In old traditional societies this family philosophy is still a norm

In traditional societies the learning of social boundaries often could be fairly harsh, with the use of physical punishment. Parental authority has traditionally been supported primarily by his father, by force or by harsh treatment. Let’s not idealize this side of traditional education, we will mention only the fact of its existence. Thus, social experiments the adolescent in traditional society was strictly controlled by physical punishment. The same principle served as the state system of criminal sanctions: restriction of mobility, public punishment, the stigma was included in the repertoire of public execution of punishment in Russia until the mid-nineteenth century (the branding of criminals was abolished in 1863, shortly before judicial reform). In modern society, parental authority is usually supported in other ways. Besides the function of social learning is assumed by the state and state institutions. And the usual punishment is expulsion from the community, discontinuation of access to social goods and benefits, which leads mostly to the marginalization of the individual.
However, the new integration is often not possible outside of experiencing the loss of old meanings and values – and the teenager chooses the same initiatic experience. Currently psychological and social initiation associated with the experience of the boundaries of life and death, I suggest as such it is commonly subculture (military, extreme sports, escapist). However, for them it is more an invitation into the subculture, “Paradise for adventurers”, without a guaranteed and legitimate way. Partly initiatic can be called selective service in the armed forces, it saved social formalities initiatic experience: separation from family, borderline period and return in a new capacity (in the Soviet era has also contributed to certain social privileges at accepted into educational institution, etc.).

The Man himself is the architect of his own happiness

There is an opinion that people can build their happiness. This is often mentioned to us the proverb: “the Man himself is the architect of his own happiness”, “Happiness under the callus lies”, “Happiness is not in your wallet, happiness is in your hands”.
However, a more widespread view of happiness as luck, random luck, and it suggests that happiness does not depends on the person. Refer to the thought of Aristotle.
“The crowd thinks that the happy life is life lucky or not without success; and she is probably right, because without external goods, which are sent by random luck, you can’t be happy. No one can say that randomness is the nature. There, where nature is the cause of something, every time she produces mostly the same, the coincidence is not so, but randomly, haphazardly, and why it is spoken about the case in relation to these things. Not say that randomness is something like a mind or correct reasoning, because in them is no less orderliness, and immutability, but not the case visit international adoption community. Maybe random luck is some concern the gods? Or, perhaps, you must not think that? God, we recognize that mastery over such things and distributes good and evil according to merit; however, an accident resulting from chance encounter truly a coincidence. If we suppose that God distributes randomly, then acknowledge his wrong or unjust judge. And this God is not customary.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 359). Reflecting on this, Aristotle drew attention to the fact that neither fair nor brave, virtuous or anyone else not called lucky, since justice and courage, like any virtue, depend on the efforts of the man himself. Thus, the word “successful” has many meanings see more at International Adoption channel news: we are called fortunate who, contrary to his calculations had a chance to do something good, and who instead of the expected loss a profit.
“So, the luck is that we get good, how did not expect, and not being evil, what was waiting. Thus to obtain the good characteristic of random luck to get something good is a Fluke in its purest form; not to be subjected to the same evil – happy previtamin. Random luck, thus is the nature of acting thoughtless.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 359).
From this good luck must be distinguished another, more closely connected with happiness, “at which the man laid by the original impulse to the benefits”. (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 359).
Coincidences in our life, there are many, and they are different. There are numerous circumstances proving favourable. They make our life more happy and joyful, and to use them “perfect and upright”. (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 71). Such eventualities are identified with many luck, happiness as such. But in life often happen, on the contrary, adverse events that constrain and overshadow our lives, bringing suffering or sorrow. Therefore, you can make quite a bold conclusion: randomness in pure form, are pleasing or overshadow us, have on the lifetime of the average person is quite little impact.
That “smile of destiny” or luck, by themselves, do not constitute happiness, is confirmed by the psychological fact that not everyone who was “lucky” (a remarkable impersonal form of the verb used here), going through what happened as happiness. Meanwhile the experience, the feeling of happiness is essential last. Happiness is such, if it is perceived with all the soul of man as something bright and comprehensive. That is, it fills all of the space, making the experience a higher octave of joy, leaving the person not only filled pleasure, but also inducing them to radiate around the vibration of joy and goodness. Subject of happiness research and articles content provided for the post by International Adoption research blogger and columnist.

Why so difficult to feel happy

According to another view, happiness consists in external wealth, i.e. wealth. But does wealth bring happiness? For some, it may be a variant of a “Golden cage”. And besides, it remains an open question, whether in any way the produced wealth can be the key to happiness?
Of course, the wealth should not be discarded, as in need more difficult to feel happy. But wealth does not bring happiness to those who have a soul there is nothing but greed, who have no other joy, how to outdo the other. Add to this the fact that it is not in itself wealth makes a person happy, but “wealth acquired righteously and does not burden”. (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – S. 299), which may be related to the happiness of fortuitous circumstances.
Since wealth is closely adjacent the power that many find happiness. But the worship acquired freedom. So, those in power and dependent on him, not severable and not free from each other, since otherwise (and in this understanding of happiness) defeats the purpose of such a state of happiness see more at International Adoption channel news. Therefore, Mr cannot be “happy” without the worship of others. And prefer to ease my soul from the burden of responsibility in freedom (and consequently, and freedom of the spirit), dicloniuses before someone will lose “his” happiness, after parting with an object of worship. Besides, with the point of view of the Christian religion, and European philosophical ethics, a lack of freedom, dependence and rigidities of misery. No wonder, Jesus clearly contrasted the “happiness as the highest good” the might of power, and carelessness, voluntarily adopted subjection. (Matt., 4:1 – 11).
However, Christian philosophers and theologians coined perhaps the most interesting concept of happiness, promising it to those who meekly accept the current morality, the power (because it comes from God) and everything should worship an exemplary Christian. This happiness is the worship of power and God allowing the sacrifice of a temporary inconvenience for a future of bliss in afterlife existence provided for the post by International Adoption research blogger and columnist. Such happiness can be earned through renunciation of worldly goods, a variety of vows, finding in “freedom of faith”, dedicating his life to serving others. This interpretation of “go to a more perfect and happy” world of prayer and Ministry, gave many people the opportunity to achieve great power, since the monasteries owned a fairly large wealth. It was a peculiar path to happiness through the attainment of power over the souls of men.
Thus, we can say that the above views about happiness are not happy by themselves. On the contrary, “real happiness is possible, with the precondition that the person taught himself to be independent as possible from external benefits, and to find joy and pleasure in the approximation to the highest good”. (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – S. 302).

The hope of attaining happiness

Experiencing happiness depend on eras and cultural characteristics of a people, traditions and customs, as well as from several other factors. In the experience of happiness adequately manifest the specific features of morality. First of all, happiness is always present assessment act, situation assessment through the prism of high moral values, not from the standpoint of petty selfishness.
The ancient thinkers raised the question of the correlation between happiness and virtuous behaviour visit international adoption community. However, equally important and beliefs of the person, his interests and Hobbies. The formation of the relationship of the individual to different events in the life very important for both mental attitude and experiences of the fullness of being. (L. A. Popov Ethics. A course of lectures. – M., 1998. – P. 80). So no wonder they say that when we cannot change circumstances, change your attitude towards them. In this regard, it is pertinent to mention the following saying of Seneca: “Unhappy the one who is happy does not consider himself”. (Seneca. About happy life // Roman Stoics: Seneca, Epictetus, Marcus Aurelius. – M., 1995. – P. 157).
In fact, whether the person caught the “bird of happiness”, depends not only on external, even if favourable circumstances but also largely from him, from his activity, aimed at a high, but not transient, low-lying see more at International Adoption channel news. Plus you have to remember that “happiness is free bird: where wanted there and the village”. Therefore, you cannot force a man to be happy. Nevertheless, the hope of attaining happiness, faith in the feasibility of happiness were, spiritualized person at all times, making the human life meaningful and informative.
Thus, “happiness is the highest and most perfect good, bringing the greatest pleasure.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 67). At the same time, happiness is something common to many, because “we all live in the soul”, and “happiness is a certain activity of the soul in the fullness of virtue.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 74).
Very well said Aristotle:
“We live nothing other than the soul. But in the soul and virtue: about the same we say that this action of the soul and that is its virtue. Every virtue, as we said, makes good what it manifests. The soul does, of course, and much more, but above all, it is that by which we live; thanks to the virtues of the soul, we can live well. And a good life and well-being we call is nothing like a happy life. So, a happy life and happiness consist in living well, and living well means living virtuously. In this purpose, happiness and the highest good. And happiness must consist in some kind of use, i.e. in action; because, as we said, and when given possession, and use of, the goal is just to use, i.e. acting. The soul has virtue, but for the latter it is also possible that the application of the virtues, and, therefore, the aim in this step and use. And happiness is to live according to virtue. So, since the Supreme good is happiness, and it is the purpose and ultimate goal – in activities, living with virtue, we can be happy and have the highest good”. (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – S. 303).
Therefore, any man, being virtuous, in order to operate for the benefit of, may be happy. But everyone needs to remember that person makes you happy and positive mindset, because discouragement can destroy all the good and virtuous undertakings provided for the post by International Adoption research blogger and columnist.
To sum up our thoughts about happiness, it’s safe to say that the concept of “happiness” incorporates multiple views – “how about the pleasure and satisfaction of owning your personal goods, on the one hand, and how about the satisfaction of living a virtuous life on the other” (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – P. 307), and as satisfaction from the fullness of life – with the third. Everyone in this life chooses “his” happiness, according to their own ideas and values. I wish you all the happiness, all aspire to it. But in the pursuit of pleasure, peace, wealth, wealth or fame can not find.
So, “there is no happiness in life”? If we consider happiness as such, i.e. as an explicit objective of the activities or personal life task, then perhaps it really is not. You need to learn to see happiness in small things, to perceive his mind and soul. For a true understanding of happiness, I think, need to learn to absorb those moments of happiness on each passing day.
“Happiness is rather a consequence, the integral result of moral self-possessed, virtuous life.” (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – P. 307). To live, following this Maxim, we must learn first and foremost responsible to yourself for every word, every action, every thought. The ancients rightly called it “a tidy mind”. In our difficult times to live a truly virtuous and moral it is very difficult, but Socrates rightly believed that having the right attitude is enough will to do well and so happy, and learn virtue can and should. So to live is very difficult, so it will be “difficult happiness”. But that kind of happiness in one voice say the philosophers.

Happiness is an opportunity of fulfilling desires

Tracing the etymology of the word “happiness”, you will notice a pattern. The Greek word “Eudaimonia” (= happiness) is composed of two words eu (good) and daimon (deity), i.e. literally meant that the destiny of man is under the protection of the gods.
In Rome, the word “happiness” meant the name of the goddess Fortuna. The word “Fortuna” had two meanings – luck and fate. The goddess was depicted with the cornucopia, wheel and a steering oar. That is, she embodied divine grace, which can be given only to the worthy. So the perception of happiness as a category in the Roman Empire was purely practical. It was welfare, the possibility of fulfilling desires, etc.
For the lower strata of society often happiness meant esteticheskoe the unity of the gods, which can grant a better life. Later this attitude is fortunately reflected in the Christian doctrine.
In Russian, the word “happiness” also has several meanings:
1) fate, destiny, lot, share; i.e. to be happy at first was understood as “to be under the mercy of higher powers”,
2) a coincidence, a welcome surprise, success in business, i.e. to be happy, can also mean that a person can be a participant in your own destiny provided for the post by International Adoption research blogger and columnist.
But there is also third option: happiness – prosperity, welfare, peace and contentment; a life without cares and worries – this is a more down-to-earth option, something like “happiness for the poor.”
“Luck” in Russian has several meanings – it is the success case, suddenly successful outcome, as well as the sudden happiness, though the early meaning of the word was obedience, pliability destiny see more at International Adoption channel news. That is, in the Russian language the words “luck” and “happiness” over time become synonymous and mean about the same as before – being under the patronage of some higher power. But, how many people, so many opinions, so you can select some of the most common views on happiness.

To start successful teaching of a child parents should start with positive attitude

For a successful start teaching children at school adults must help them:

– firstly, to adapt to new social conditions, which we have discussed in the article “first-Grader – a new stage in Your child’s life and Your family…”;

– secondly, to teach them to get gladness from intellectual labour;

– thirdly, to form a requirement in mental development and positive attitude to the learning process.

To achieve these objectives, it is necessary that the requirements for first-form pupils, as well as the complexity of teaching material consistent with the level of development of informative processes of children of 6-7 years.

Thus, this article may be of interest to teachers, parents and other adults interested in the harmonious development of the children who started learning at school.

As in the emotional sphere, cognitive, speech and motor development of children from 5 to 7 years there is a lot of important changes. This is due to the fact that in most cultures this age is the beginning of systematic study.

Between 6 and 8 years is the rapid growth of the brain. By the end of this period the child’s brain is 90% the size of an adult brain. Actively develop the frontal lobe responsible for thinking and consciousness. At this age becomes more apparent the dominance of one of the hemispheres. These physiological changes involve a gradual change in the cognitive sphere (perception, thinking, memory, attention, imagination).

     The features of perception of children of 6-7 years.

At this age, perception often comes down to recognition of the subject, naming shapes and colors. First graders perceive objects as a whole, ill grab the details, do not link them together, i.e. a systematic analysis of the properties of perceived causes children difficulties.

For the full perception of children of 6-7 years, they need to be able to virtually manipulate objects.

     Features of thinking in 6-7 year old children.

To 6 years begin to disappear such properties of children’s thoughts, as rigidity and irreversibility. First grade students are able to establish simple causal relationships, especially when using visual material. Children can be taught to do simple reasoning see more at International Adoption channel news.

The boys of this age there is the ability to imagine things outside the situation existing at the moment.

However, despite new opportunities, the thinking of students 1 grades still retains many features of immaturity, it is impossible not to take into account when mastering new material provided for the post by International Adoption research blogger and columnist.

So, visual-figurative thinking is still at a low level of development, remains the dominant visual-active thinking. Therefore, in working with children should be based on practical activities.

The boys have not formed the skills of elementary analysis, therefore the information that adults think is obvious and derived from existing, may not be so for children.

First graders typically already know how to generalize, but often make it irrelevant situational features. So before teaching your child to use the rules for any academic subjects, not superfluous will be to check whether it relates to individual concepts and class concepts to which the rule is used.

     Especially the memory of children of 6-7 years.

The leading type of memory first graders remains involuntary memory (direct capture and playback of material that do not require much effort or auxiliary methods).

However, in 7 years the process of memorizing can be mediated by external stimuli, such as maps, or cards.

The process of remembering begins to influence the presence of plants, systematization of the material, summing up that must be used when explaining new material.

At this age, children begins to form the ability to control their processes of memory and thinking.

     Particular attention to children of 6-7 years old.

Early learning in children prevails involuntary attention, so the ability to focus is directly linked to how the child performed an interesting work. The more first graders involved in the activity, the more stable their attention.

Grade 1 grades can’t keep attention for more than 10 minutes, and therefore, in such times it is necessary to change the type of activity.

The most difficult to hold children’s attention during the monologue of the teacher (the parent), i.e. the passive perception of information. A time limit in this activity is 5 minutes. To increase this period can be turning a monologue into a dialogue.

Formulating tasks for first graders, you need to consider that the volume of their attention is still very small – only 2-3 of the object. Hence, the most effective assistance in the organization of the children of their work – step-by-step management, presentation short and clear instructions.

In group work it is important to remember that the level of distribution of attention of children of this age is very low, which means that they cannot perform two activities at the same time. This is a problem in lessons, as stragglers in the job students can, finishing it, to listen to the teacher’s explanations relating to the new job. As we can see, in such situations it is necessary to clearly record the start and end of the job, using the techniques of synchronization of the pace of work in class visit international adoption community.

     Features of the imagination of children of 6-7 years.

The development of imagination of children of 6-7 years far exceeds their intellectual development, as it begins to form much earlier than thought. A child’s imagination is filled with lots of images, new images arise quite easily, with minimal external stimulation. Given this fact, and that the regulatory functions in children is not yet sufficiently formed, it is possible to draw a conclusion about the need to moderate use, for example, visual material. If it will contain a lot of additional details, especially vivid, emotional, this will distract children from the essence of the job, to get into the world of imagination.

We hope that the information in this article will help you to approach the organization of the intellectual development of your children armed not only creative activity, but also scientific knowledge that will definitely make your communication easy and joyful.

Stages of personality development

We believe that the signs of continuity in the development of students moral values are the following:

– reliance on the positive, the achieved level of development of the previous age stage,

– perceptiveness, focus on the future in the development of a student’s personality,

– communication in development, i.e. a genetic link between the stages of personality development, the components of process of development of the pupils moral values (the goals, content, forms, methods),

– focus – the succession process is controlled by the activity of a teacher

– communication, the impact of students on each other in succession,

– selectivity, selectivity, retention and development of the best in the development of students moral values.

In our opinion in this process it is possible to allocate 2 types of continuity: vertically and horizontally.

Vertical continuity is based on the actual level of moral development, but focuses on the available level of such development.

B. E. Shirvindt, G. N. Bela believes that continuity at this level is a way of resolving contradictions between the old and new state. It’s not an easy transition to a new state, and critical processing of existing in accordance with the features of the new stage.

Horizontally – formed based on the ratio of development of moral values in the process of improvement visit international adoption community.

Analysis of philosophical, ethical, psychological and pedagogical literature on the problem of development of students moral values helped to highlight features of continuity in the process. It is revealed that they are due to the unity of the General and the specific.

Common is the fact that this process is organized based on the objectives and tasks of moral education provided for the post by International Adoption research blogger and columnist.

To specific:

1) students belong to different age groups,

2) as they grow older the content, forms and methods are updated, become more complex, new means of educational activity that comes with this new age stage,

3) various perspectives of moral development,

4) with the development of students moral values are changing pedagogical ways of guiding the process.

On the basis of General and specific features of continuity in the development of students moral values are derived:

1) update the goals and objectives of moral education in modern conditions

2) from the systemic nature of process of development of moral values, reflecting and taking into account the continuity of its components, as well as the mutual influence and interpenetration, mutual enrichment of the content, forms and methods

3) the development of moral values, reflecting the need to take them into account in continuity at the level of individual student of different age groups.

Having considered the above-mentioned features of the concept, its implementation in the development of students moral values, and given their intrinsic characteristics, we have attempted to describe a theoretical model of continuity in the process look for more info international adoption agencies.

In the description of the model we proceed from the common in sociology approach to the prediction according to which there are two types of social forecasts: exploratory and normative.

The first aims to describe the possible status based on current trends; the second is associated with setting goals that describes the desired state, the way and the means to achieve it(5).

In our opinion, this model should consist of the following components: task, personal, meaningful, and effective evaluation.

The target component is determined by the goal of moral education is characteristic of a given society. It has cross-cutting implications for other components.

Personality is subjective-object position of the schoolboy.

Content is determined by the content of moral values and is specified by the teacher taking into account age peculiarities and level of development of moral values.

Effective-evaluation – involves simultaneously monitoring progress in the implementation of process of development of moral values by teachers and self-control student evaluation of the teacher by pupils and the results achieved.

All components of this model interact and vzaimousilivat each other.

Based on the foregoing, we have hypothetically defined the basic ways of realization of continuity in the development of moral values.

They include the following: age-appropriate.

B. E. Shirvindt believed that the succession should justify and disclose arising from age-related features of the sequence and the stages, steps in the educational work. Research B. E. Shirvindt, Z. A. Jodorowsky, L. P. Ivanova show that it is impossible to put an equal sign between the problem of continuity and the problem of taking into account age peculiarities in the educational process. The consideration of age peculiarities is an essential prerequisite to address the issue of continuity.

Each age stage has a relative autonomy and specific features. It is characterized its contents, forms, methods and objectives for the development of moral values. Also carried out targeted work related to General preparation for the development of moral values at the next stage, each of which differs from the previous amount of moral knowledge, the formation of moral sentiments, evaluations, moral belief, moral behavior.

Learned at a previous age stage, generally included in a new system of connections and relationships that form the basis for the further development of moral consciousness and moral behavior.

2) Continuity in terms of staff.

The analysis of psychological and pedagogical literature (A. A. Bodalev, T. E. Konnikova, L. I. Novikova, V. A. Sukhomlinsky) allows us to conclude that the team has been effectively implemented continuity in the development of moral values.

In our opinion, its main mechanisms and factors are effective in relation to continuity of this process. In saying this, we take the point of view of scientists (L. P. bueva, L. I. Novikova) that the staff is a tool of education and all means of development of each.

3)Individual attention to students in the development of moral values.

In modern psychological-pedagogical literature (Galutskiy V. M., K. M. Gurevich, N. N. Vertinskaia, A. A. Derkach, I. Z. Krasaina, I. I. Reznicki) there are many scientists – teachers, psychologists on the definition of the essence of an individual approach, its content and features.

For our research interest is the position of scientists on defining the conditions of implementation, which include:

– knowledge of accounting and cash exposure situations (A. P. Krakovsky, V. A. Krutetskiy, L. S. Slavina);

– nature of relationships with other people and the style of relations of teachers to students, class team (Y. L. Kolominsky, R. L. Krajewski, D. I. Feldshtein);

– features of development of children (L. I. Bozhovich, L. V. Zankov, etc.).

On the basis of the essential characteristics of the individual approach, the main directions of its implementation in the realization of continuity in the development of students moral values, are as follows:

– identify objective and subjective causes of deviation from norms of behavior by studying the peculiarities of pupils, conditions of their education;

– identification of positive and negative qualities in order to build on the positive in the process of self-education;

– work with parents to change the conditions of education in the family;

– involvement of students in various socially useful activities through the system’s instructions;

– encourage moral education;

– submission of certain requirements for the provision of trust and respect;

– a systematic sequence of implementation of individual approach, regardless of, he shows the negativity in the behavior or not;

– reliance on positive interests and inclinations of the learner, respect for their identity;

– creation of conditions for disclosing and realization of individuality.