moral ideals

Lesson 26.Models of morality in the culture of the Fatherland

Lesson 27Etiquette

Lesson 28Family holidays

Lesson 29Human life is the highest moral value

Lesson 30.Love and respect for the Fatherland

Lesson 1 - Russia is our Motherland

We live in a wonderful country, whose name is the Russian Federation, or, for short, Russia. Say this word out loud, and you will feel in its sound light, expanse, space, spirituality...

We respectfully call our country the FATHERLAND, because our fathers, grandfathers, great-grandfathers, great-grandfathers of our great-grandfathers and their ancestors studied, worked and defended their land in order to preserve Russia for future generations. We lovingly call our country HOMELAND, because we were born and live in it.

The world around us is endless and diverse. Things, objects among which a person lives, natural phenomena - this is the material world. But there is another world - the spiritual one. The spiritual world is knowledge and information contained in books, works of art and cinema, relationships between people, etc. At school you get acquainted with this world by studying Russian, native and foreign languages, mathematics and computer science, literary reading, art and much more. This world is also called the world of culture.

Not only is a person in the spiritual world, but this world is reflected in a person and forms his inner world, which almost all religions of the world define as the human soul. In this inner world of a person live memories, images of dear people, everything that he believes in and strives for.

A person, depending on the state of his inner world, can be happy or sad, be calm or anxious, create something new and necessary for people, or indulge in despondency and melancholy.

What does this depend on? It depends on what you fill your inner world with and how you build relationships with other people.

Both in the inner and outer world there is high and low, light and dark, beautiful and ugly, favorable for a person and dangerous for him. There is good and evil, love and hatred, honor and dishonor, mercy and cruelty, truth and lies. A person has the right to determine for himself what to choose from this, how to feed his soul. And this choice is never easy.

How not to destroy your inner world? You began to study the subject “Fundamentals of Religious Cultures and Secular Ethics” in order to get answers to these questions that are important for every person.

The spiritual world has its own roads. They are called traditions. Our ancestors walked along them. Cultural traditions are the wealth of our multinational country. A special place among them is occupied by religious cultures and moral and ethical standards. All of them are based on such eternal values as goodness, honor, justice, mercy. If a person follows them, he will not get lost in a complex world, will be able to distinguish good from bad, and will learn how to make his inner world clean, bright and joyful.

In our country there live people who know and carefully preserve different traditions. They often speak different languages, but they understand each other well and all together make up one friendly family of the peoples of Russia.

And in this family we treat every tradition with respect and care. We are all different, but we all live, work, study and are proud of our Motherland.

Lesson 1 – What is secular ethics

Ethics is a science that examines actions and relationships between people from the point of view of ideas about good and evil. The founder of this science was the ancient Greek philosopher Aristotle (IV century BC), who introduced the term itself into the titles of his works. IN Ancient Greece all sciences were called philosophy. The word "philosophy" is composed of the Greek words "philo" - love and "sophia" - wisdom. It turns out that philosophy is the love of wisdom. Aristotle believed that ethics is a part of philosophy.

Ethics studies morality. The word "morality" originated in Ancient Rome and means “customs”, “rules of behavior”. All together, this can be called the word “morals”, from which the word “morality” originated in the Russian language.”

Therefore, the words “morality” and “morality” are synonymous.

Ethics is not simply the study of how people behave and why they act the way they do. It helps to understand what morality is and how it is achieved.

Every person has positive and negative traits. Most people are honest, hardworking, caring, capable of love and friendship. However, there are also those who lie, steal, are rude, and offend the weak.

Why do some people commit good deeds, while others do harm to themselves and others? What do you need to do to become kind yourself and to good people was there as much as possible? How to reward a person who has done good? How not to do evil? How to make people's lives better? Ethics helps answer all these questions.

There are religious and secular ethics. The word “secular” means “worldly”, “civil”. Secular ethics assumes that a person himself can determine what is good and what is evil; that it depends on the person himself whether he will become good or bad; that a person himself must be responsible for his actions to other people.

We can say that ethics helps a person to independently perform virtuous actions and build relationships with people, and therefore become a better person.

The fresco by Raphael (1483-1520) “The School of Athens” also has another name - “Philosophical Conversations”. On it the artist depicted great thinkers who lived in other times and in other countries. He gave some of them the features of his contemporaries. For example, in the center of the fresco we see the figure of Plato, who has the features of the great artist Leonardo da Vinci. To his right stands Aristotle, holding his book of Ethics in his hand.

Lesson 3 – Culture and Morality

The concept of culture appeared in Ancient Greece and translated from Latin meant “cultivation of the land.” It was assumed that field care was not just cultivating the land, but also caring for it.

The word “culture” entered the Russian language in the middle of the 19th century. It was used in two meanings: 1) arable farming, farming; 2) education.

Culture is sometimes called second nature. Unlike natural nature, which can exist without a person, culture is created by the work of many people who continue to support, develop, and enrich it. Moreover, unlike nature, culture does not exist in the singular. Each nation at different times created and is now creating its own culture. These cultures exist together enriching each other. Therefore, it is very important to study the culture of not only your own country, your people, but also other countries and peoples.

Culture includes objects of human labor (material culture), as well as ideas, ideas, values ​​and ideals, traditions and customs, norms and rules (spiritual culture).

There are many different types spiritual culture.

For example, political culture is the ideals and life values ​​of people in a state, legal culture is the laws by which people live in society and which are binding on everyone, without exception. A special type of spiritual culture is morality - a system of norms and values ​​regulating people’s behavior.

Morality arose when people realized that some actions help to live, while others interfere. For example, if you help each other, life becomes easier. But whether she is lazy, quarrels, or deceives, people’s lives become worse. Gradually, ideas about good and bad, good and evil began to take shape. As a result, there was a need to support (encourage good (kind) deeds and prohibit bad (evil) deeds. In addition, it became (necessary to pass on knowledge about good and evil to subsequent generations. This knowledge gradually turned into norms of behavior. These moral norms are associated with understandable demands: respect parents, keep promises, help those in need, do not steal, do not kill, etc. And always, at all times, cowardice, betrayal, greed, cruelty, slander, hypocrisy were condemned.

Lesson 4 – Features of morality

YouYou already know that morality is a system of norms and values ​​that regulate people’s behavior. But there are many different values ​​and norms in society. What are the features of morality?

Moral norms (rules) are not written down anywhere.However, this does not mean that you cannot read about them anywhere. There are works of scientists literary works and films whose characters find themselves in various situations of moral choice, as well as religious books.

Most state laws, including the main law of the Russian state, which is the Constitution of the Russian Federation, are based on moral standards. In addition, there are parents and teachers who teach their children to observe moral standards (rules).

The laws adopted by the State Duma of the Russian Federation are based on moral standards

Moral standards have no documentationnogodesign, i.e. there is no single set of |list) of moral standards. A person himself must, by reading books, observing the laws of the state in which he lives, listening to parents and teachers, learn to distinguish good from evil, good from bad. Exploring the world and communicating with other people, a person learns to choose moral standards, following which he will make the lives of the people around him, and therefore his own life, better.

There are special organizations in society that make sure that people follow the rules and regulations. These are the prosecutor's office, courts, police. They make sure people don't break laws. If people violate them, life in society will become worse.

There is nothing like that in morality - no “moral organizations”, no special “moral guardians”, “moral watchdogs”.Allpeople make their contribution to the maintenance of morality and moral educationtion.Parents and relatives in the family, teachers at school, and friends take care of the good, kind behavior of children. For adults, employees are people with whom they work. And of course, the man himself.

This means that it largely depends on each person what moral standards he himself follows and what morality is in the society in which he lives. If people are indifferent and do not pay attention to the bad deeds of others, then there will be more bad deeds. Impunity increases evil in the world. At the same time, the main thing is not to judge the other, but to help him become better. Then there will be more good people.

Lesson 5 – Good and Evil

"D"good" and "evil" are the main moral concepts in life. It is these concepts that guide people in their actions. From the point of view of good and evil, a person evaluates both his actions and the actions of other people. Thanks to the fact that people understand what good and evil are, they can maintain good relations with each other and prohibit and prevent quarrels, violence, and cruelty. Let us take a closer look at what good is and what evil is.

Goodis a moral value that relates to human activity, a pattern of people’s actions and relationships between them. To perform moral (good) actions consciously, disinterestedly, and not with an expectation of benefit or reward - means to do good.

If a person committed an act in order to receive praise or a reward, this does not mean that the act is bad, but it cannot be called morally good, because it was not done selfishly. Also, those actions that are performed out of fear of punishment cannot be called good.

So, good is:

- actions that help overcome disunity between people, contribute to the establishment of humanity (philanthropy, mutual understanding and mutual respect);

- actions that help the person himself and the people around him to develop.

For example, if you let a classmate copy your homework, this does not mean doing a good deed. After all, the one who cheated will not know the lesson better. It would be a good idea to help him understand the task so that he can do it himself.

Often for ethics it is more important to find out not what is good, but what is evil. Sometimes it is more important to prevent evil from happening than to do good.

Evil is the opposite of good and is what morality seeks to eliminate and correct. Evil can exist in different actions of people. Here are the most common examples of the manifestation of evil:

- deliberate humiliation of other people, which most often manifests itself in disrespect and intolerance towards them;

- deception, because of which those who are deceived commit wrong actions;

- violence that suppresses a person’s freedom, depriving him of the ability to be independent, or makes him unkind.

As the opposite of good, evil destroys the relationships and cooperation of people, spreads hostility between them, and impedes the development of human abilities. Evil deeds bring misfortune and suffering to people. Therefore, preventing evil and fighting it are important tasks of human moral behavior.

Lesson 6 – Good and Evil

During historical development society and culture were changing. Ideas about good and evil also changed.

For example, in ancient times there was a custom to sacrifice animals and even people to the gods. And this was not considered a bad thing. On the contrary, people thought they were doing good. After all, by doing so they wanted to appease the gods so that they would help them get a good harvest, have a successful hunt, etc.

For many thousands of years, slavery existed in the world, when some people were owned by others. Slave owners forced slaves to work for themselves, fed them poorly, and could severely beat or even kill them. Slaves worked without receiving any payment or even gratitude for their work.

For hundreds of years in Russia and other countries there existed serfdom. The peasants, like a thing, belonged to their master. Often cruel landowners mocked the peasants and punished them for any offense.

There have been many cases in the history of mankind when some people killed others because they had a different skin color, because they thought differently, simply because they were different. And this was not condemned by society. There are many examples of how ideas about good and evil have changed.

Time passed, society developed, human life changed. People began to think more about how to make their lives and the lives of the entire society better, and they learned to do so.

Today everyone knows that people cannot be sacrificed or killed either in order to appease the gods or for any other purposes, that no one can be kept in slavery and forced to work without payment and gratitude for their work, that one cannot kill, insult and humiliate other people because of their skin color, because they have different thoughts and beliefs.

Nowadays, people should take care of the elderly and sick, try to live in peace and harmony, and not violate moral standards. If they do not do this, then they are condemned, considered immoral, or immoral.

Of course, this does not mean that everything has become good in the world, that there are no disasters and suffering. There are also wars, famines, and diseases. However, people become better and find the strength to fight evil. And knowledge of good and evil helps them in this. Thanks to this, people strive for a peaceful life, friendship, mutual assistance, and try to take care of each other.

Lesson 7 – Virtue and Vice

Virtue and vice are two opposing characteristics of a person by which other people evaluate him.

By doing good deeds, a person learns to be kind and becomes virtuous. What is virtue?

Virtue expresses a person’s desire for good, the desire to be like a moral person who is a model for him. Such role models can be parents, a teacher, a friend, astronauts, polar explorers, military personnel, athletes, artists, literary characters (heroes, musketeers, knights). By trying to be like these moral models, a person learns to be virtuous.

In addition, virtue is a separate positive quality of a person. For example, hard work, efficiency, responsibility, friendliness, politeness, ability to empathize, sympathize, etc.

Actions that result in harm to oneself or others are called vices. A vice can also be called a reprehensible defect in a person, a character trait that disgraces him. For example, greed, laziness, deceit, boasting, arrogance, etc.

A moral person knows what good and evil are. He consciously performs virtuous actions, avoiding vicious ones.

What should you do to become virtuous?

The moral development of a person as an individual occurs throughout his life.

From early childhood, a person communicates with other people, observes their actions, and takes an example from them. Sometimes a person makes mistakes and does bad things. However, gradually, through trial and error, listening to the opinions of the people around him, comparing his actions with theirs, a person learns to live in society. He learns to be virtuous, acquires positive personality traits, that is, he improves morally.

The first step to virtuous behavior is recognizing the value of other people. What does it mean? This means that in his actions a person cannot be guided only by his interests and beliefs,

he must respect the interests and beliefs of other people, listen to their opinions.

The path to virtue is difficult and long. Some people think it’s easier to live the way only they want. But then this person must be prepared for the fact that those around him will avoid communicating with him, will not want to be friends with him, or love him.

Of course, no person can ever become completely virtuous, but one must strive for this, try to act virtuously and avoid vicious behavior.

Lesson 8 – Virtue and Vice

There are many virtues and vices. The most famous understanding and division of virtues in ethics was proposed by the ancient Greek philosopher Aristotle. He believed that virtue is the ability to do everything the best way. And such virtue is in the middle between two vices: excess and deficiency. For a better understanding, let's give examples.

Extravagance - generosity - stinginess.

Generosity is the middle ground between extravagance and stinginess. Generosity as a virtue expresses a person's attitude towards material things. In this case, extravagance is an excess, and stinginess is a deficiency.

It is bad when a person is stingy and does not share with those who need it, but it is not better to be wasteful either. It would seem good when a person does not spare anything for others, he distributes what he has to everyone without exception at the first request. But sooner or later, a person who really needs it may turn to him, but it will no longer be possible to help him. Being generous means being able to give people what they really need, when they need it.

Harmfulness - friendliness - servility.

Friendliness is the middle ground between servility and harmfulness and nonsense. Friendliness as a virtue expresses the degree of sincerity in relationships between people. Excess in in this case- harmfulness, nonsense. The disadvantage is servility. An obsequious person wants to please everyone, flatters and pleases everyone. If servility is combined with the desire to gain one's own benefit, then the result is sycophancy. Friendliness as a virtue is the ability to maintain relationships with other people without forgetting self-esteem, i.e. self-respect. This feeling does not allow a person to humiliate himself, respond to rudeness with rudeness, etc.

Reckless courage - courage - cowardice.

Courage is the middle ground between cowardice and reckless, thoughtless courage. A courageous person correctly assesses danger, helping others and himself. The excess in this case is reckless courage, and the deficiency is cowardice.

There are many other virtues and vices. But there are no uniform rules that can be learned to become virtuous. Therefore, each person must correctly assess a specific situation in order to do a good deed. It is this action that will be virtuous.

Lesson 9 – Freedom and moral choice of a person

Featureof a person as a living being is that he has freedom. Freedom is the ability of a person to determine his behavior taking into account the laws of nature and society.

Animals are not free in their actions; they are guided by instinct. Predators such as the lion and wolf cannot help but kill other animals. The desire to kill is inherent in them by nature - otherwise they will not survive. In man, too, much depends on nature. For example, he cannot choose whether to breathe or not breathe. However, he can choose how to act towards other people.

The concept of moral choice is closely related to the concept of freedom. Moral choice is a choice between different ways of behavior, between the norms that a person follows, between different ideals that he strives for. Ultimately it is a choice between good and evil.

There are a lot of situations of moral choice in which a person finds himself throughout his life. Let's look at some of them.

The choice between moral and immoral behavior primarily depends on the persistence of following the virtues, which constitute a person’s character. Therefore, we can say that moral choice is the result of strength of character. Exactly

It depends on a person whether he will become morally good or evil, whether he will follow the path of virtue or the path of vice.

Often a person must choose between his own interests and the interests of other people. It is believed that a virtuous person should follow the interests of others. Living together, people should help each other, even sometimes to the detriment of their own interests and desires. However, not all people are virtuous, and sometimes their interests may conflict with moral standards.

For example, one person wants to steal or deceive someone and asks a friend to help him. In this case, the moral choice requires the friend not only not to help, but also to prevent the thief or fraudster from doing what he intended. A person cannot ignore the opinions of other people. However, if he is convinced of his moral rightness, then he makes a choice in favor of defending his position.

People are bound to each other by a variety of responsibilities, one of which is difficult to fulfill without violating the other. How, for example, can one keep a promise to keep a trusted secret if concealing it could harm other people? Therefore, it is important to make only promises that can definitely be fulfilled without harm to others.

An acute situation of moral choice is sometimes called a moral conflict. A moral conflict is when the pursuit of one moral value destroys another, perhaps no less valuable. When resolving a moral conflict, it is very important to make not just the right, but the virtuous choice.

Lesson 10 – Freedom and Responsibility

Human freedom is always associated with responsibility. Responsibility is a character trait of a person and his actions, which indicates that a person is responsible for his own free choice.

Responsible behavior of an individual is possible only under certain conditions.

First, a person is responsible only for those actions that are the result of his free choice. A person is not responsible for what he did not do, or for what does not depend on him.

For example, if a person was pushed and, falling, caused harm to someone, then he cannot be blamed and is not responsible for this. The one who pushed should be held accountable for the harm caused, because he might not have done it.

Secondly, an important condition when assessing the responsibility of an act and the person who committed it is intentionality.

What is intentionality? This is when an action is performed consciously. Intentional help is valued much more than accidental help.

Intentional harm is worse than unintentional harm. But a person must also bear responsibility for unintentionally causing harm.

Thirdly, a person must be aware of the consequences of his actions.

For example, when throwing something out of a window (and this is already immoral), a person did not think that he might hit a passerby and injure him. However, this does not mean that he is not responsible for this.

Therefore, before doing something, a person should think: “What consequences will my action lead to?”, “Will I harm someone?” The ability to ask oneself such questions is an internal responsibility of a person. It testifies to his responsibility to himself and other people.

When talking about responsibility, it is important to understand who and what is included in the responsibility relationship. First of all, this is the one who is responsible, that is, the person who made his conscious free moral choice, then the one or those to whom the person is responsible, and finally, what the person is responsible for.

Of course, everyone's responsibility is different. It depends on age and on what place a person occupies in society. Parents are responsible for their children, and children are responsible for the tasks assigned to them. Teachers are responsible for how students learn, and students are responsible for how they learn. How more people depends on the person, the greater the degree of his responsibility.

People are responsible not only for each other, but also for everything that surrounds them, including nature. This meaning of moral responsibility is very close to the concept of care.

Let's give an example. The tourists left behind garbage at a rest stop in the forest and did not put out the fire. All this causes great harm to nature. Responsible people don't do that. They care about nature and about those people who will come here after them. Real tourists will definitely leave their resting place in perfect order.

Lesson 11 – Moral duty

Moral, virtuous behavior is impossible without a person understanding his duty. Duty is a person’s awareness of the need to fulfill moral standards. In moral duty, external cultural norms turn into a personal task for each person. A man of duty fulfills existing norms not under coercion, but on the basis of his convictions. Duty is closely related to freedom and responsibility. Through understanding and awareness of his duty, a person freely and voluntarily assumes obligations towards himself and others. Therefore, moral duty is sometimes called moral duties. What moral duties does a person have?

The obligation to fulfill the moral standards established in society. Thus, a virtuous person fulfills the norm “don’t lie” not because he is afraid of punishment, but because he is convinced that telling the truth is his duty. A virtuous person helps another not in anticipation of reward or gratitude, but because he feels obligated to do so.

The duty to respect other people and their rights. Every person has the right to freely express their opinion. And other people must respect this right. However, this does not mean that you should always agree with the opinions of others. Each person has his own beliefs and opinions. And you cannot persecute, humiliate, condemn or insult a person, much less force him to renounce his beliefs if they do not coincide with yours. The only exceptions are those rights that everyone must respect. If these beliefs do not contradict the rights of other people, then no one can prevent a person from exercising his rights.

In addition, there are many responsibilities that people voluntarily take on. So, by making a promise to do something, a person takes on the responsibility to keep it. If the promise was given freely, that is, without coercion or deception, then it must be fulfilled.

A person's moral responsibilities include selfless help to other people. Previously, there was talk of moral responsibility as caring for others. Selflessly helping other people when they need it is a person's moral duty.

Gratitude is also a moral duty. When one person helps another in accordance with his moral duty, without counting on material gratitude, then you can thank him by saying “thank you” and be ready to help him when needed.

There are many other responsibilities associated with human relationships. There is a parental duty to take care of children. There is a duty to care for the sick and elderly. There is a professional duty that is associated with fulfilling the duties of a job. There is a patriotic duty, which is expressed in protecting one’s Motherland and caring for its prosperity.

The most important thing in moral duty is not blind compliance with existing norms and requirements in society, but conscious and voluntary adherence to them.

Lesson 12 – Justice

Justice plays an important role in relations between people. Every person wants to be treated fairly. What is justice?

Justice is a moral rule that regulates relations between people in the distribution of benefits, rewards and punishments, income, etc. n. Aristotle called justice a perfect virtue.

There are different ideas about justice. For example, in the 19th century. nobles occupied a high position in society. They were revered primarily for their noble birth and wealth, and not for their merits or outstanding abilities. And this was considered morally justified and fair.

Some nations used to consider the rule “An eye for an eye, a tooth for a tooth” to be fair. And today in some places there is a custom of blood feud. However, in modern society, most people consider this unfair and take measures to eradicate this wild custom.

Students also often think about fairness. Was I given a fair mark? Did the parents punish the wrongdoing fairly?

Here are the main signs by which justice can be judged.

A sign of proportionality, which means that an action should be assessed according to its merits. For a good, virtuous act, a person deserves reward, praise, honor and respect. He must be fairly punished for his bad deed. A person must know why he received a reward or punishment.

The sign of equalization, or “equal for equal,” requires equality of labor and payment, the value of a thing and its price, harm and its compensation. It is unfair if equally performing students receive different grades for the same knowledge. But it’s also unfair when the same grades are given for different knowledge.

What moral rules must be followed to treat others fairly?

Avoid evil in your actions (humiliation, deception and violence).

Strive to fight vices and shortcomings, and not with people who have them.

Recognize that other people are right, doubt your own unconditional rightness.

Be ready to meet the other person halfway, looking at the situation from his point of view.

Strive to find a solution that would suit everyone.

Justice requires respect for the rights of other people and does not allow attacks on a person’s personality and dignity. Justice is largely aimed at fulfilling a person’s duties to other people and to himself.

In contrast, injustice harms not only those to whom it is directed, but also the one who creates it. By committing unfair acts, a person loses the ability to correctly evaluate himself. Thus, he turns out to be unable to see his moral shortcomings and cannot correct them.

Lesson 13 – Altruism and egoism

Often people's actions are morally assessed as altruistic or selfish. At the same time, selfish actions are condemned, and altruistic ones are encouraged. Sometimes you can hear an angry “Don’t be selfish!” or a surprised “Yes, you are an altruist!” So what are altruism and egoism?

The word "altruism" comes from the Latin wordalter- another. Therefore, in a broad sense, altruism is any action aimed at the benefit of another, be it a person or society. In a more precise sense, altruism is a moral, life position that requires a person to perform selfless acts for the sake of other people or for the sake of common goals.

An altruist wants everyone to feel good. However, his desires do not always coincide with the desires and actions of other people. Why do people still perform altruistic acts?

Often a person helps others only because he can do it. He feels the strength in himself that he can spend on good deeds. Sympathizing with the grief, suffering and need of others, a person freely gives his strength to people, regardless of the possible consequences for himself. Altruism is opposed to egoism.

Selfishness is actions aimed at satisfying personal interests, including to the detriment of the interests of other people or society. “Everything is for me, everything is for me” - this is the principle of the egoist. He can easily violate moral norms and neglect social values.

One should distinguish between extreme and moderate (reasonable) egoism. Extreme selfishness manifests itself in the form of conceit, disrespect for other people, disregard for their dignity and rights. People around you are perceived only as a means to achieve their own goals.

Another thing is reasonable egoism. Reasonable egoism is the ability of a person, pursuing his own interests, to promote the common good. A reasonable egoist understands that he can satisfy his interests only by caring about the people around him and the society in which he lives.

Being opposites, altruism and egoism can successfully complement each other. The point is that, for all its moral appeal, altruism is not without its drawbacks. Thus, altruistic actions aimed at the benefit of those “distant” and helping random people are more valued. This happens because in such actions the selflessness of the altruist is most obvious. However, excessive love for the “distant” can lead to oblivion of the “neighbors”. And in this case, the idea of ​​virtue as a mean between two extremes is appropriate. This middle ground is reasonable egoism.

Lesson 14 – Friendship

Living in society, a person is in different relationships with other people. These can be family relationships between parents and children, brothers and sisters, work relationships, relationships between teachers and students, between classmates, neighborly relationships, etc. From a moral point of view, all of them must be virtuous, built on the basis of mutual assistance and mutual respect. But even if the relationship turns out to be just that, a person can be lonely if he has no friends.

Friendship is a relationship based on mutual affection and personal interests. Lasting friendship is possible only if certain rules are observed, the main ones of which are respect for each other and the ability to admit one’s mistakes. Friendship is also caring for a friend, a willingness to help without demanding anything in return.

One of the hallmarks of friendship is selectivity. A person does not choose his neighbors or classmates, he is not obliged to be friends with them, just smooth and friendly relations are enough. A person chooses his friends himself. It is no coincidence that they say:

"Tell me who your friend is and I will tell you who you are."

Another distinctive feature of friendship is selflessness. This is the lack of desire for personal gain, profit. Friends just enjoy helping each other in everything. True friends do not wait to be called for help, but offer it themselves. Friends share with each other the best they have.

Friends are united by mutual sympathy and common interests. These are people who are close in spirit, behavior and hobbies. But this does not mean that there are no differences between friends. There are differences, but they only enrich friendship and make it even more interesting.

Who should you choose as your friends? How to find out if your friend is real? After all, you won’t give him a test. This way you can offend a person with mistrust and lose a friend. There is no clear answer to this question. But from an ethical point of view, we can say that it is safer to be friends with a good, virtuous person who you can rely on. The more reliable a person is, the more friends he has.

Lesson 15 – What it means to be moral

Whatdoes it mean to be moral? Humanity has always sought an answer to this question, which is both important and difficult. There have been many mistakes along the way, but also many achievements. And even though there is no final answer yet, every person, through his life and his behavior, makes a feasible contribution to the search for it.

As already mentioned, ethics presupposes that people themselves can determine what good and evil are. Good and evil do not just exist in people’s lives and manifest themselves in actions, they are created by people. Morality is the result of human transformative activity, an integral part of culture. Yes, man created evil. And there have been many examples of evil (humiliation of human dignity, deception and violence) in the history of mankind. It exists both in the modern world and in our lives. But good was also created by people. They try to organize their lives in such a way that relationships between them are built on the basis of cooperation and not hostility. This means that the existence of evil depends on people themselves. And if people make an effort, then there will be less evil in society, and more good.

It depends on the person whether he is good or bad. Virtue is a conscious choice of the best in actions in relation to other people. A person can become kind on his own.

A person must be responsible for his actions to other people and receive a well-deserved assessment from others. A person is free, which means that his actions and moral choice determine future life himself and the people around him. A person must be held accountable for his actions and be fairly rewarded or punished. The ability to recognize merit, justice in relations between people is the most important part of moral behavior.

A person fulfills existing moral norms not under coercion, but on the basis of his convictions. Through understanding and awareness of his duty, he freely and voluntarily assumes obligations towards himself and others. And if existing norms contradict a person’s duty and convictions, he always retains the right to defend his convictions and make efforts to change existing norms. The main thing is that this is done in accordance with the ideals of goodness, with respect for the rights of others.

Secular ethics does not provide ready-made answers to all questions. Its task is to draw conclusions from the historical experience of mankind, leaving behind each person the right and opportunity to use this knowledge to make independent decisions and moral choices.

Lesson 16 – 17 Summing up

Dear friends!

The school year is ending. You have learned a lot about what secular ethics is, what it studies, what basic concepts are included in this science, what it can help you with, etc.

The study of the basics of secular ethics will continue in the first quarter of 5th grade.

To consolidate the material you have covered, we suggest you prepare a short creative work before the summer holidays.

Select one of the topics below. Consult with your parents, grandparents, or a friend on how best to write and format your work.

If necessary, use your home library, the Internet, or go to the school library. Find books on your topic. They will help you discover it more deeply.

Write the text, choose illustrations or draw them yourself. Then read your work to family and friends. Listen to their opinions.

Correct the text if you think their advice and suggestions are useful and their comments are fair.

Topics of creative works

"Russia is my Motherland"

"Good people are everywhere..."

“I want to tell you about a kind person”

"Good and evil in Russian folk tales"

“The virtuous heroes of the fairy tales of G.-H. Andersen, C. Perrault" (optional)

“Virtue and vice in A. N. Tolstoy’s fairy tale “The Golden Key, or the Adventures of Pinocchio”

“This is what a true, faithful friend means”

“You are forever responsible for those you have tamed (A. de Saint-Exupéry)”

To test yourself and find out whether you have mastered the material well, use the following questions:

1. What is ethics?

2. How did morality arise and what are its features?

3. What is good and what is evil? Give examples.

4. What kind of person can be called virtuous? Give examples.

5. How did the ancient Greek philosopher Aristotle understand virtue?

6. What is human freedom?

7. What is moral choice?

8. What is friendship?

9. What does it mean to be moral?

These topics can be discussed with classmates or with parents, grandparents, older brothers and sisters, or a friend.

Lesson 18 – Clan and family – the source of moral relations

God and family are the first associations of people. They arose many thousands of years ago and are still of great importance to humans. A clan is people who consider themselves descendants of a common ancestor on their mother's or father's side.

A long time ago arose different symbols gender, for example surname. In ancient times, the founder of a clan was sometimes considered not to be a person, but a legendary or mythical creature, animal or beast, such as a wolf, bear, hare. Hence the surnames: Volkovs, Medvedevs, Zaitsevs. The symbol of the clan could be the ancestral land, the ancestral patron spirits, and the ancestral names, flags, and coats of arms. On clan and family coats of arms, everything that the clan and family is especially proud of is symbolically depicted.

Kinship is not only by birth. Sometimes families adopt other people's children. Then adopted children and parents become close relatives.

The older the people, the more complex system kinship - pedigree. It determines a person’s place in the family, helps him build special family moral relationships with loved ones. These relationships are based on the understanding that the lives of relatives are of great value. Family relationships are most often built on the mutual love of parents and children, older and younger generations. Love makes people feel valued.

Family helps a person understand his place among other people. It was in the family circle that people began to distinguish and respect special unequal relationships (hierarchy, subordination), without which society cannot exist. Seniors (not only by age, but also by position) perform more important, responsible roles. A person is forced to understand the extent of his significance in each specific life situation. A clear understanding and fulfillment of your role in the family allows you to feel like a full member, a respected person: father, mother, son, daughter, grandson.

Family roles involve the performance of certain important, sometimes difficult, responsibilities. This includes raising children, taking care of their education, earning a livelihood, etc.

Family roles and responsibilities are fluid. Traditionally, the head of the family is considered to be a man. He decides the most important questions. However, in some families this role is performed by a woman. There are families where there are two heads - husband and wife. In this case, everyone is authoritative in their own business. Children play the most important role in the family. They are helpers and advisers, and often inspirers and performers of good deeds.

The main task of the clan and family is to give birth to children, raise and educate them, creating favorable living conditions. The joy of the birth of a child and the grief of a person’s death are experienced most acutely by relatives. These feelings led humanity to the idea of ​​the value of life.

Lesson 19 – Moral action

What is an action? How to evaluate it? How to manage your actions? These questions are central to ethics.

An act is a direct expression of morality, that is, an act shows whether a person is moral or not. In most cases, actions are actions, but sometimes they can be abstentions from actions. Moreover, not every action is an act.

A moral act is only that action of a person that he performs, guided by moral ideas and values. This is a conscious action with a specific purpose. Such an act expresses the moral attitude of one person towards another. A moral act has special characteristics. Let's highlight five of them.

1. Motive of the action. When considering any action, it is important to decide why it was done. If there is at least some answer to this question, then there is a motive that prompts a person to act.

2. The purpose of the act, i.e. the person’s intentions. Knowing a person's intentions, you can understand his actions. Only an action that is able to answer the question “why?” is an action.

3. Means to achieve the goal. To evaluate a person’s actions from a moral point of view, you need to know what consequences they led to. Here the main question arises - the question of the relationship between ends and means. There is an expression: “The end justifies the means.” What does it mean? That any means are good to achieve a goal? Any?

Let's look at this with an example. The student really wanted to give his grandfather a fishing rod for his birthday, but he didn’t have enough money to buy it. In the school hallway, a boy found a wallet with money. And instead of giving the wallet to the owner, he took the money for himself and bought a fishing rod. The boy had a good goal - he wanted to please his grandfather. But the means of achieving this goal (appropriation of other people's money) was immoral.

Therefore, in morality, when considering an action, the goal is very important, it takes first place. But when performing actions, the means are more important. They can make an action moral, ethical or, conversely, immoral, immoral.

4. The action itself. To consider an action from a moral point of view, you need to know the circumstances in which the person acted: whether he acted voluntarily or under duress. Only a voluntary act, when a person could have acted differently, but chose precisely these actions, speaks of his morality. In addition, sometimes it is important where, when, and how a person acted.

5. The result of the action. This is what man acted for. The result can be positive or negative, as the action can be beneficial or harmful.

One can only speculate about what the result might be.

Lesson 20 – The Golden Rule of Morality

It is sometimes difficult for a person to decide what to do in each specific situation. Humanity has always sought and continues to seek ways the right choice and justification for the action. One of these methods is the golden rule of morality. They began to call it that in the 18th century. But in fact, this rule as a way of controlling behavior developed much earlier. It is found in many formulations, for example, in the teachings of the ancient Chinese philosopher Confucius, the ancient Greek philosopher and mathematician Thales, the Roman philosopher Seneca, etc. Let us give two of its most famous interpretations.

“Do unto others as you would have them do unto you.”

“Don’t treat others the way you wouldn’t want them to treat you.”

The Golden Rule of Morality is the most general principle for justifying morality. With its help, humanity has tried to develop a universal way of choosing an action.

This is the huge positive role of the golden rule in the development of morality. It forces a person to foresee the consequences of his actions. However, this rule does not answer the question: “What in a particular case is good and what is evil?” A person must decide this himself on the basis of his own beliefs and the rules of morality accepted in society.

How to apply the golden rule in life? First, you should evaluate the consequences of the action in thoughts and feelings. An action that one wants or needs to perform should be double-checked in relation to the person to whom the action is directed, i.e., try to take his place.

Think about what it would be like for me if they did this to me. Then answer the question: “Would I want someone to do this to me?” If the answer is “no,” then the action cannot be performed.

Lesson 21 - Shame, Guilt and Apology

Shame is a severe, depressed mental state of a person that appears after people around him condemn his behavior. The grounds for conviction are usually violations moral standards and betrayal of moral ideals. It is shame that allows a person to acutely feel his connection with other people. This feeling orients a person towards the moral norms existing in society.

Shame can be a form of social influence on a person. For example, a student is shamed in front of the whole class for offending a weak person. Shame can be caused by ridicule, ridicule, it can arise during punishment, including corporal punishment.

There are many reasons for experiencing shame. This is a discrepancy with high moral standards, an inability to demonstrate the qualities necessary in a particular situation: determination, honesty, endurance, etc.

Shame protects you from bad deeds, but sometimes it also keeps you from doing good things. There is a concept of “false shame”. It is related to

erroneous ideas about morality. For example, while listening to an explanation of new material, a student did not understand something, but was embarrassed to ask again. He was ashamed that everyone understood, but he didn’t. This is, of course, false shame. Shame can be associated with experiences such as resentment, fear, guilt.

Guilt is a person’s experience of not meeting standards, of not fulfilling a duty to oneself. Guilt is the opposite of shame. Shame is responsibility for an offense towards others, guilt is responsibility towards oneself. Shame and guilt shape a person's conscience. If these feelings are not developed, the person is unscrupulous. Guilt is a very difficult experience. It seriously affects a person’s psyche, sometimes preventing him from living in peace. Overcoming feelings of guilt comes with repentance, that is, with regret about what happened. To repent means to make a moral decision not to repeat your mistakes, to change your behavior.

To get rid of guilt, you need to apologize to the person you offended. Sometimes this is not easy to do, but it is necessary. When apologizing, you can say: “I'm sorry, I didn't mean to offend you,” “I didn't think it would offend you,” “I'm very sorry that this happened. I promise it will never happen again." Asking for forgiveness is not at all a sign of weakness or humiliation. On the contrary, it is a sign strong man capable of committing an act and restoring good relationships.

Forgiveness helps overcome feelings of guilt. Forgiveness must occur by the free will of the offended and injured. To be able to forgive means to be generous, that is, to have high spiritual qualities.

Lesson 22 - Honor and Dignity

How do others perceive me? What is my position among people? Do they value me as a person? These and similar questions can be answered by such important moral characteristics of a person as honor and dignity. They help determine moral value person.

Honor is the moral qualities of a person worthy of respect and pride, it is a person’s good name, his unblemished reputation, etc.

If a person keeps his word, does not betray his friends, does not betray his moral principles, and always comes to the aid of the weak, then they say about him “a man of honor.”

Dignity is awareness of one's rights, one's moral value and self-respect. Dignity has become the right of every person to moral respect. This means that regardless of age, gender, nationality, wealth and everything else, a person is worthy of respect because he is moral: he lives honestly, distinguishes good from evil, does not commit immoral acts, and is capable of being fair.

Dignity expresses people's idea of ​​equality. The task of each person is not to diminish the dignity of others and not to lose his own.

Dignity helps a person to be confident and aware of his own worth. About a person who behaves with restraint, politely, calmly, they say: “This is a worthy person.” Dignity allows you to avoid mutual insults.

Honor and dignity are needed in those moments when you have to choose what to do. It is these qualities that will prevent a person from committing an immoral act and will help him avoid enmity, revenge and mutual insults, because he respects himself and others.

Lesson 23 – Conscience

The first onewho tried to understand what conscience is was the ancient Greek philosopher Democritus. At that time, the word “conscience” did not yet exist, and Democritus wrote that this experience was related to shame, but was different from it. Shame is a difficult experience of shame in front of other people for one’s behavior, and conscience is shame in front of oneself.

Conscience is the experience of condemnation or approval of one’s own action, even if it is only intended. It torments a person regardless of whether others know about his action or not. This experience can arise simultaneously with the action, after it, and when remembering it. According to the ancient Greek philosopher Democritus, one should be ashamed not only of bad deeds, but even of speeches and thoughts about them.

Many philosophers believed that a person is born conscientious. Modern ethics argues that conscience develops and is nurtured in real life conditions.

Conscience forces a person to reflect on his actions and evaluate them critically. She reminds him of duties, duty, responsibility. Conscience ignores cunning excuses, verbose proofs of one’s own innocence. She silently and relentlessly forces a person to tell himself the truth. Conscience is our inner judge.

The voice of conscience is accompanied by two main feelings: satisfaction and dissatisfaction. Satisfaction comes from a calm, clear conscience - the reward for moral efforts. A person realizes that he generally copes with his moral responsibilities, that he has no significant violations of duty or deviations from moral rules. This feeling gives him balance and calm. peoples - this also includes the history of wars. There is no nation that does not have brave, courageous defenders of the Fatherland. In Ancient Rus' these were heroes.

Everyone, of course, knows the heroes Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich. Epics and fairy tales were written about their exploits and strength. Artists depicted them in their paintings.

Courage, courage, resourcefulness, fortitude and physical strength Bogatyrs more than once saved Russia from foreign invaders. Bogatyrs had a great influence on modern moral ideas about warriors.

The great merit of the heroes is that they introduced certain rules in the use of force and proclaimed the rules of a fair fight.

The most important virtue of a military squad is loyalty. This is loyalty to an oath, an oath, a word given to comrades in arms.

The heroes attached particular importance to the concept of honor. Weapons, armor, a horse, a certain place at the table at a feast were symbols of honor and respect. Only victory without cunning and meanness did honor to the warriors and glorified them.

Lesson 25 - Moral ideals

Knightsin the Middle Ages (XII-XIV centuries) in Western Europe they were warriors who served in the armies of lords (landowners). Knights received lands from their lords on the condition that they acquire a horse, expensive weapons (sword, armor, shield) and, when necessary, defend the lands of their master.

The knights received a special knightly education and participated in tournaments. The knight had to have such moral qualities as fidelity to duty, courage, determination, a noble, romantic attitude towards a woman (serving a beautiful lady), etc.

Based on the knightly moral model in the 19th century. the image of a gentleman was formed.

Originally, a gentleman was considered a man of noble birth. Then they began to call an educated and well-mannered man, respectable (worthy, respectable) and balanced (even prim and imperturbable). Gentlemen were distinguished by their ability to keep their word (gentleman's agreement), emphatically polite attitude towards women, punctuality, and elegance in dress.

True to his word is one of the main virtues of a gentleman. He always kept his promises and never broke his word, so gentleman's agreements were considered absolutely decent in business situations.

The gentleman understood various issues and had a broad outlook. For example, such a true gentleman as Sherlock Holmes knew and was able to do more than the professional detectives of Scotland Yard.

Another important feature of a gentleman is his special patriotism. He was interested in politics, saw social problems and thought about their solution from the position of the state. This was a statesman.

Lady - originally a married woman of the aristocratic circle.

Later, lady began to be called an educated, well-mannered woman who follows strict moral rules in life. In addition, she has a balanced, reserved character, kind, friendly, and elegant. The ladies did charity work and helped orphans.

Nowadays, knight, gentleman and lady have become household names. They are usually called people whose behavior and ethical values ​​correspond to these images.

Lesson 26 - Images of morality in the culture of the Fatherland

Patriotism is one of the oldest qualities and ideas of moral consciousness. Patriotism is love for the Motherland, adherence to the traditions of our fathers, respect for the customs and moral values ​​of previous generations.

A patriot is a person who loves his homeland, his people, who is ready to make sacrifices, labor and military feats for them. Without the patriotism of all the peoples of Russia, victory in the Great Patriotic War of 1941-1945 would have been impossible.

The peoples of Russia have always glorified the warrior - the defender of the Fatherland. Warriors were endowed with different virtues and were for everyone moral ideals, because they defended their native land, their people, not sparing their lives.

Collectivism is another important feature of the morality of Russians. Collectivism is cooperation and mutual assistance.Collectivistcares about the interests of the team, sometimes to the detriment of his own.

From childhood, a person learns to live in a group. First, this is a kindergarten team, a school team - a class, then a student or production team.

In Russia, it is customary to take everything that happens to the team to heart. According to traditional Russian ideas, it is more difficult for a person to achieve everything on his own without the support of family, friends, work collective, and the country as a whole. The feeling of one’s strength at the expense of the power of the people has always allowed a person to be proud of “his own” and to feel his own dignity from belonging to a strong team. These samples have been produced for many hundreds of years. And every person basically knows how to behave politely. Knows that you need to greet, say “please” and “thank you”, that you can’t talk with your mouth full, etc. There are many other rules in etiquette. Let's look at some of them.

The choice of clothes, or rather, a suit. This choice depends on the time of year, tastes, financial capabilities of a person and fashion. But from the point of view of etiquette, the main thing is the appropriateness of clothing. For work you need a business suit, for physical education - sports suit. Discos and theaters require elegant clothes, but also different ones.

Great importance is attached to speech in etiquette. A person must be able to control its volume, tone, tempo and content. The volume of speech should be such that only the person to whom it is addressed can hear everything.

Forcing a person to listen with tension is as impolite as shouting. One word or the same phrase can be pronounced in different tones: friendly, irritated, good-natured, affectionate, angry, dismissive, etc. The meaning of words changes depending on the tone. Etiquette prohibits offensive, humiliating tone of speech. The pace of speech should be leisurely.

The most important aspect of speech is its content, i.e. what we are talking about. It is not customary to ask a person what nationality he is, how much he earns, and there is no need to tell anyone except a doctor about his illnesses. One should not speak ill of those who are absent.

Speech is the most important way of communication between people. Don't be afraid to start a conversation first with an unfamiliar boy or girl. You can simply say: “Hi! My name is Ivan".

There are many rules of etiquette. But the basis for all rules is the same - common sense and respect for other people. Everyone can be sure: people who do not know you closely, do not know what a wonderful person you are, will judge you by your behavior, appearance, manners and speech. The rules of etiquette are specific, valuable and accessible to everyone. Knowledge of these rules is not inherited. People must learn the rules of etiquette.

Lesson 28 - Family holidays

Creating the most favorable conditions for their lives, ancient people had to work hard: cultivate the land, build houses, hunt, etc. To make their work easier, they asked for support, help and protection from various forces of nature. People turned to the heavenly bodies (sun, stars), elements (wind, rivers and oceans), later to spirits, and then to gods. They brought gifts to them, sang and danced, and uttered words of praise. For this purpose, people were freed from work on certain days. This is how the holidays arose.

Holidays celebrated everything new: the onset of spring, the new year, birthdays, wedding days. On such days, everyone gathered together to feel support, mutual assistance, and the joy that each of them was not alone.

March 8 - International Women's Day,

May 9 – Victory Day Soviet people in the Great Patriotic War of 1941-1945, June 12 - Russia Day, November 4 - National Unity Day, etc.), public (Teacher's Day, City Day), family (birthdays, weddings). They are celebrated both officially, solemnly, and with homely warmth. And only family holidays combine both.

Each holiday has its own order - a ritual. The oldest tradition offering gifts to deities was preserved in gifts. A beautifully packaged gift bought from the heart speaks of attention, friendship and love. When choosing a gift, you need to take into account the character, hobbies and tastes of the person for whom it is intended.

To make the holiday a success, you need not only to feed the guests, but also to make sure that they have fun. However, fun should be kept in moderation. Too noisy, aggressive and offensive behavior will ruin any, even the most wonderful holiday. The holiday spirit is fragile. It is necessary that the holidays bring only joy to people and leave pleasant memories.

Lesson 29 - Human life is the highest moral value

Values ​​are everything that is of great importance to a person. We value our country, its traditions, relationships with parents and friends, our home, clothes, books and much more. However, the highest value for a person is his life.

Only by living can a person rejoice and be sad, have fun and be sad, love and make friends. All plans are connected with life. They will become a reality only if a person lives. Every life is unique, inimitable. A peaceful life is especially valuable when there is no war, there are close people, health, success, interesting and important things to do. Making life like this is the task of the state, society and every person.

Valuable not only happy life, but also a life full of suffering and troubles. It provides invaluable experience of how to endure suffering, survive the loss of loved ones and other misfortunes, how to deal with illnesses, etc.

In life, a person makes many discoveries for himself and others. In the process of life, a person establishes himself as an individual, is proud of his achievements, and tries to build his own life. This is perhaps the most interesting activity in the world!

The life of every person is of great value to his loved ones, relatives and friends. She gives them joy, pride, love. Their hopes for the future are connected with it.

Human life has special value. Only he could create a world of culture. It is people who can build amazingly beautiful cities and villages, develop new varieties of plants and new breeds of animals, create cars, sew clothes, etc. All this makes us value the life of any person, protect and defend all life on Earth.

Lesson 30 - Love and respect for the fatherland

Dear friends!

You have become acquainted with the great spiritual heritage that, for many centuries, one generation of our compatriots passed on to another. You learned about religion, spiritual ideals, moral standards our ancestors, about what they believed in, how they lived, supporting each other and helping each other.

“Believe that everything was not in vain: our songs, our fairy tales, our incredible victories, our suffering - do not give this for a sniff of tobacco... We knew how to live. Remember this. Be human!" - such a will was left to us by the outstanding writer and actor V. M. Shukshin.

In the VII-X centuries. in the space from the Volga to the Dnieper there was a state of Khazaria, many of whose inhabitants professed Judaism. In the 8th century In the city of Derbent (Dagestan), the first mosque was built, with which the history of Islam in our country began. In 988, Prince Vladimir baptized Rus' - Orthodoxy came to our land. In the 17th century Our state included Buryats and Kalmyks, who brought Buddhism with them. Since the 18th century In Russia, non-religious culture began to spread widely and a tradition of secular ethics began to form. This is how the spiritual traditions of Russia took shape.

Our culture grew and strengthened, nourished by different spiritual traditions. Traditions are like roots. The more roots and the deeper they are, the stronger the tree trunk and the thicker its crown.

We are all united by love - for our family, for loved ones, for our small and large Motherland, for our Russia.

Love is the basis of our life. Every person wants to be loved. But if he stops only at this feeling, then he turns into an egoist and self-lover. True love begins with selfless love for your neighbor: for mom and dad, for brother and sister, for friends, for classmates.

The value of love is not that you are loved, but that you are able to love others.

The great Russian writer N.V. Gogol wrote in a letter to his sister: “You complain that no one loves you, but what do we care whether someone loves us or not? Our business: do we love?” Love is when you can lay down your life for “your friends.”

Your parents and other close people love you without demanding anything in return. You love your family, your friends, without demanding rewards for it. We love our Motherland just because we have it.

Love is service. Service is manifested primarily in deeds for the benefit of people, for the benefit of our Motherland.

The Fatherland is all of us. Think about what you can do for others. Start small: clean your apartment, help a classmate with his studies, protect your baby, clean up your yard with friends, plant trees and take care of them. Make the world around you cleaner, kinder, fairer, and you will make yourself better, you will feel how love grows in the world.

From small deeds great love for one's neighbor, family, people, and Russia is born. We call all this patriotism.

Where does Russia begin? It starts with your love, with what you are willing to do for it.

basics RELIGIOUS CULTURES AND SECULAR

ethics basics SOCIAL

ethics

4-5 CLASSES

Tutorial

for educational institutions

Moscow "Enlightenment" 2010

Content

Lesson 1.Russia is our Motherland

Lesson 2.What is secular ethics

Lesson 3.Culture and morality

Lesson 4.Features of morality

Lesson5. Good and evil

Lesson6. Good and evil

Lesson 7.Virtue and Vice

Lesson 8.Virtue and Vice

Lesson 9.Freedom and moral choice of man

Lesson 10.Freedom and responsibility

Lesson 11 . Moral duty

Lesson 12.Justice

Lesson 13.Altruism and egoism

Lesson 14.Friendship

Lesson 15.What does it mean to be moral?

Lessons 16-17.Summarizing

Lesson 18.Clan and family are the source of moral relations

Lesson 19.Moral action

Lesson 20.Golden Rule of Morality

Lesson 21. Shame, guilt and apology

Lesson 22.Honor and dignity

Lesson 23.Conscience

Lesson 24.Moral ideals

Lesson 25.Moral ideals

Lesson 26.Models of morality in the culture of the Fatherland

Lesson 27Etiquette

Lesson 28Family holidays

Lesson 29Human life is the highest moral value

Lesson 30.Love and respect for the Fatherland

Lesson 1 - Russia is our Motherland

We live in a wonderful country, whose name is the Russian Federation, or, for short, Russia. Say this word out loud, and you will feel in its sound light, expanse, space, spirituality...

We respectfully call our country the FATHERLAND, because our fathers, grandfathers, great-grandfathers, great-grandfathers of our great-grandfathers and their ancestors studied, worked and defended their land in order to preserve Russia for future generations. We lovingly call our country HOMELAND, because we were born and live in it.

The world around us is endless and diverse. Things, objects among which a person lives, natural phenomena - this is the material world. But there is another world - the spiritual one. The spiritual world is knowledge and information contained in books, works of art and cinema, relationships between people, etc. At school you get acquainted with this world by studying Russian, native and foreign languages, mathematics and computer science, literary reading, fine arts and much more. This world is also called the world of culture.

Not only is a person in the spiritual world, but this world is reflected in a person and forms his inner world, which almost all religions of the world define as the human soul. In this inner world of a person live memories, images of dear people, everything that he believes in and strives for.

A person, depending on the state of his inner world, can be happy or sad, be calm or anxious, create something new and necessary for people, or indulge in despondency and melancholy.

What does this depend on? It depends on what you fill your inner world with and how you build relationships with other people.

Both in the inner and outer world there is high and low, light and dark, beautiful and ugly, favorable for a person and dangerous for him. There is good and evil, love and hatred, honor and dishonor, mercy and cruelty, truth and lies. A person has the right to determine for himself what to choose from this, how to feed his soul. And this choice is never easy.

How not to destroy your inner world? You began to study the subject “Fundamentals of Religious Cultures and Secular Ethics” in order to get answers to these questions that are important for every person.

The spiritual world has its own roads. They are called traditions. Our ancestors walked along them. Cultural traditions are the wealth of our multinational country. A special place among them is occupied by religious cultures and moral and ethical standards. All of them are based on such eternal values ​​as goodness, honor, justice, mercy. If a person follows them, he will not get lost in a complex world, will be able to distinguish good from bad, and will learn how to make his inner world clean, bright and joyful.

In our country there are people who know and carefully preserve different traditions. They often speak different languages, but they understand each other well and together they form one friendly family of the peoples of Russia.

And in this family we treat every tradition with respect and care. We are all different, but we all live, work, study and are proud of our Motherland.

Lesson 1 – What is secular ethics

Ethics is a science that examines actions and relationships between people from the point of view of ideas about good and evil. The founder of this science was the ancient Greek philosopher Aristotle (IV century BC), who introduced the term itself into the titles of his works. In Ancient Greece, all sciences were called philosophy. The word "philosophy" is composed of the Greek words "philo" - love and "sophia" - wisdom. It turns out that philosophy is the love of wisdom. Aristotle believed that ethics is a part of philosophy.

Ethics studies morality. The word “morality” originated in Ancient Rome and means “customs”, “rules of behavior”. All together, this can be called the word “morals”, from which the word “morality” originated in the Russian language.”

Therefore, the words “morality” and “morality” are synonymous.

Ethics is not simply the study of how people behave and why they act the way they do. It helps to understand what morality is and how it is achieved.

Every person has positive and negative traits. Most people are honest, hardworking, caring, capable of love and friendship. However, there are also those who lie, steal, are rude, and offend the weak.

Why do some people do good deeds, while others do evil to themselves and others? What do you need to do to become kind yourself and so that there are as many good people as possible? How to reward a person who has done good? How not to do evil? How to make people's lives better? Ethics helps answer all these questions.

There are religious and secular ethics. The word “secular” means “worldly”, “civil”. Secular ethics assumes that a person himself can determine what is good and what is evil; that it depends on the person himself whether he will become good or bad; that a person himself must be responsible for his actions to other people.

We can say that ethics helps a person to independently perform virtuous actions and build relationships with people, and therefore become a better person.

The fresco by Raphael (1483-1520) “The School of Athens” also has another name - “Philosophical Conversations”. On it the artist depicted great thinkers who lived in other times and in other countries. He gave some of them the features of his contemporaries. For example, in the center of the fresco we see the figure of Plato, who has the features of the great artist Leonardo da Vinci. To his right stands Aristotle, holding his book of Ethics in his hand.

Lesson 3 – Culture and Morality

The concept of culture appeared in Ancient Greece and translated from Latin meant “cultivation of the land.” It was assumed that field care was not just cultivating the land, but also caring for it.

The word “culture” entered the Russian language in the middle of the 19th century. It was used in two meanings: 1) arable farming, farming; 2) education.

Culture is sometimes called second nature. Unlike natural nature, which can exist without humans, culture is created by the work of many people who continue to support, develop, and enrich it. Moreover, unlike nature, culture does not exist in the singular. Each nation at different times created and is now creating its own culture. These cultures exist together enriching each other. Therefore, it is very important to study the culture of not only your own country, your people, but also other countries and peoples.

Culture includes objects of human labor (material culture), as well as ideas, ideas, values ​​and ideals, traditions and customs, norms and rules (spiritual culture).

There are many different types of spiritual culture.

For example, political culture is the ideals and life values ​​of people in a state, legal culture is the laws by which people live in society and which are binding on everyone, without exception. A special type of spiritual culture is morality - a system of norms and values ​​regulating people’s behavior.

Morality arose when people realized that some actions help to live, while others interfere. For example, if you help each other, life becomes easier. But whether she is lazy, quarrels, or deceives, people’s lives become worse. Gradually, ideas about good and bad, good and evil began to take shape. As a result, there was a need to support (encourage good (kind) deeds and prohibit bad (evil) deeds. In addition, it became (necessary to pass on knowledge about good and evil to subsequent generations. This knowledge gradually turned into norms of behavior. These moral norms are associated with understandable demands: respect parents, keep promises, help those in need, do not steal, do not kill, etc. And always, at all times, cowardice, betrayal, greed, cruelty, slander, hypocrisy were condemned.

Lesson 4 – Features of morality

YouYou already know that morality is a system of norms and values ​​that regulate people’s behavior. But there are many different values ​​and norms in society. What are the features of morality?

Moral norms (rules) are not written down anywhere.However, this does not mean that you cannot read about them anywhere. There are works of scientists, literary works and films, the characters of which find themselves in various situations of moral choice, as well as religious books.

Most state laws, including the main law of the Russian state, which is the Constitution of the Russian Federation, are based on moral standards. In addition, there are parents and teachers who teach their children to observe moral standards (rules).

The laws adopted by the State Duma of the Russian Federation are based on moral standards

Moral standards have no documentationnogodesign, i.e. there is no single set of |list) of moral standards. A person himself must, by reading books, observing the laws of the state in which he lives, listening to parents and teachers, learn to distinguish good from evil, good from bad. Exploring the world and communicating with other people, a person learns to choose moral standards, following which he will make the lives of the people around him, and therefore his own life, better.

There are special organizations in society that make sure that people follow the rules and regulations. These are the prosecutor's office, courts, police. They make sure people don't break laws. If people violate them, life in society will become worse.

There is nothing like that in morality - no “moral organizations”, no special “moral guardians”, “moral watchdogs”.Allpeople make their contribution to the maintenance of morality and moral educationtion.Parents and relatives in the family, teachers at school, and friends take care of the good, kind behavior of children. For adults, employees are people with whom they work. And of course, the man himself.

This means that it largely depends on each person what moral standards he himself follows and what morality is in the society in which he lives. If people are indifferent and do not pay attention to the bad deeds of others, then there will be more bad deeds. Impunity increases evil in the world. At the same time, the main thing is not to judge the other, but to help him become better. Then there will be more good people.

Lesson 5 – Good and Evil

"D"good" and "evil" are the main moral concepts in life. It is these concepts that guide people in their actions. From the point of view of good and evil, a person evaluates both his actions and the actions of other people. Thanks to the fact that people understand what good and evil are, they can maintain good relations with each other and prohibit and prevent quarrels, violence, and cruelty. Let us take a closer look at what good is and what evil is.

Goodis a moral value that relates to human activity, a pattern of people’s actions and relationships between them. To perform moral (good) actions consciously, disinterestedly, and not with an expectation of benefit or reward - means to do good.

If a person committed an act in order to receive praise or a reward, this does not mean that the act is bad, but it cannot be called morally good, because it was not done selfishly. Also, those actions that are performed out of fear of punishment cannot be called good.

So, good is:

- actions that help overcome disunity between people, contribute to the establishment of humanity (philanthropy, mutual understanding and mutual respect);

- actions that help the person himself and the people around him to develop.

For example, if you let a classmate copy your homework, this does not mean doing a good deed. After all, the one who cheated will not know the lesson better. It would be a good idea to help him understand the task so that he can do it himself.

Often for ethics it is more important to find out not what is good, but what is evil. Sometimes it is more important to prevent evil from happening than to do good.

Evil is the opposite of good and is what morality seeks to eliminate and correct. Evil can exist in different actions of people. Here are the most common examples of the manifestation of evil:

- deliberate humiliation of other people, which most often manifests itself in disrespect and intolerance towards them;

- deception, because of which those who are deceived commit wrong actions;

- violence that suppresses a person’s freedom, depriving him of the ability to be independent, or makes him unkind.

As the opposite of good, evil destroys the relationships and cooperation of people, spreads hostility between them, and impedes the development of human abilities. Evil deeds bring misfortune and suffering to people. Therefore, preventing evil and fighting it are important tasks of human moral behavior.

Lesson 6 – Good and Evil

In the course of historical development, society and culture changed. Ideas about good and evil also changed.

For example, in ancient times there was a custom to sacrifice animals and even people to the gods. And this was not considered a bad thing. On the contrary, people thought they were doing good. After all, by doing so they wanted to appease the gods so that they would help them get a good harvest, have a successful hunt, etc.

For many thousands of years, slavery existed in the world, when some people were owned by others. Slave owners forced slaves to work for themselves, fed them poorly, and could severely beat or even kill them. Slaves worked without receiving any payment or even gratitude for their work.

For hundreds of years, serfdom existed in Russia and other countries. The peasants, like a thing, belonged to their master. Often cruel landowners mocked the peasants and punished them for any offense.

There have been many cases in the history of mankind when some people killed others because they had a different skin color, because they thought differently, simply because they were different. And this was not condemned by society. There are many examples of how ideas about good and evil have changed.

Time passed, society developed, human life changed. People began to think more about how to make their lives and the lives of the entire society better, and they learned to do so.

Today everyone knows that people cannot be sacrificed or killed either in order to appease the gods or for any other purposes, that no one can be kept in slavery and forced to work without payment and gratitude for their work, that one cannot kill, insult and humiliate other people because of their skin color, because they have different thoughts and beliefs.

Nowadays, people should take care of the elderly and sick, try to live in peace and harmony, and not violate moral standards. If they do not do this, then they are condemned, considered immoral, or immoral.

Of course, this does not mean that everything has become good in the world, that there are no disasters and suffering. There are also wars, famines, and diseases. However, people become better and find the strength to fight evil. And knowledge of good and evil helps them in this. Thanks to this, people strive for a peaceful life, friendship, mutual assistance, and try to take care of each other.

Lesson 7 – Virtue and Vice

Virtue and vice are two opposing characteristics of a person by which other people evaluate him.

By doing good deeds, a person learns to be kind and becomes virtuous. What is virtue?

Virtue expresses a person’s desire for good, the desire to be like a moral person who is a model for him. Such role models can be parents, a teacher, a friend, astronauts, polar explorers, military personnel, athletes, artists, literary characters (heroes, musketeers, knights). By trying to be like these moral models, a person learns to be virtuous.

In addition, virtue is a separate positive quality of a person. For example, hard work, efficiency, responsibility, friendliness, politeness, ability to empathize, sympathize, etc.

Actions that result in harm to oneself or others are called vices. A vice can also be called a reprehensible defect in a person, a character trait that disgraces him. For example, greed, laziness, deceit, boasting, arrogance, etc.

A moral person knows what good and evil are. He consciously performs virtuous actions, avoiding vicious ones.

What should you do to become virtuous?

The moral development of a person as an individual occurs throughout his life.

From early childhood, a person communicates with other people, observes their actions, and takes an example from them. Sometimes a person makes mistakes and does bad things. However, gradually, through trial and error, listening to the opinions of the people around him, comparing his actions with theirs, a person learns to live in society. He learns to be virtuous, acquires positive personality traits, that is, he improves morally.

The first step to virtuous behavior is recognizing the value of other people. What does it mean? This means that in his actions a person cannot be guided only by his interests and beliefs,

he must respect the interests and beliefs of other people, listen to their opinions.

The path to virtue is difficult and long. Some people think it’s easier to live the way only they want. But then this person must be prepared for the fact that those around him will avoid communicating with him, will not want to be friends with him, or love him.

Of course, no person can ever become completely virtuous, but one must strive for this, try to act virtuously and avoid vicious behavior.

Lesson 8 – Virtue and Vice

There are many virtues and vices. The most famous understanding and division of virtues in ethics was proposed by the ancient Greek philosopher Aristotle. He believed that virtue is the ability to do the best in everything. And such virtue is in the middle between two vices: excess and deficiency. For a better understanding, let's give examples.

Extravagance - generosity - stinginess.

Generosity is the middle ground between extravagance and stinginess. Generosity as a virtue expresses a person's attitude towards material things. In this case, extravagance is an excess, and stinginess is a deficiency.

It is bad when a person is stingy and does not share with those who need it, but it is not better to be wasteful either. It would seem good when a person does not spare anything for others, he distributes what he has to everyone without exception at the first request. But sooner or later, a person who really needs it may turn to him, but it will no longer be possible to help him. Being generous means being able to give people what they really need, when they need it.

Harmfulness - friendliness - servility.

Friendliness is the middle ground between servility and harmfulness and nonsense. Friendliness as a virtue expresses the degree of sincerity in relationships between people. Excess in this case is harmful, nonsense. The disadvantage is servility. An obsequious person wants to please everyone, flatters and pleases everyone. If servility is combined with the desire to gain one's own benefit, then the result is sycophancy. Friendliness as a virtue is the ability to maintain relationships with other people without forgetting self-esteem, i.e. self-respect. This feeling does not allow a person to humiliate himself, respond to rudeness with rudeness, etc.

Reckless courage - courage - cowardice.

Courage is the middle ground between cowardice and reckless, thoughtless courage. A courageous person correctly assesses danger, helping others and himself. The excess in this case is reckless courage, and the deficiency is cowardice.

There are many other virtues and vices. But there are no uniform rules that can be learned to become virtuous. Therefore, each person must correctly assess a specific situation in order to do a good deed. It is this action that will be virtuous.

Lesson 9 – Freedom and moral choice of a person

Featureof a person as a living being is that he has freedom. Freedom is the ability of a person to determine his behavior taking into account the laws of nature and society.

Animals are not free in their actions; they are guided by instinct. Predators such as the lion and wolf cannot help but kill other animals. The desire to kill is inherent in them by nature - otherwise they will not survive. In man, too, much depends on nature. For example, he cannot choose whether to breathe or not breathe. However, he can choose how to act towards other people.

The concept of moral choice is closely related to the concept of freedom. Moral choice is a choice between different ways of behavior, between the norms that a person follows, between different ideals that he strives for. Ultimately it is a choice between good and evil.

There are a lot of situations of moral choice in which a person finds himself throughout his life. Let's look at some of them.

The choice between moral and immoral behavior primarily depends on the persistence of following the virtues, which constitute a person’s character. Therefore, we can say that moral choice is the result of strength of character. Exactly

It depends on a person whether he will become morally good or evil, whether he will follow the path of virtue or the path of vice.

Often a person must choose between his own interests and the interests of other people. It is believed that a virtuous person should follow the interests of others. Living together, people should help each other, even sometimes to the detriment of their own interests and desires. However, not all people are virtuous, and sometimes their interests may conflict with moral standards.

For example, one person wants to steal or deceive someone and asks a friend to help him. In this case, the moral choice requires the friend not only not to help, but also to prevent the thief or fraudster from doing what he intended. A person cannot ignore the opinions of other people. However, if he is convinced of his moral rightness, then he makes a choice in favor of defending his position.

People are bound to each other by a variety of responsibilities, one of which is difficult to fulfill without violating the other. How, for example, can one keep a promise to keep a trusted secret if concealing it could harm other people? Therefore, it is important to make only promises that can definitely be fulfilled without harm to others.

An acute situation of moral choice is sometimes called a moral conflict. A moral conflict is when the pursuit of one moral value destroys another, perhaps no less valuable. When resolving a moral conflict, it is very important to make not just the right, but the virtuous choice.

Lesson 10 – Freedom and Responsibility

Human freedom is always associated with responsibility. Responsibility is a character trait of a person and his actions, which indicates that a person is responsible for his own free choice.

Responsible behavior of an individual is possible only under certain conditions.

First, a person is responsible only for those actions that are the result of his free choice. A person is not responsible for what he did not do, or for what does not depend on him.

For example, if a person was pushed and, falling, caused harm to someone, then he cannot be blamed and is not responsible for this. The one who pushed should be held accountable for the harm caused, because he might not have done it.

Secondly, an important condition when assessing the responsibility of an act and the person who committed it is intentionality.

What is intentionality? This is when an action is performed consciously. Intentional help is valued much more than accidental help.

Intentional harm is worse than unintentional harm. But a person must also bear responsibility for unintentionally causing harm.

Thirdly, a person must be aware of the consequences of his actions.

For example, when throwing something out of a window (and this is already immoral), a person did not think that he might hit a passerby and injure him. However, this does not mean that he is not responsible for this.

Therefore, before doing something, a person should think: “What consequences will my action lead to?”, “Will I harm someone?” The ability to ask oneself such questions is an internal responsibility of a person. It testifies to his responsibility to himself and other people.

When talking about responsibility, it is important to understand who and what is included in the responsibility relationship. First of all, this is the one who is responsible, that is, the person who made his conscious free moral choice, then the one or those to whom the person is responsible, and finally, what the person is responsible for.

Of course, everyone's responsibility is different. It depends on age and on what place a person occupies in society. Parents are responsible for their children, and children are responsible for the tasks assigned to them. Teachers are responsible for how students learn, and students are responsible for how they learn. The more people depend on a person, the greater the degree of his responsibility.

People are responsible not only for each other, but also for everything that surrounds them, including nature. This meaning of moral responsibility is very close to the concept of care.

Let's give an example. The tourists left behind garbage at a rest stop in the forest and did not put out the fire. All this causes great harm to nature. Responsible people don't do that. They care about nature and about those people who will come here after them. Real tourists will definitely leave their resting place in perfect order.

Lesson 11 – Moral duty

Moral, virtuous behavior is impossible without a person understanding his duty. Duty is a person’s awareness of the need to fulfill moral standards. In moral duty, external cultural norms turn into a personal task for each person. A man of duty fulfills existing norms not under coercion, but on the basis of his convictions. Duty is closely related to freedom and responsibility. Through understanding and awareness of his duty, a person freely and voluntarily assumes obligations towards himself and others. Therefore, moral duty is sometimes called moral duties. What moral duties does a person have?

The obligation to fulfill the moral standards established in society. Thus, a virtuous person fulfills the norm “don’t lie” not because he is afraid of punishment, but because he is convinced that telling the truth is his duty. A virtuous person helps another not in anticipation of reward or gratitude, but because he feels obligated to do so.

The duty to respect other people and their rights. Every person has the right to freely express their opinion. And other people must respect this right. However, this does not mean that you should always agree with the opinions of others. Each person has his own beliefs and opinions. And you cannot persecute, humiliate, condemn or insult a person, much less force him to renounce his beliefs if they do not coincide with yours. The only exceptions are those rights that everyone must respect. If these beliefs do not contradict the rights of other people, then no one can prevent a person from exercising his rights.

In addition, there are many responsibilities that people voluntarily take on. So, by making a promise to do something, a person takes on the responsibility to keep it. If the promise was given freely, that is, without coercion or deception, then it must be fulfilled.

A person’s moral duties include selfless help to other people. Previously, there was talk of moral responsibility as caring for others. Selflessly helping other people when they need it is a person's moral duty.

Gratitude is also a moral duty. When one person helps another in accordance with his moral duty, without counting on material gratitude, then you can thank him by saying “thank you” and be ready to help him when needed.

There are many other responsibilities associated with human relationships. There is a parental duty to take care of children. There is a duty to care for the sick and elderly. There is a professional duty that is associated with fulfilling the duties of a job. There is a patriotic duty, which is expressed in protecting one’s Motherland and caring for its prosperity.

The most important thing in moral duty is not blind compliance with existing norms and requirements in society, but conscious and voluntary adherence to them.

Lesson 12 – Justice

Justice plays an important role in relations between people. Every person wants to be treated fairly. What is justice?

Justice is a moral rule that regulates relations between people in the distribution of benefits, rewards and punishments, income, etc. n. Aristotle called justice a perfect virtue.

There are different ideas about justice. For example, in the 19th century. nobles occupied a high position in society. They were revered primarily for their noble birth and wealth, and not for their merits or outstanding abilities. And this was considered morally justified and fair.

Some nations used to consider the rule “An eye for an eye, a tooth for a tooth” to be fair. And today in some places there is a custom of blood feud. However, in modern society, most people consider this unfair and take measures to eradicate this wild custom.

Students also often think about fairness. Was I given a fair mark? Did the parents punish the wrongdoing fairly?

Here are the main signs by which justice can be judged.

A sign of proportionality, which means that an action should be assessed according to its merits. For a good, virtuous act, a person deserves reward, praise, honor and respect. He must be fairly punished for his bad deed. A person must know why he received a reward or punishment.

The sign of equalization, or “equal for equal,” requires equality of labor and payment, the value of a thing and its price, harm and its compensation. It is unfair if equally performing students receive different grades for the same knowledge. But it’s also unfair when the same grades are given for different knowledge.

What moral rules must be followed to treat others fairly?

Avoid evil in your actions (humiliation, deception and violence).

Strive to fight vices and shortcomings, and not with people who have them.

Recognize that other people are right, doubt your own unconditional rightness.

Be ready to meet the other person halfway, looking at the situation from his point of view.

Strive to find a solution that would suit everyone.

Justice requires respect for the rights of other people and does not allow attacks on a person’s personality and dignity. Justice is largely aimed at fulfilling a person’s duties to other people and to himself.

In contrast, injustice harms not only those to whom it is directed, but also the one who creates it. By committing unfair acts, a person loses the ability to correctly evaluate himself. Thus, he turns out to be unable to see his moral shortcomings and cannot correct them.

Lesson 13 – Altruism and egoism

Often people's actions are morally assessed as altruistic or selfish. At the same time, selfish actions are condemned, and altruistic ones are encouraged. Sometimes you can hear an angry “Don’t be selfish!” or a surprised “Yes, you are an altruist!” So what are altruism and egoism?

The word "altruism" comes from the Latin wordalter- another. Therefore, in a broad sense, altruism is any action aimed at the benefit of another, be it a person or society. In a more precise sense, altruism is a moral, life position that requires a person to perform selfless acts for the sake of other people or for the sake of common goals.

An altruist wants everyone to feel good. However, his desires do not always coincide with the desires and actions of other people. Why do people still perform altruistic acts?

Often a person helps others only because he can do it. He feels the strength in himself that he can spend on good deeds. Sympathizing with the grief, suffering and need of others, a person freely gives his strength to people, regardless of the possible consequences for himself. Altruism is opposed to egoism.

Selfishness is actions aimed at satisfying personal interests, including to the detriment of the interests of other people or society. “Everything is for me, everything is for me” - this is the principle of the egoist. He can easily violate moral norms and neglect social values.

One should distinguish between extreme and moderate (reasonable) egoism. Extreme selfishness manifests itself in the form of conceit, disrespect for other people, disregard for their dignity and rights. People around you are perceived only as a means to achieve their own goals.

Another thing is reasonable egoism. Reasonable egoism is the ability of a person, pursuing his own interests, to promote the common good. A reasonable egoist understands that he can satisfy his interests only by caring about the people around him and the society in which he lives.

Being opposites, altruism and egoism can successfully complement each other. The point is that, for all its moral appeal, altruism is not without its drawbacks. Thus, altruistic actions aimed at the benefit of those “distant” and helping random people are more valued. This happens because in such actions the selflessness of the altruist is most obvious. However, excessive love for the “distant” can lead to oblivion of the “neighbors”. And in this case, the idea of ​​virtue as a mean between two extremes is appropriate. This middle ground is reasonable egoism.

Lesson 14 – Friendship

Living in society, a person is in different relationships with other people. These can be family relationships between parents and children, brothers and sisters, work relationships, relationships between teachers and students, between classmates, neighborly relationships, etc. From a moral point of view, all of them must be virtuous, built on the basis of mutual assistance and mutual respect. But even if the relationship turns out to be just that, a person can be lonely if he has no friends.

Friendship is a relationship based on mutual affection and personal interests. Lasting friendship is possible only if certain rules are observed, the main ones of which are respect for each other and the ability to admit one’s mistakes. Friendship is also caring for a friend, a willingness to help without demanding anything in return.

One of the hallmarks of friendship is selectivity. A person does not choose his neighbors or classmates, he is not obliged to be friends with them, just smooth and friendly relations are enough. A person chooses his friends himself. It is no coincidence that they say:

"Tell me who your friend is and I will tell you who you are."

Another distinctive feature of friendship is selflessness. This is the lack of desire for personal gain, profit. Friends just enjoy helping each other in everything. True friends do not wait to be called for help, but offer it themselves. Friends share with each other the best they have.

Friends are united by mutual sympathy and common interests. These are people who are close in spirit, behavior and hobbies. But this does not mean that there are no differences between friends. There are differences, but they only enrich friendship and make it even more interesting.

Who should you choose as your friends? How to find out if your friend is real? After all, you won’t give him a test. This way you can offend a person with mistrust and lose a friend. There is no clear answer to this question. But from an ethical point of view, we can say that it is safer to be friends with a good, virtuous person who you can rely on. The more reliable a person is, the more friends he has.

Lesson 15 – What it means to be moral

Whatdoes it mean to be moral? Humanity has always sought an answer to this question, which is both important and difficult. There have been many mistakes along the way, but also many achievements. And even though there is no final answer yet, every person, through his life and his behavior, makes a feasible contribution to the search for it.

As already mentioned, ethics presupposes that people themselves can determine what good and evil are. Good and evil do not just exist in people’s lives and manifest themselves in actions, they are created by people. Morality is the result of human transformative activity, an integral part of culture. Yes, man created evil. And there have been many examples of evil (humiliation of human dignity, deception and violence) in the history of mankind. It exists both in the modern world and in our lives. But good was also created by people. They try to organize their lives in such a way that relationships between them are built on the basis of cooperation and not hostility. This means that the existence of evil depends on people themselves. And if people make an effort, then there will be less evil in society, and more good.

It depends on the person whether he is good or bad. Virtue is a conscious choice of the best in actions in relation to other people. A person can become kind on his own.

A person must be responsible for his actions to other people and receive a well-deserved assessment from others. A person is free, which means that the future life of himself and the people around him depends on his actions and moral choices. A person must be held accountable for his actions and be fairly rewarded or punished. The ability to recognize merit, justice in relations between people is the most important part of moral behavior.

A person fulfills existing moral norms not under coercion, but on the basis of his convictions. Through understanding and awareness of his duty, he freely and voluntarily assumes obligations towards himself and others. And if existing norms contradict a person’s duty and convictions, he always retains the right to defend his convictions and make efforts to change existing norms. The main thing is that this is done in accordance with the ideals of goodness, with respect for the rights of others.

Secular ethics does not provide ready-made answers to all questions. Its task is to draw conclusions from the historical experience of mankind, leaving behind each person the right and opportunity to use this knowledge to make independent decisions and moral choices.

Lesson 16 – 17 Summing up

Dear friends!

The school year is ending. You have learned a lot about what secular ethics is, what it studies, what basic concepts are included in this science, what it can help you with, etc.

The study of the basics of secular ethics will continue in the first quarter of 5th grade.

To consolidate the material you have covered, we suggest you prepare a short creative work before the summer holidays.

Select one of the topics below. Consult with your parents, grandparents, or a friend on how best to write and format your work.

If necessary, use your home library, the Internet, or go to the school library. Find books on your topic. They will help you discover it more deeply.

Write the text, choose illustrations or draw them yourself. Then read your work to family and friends. Listen to their opinions.

Correct the text if you think their advice and suggestions are useful and their comments are fair.

Topics of creative works

"Russia is my Motherland"

"Good people are everywhere..."

“I want to tell you about a kind person”

"Good and evil in Russian folk tales"

“The virtuous heroes of the fairy tales of G.-H. Andersen, C. Perrault" (optional)

“Virtue and vice in A. N. Tolstoy’s fairy tale “The Golden Key, or the Adventures of Pinocchio”

“This is what a true, faithful friend means”

“You are forever responsible for those you have tamed (A. de Saint-Exupéry)”

To test yourself and find out whether you have mastered the material well, use the following questions:

1. What is ethics?

2. How did morality arise and what are its features?

3. What is good and what is evil? Give examples.

4. What kind of person can be called virtuous? Give examples.

5. How did the ancient Greek philosopher Aristotle understand virtue?

6. What is human freedom?

7. What is moral choice?

8. What is friendship?

9. What does it mean to be moral?

These topics can be discussed with classmates or with parents, grandparents, older brothers and sisters, or a friend.

Lesson 18 – Clan and family – the source of moral relations

God and family are the first associations of people. They arose many thousands of years ago and are still of great importance to humans. A clan is people who consider themselves descendants of a common ancestor on their mother's or father's side.

A long time ago, various family symbols arose, such as surnames. In ancient times, the founder of a clan was sometimes considered not to be a person, but a legendary or mythical creature, animal or beast, for example a wolf, bear, hare. Hence the surnames: Volkovs, Medvedevs, Zaitsevs. The symbol of the clan could be the ancestral land, the ancestral patron spirits, and the ancestral names, flags, and coats of arms. On clan and family coats of arms, everything that the clan and family is especially proud of is symbolically depicted.

Kinship is not only by birth. Sometimes families adopt other people's children. Then adopted children and parents become close relatives.

The more ancient the people, the more complex the system of kinship - pedigree. It determines a person’s place in the family, helps him build special family moral relationships with loved ones. These relationships are based on the understanding that the lives of relatives are of great value. Family relationships are most often built on the mutual love of parents and children, older and younger generations. Love makes people feel valued.

Family helps a person understand his place among other people. It was in the family circle that people began to distinguish and respect special unequal relationships (hierarchy, subordination), without which society cannot exist. Seniors (not only by age, but also by position) perform more important, responsible roles. A person is forced to understand the extent of his significance in each specific life situation. A clear understanding and fulfillment of your role in the family allows you to feel like a full member, a respected person: father, mother, son, daughter, grandson.

Family roles involve the performance of certain important, sometimes difficult, responsibilities. This includes raising children, taking care of their education, earning a livelihood, etc.

Family roles and responsibilities are fluid. Traditionally, the head of the family is considered to be a man. He solves the most important issues. However, in some families this role is performed by a woman. There are families where there are two heads - husband and wife. In this case, everyone is authoritative in their own business. Children play the most important role in the family. They are helpers and advisers, and often inspirers and performers of good deeds.

The main task of the clan and family is to give birth to children, raise and educate them, creating favorable living conditions. The joy of the birth of a child and the grief of a person’s death are experienced most acutely by relatives. These feelings led humanity to the idea of ​​the value of life.

Lesson 19 – Moral action

What is an action? How to evaluate it? How to manage your actions? These questions are central to ethics.

An act is a direct expression of morality, that is, an act shows whether a person is moral or not. In most cases, actions are actions, but sometimes they can be abstentions from actions. Moreover, not every action is an act.

A moral act is only that action of a person that he performs, guided by moral ideas and values. This is a conscious action with a specific purpose. Such an act expresses the moral attitude of one person towards another. A moral act has special characteristics. Let's highlight five of them.

1. Motive of the action. When considering any action, it is important to decide why it was done. If there is at least some answer to this question, then there is a motive that prompts a person to act.

2. The purpose of the act, i.e. the person’s intentions. Knowing a person's intentions, you can understand his actions. Only an action that is able to answer the question “why?” is an action.

3. Means to achieve the goal. To evaluate a person’s actions from a moral point of view, you need to know what consequences they led to. Here the main question arises - the question of the relationship between ends and means. There is an expression: “The end justifies the means.” What does it mean? That any means are good to achieve a goal? Any?

Let's look at this with an example. The student really wanted to give his grandfather a fishing rod for his birthday, but he didn’t have enough money to buy it. In the school hallway, a boy found a wallet with money. And instead of giving the wallet to the owner, he took the money for himself and bought a fishing rod. The boy had a good goal - he wanted to please his grandfather. But the means of achieving this goal (appropriation of other people's money) was immoral.

Therefore, in morality, when considering an action, the goal is very important, it takes first place. But when performing actions, the means are more important. They can make an action moral, ethical or, conversely, immoral, immoral.

4. The action itself. To consider an action from a moral point of view, you need to know the circumstances in which the person acted: whether he acted voluntarily or under duress. Only a voluntary act, when a person could have acted differently, but chose precisely these actions, speaks of his morality. In addition, sometimes it is important where, when, and how a person acted.

5. The result of the action. This is what man acted for. The result can be positive or negative, as the action can be beneficial or harmful.

One can only speculate about what the result might be.

Lesson 20 – The Golden Rule of Morality

It is sometimes difficult for a person to decide what to do in each specific situation. Humanity has always sought and continues to seek ways to make the right choice and justify an action. One of these methods is the golden rule of morality. They began to call it that in the 18th century. But in fact, this rule as a way of controlling behavior developed much earlier. It is found in many formulations, for example, in the teachings of the ancient Chinese philosopher Confucius, the ancient Greek philosopher and mathematician Thales, the Roman philosopher Seneca, etc. Let us give two of its most famous interpretations.

“Do unto others as you would have them do unto you.”

“Don’t treat others the way you wouldn’t want them to treat you.”

The Golden Rule of Morality is the most general principle for justifying morality. With its help, humanity has tried to develop a universal way of choosing an action.

This is the huge positive role of the golden rule in the development of morality. It forces a person to foresee the consequences of his actions. However, this rule does not answer the question: “What in a particular case is good and what is evil?” A person must decide this himself on the basis of his own beliefs and the rules of morality accepted in society.

How to apply the golden rule in life? First, you should evaluate the consequences of the action in thoughts and feelings. An action that one wants or needs to perform should be double-checked in relation to the person to whom the action is directed, i.e., try to take his place.

Think about what it would be like for me if they did this to me. Then answer the question: “Would I want someone to do this to me?” If the answer is “no,” then the action cannot be performed.

Lesson 21 - Shame, Guilt and Apology

Shame is a severe, depressed mental state of a person that appears after people around him condemn his behavior. The reasons for condemnation are usually violations of moral standards and betrayal of moral ideals. It is shame that allows a person to acutely feel his connection with other people. This feeling orients a person towards the moral norms existing in society.

Shame can be a form of social influence on a person. For example, a student is shamed in front of the whole class for offending a weak person. Shame can be caused by ridicule, ridicule, it can arise during punishment, including corporal punishment.

There are many reasons for experiencing shame. This is a discrepancy with high moral standards, an inability to demonstrate the qualities necessary in a particular situation: determination, honesty, endurance, etc.

Shame protects you from bad deeds, but sometimes it also keeps you from doing good things. There is a concept of “false shame”. It is related to

erroneous ideas about morality. For example, while listening to an explanation of new material, a student did not understand something, but was embarrassed to ask again. He was ashamed that everyone understood, but he didn’t. This is, of course, false shame. Shame can be associated with experiences such as resentment, fear, guilt.

Guilt is a person’s experience of not meeting standards, of not fulfilling a duty to oneself. Guilt is the opposite of shame. Shame is responsibility for an offense towards others, guilt is responsibility towards oneself. Shame and guilt shape a person's conscience. If these feelings are not developed, the person is unscrupulous. Guilt is a very difficult experience. It seriously affects a person’s psyche, sometimes preventing him from living in peace. Overcoming feelings of guilt comes with repentance, that is, with regret about what happened. To repent means to make a moral decision not to repeat your mistakes, to change your behavior.

To get rid of guilt, you need to apologize to the person you offended. Sometimes this is not easy to do, but it is necessary. When apologizing, you can say: “I'm sorry, I didn't mean to offend you,” “I didn't think it would offend you,” “I'm very sorry that this happened. I promise it will never happen again." Asking for forgiveness is not at all a sign of weakness or humiliation. On the contrary, this is a sign of a strong person, capable of committing an act and restoring good relationships.

Forgiveness helps overcome feelings of guilt. Forgiveness must occur by the free will of the offended and injured. To be able to forgive means to be generous, that is, to have high spiritual qualities.

Lesson 22 - Honor and Dignity

How do others perceive me? What is my position among people? Do they value me as a person? These and similar questions can be answered by such important moral characteristics of a person as honor and dignity. They help determine a person's moral worth.

Honor is the moral qualities of a person worthy of respect and pride, it is a person’s good name, his unblemished reputation, etc.

If a person keeps his word, does not betray his friends, does not betray his moral principles, and always comes to the aid of the weak, then they say about him “a man of honor.”

Dignity is awareness of one's rights, one's moral value and self-respect. Dignity has become the right of every person to moral respect. This means that regardless of age, gender, nationality, wealth and everything else, a person is worthy of respect because he is moral: he lives honestly, distinguishes good from evil, does not commit immoral acts, and is capable of being fair.

Dignity expresses people's idea of ​​equality. The task of each person is not to diminish the dignity of others and not to lose his own.

Dignity helps a person to be confident and aware of his own worth. About a person who behaves with restraint, politely, calmly, they say: “This is a worthy person.” Dignity allows you to avoid mutual insults.

Honor and dignity are needed in those moments when you have to choose what to do. It is these qualities that will prevent a person from committing an immoral act and will help him avoid enmity, revenge and mutual insults, because he respects himself and others.

Lesson 23 – Conscience

The first onewho tried to understand what conscience is was the ancient Greek philosopher Democritus. At that time, the word “conscience” did not yet exist, and Democritus wrote that this experience was related to shame, but was different from it. Shame is a difficult experience of shame in front of other people for one’s behavior, and conscience is shame in front of oneself.

Conscience is the experience of condemnation or approval of one’s own action, even if it is only intended. It torments a person regardless of whether others know about his action or not. This experience can arise simultaneously with the action, after it, and when remembering it. According to the ancient Greek philosopher Democritus, one should be ashamed not only of bad deeds, but even of speeches and thoughts about them.

Many philosophers believed that a person is born conscientious. Modern ethics argues that conscience develops and is nurtured in real life conditions.

Conscience forces a person to reflect on his actions and evaluate them critically. She reminds him of duties, duty, responsibility. Conscience ignores cunning excuses, verbose proofs of one’s own innocence. She silently and relentlessly forces a person to tell himself the truth. Conscience is our inner judge.

The voice of conscience is accompanied by two main feelings: satisfaction and dissatisfaction. Satisfaction comes from a calm, clear conscience - the reward for moral efforts. A person realizes that he generally copes with his moral responsibilities, that he has no significant violations of duty or deviations from moral rules. This feeling gives him balance and calm. peoples - this also includes the history of wars. There is no nation that does not have brave, courageous defenders of the Fatherland. In Ancient Rus' these were heroes.

Everyone, of course, knows the heroes Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich. Epics and fairy tales were written about their exploits and strength. Artists depicted them in their paintings.

The courage, courage, resourcefulness, fortitude and physical strength of the heroes more than once saved Russia from foreign invaders. Bogatyrs had a great influence on modern moral ideas about warriors.

The great merit of the heroes is that they introduced certain rules in the use of force and proclaimed the rules of a fair fight.

The most important virtue of a military squad is loyalty. This is loyalty to an oath, an oath, a word given to comrades in arms.

The heroes attached particular importance to the concept of honor. Weapons, armor, a horse, a certain place at the table at a feast were symbols of honor and respect. Only victory without cunning and meanness did honor to the warriors and glorified them.

Lesson 25 - Moral ideals

Knightsin the Middle Ages (XII-XIV centuries) in Western Europe they were warriors who served in the armies of lords (landowners). Knights received lands from their lords on the condition that they acquire a horse, expensive weapons (sword, armor, shield) and, when necessary, defend the lands of their master.

The knights received a special knightly education and participated in tournaments. The knight had to have such moral qualities as fidelity to duty, courage, determination, a noble, romantic attitude towards a woman (serving a beautiful lady), etc.

Based on the knightly moral model in the 19th century. the image of a gentleman was formed.

Originally, a gentleman was considered a man of noble birth. Then they began to call an educated and well-mannered man, respectable (worthy, respectable) and balanced (even prim and imperturbable). Gentlemen were distinguished by their ability to keep their word (gentleman's agreement), emphatically polite attitude towards women, punctuality, and elegance in dress.

True to his word is one of the main virtues of a gentleman. He always kept his promises and never broke his word, so gentleman's agreements were considered absolutely decent in business situations.

The gentleman understood various issues and had a broad outlook. For example, such a true gentleman as Sherlock Holmes knew and was able to do more than the professional detectives of Scotland Yard.

Another important feature of a gentleman is his special patriotism. He was interested in politics, saw social problems and thought about their solution from the position of the state. This was a statesman.

Lady - originally a married woman of the aristocratic circle.

Later, lady began to be called an educated, well-mannered woman who follows strict moral rules in life. In addition, she has a balanced, reserved character, kind, friendly, and elegant. The ladies did charity work and helped orphans.

Nowadays, knight, gentleman and lady have become household names. They are usually called people whose behavior and ethical values ​​correspond to these images.

Lesson 26 - Images of morality in the culture of the Fatherland

Patriotism is one of the oldest qualities and ideas of moral consciousness. Patriotism is love for the Motherland, adherence to the traditions of our fathers, respect for the customs and moral values ​​of previous generations.

A patriot is a person who loves his homeland, his people, who is ready to make sacrifices, labor and military feats for them. Without the patriotism of all the peoples of Russia, victory in the Great Patriotic War of 1941-1945 would have been impossible.

The peoples of Russia have always glorified the warrior - the defender of the Fatherland. Warriors were endowed with various virtues and were moral ideals for everyone, because they defended their native land, their people, not sparing their lives.

Collectivism is another important feature of the morality of Russians. Collectivism is cooperation and mutual assistance.Collectivistcares about the interests of the team, sometimes to the detriment of his own.

From childhood, a person learns to live in a group. First, this is a kindergarten team, a school team - a class, then a student or production team.

In Russia, it is customary to take everything that happens to the team to heart. According to traditional Russian ideas, it is more difficult for a person to achieve everything on his own without the support of family, friends, work collective, and the country as a whole. The feeling of one’s strength at the expense of the power of the people has always allowed a person to be proud of “his own” and to feel his own dignity from belonging to a strong team. These samples have been produced for many hundreds of years. And every person basically knows how to behave politely. Knows that you need to greet, say “please” and “thank you”, that you can’t talk with your mouth full, etc. There are many other rules in etiquette. Let's look at some of them.

The choice of clothes, or rather, a suit. This choice depends on the time of year, tastes, financial capabilities of a person and fashion. But from the point of view of etiquette, the main thing is the appropriateness of clothing. A business suit is required for work, and a tracksuit for physical education. Discos and theaters require elegant clothes, but also different ones.

Great importance is attached to speech in etiquette. A person must be able to control its volume, tone, tempo and content. The volume of speech should be such that only the person to whom it is addressed can hear everything.

Forcing a person to listen with tension is as impolite as shouting. One word or the same phrase can be pronounced in different tones: friendly, irritated, good-natured, affectionate, angry, dismissive, etc. The meaning of words changes depending on the tone. Etiquette prohibits offensive, humiliating tone of speech. The pace of speech should be leisurely.

The most important aspect of speech is its content, i.e. what we are talking about. It is not customary to ask a person what nationality he is, how much he earns, and there is no need to tell anyone except a doctor about his illnesses. One should not speak ill of those who are absent.

Speech is the most important way of communication between people. Don't be afraid to start a conversation first with an unfamiliar boy or girl. You can simply say: “Hi! My name is Ivan".

There are many rules of etiquette. But the basis for all rules is the same - common sense and respect for other people. Everyone can be sure: people who do not know you closely, do not know what a wonderful person you are, will judge you by your behavior, appearance, manners and speech. The rules of etiquette are specific, valuable and accessible to everyone. Knowledge of these rules is not inherited. People must learn the rules of etiquette.

Lesson 28 - Family holidays

Creating the most favorable conditions for their lives, ancient people had to work hard: cultivate the land, build houses, hunt, etc. To make their work easier, they asked for support, help and protection from various forces of nature. People turned to the heavenly bodies (sun, stars), elements (wind, rivers and oceans), later to spirits, and then to gods. They brought gifts to them, sang and danced, and uttered words of praise. For this purpose, people were freed from work on certain days. This is how the holidays arose.

Holidays celebrated everything new: the onset of spring, the new year, birthdays, wedding days. On such days, everyone gathered together to feel support, mutual assistance, and the joy that each of them was not alone.

March 8 - International Women's Day,

May 9 - Victory Day of the Soviet people in the Great Patriotic War of 1941-1945, June 12 - Russia Day, November 4 - National Unity Day, etc.), public (Teacher's Day, City Day), family (birthdays, weddings) . They are celebrated both officially, solemnly, and with homely warmth. And only family holidays combine both.

Each holiday has its own order - a ritual. The oldest tradition of offering gifts to deities is preserved in gifts. A beautifully packaged gift bought from the heart speaks of attention, friendship and love. When choosing a gift, you need to take into account the character, hobbies and tastes of the person for whom it is intended.

To make the holiday a success, you need not only to feed the guests, but also to make sure that they have fun. However, fun should be kept in moderation. Too noisy, aggressive and offensive behavior will ruin any, even the most wonderful holiday. The holiday spirit is fragile. It is necessary that the holidays bring only joy to people and leave pleasant memories.

Lesson 29 - Human life is the highest moral value

Values ​​are everything that is of great importance to a person. We value our country, its traditions, relationships with parents and friends, our home, clothes, books and much more. However, the highest value for a person is his life.

Only by living can a person rejoice and be sad, have fun and be sad, love and make friends. All plans are connected with life. They will become a reality only if a person lives. Every life is unique, inimitable. A peaceful life is especially valuable when there is no war, there are close people, health, success, interesting and important things to do. Making life like this is the task of the state, society and every person.

Not only a happy life is valuable, but also a life full of suffering and troubles. It provides invaluable experience of how to endure suffering, survive the loss of loved ones and other misfortunes, how to deal with illnesses, etc.

In life, a person makes many discoveries for himself and others. In the process of life, a person establishes himself as an individual, is proud of his achievements, and tries to build his own life. This is perhaps the most interesting activity in the world!

The life of every person is of great value to his loved ones, relatives and friends. She gives them joy, pride, love. Their hopes for the future are connected with it.

Human life has special value. Only he could create a world of culture. It is people who can build amazingly beautiful cities and villages, develop new varieties of plants and new breeds of animals, create cars, sew clothes, etc. All this makes us value the life of any person, protect and defend all life on Earth.

Lesson 30 - Love and respect for the fatherland

Dear friends!

You have become acquainted with the great spiritual heritage that, for many centuries, one generation of our compatriots passed on to another. You learned about religion, spiritual ideals, moral standards of our ancestors, what they believed in, how they lived, supporting each other and helping each other.

“Believe that everything was not in vain: our songs, our fairy tales, our incredible victories, our suffering - do not give this for a sniff of tobacco... We knew how to live. Remember this. Be human!" - such a will was left to us by the outstanding writer and actor V. M. Shukshin.

In the VII-X centuries. in the space from the Volga to the Dnieper there was a state of Khazaria, many of whose inhabitants professed Judaism. In the 8th century In the city of Derbent (Dagestan), the first mosque was built, with which the history of Islam in our country began. In 988, Prince Vladimir baptized Rus' - Orthodoxy came to our land. In the 17th century Our state included Buryats and Kalmyks, who brought Buddhism with them. Since the 18th century In Russia, non-religious culture began to spread widely and a tradition of secular ethics began to form. This is how the spiritual traditions of Russia took shape.

Our culture grew and strengthened, nourished by different spiritual traditions. Traditions are like roots. The more roots and the deeper they are, the stronger the tree trunk and the thicker its crown.

We are all united by love - for our family, for loved ones, for our small and large Motherland, for our Russia.

Love is the basis of our life. Every person wants to be loved. But if he stops only at this feeling, then he turns into an egoist and self-lover. True love begins with selfless love for your neighbor: for mom and dad, for brother and sister, for friends, for classmates.

The value of love is not that you are loved, but that you are able to love others.

The great Russian writer N.V. Gogol wrote in a letter to his sister: “You complain that no one loves you, but what do we care whether someone loves us or not? Our business: do we love?” Love is when you can lay down your life for “your friends.”

Your parents and other close people love you without demanding anything in return. You love your family, your friends, without demanding rewards for it. We love our Motherland just because we have it.

Love is service. Service is manifested primarily in deeds for the benefit of people, for the benefit of our Motherland.

The Fatherland is all of us. Think about what you can do for others. Start small: clean your apartment, help a classmate with his studies, protect your baby, clean up your yard with friends, plant trees and take care of them. Make the world around you cleaner, kinder, fairer, and you will make yourself better, you will feel how love grows in the world.

From small deeds great love for one's neighbor, family, people, and Russia is born. We call all this patriotism.

Where does Russia begin? It starts with your love, with what you are willing to do for it.