Practical human activity. Spiritual-theoretical, spiritual-practical activities Life, practical and theoretical activities
A person’s practical activities can be so diverse that they affect all areas of life. Moreover, it does not matter what exactly the person does. Practical activities, as a rule, are associated with self-organization and self-expression. People go to work not only to provide themselves with food and pay for housing. First of all, each of us wants to become a successful person so that we can be proud of ourselves. This article is devoted to the issue of purpose; it will consider the main types of practical activities.
Play activity
Of course, first of all, this is the prerogative of young children. They love to model different life situations and beat them. Play activity allows kids to learn better the world around us and themselves, to define the boundaries of what is possible. Some children love to play together, while others prefer group interaction to a solitary tour. You need to see with what enthusiasm children build cities and castles from construction sets, play with dolls, and spend a lot of time playing computer games. All this activity is sometimes perceived by them much brighter and more real than reality itself.
Practical activity would be completely incomplete without this type. The game is considered the beginning of any development, including the source of personality formation. With the help of this activity, children gain ideas about available professions, lifestyles, and choices.
Creation
Since ancient times, it was believed that the ability to compose and create new works is the lot of the chosen few. A creative person always works with feelings. And most often he is forced to trade with his own emotions. Spectators, listeners, and readers enjoy what an extraordinary personality produces. And how much effort it all takes is often not taken into account. Talented people who earn their living through their calling are sometimes considered lazy, unsuited to normal life, overly shocking individuals and parasites. Of course, this is far from true. And only a few can share the fate of a true creator: a soul mate and true friends. Even relatives often refuse to understand their household members.
The practical organization of the activities of a creative artist directly depends on his efficiency and ability to remain true to himself. A sense of responsibility is in his blood. Such a person will not allow himself to let his partner down or will do it in a rare case, fully aware that he is setting himself up.
Creativity as such is inherent in human nature. Each of us from time to time wants to bring something new into our lives, to somehow colorize the gray everyday life. A truly creative person acts with this intention. He constantly creates a new reality around himself, which over time becomes his own worldview.
Scientific activities
This type of social employment is considered the most respected. Scientific and practical activity implies the presence of certain life aspirations and attitudes, and also characterizes high level development of intellectual abilities. Science is usually devoted to those people who, to one degree or another, are not indifferent to the problems of development and the establishment of social discoveries. Practical activities in the field of medicine, mathematics, physics, etc. are of interest to a small percentage of the population, but, as a rule, these are those individuals who remain faithful to it until retirement.
Intellectuals have a deep view of the world. They try to subject every concept to scientific analysis and put forward their own concept. Constructing scientific hypotheses, collecting practical material, conducting experiments, analyzing the data obtained - all this requires a lot of time and daily dedication.
Communication
This type of activity, perhaps, stands apart, since it is not directly related to a person’s work. This is what we use every day, regardless of our occupation. It must be said that without social interaction no activity would become impossible. In order for cooperation to be strong and fruitful, people need to be in constant contact with each other. And the more interactions, the better the common cause develops.
Communication implies the constant presence of the opponent. There is no place for philosophical concentration on one’s own world and lonely reflections on life. As a result of social interaction, people sometimes change their own point of view and replace it with a new view. No person can live without communicating with other people. It’s just that some individuals need it more, others less. If it is enough for someone to meet with friends once a week, this does not mean that other people do not want to do this every day. There are especially sociable individuals who cannot be alone with themselves for even a few hours.
Labor activity
It refers to ordinary average employment, which involves constantly going to work in order to perform a number of necessary tasks. Most people are engaged in working activities. Some of them are not endowed with special talents. They have simply mastered one profession or another and are now trying to live up to the stated level. Management, as a rule, rewards their subordinates for a job well done. Labor activity, like any other, requires concentration, responsibility and dedication from a person.
Spiritual activity
This includes priests, thinkers, and partly writers. The main distinguishing characteristic of all these people is that they almost constantly reflect on the problems of existence and the meaning of life, and want to change themselves for the better. Their inner law is to serve the truth, to be spiritual teachers.
Thus, practical activities can indeed be different. Each person has the right to choose what suits him specifically.
Plan:
2. Spiritual production.
o The role of libraries in the preservation and dissemination of spiritual values.
4. Spiritual consumption.
1. The essence and types of spiritual activity.
Activities are divided into:
o Spiritual (production of ideas, changing people's consciousness).
o Material (transformation of nature and society).
o Spiritually theoretical.
Production of spiritual values. Products of production - thoughts, theories, images in the form of scientific and artistic works, etc.
o Spiritually practical.
Preservation and development of spiritual values. The result is changes in people's consciousness.
2. Spiritual production - the creation of ideas.
An idea is the result of mental effort.
Spiritual production is the production of new spiritual values. In the form of scientific works and literary works, works of sculpture and architecture, music and painting, films and television programs that carry ideas and views, images and feelings, assessments and perceptions created by their authors.
Spiritual production is connected with material production.
The purpose of spiritual production: to satisfy the spiritual needs of a person and influence his consciousness.
Features of spiritual production:
o Its products are created not only to satisfy the existing need in society for certain spiritual goods, but also for the self-realization of a thinker, artist, etc.
o There is often a gap between the time a spiritual product is created and the time its meaning is revealed to other people.
3. Preservation and dissemination of spiritual values.
o The role of museums in the preservation and dissemination of spiritual values.
The Vietnamese term is "bao ta", which means relic storage.
With the development of museums (now there are over 12 thousand of them in the world), they have become not only a collection of valuables, but thanks to their displays, exhibitions, excursions, they have become a serious source of enriching the knowledge of millions of visitors. Museums are diverse in their profile: historical (including archaeological, ethnographic, etc.), artistic, literary, natural history (botanical, geological, etc.), technical. In Russia and other countries there are many amateur (created on a voluntary basis) museums, including school ones: these are museums of the history of educational institutions, military units, and enterprises.
o The role of libraries in the preservation and dissemination of spiritual values (“storage” and “distribution”).
The oldest of them appeared many centuries before the invention of printing: in the middle of the 7th century. BC At the court of the Assyrian king Ashurbanipal, a library of “clay books” was collected. With the development of book printing, the role of libraries constantly increased as an important means of helping more and more people master scientific, literary, and spiritual values.
The network of libraries is truly enormous: from small ones - personal, school, city, to the largest book depositories. Located in Moscow, the Russian State Library has more than 41 million items in 247 languages.
o The role of archives in the preservation and dissemination of spiritual values.
Archives (translated from Latin - storage letter), like libraries, have been known for a long time. Archives are a place where documents are stored, including the most ancient and very recent ones. Collections of archival sources are intended for scientific research and for practical purposes. The archives are continuously replenished, because new information about the activities of individuals, organizations, and government institutions is accumulated every day.
o The role of the school in the preservation and dissemination of spiritual values.
The greatest contribution - in terms of the reach of people and in terms of national significance - to the activities of disseminating spiritual values is made by the school, primarily by the teacher. A teacher is a thinker who leads people along the path of knowledge, helping them formulate their views, search and find their life path. It is the teacher who is for children and young people a living source of knowledge and skills, a bearer of the relay of times; he disseminates and passes on to new generations the most important, valuable and humanly significant things that have been accumulated by science, technology, and art from ancient times to the present day. The teacher strives to lay the foundations of understanding modern system developing scientific knowledge about the world, man, society. But in order to give students a spark of knowledge, wrote one of the famous teachers V. A. Sukhomlinsky, the teacher needs to absorb a whole sea of light.
o The role of the media in the preservation and dissemination of spiritual values.
The largest audience that perceives spiritual values are hundreds of millions of newspaper and magazine readers, radio listeners, television viewers, i.e. those who are constantly influenced by the media. The undoubted national heritage are theatrical productions and films that have become classics, the reproduction of which by television introduces new generations to the art of the peoples of Russia and foreign countries.
4. Thus, archives, libraries, museums are not only repositories; the ancient Egyptians called them “houses of life,” emphasizing important role these institutions in the preservation and transmission of cultural heritage. Museums, archives, libraries are the property of the people, they should be accessible to everyone.
5. The effectiveness of spiritual and practical activities carried out by museums, libraries, and archives largely depends on the “pilot” who paves the best path to knowledge for the visitor and reader. These “pilots” are guides, librarians, and archivists.
6. Spiritual consumption is a special type of activity, a process of meeting people’s needs, which has its own focus and requires certain efforts to use. Spiritual production is aimed at satisfying spiritual needs.
Needs:
1. Cognition (I want to know everything).
2. In aesthetics (the desire to master the world according to the laws of beauty, to see harmony in nature, in people, to deeply feel music, painting, poetry, to improve human relationships).
3. In communication (love for a person, friendship, camaraderie - a truly human need. Moral and psychological support, attention to each other, sympathy, empathy, exchange of ideas, joint creativity - these are some manifestations of the need for communication).
The combination of spiritual production with spiritual consumption is the basis of the spiritual life of society (writer - reader, composer - listener, teacher - student).
o Features of spiritual consumption.
§ Spiritual values do not disappear in the process of satisfying spiritual needs, but enrich the spiritual world of a person.
§ The perception of spiritual values is creative, i.e. in the process of consumption, spiritual production occurs, (for example: comprehension of a book, music, each has its own, goes creative work human mind and soul).
o Spiritual consumption and spiritual needs.
Directions of spiritual consumption:
1. From social conditions.
2. From the spiritual needs of a person.
3. From fashion.
Means to achieve the goal:
4. Material capabilities.
5. Knowledge and skills, i.e. level of education and culture.
The higher a person’s culture, the more he invests in satisfying spiritual needs. But the main thing is the quality of spiritual consumption, not its quantity.
As you know, a person has strength not only physical, but also spiritual. The one that motivates him to action and directs him to goals is manifested in beliefs and dreams, in fearlessness and determination. It is thanks to it that not only material, but also spiritual human activity arises.
Sometimes it is only mistaken for endless internal soul-searching and the search for secret meanings and truths. But spiritual activity cannot be understood so narrowly; it is also aimed at creation and creativity. It is wrong to think that the work of the spirit is always hidden in the minds and consciousness of people - it is not so. It is widely manifested in public life, since it gives rise to its main values - moral, moral, religious and aesthetic.
Types and forms of human spiritual activity
There are two main types of spiritual activity of people: spiritual-theoretical and spiritual-practical.
As a result of the first type of activity, new theories and thoughts arise, ideas are created. They become the spiritual heritage and values of humanity. They are presented in the form of a literary composition or scientific work, sculptural and architectural structures, musical works and paintings, feature films and television programs. Whatever the form, it always carries within itself the idea laid down by the author, his view and assessment of events, phenomena, and actions.
Spiritual and practical activities are aimed at preserving and studying, understanding the created values. By comprehending them, people change their own worldview and consciousness, enrich their inner world- this is how the creations of thinkers, artists and scientists influence them.
To preserve and disseminate spiritual values, humanity uses museums, libraries and archives, educational institutions and the media. Thanks to their existence, a variety of areas of knowledge and achievements - historical, artistic, technical, literary, scientific - are replenished and passed on from one generation to another.
Spiritual needs of man
The peculiarity of spiritual activity is in the manifestation of a person’s highest motives and aspirations. Everyone has different needs, among which are material - necessary for maintaining life, social - important for the existence of society, and spiritual - a manifestation of the highest form of consciousness. It is they who arouse in a person a thirst for knowledge and discovery. It is because of them that people strive to see and create beauty around them, empathize and love, create and help.
Some people are motivated by spiritual needs to create something new that is useful to people. Moreover, the creators themselves do this for themselves: this is how they reveal their talents and realize their abilities. After all, self-realization is also one of the highest needs that guides the spiritual activity of an individual. By expressing themselves, thinkers, poets and artists satisfy their need for self-expression, in the desire to convey their idea to people.
Those who accept this idea are consumers of spiritual values. They also feel a spiritual need 
– in painting and music, poetry and knowledge. They empathize with the creativity of the creator and comprehend the idea laid down by him. And sometimes it happens that there is a delay between the creation of a spiritual product and its consumption. for a long time. A writer does not always immediately find his reader, and a teacher does not always find his student. Sometimes this gap is measured not in years, but in centuries, after which the spiritual activity of creating values is ultimately combined with their spiritual consumption - recognition and preservation.
But this happens because high motives, desires and aspirations live in a person. They nourish and enrich him, inspire him and make him better.
The lessons open the topic “Activity and the spiritual world of man” and create the basis for subsequent lessons on this topic, as well as for the topic “Spiritual values of modern civilization,” which is studied at the end of the course “Man and Society.”
The purpose of the lessons is to give an idea of various types activities in the spiritual sphere, its differences from activities in the sphere of material production. This subtopic is intended to reveal the high value of spiritual activity, its significance for society and each person.
For these lessons, students are asked to repeat § 3 “Motives of activity” and § 4 (texts entitled “Types of activity” and “Creative activity”). It is also advisable to coordinate work on this subtopic with a literature teacher.
Plan for learning new material
1. The essence and types of spiritual activity.
2. Spiritual production.
3. Preservation and dissemination of spiritual values:
a) the role of museums in the preservation and dissemination of spiritual values;
b) the role of libraries;
c) the role of archives;
d) the role of the school;
e) the role of the media.
4. Spiritual consumption:
a) features of spiritual consumption;
b) spiritual consumption and spiritual needs of a person.
A guide will help the teacher prepare for lessons: Man and Society / Ed. V. I. Kuptsova. - Book 2. Spheres of public life. - M., 1993. - Section. 3. Life of science, 4. World of art, 5. Religion in the history of society. It is useful to draw material from teaching aids for students: Malyshevsky A. F.. Human world. - M., 1997. - § 15; Gurevich P. S. Human. - M., 1995. - Topic VIII. These manuals can be addressed to students who have shown increased interest in the topic.
Material on the subtopic under study can also be found in the book: Social Philosophy / Ed. V. N. Lavrinenko. - M., 1995. - Ch. 7, § 7. Social nature and content of spiritual life.
In the course of work, it is advisable to use: School Philosophical Dictionary / Ed. A. F. Malyshevsky. - M., 1995; Gurevich P. S. Philosophical Dictionary. - M., 1997; Dictionary-reference book “Man and Society”. Philosophy / Comp. I. D. Korotets and others - Rostov-on-Don; M., 1996.
1 . At the beginning of the lesson, the concepts of “spiritual life” and “spiritual activity” are discussed. For this purpose, it is useful to refer to the School Philosophical Dictionary. Students are invited to find the article “Soul and Spirit” in it and pay attention to their characteristics as philosophical concepts, denoting two layers of “the ideality of the world, two stages of its involvement in consciousness, most fully embodied in man.” The soul here is defined as “the totality of the mental characteristics of a person, everything that happens in us.” The spiritual is not reduced only to the individual, but constitutes a special sphere of reality, which is characterized by specific manifestations of the spirit - language, morality, ideology, politics, religion, art, philosophy. The spiritual also includes the highest values of human existence - freedom, love, creativity, faith. Interesting job can be carried out with the “Philosophical Dictionary” of P.S. Gurevich, which provides a definition of the concept of “spirit”, judgments of thinkers about it, as well as questions and tasks.
Students are asked to remember the content of spiritual activity (§ 4). What students call cognitive, value-oriented and prognostic activity is one of the options for classifying types of spiritual activity.
§ 13 presents another version of the classification of types of spiritual activity. Subsequent study of the subtopic is carried out in accordance with this classification.
2 . The consideration of spiritual production is carried out by comparing it with material production. It is advisable to start with the questions: 1. What is creative activity? 2. What are its features?
A brief but incomplete formula needs explanation: spiritual production is the production of ideas, and material production is the production of things. Above in the textbook a more complete list of spiritual products is given; in addition to ideas, they also include theories, norms, ideals, images, which can take the form of scientific, philosophical, and artistic works. In other words, spiritual production is scientific and artistic creativity, philosophy, i.e. the creation of scientific knowledge, artistic images, and philosophical ideas.
The differences and connections between material and spiritual production are revealed based on the text of the textbook.
Students can be given the following assignment:
The collection of selected works by A. S. Pushkin was released in two versions: the first - in a mass edition, the second - in a small edition as a gift edition. The composition of the works included in them is the same. However, in the second option the price of one book is four times higher than in the first. What does this mean? What differences do you think between one version of the edition and another caused the difference in price?
It is obvious that the significance of spiritual values, the works themselves included in the collection, remains unchanged. The difference, most likely, lies in the material carriers of ideas and images created by the poet. Paper, paints, binding, design may vary significantly, but this is a product mainly of material production (one should take into account the possibility of including illustrations and other book design elements in the gift edition, which themselves are a product of spiritual production - the artist’s creativity).
The need for professional training of writers, artists, actors, and musicians can be illustrated by the existence of vocational educational institutions. Thus, the Academy of Painting, Sculpture and Architecture operates in Moscow; Academy of Choral Arts; All-Russian State Institute of Cinematography named after. S. A. Gerasimova; Higher Theater School named after. M. S. Shchepkina; Higher school-studio at the Moscow Art Theater named after. A. P. Chekhov; Literary Institute named after. A. M. Gorky; Moscow State Conservatory named after. P.I. Tchaikovsky; Moscow State Choreographic Institute; Moscow State Art Institute named after. V. I. Surikova; Russian Academy of Music named after. Gnesins and others.
As for scientists and philosophers, students understand well that without higher professional education productive activity not possible in these areas.
It is also desirable to show another feature of spiritual creativity - satisfying not only the social need for a particular work, but also the internal need of the author for self-expression and the realization of his abilities.
It is known that each actor interprets the image in his own way, and completely different sides of the play are revealed to the viewer. Thus, in S. Prokofiev’s ballet, Galina Ulanova interpreted the image of Cinderella in a lyrical and dramatic vein, conveying all the hopelessness and tragedy of her heroine’s situation. In Olga Lepeshinskaya's performance, the image of Cinderella acquired lighter, more cheerful tones, corresponding to the creative individuality of this ballerina.
One cannot confuse the creative manners of Rembrandt, V.I. Surikov, I.E. Repin, M.A. Vrubel, I.I. Levitan, A.A. Plastov, etc. The enormous skill of famous artists is manifested in a special creative manner.
Whatever works artistic creativity no matter what, they are always warmed by individual experiences, feelings, reflections; they always embody the inner world of a person, although in many cases feelings and thoughts are not a direct projection of the author’s “I”.
You can use relevant statements from thinkers in the lesson. Thus, L.N. Tolstoy wrote: “You say that Dostoevsky described himself in his heroes, imagining that all people are like that. So what! The result is that even in these exceptional persons, not only we, people related to him, but foreigners recognize themselves, their souls. The deeper you dig, the more familiar and familiar the common things are to everyone - not only in artistic, but also in scientific philosophical works, no matter how hard he tries to be objective - let Kant, let Spinoza - we see, I see only the soul, the mind, the character a person who writes" ( Tolstoy L. N. Letter to Strakhov, September 3, 1892).
It is appropriate to recall the quatrain of A. Tvardovsky:
The teacher will draw students' attention to the last line, which reflects the author's desire to express his own mood. During the lesson, it is advisable to discuss task 2 to § 13 of the textbook.
Consideration of the second question of the plan ends with reading the last paragraph in the text entitled “Spiritual Production.” This text seems to build a bridge to the next point of the plan.
3 . The study of the issue of preserving and disseminating spiritual values can be organized in three options.
Option 1 involves the advance preparation by willing students of short messages (3-5 minutes) on the topic “The role of museums in the preservation and dissemination of spiritual values”, as well as on the role of libraries, archives, schools, and the media. These messages are heard in class.
Option 2. Independent reading of the text of the textbook entitled “Preservation and Dissemination of Spiritual Values”, filling out a table with the same name in a notebook in the following form:
Option 3. Presentation of the material by the teacher himself with an emphasis on characterizing the types of activities for the preservation and dissemination of spiritual values. In the course of this work, the implementation of tasks 7, 10, 11 to § 13 of the textbook is organized.
Students will learn that the first museum collections arose in Ancient Greece. In Russia, the first public museum was opened at the beginning of the 18th century. Today there are a large number of museums, the diversity of which is noted in the textbook.
As an example, it is advisable to cite the museum closest to the school. Students are asked to answer the questions: 1. Have they visited this museum? 2. What is the content of this museum?
An example of a large museum is the Museum of Fine Arts. A. S. Pushkin in Moscow, created in 1912. Its collection ranks second after the Hermitage. These are several hundred thousand works of art, including works by the great masters Rembrandt, Rubens, P. Cezanne, O. Renoir, P. Picasso, etc. Among the museum’s treasures is a collection of French painting from the late 19th - early 20th centuries. It is one of the richest in the world. The museum houses numerous archaeological finds.
The museum carries out a lot of scientific work, restoration of cultural monuments, many excursions are held there every day, and lectures are given.
A big event was the opening of the State Historical Museum in Moscow in 1997 after a 10-year renovation.
Libraries familiar to any student. It is advisable to focus on the content of the librarian's work.
Archives, unlike libraries and museums, are institutions with which students are not familiar. Describing the archives, the teacher will note that archivist- This is the custodian of archival documents, an archive employee. The work of an archivist requires a wide range of knowledge, and in particular in the field archival science- a comprehensive discipline that studies the history, organization, theory and practice of archives in the field of accounting, description, and ensuring the safety of documents.
Of particular importance is the conversation in class about activities of the school and teacher. The functions of the school can be disclosed based on the Education Law.
The activities of the teacher were comprehensively covered in the book: Teacher. Articles. Documents. Pedagogical search. Memories. Literature pages / Ed.-comp. D. Brudny. - M., 1991. The use of the collection will reveal the significance of pedagogical activity in the formation of the spiritual world of a young person.
In the lesson, you can use, for example, the following judgments by K. D. Ushinsky: “Of course, not every practical teacher should be a scientist and a deep psychologist, move science forward and contribute to the creation, testing in practice and direction of the psychological system: this responsibility generally lies with teachers, because this is the only class of people for whose practical activities the study of the spiritual side of a person is as necessary as the study of the physical side for a physician. But it can and should be demanded from every practical teacher that he conscientiously and consciously fulfill his duty and, having taken up the education of the spiritual side of a person, use all means in his power to get to know, as closely as possible, the subject of his life’s activity. ."
Students can be asked to analyze the structure of the teacher’s activity according to the studied general formula: goal - means-actions aimed at achieving the goal - result. In this regard, it should be recalled that the student is not only an object of the teacher’s activity, but also an active subject of the educational process (the children were asked to analyze the student’s activity when studying § 3). Learning outcomes are thus the result of a combination of two types of activities: the pedagogical activity of the teacher and the educational activity of the student.
It is advisable to at least mention various cultural institutions in the lesson, and above all the theater. As the Italian playwright C. Gozzi said, “we must never forget that the theatrical stage serves as a public school.” Newspapers, magazines, radio, and television also contribute to the spread of spiritual values. Millions of people listen to music on the radio, watch films and plays on television, and get acquainted with the thoughts of scientists, cultural figures, and other specialists. True, the media do not always disseminate genuine spiritual values. In this regard, great hopes are placed on the “Culture” TV channel, organized in 1997. In addition to the institutions and organizations that disseminate spiritual values, which are named in the textbook, the Church should be named. She makes a significant contribution to the spiritual life of society, preaching faith, love, and morality.
This will be discussed in the study of § 46 “Religion in the modern world.”
4 . The study of the issue of spiritual consumption begins with consideration spiritual needs. Students are asked the question: what role do needs play in the motives of activity? (To answer the question, the guys must remember the material in § 3 “Motives of activity.”)
Then spiritual needs are characterized. This can be done on the basis of the text in § 13 of the textbook or on the basis of the section “Human Needs” in P. S. Gurevich’s manual “Man” (topic VI). This text can be recommended to students interested in this subtopic.
Spiritual needs are the internal motivations of a person for spiritual creativity, for the creation of spiritual values and for their consumption, for spiritual communication.
A generalized description of spiritual needs is contained in the “Psychological Dictionary”: “The category of “spirituality” correlates with the need to know the world, oneself, the meaning and purpose of one’s life. A person is spiritual to the extent that he thinks about these questions and strives to get an answer to them” (Psychology: Dictionary / Edited by A.V. Petrovsky, M.G. Yaroshevsky. - M., 1990. - P. 112 ).
The relationship of spiritual needs with spiritual production and distribution of spiritual values and their consumption can be reflected in the diagram:
The diagram indicates connections that require explanation:
1, 2. Spiritual needs stimulate activities for the production and dissemination of spiritual values.
3. The dissemination of spiritual values makes it possible to satisfy spiritual needs through the consumption of spiritual values.
4, 5. The production and dissemination of spiritual values gives rise to new spiritual needs.
6. Spiritual consumption stimulates the emergence of new needs.
7, 8 are obvious, and students explain them on their own.
Then the features of the consumption of spiritual values and its differences from the consumption of material goods are considered.
First feature, disclosed in the textbook: “Spiritual values, which are objects of consumption, do not disappear in the process of satisfying spiritual needs, but enrich the spiritual world of a person and become his property.” The reasoning for this statement is given in the textbook.
Additional arguments are needed to justify second features, the essence of which is that the process of spiritual consumption is, to a certain extent, a process of spiritual production, and the consumption of spiritual values depends primarily on the subject of this activity, on his requests. The substantiation of these statements requires taking into account the specifics of such products of spiritual creativity as literature and art, namely:
1. The attractiveness of a work of art can lead to a person perceiving and experiencing aesthetically positively not only a socially positive, but also a socially negative phenomenon (violence scenes in an entertaining film are often perceived this way). It depends on the level of intellectual, moral, aesthetic development individual, on his social orientation.
2. Art uses various means of convention - signs, symbols, various forms that summarize artistic information; it has an element of understatement. A person who perceives a work of art must take something upon himself. Understanding and experiencing what is perceived in this case also depends on the development of the individual.
3. The perception of art is associative in nature, that is, it gives rise to various associations. Works of art must be compared with personal experience, and this comparison is not only logical, but also emotional and sensory. The associative nature of the impact of art is directly dependent on a person’s previous experience, on the level of his education and upbringing. A high cultural level, life experience, interest in humanitarian problems and a penchant for reflection in this area, knowledge of various artistic movements - the wealth and meaningful associativity of the fund depends on this.
A full perception of art and literature is impossible if a person does not have a certain degree of mastery of “decoding” techniques: he must understand the features of the language of art, the methods of artistic representation of reality (see: Safronov V.F. Aesthetic consciousness and the spiritual world of the individual. - M., 1984. - P. 78-88; Problems of sociology and psychology of reading / Ed. E. G. Khrastetsky. - M., 1975. - P. 130-161).
Students can be given the following assignment:
What features of the consumption of spiritual values are reflected in proverbs?
A mind without a book is like a bird without wings.
He looks at the book and sees nothing.
The book is good, but the reader is bad.
A book is a book, but move your mind.
He who reads a lot knows a lot.
It is advisable to interpret each proverb.
It is also advisable to discuss tasks 5 and 12 to § 13 of the textbook.
At the end of the lesson, students are asked to read the last paragraph of § 13, paying attention to the final phrase.
During homework on the text of § 13, tasks 1, 4, 9 are completed.
Spiritual activity differs from material activity in that if material activity is associated with the transformation of nature and society, then spiritual activity is associated with a change in people’s consciousness. But spiritual activity is not limited to cognitive activity. There are 2 types of spiritual activity:
- 1. Spiritual-theoretical - the production of spiritual values (thoughts, ideas, theories, which can be in the form of instructive or artistic works);
- 2. Spiritual-practical - preservation, reproduction, consumption of spiritual values. Its result is a change in people's consciousness.
Spiritual production is associated with the use of mental effort, therefore spiritual production is the production of new spiritual values, most often in the form of scientific works, essays, sculpture, architecture, music, etc. which carry ideas, views, and images created by their authors. At the same time, spiritual production is connected with material production because The artist (poet) puts his thoughts on paper with the help of something or through technical ideas.
Spiritual production is carried out by special groups of people whose spiritual activity is professional. However, spiritual production, along with professionals, includes activities carried out by the people. This is an epic traditional medicine, fairy tales.
An important feature of spiritual production is that its products are created not only to satisfy society, but also for the self-realization of a thinker, artist, etc.
Spiritual production is the activity of people to create spiritual values, the purpose of which is to satisfy spiritual needs by influencing consciousness. The consequence of this impact is the growth of people's spiritual culture.
After the creation of values, the question arises of their distribution and transmission (spiritual and practical activities). It is dealt with by various institutions that perform the functions of collecting, storing, researching and popularizing values (museums, exhibitions, architecture).
At the same time, the greatest contribution (in terms of people) to spiritual and practical activities is made by the school. Spiritual production and preservation of spiritual values are aimed at satisfying the spiritual needs of people.
Spiritual needs - in knowledge, aesthetics; they generate activities aimed at their satisfaction.
Thus, spiritual needs give rise to spiritual production and practical activities in life, as well as activities of spiritual consumption.
As a result of combining the efforts of both directions, spiritual values are formed.
Spiritual values do not disappear, enriching a person’s spiritual world, but become his property. This is the first feature of the spiritual consumption.
Second feature: the process of spiritual consumption is, to a certain extent, a process of spiritual production, since the perception of spiritual values is creative.
Thus, spiritual consumption is a special type of activity that requires certain efforts and the use of appropriate means to carry out the process of spiritual consumption. The direction of spiritual consumption is determined by social efforts and the spiritual needs of a person.
In the process of spiritual consumption, the means to achieve the goal are:
- 1. Material capabilities;
- 2. Knowledge of literature and art.
The higher the culture, the more funds are allocated to satisfy spiritual needs.
In many cases, spiritual consumption is influenced by fashion.