6.2. Methods of formation of personality consciousness

These methods are used to convey the identity of knowledge about the main events and phenomena of the world. They are aimed at shaping the views, concepts, beliefs, ideas, personal opinions and assessment of what is happening. A common feature of the methods of this group is their verbality, i.e., orientation to the word, which, being the strongest educational tool, can be turned to the child’s consciousness with particular precision and can induce him to think and experience. The word helps pupils to comprehend their life experiences, the motivation of their actions. However, in itself, the verbal impact on the pupil in isolation from other methods of education is not effective enough and cannot form stable beliefs.

Among the methods of forming the consciousness of the personality, beliefs, stories, explanations, explanations, lectures, ethical conversations, disputes, exhortations, suggestions, examples are most often used.

Persuasion presupposes a reasonable proof of some concept, moral position, assessment of what is happening. Listening to the proposed information, students perceive not so much the concepts and judgments as the logical presentation of the teacher's position. Evaluating the information received, students either approve of their views, positions, or correct them. Convinced of what was said, they form their own system of views on the world, society, and social relations.

Persuasion as a method of educational process is implemented through various forms, in particular, often used excerpts from literary works, historical analogies, biblical parables, fables. The method of persuasion is also effective in conducting discussions.

The story is used mainly in the junior and middle classes. This is a vivid, emotional presentation of specific facts and events that have a moral content. Influencing the feelings, the story helps pupils to understand and assimilate the meaning of moral evaluations and norms of behavior, forms in them a positive attitude towards actions corresponding to moral norms, influences behavior.

If using the story fails to provide a clear and precise understanding in those cases when it is necessary to prove the correctness of any provisions (laws, principles, rules, norms of behavior, etc.), the method of explanation is applied. The explanation is characterized by an evidentiary form of presentation based on the use of logically related inferences that establish the truth of the given judgment. In many cases, explanations are combined with the observation of students, with questions from the teacher to the students, and from the students to the teacher, and can turn into a conversation.

Explanation is resorted to when the pupil needs to clarify something, communicate new moral norms, in one way or another influence his consciousness and feelings. The explanation is used to form or consolidate a new moral quality or form of behavior, as well as to develop the right attitude to a particular act that has already been committed. An important feature that distinguishes the explanation from the explanation and the story - the focus of the impact on this group or individual.

Suggestion is used in cases where the pupil has to accept certain attitudes. It affects the personality as a whole, creating attitudes and motives for activity, and is characterized by the fact that the student perceives the pedagogical influence uncritically. Suggestion enhances the effect of other methods of education. To inspire is to influence the senses, and through them to the mind and will of the person. Using this method helps children experience their actions and the associated emotional states. The process of suggestion is often accompanied by a process of self-suggestion, when a child tries to himself to inspire an emotional assessment of his behavior, as if asking himself the question: “What would a teacher or parents say to me in this situation?”

Exhortation combines a request with an explanation and suggestion. The pedagogical effectiveness of this method depends on the form adopted by the tutor of addressing the child, his authority, moral qualities, and conviction that his words and actions are correct. Exhortation takes the form of praise, appeal to the self-esteem of honor, or arousing feelings of shame, repentance, dissatisfaction with oneself, one’s actions, and directions for correction.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the educator and the students. The conversation differs from the story in that the teacher learns and takes into account the opinions of interlocutors, builds their relations with them on the principles of equality and cooperation. Ethical conversation is called because moral, ethical, and ethical problems most often become its subject. The purpose of ethical conversation is the deepening, consolidation of moral concepts, the synthesis and consolidation of knowledge, the formation of a system of moral views and beliefs.

Dispute is a lively heated debate on various topics that concern pupils - political, economic, cultural, aesthetic, legal. Spend them in middle and high school. Preliminary preparation is necessary for carrying out the dispute. First of all, you should choose the topic of the dispute, which should meet the following requirements: a) be relevant to the real life of schoolchildren; b) be as simple as possible to understand; c) to be unfinished to give freedom for reflection and debate; d) include two or more questions filled with moral content; e) to offer students a choice of answers, focusing on the main question: “How should a hero behave?”

Most often, for the organization of a dialogue, five or six problematic issues are formulated, requiring independent judgments and constituting the outline of a dispute. Participants of the dispute are familiarized with these questions in advance, however, during the dispute one can retreat from the logic proposed earlier.

Sometimes the tutor assigns students who play the role of "instigators" and leading the dispute. The teacher himself must take the position of an “observer”, without imposing his point of view and not influencing the opinions and decisions of students. In the course of a dispute, it is important to observe the ethics of the dispute: to object on the substance of the opinion expressed, not to go “on faces”, to defend one's point of view reasonably and refute someone else's. It is good if the dispute does not end with a ready, final (“correct”) opinion, since this will enable the pupils to make an aftermath, that is, to accuse later.

An example is an educational method that gives specific role models and thus actively forms the consciousness, feelings, and convictions of pupils, activating their activities. The essence of this method is that imitation, especially in childhood, provides a growing person the opportunity to assign a large amount of generalized social experience. In pedagogical practice, prominent personalities (writers, scholars, etc.), as well as heroes of literary works and films, are used more often as examples. An example of an adult (parent, teacher, elder comrade) can be effective only if he enjoys the authority of children, is for them a reference person. A peer example is very effective, but in this case it is undesirable to involve classmates and friends for comparison, it is better to use as a model for imitation of peers - heroes of books and films.