The development of tolerance in the modern world - document. §1.4. Age aspect of tolerance formation

25.09.2019

Formation of tolerance among schoolchildren.

We all live in a society. There are thousands, no, even millions, billions of people around us. Every day we see many new, unfamiliar faces. We notice some in the crowd, but not others. We don’t think that each of us is unique; no two people are absolutely alike. Even twins usually have very different personalities. What can we say about other people?!

Each of us has our own interests, principles, desires, goals. Each of us looks different, dresses differently, talks differently. Everyone has something of their own, unique.

The beauty of the modern world lies in its diversity and versatility. Not everyone can understand and accept this.

Of course, now, a significant task of society has become the unification of various individuals into a common humanity that understands each other. In order to unite all together, we need to show respect for things, cultures, customs, traditions that are alien to ourselves, we must learn to listen to the opinions of others and admit our mistakes. All this is a manifestation of tolerance.

Currently, the problem of developing tolerance is particularly acute. Its relevance is explained by a number of reasons: the sharp stratification of world civilization along economic, social and other characteristics, the associated increase in intolerance, terrorism, the development of religious extremism, the aggravation of interethnic relations caused by local wars, refugee problems.

Currentlyschools began to pay close attention to the development of tolerance. Probably because it is easier to explain to children how important tolerance is in our world than to people with already established views.

Schools hold events and holidays that are aimed at uniting all children and adolescents. Classes are held dedicated to the problems of tolerance. Underway research papers, in order to identify the percentage of children who have chosen for themselves the principles of an intolerant path of development.The problem of communication culture is one of the most acute in school, and in society as a whole. Understanding perfectly well that we are all different and that we must perceive another person as he is, we do not always behave correctly and adequately. It is important to be tolerant of each other, which is very difficult.

Currently, all teachers are faced with the question: how to ensure the formation of tolerant qualities of a student’s personality in the process of multicultural education. In the modern sociocultural situation, the school should become a place where favorable conditions for interethnic communication are created, where all students are instilled with respect for their own culture and the cultures of other peoples, since it is in the educational process that situations of cultural, interpersonal, interethnic, formal and informal communication are created . The formation of such qualities as recognition by a person of another, acceptance, understanding would make it easier to solve the problem of cultivating tolerance. Today there is a need to foster a culture of tolerance from the very first days of education. Global education is designed to instill in students a sense and awareness of responsibility for the present and future of the world in which they live. It proceeds from the fact that prejudices towards foreign cultures (and even towards one’s own) arise due to people’s lack of knowledge about peoples and their relations, about national cultures ah and traditions.

To show tolerance means to recognize that people differ in their appearance, position, interests, behavior and values and have the right to live in the world while maintaining their individuality. Tolerance is a global problem, and the most effective way to develop it in the younger generation is through education. Education in the spirit of tolerance helps to develop in young people the skills of independent thinking, critical thinking and judgment based on moral values.

Pedagogical technologies should be based on a systematic approach to education and synthesis of forms of productive activity of students.

The school is called upon to take care of the formation of the child’s psychology, to educate him in the spirit of tolerance and brotherly love for people, it is obliged to teach young people the ability to distinguish between good and evil.
The education system in Russia should not be based on the latest planetary utopias and disregard for the religious and ethical basis of culture; therefore, our goal is to create an education system based on the deep development of the spiritual heritage of Russia. Patriotic education should be harmoniously combined with introducing students to the best achievements of world civilization. This system should contribute to the development of continuity of thinking, commitment to one’s national heritage and awareness of its role and place in the world spiritual development, also respect and openness to all other systems and traditions. Only deep and conscious love for one’s heritage encourages a person to respect the feelings of others and to be sensitive to the tragedies of the fatherland and people.

Language plays an important role in introducing cultures, solving problems of mutual understanding and mutual enrichment, and enhancing the culture of interethnic communication. The development of national languages is today one of the priority tasks of the state policy of the Russian Federation. In different regions of the country, their solution is approached differently, but what is common to all is the preservation of languages as the basis of life and culture of ethnic groups, and the harmonization of interethnic relations. Learning languages is one of the most effective ways to educate in the spirit of tolerance and mutual understanding. After all, only mastery of the language of another culture opens up the opportunity for its comprehensive and reliable understanding.

Great value for students have ethnographic knowledge about the origin of the peoples with whose representatives they study together, about the uniqueness of national etiquette, rituals, way of life, clothing, art, crafts, and holidays. It is important that the class teacher not only demonstrate competence in these matters, but also use the accumulated knowledge in educational work, during conversations, during students’ visits to local history and literary museums, various national cultural centers, theaters, exhibitions, folklore concerts, screenings of films from national studios, etc.

The joint activity of children creates a common emotional experience, the children help each other in completing tasks, have compassion, experience failures and rejoice in success. They become more tolerant, kinder, and fairer in assessing their actions and deeds.

The path to tolerance is serious emotional, intellectual work and mental stress, because it is only possible on the basis of changing oneself, one’s stereotypes, one’s consciousness.

The basis of a teacher’s pedagogical activity should be living meaning and living communication based on a living word, a living concept, which, in turn, is important not in itself, but as a path not just to tolerance, understanding, but a path to tolerant interaction, mutual understanding . If a teacher is tolerant, he is confident, open, and friendly. He acts as a mentor to the student.

Norina A.I.

“Education is, first of all, human studies”
V.A. Sukhomlinsky

In the last decade, the term “tolerance” has firmly entered the scientific and pedagogical literature. IN different languages the word “tolerance” has a similar meaning and is a kind of synonym for “tolerance”. The basis of tolerance is the recognition of the right to difference.

The main criteria of “tolerance” and their indicators can be determined based on the definition of the very concept of “tolerance” - an active moral position and psychological readiness to tolerance in the name of positive interaction with people of a different culture, nation, religion, social environment.

1995, at the initiative of UNESCO, was declared the International Year of Tolerance. Since that time, the word “tolerance” has become firmly established in our daily lives. Representatives from more than 185 countries signed the Declaration of Principles on Tolerance, which clearly defined this term. It is formulated as follows: “Tolerance (from the Latin tolerantia - patience; tolerance for other people’s way of life, behavior, customs, feelings, opinions, ideas, beliefs) is respect, acceptance and correct understanding of the rich diversity of cultures of our world, our forms of self-expression and ways of expressing human individuality. Tolerance is harmony in diversity. It is not only a moral duty, but also a political and legal necessity. Tolerance is a virtue that makes it possible to achieve peace and contributes to the replacement of a culture of war with a culture of peace. It is promoted by knowledge, openness, and communication. and freedom of thought, conscience and belief."

Tolerance - tolerance towards dissent, other people's views, beliefs, behavior, towards criticism by others of their ideas, positions and actions, etc...

Tolerance is what makes peace possible and leads from a culture of war to a culture of peace.
Tolerance is a human virtue: the art of living in peace different people and ideas, the ability to have rights and freedoms, without violating the rights and freedoms of other people. At the same time, tolerance is not a concession, condescension or indulgence, but an active life position based on the recognition of something different.
Tolerance also requires providing every person with opportunities for social development without any discrimination. This is a quality of personality, which is a component of the humanistic orientation of the individual and is determined by its value attitude towards others.

2003 was declared by UNESCO as the Year of Tolerance. This is understandable, because events taking place in the world are often in the nature of interethnic, religious conflicts, and racial discrimination.

It is generally accepted that humanity lacks tolerance, or, more simply, a mutually respectful, benevolent and tolerant attitude towards each other. Because of this shortage, many disasters occur. It would seem so simple - live and let others live, have your own way of life, believe, express your worldview privately and publicly, recognize the right of others to do the same, and everything will be fine. But for some reason it doesn't work. Obviously, the problem of tolerance affects some deep level of the subconscious, and no rationalistic arguments of the mind often work. Therefore, the theoretical and practical development of the principles, methods, forms and content of new cultural education and upbringing is of great importance for our country today.

If it is impossible to unambiguously assess what is better, what is more optimal, where the truth is, then it is advisable to treat dissent with respect and calm, while remaining consistent with one’s convictions.

Tolerance can be considered as a social norm, which includes the following components:

- social sensitivity of interacting subjects, interest in each other’s characteristics;
- recognition of equality of partners;
- refusal of dominance and violence;
- willingness to accept others as they are;
- trust, ability to listen and listen to others;
- ability to sympathize, empathize

Another approach to strengthening tolerance is to create the conditions necessary for the implementation of human rights. In education and development, tolerance means openness, a real interest in cultural differences, recognition of diversity, developing the ability to recognize injustice and take steps to overcome it, and the ability to resolve disagreements constructively.

Tolerance is a condition for the normal functioning of civil society and a condition for the survival of humanity. It is in this regard that there is a need to develop the ability of the younger generation to be tolerant.

The problem of tolerance can be classified as an educational problem. The problem of communication culture is one of the most acute in school, and in society as a whole. Understanding perfectly well that we are all different and that we must perceive another person as he is, we do not always behave correctly and adequately. It is important to be tolerant of each other, which is very difficult.

Unfortunately, the spirit of intolerance, hostility towards another culture, way of life, beliefs, convictions, habits has always existed and continues to exist in our time, both in society as a whole and in its individual institutions. School is no exception. It should be noted that the subject of intolerance at school can be a child’s national, religious, ethnic, social, or gender identity, as well as the characteristics of his appearance, interests, hobbies, and habits.

A special role in the formation of tolerance among all categories of students - from preschool to postgraduate educational systems - belongs, of course, to teachers.

In my opinion, the formation of such qualities as recognition by a person of another, acceptance, understanding would make it easier to solve the problem of cultivating tolerance.

Tolerance is a new basis for pedagogical communication between teacher and student, the essence of which boils down to such teaching principles that create optimal conditions for the formation of a culture of dignity and personal self-expression in students, and eliminate the factor of fear of the wrong answer. Tolerance in the new millennium is a way of survival for humanity, a condition for harmonious relations in society.

Today there is a need to foster a culture of tolerance from the very first days of education. Global education is designed to instill in students a sense and awareness of responsibility for the present and future of the world in which they live. It proceeds from the fact that prejudices towards foreign cultures (and even towards one’s own) arise due to people’s lack of knowledge about peoples and their relationships, about national cultures and traditions. Tolerance means recognizing that people differ in appearance, position, interests, behavior and values and have the right to live in peace while maintaining their individuality. Tolerance is a global problem, and the most effective way to develop it in the younger generation is through education. Education in the spirit of tolerance helps to develop in young people the skills of independent thinking, critical thinking and judgment based on moral values.

Pedagogical practice has accumulated many methods, forms and techniques for instilling tolerance in schoolchildren, related to the organization of children’s activities in the classroom, the use of works of fiction and films, and the organization of dialogue forms of work (discussions, disputes, debates).

Pedagogical technologies should be based on a systematic approach to education and synthesis of forms of productive activity of students.

In this regard, the teacher in subject lessons, especially in the classroom, should pay attention to patriotic education, aimed at developing a respectful attitude towards the Motherland, native places, historical past, native culture, one’s own people and the peoples of Russia. One of the priority tasks of education in modern stage- this is the education of such a citizen of society who loves the Motherland, respects the state and its laws, is tolerant of the peoples inhabiting Russia, strives to work for its benefit, for the prosperity of the Fatherland, is proud of the achievements of the country and its region.
A positive civic position should become part of the student’s worldview, determine his actions in relation to the state, and instill faith in the future of Russia. A person who does not love his land, does not feel attached to his land, does not know the history and culture of his people, cannot be a truly citizen and patriot. The Motherland can be associated with a house, a village, a region, a republic, the entire state, and it is best if the borders of the Motherland gradually expand and include all parts of the whole - a house, a village (city), Russia.

The school is called upon to take care of the formation of the child’s psychology, to educate him in the spirit of tolerance and brotherly love for people, the school is obliged to teach young people the ability to distinguish between good and evil.
The education system in Russia should not be based on the latest planetary utopias and disregard for the religious and ethical basis of culture; therefore, our goal is to create an education system based on the deep development of the spiritual heritage of Russia. Patriotic education should be harmoniously combined with introducing students to the best achievements of world civilization. This system should contribute to the development of continuity of thinking, commitment to one’s national heritage and awareness of its role and place in global spiritual development, as well as respect and openness to all other systems and traditions. Only deep and conscious love for one’s heritage encourages a person to respect the feelings of others and to be sensitive to the tragedies of the fatherland and people.

The basis for teaching students is the following pedagogical principles:

→Humanization of learning, based on the fact that every person is unique, every child is a miracle.
→Integration of various types of art: music, visual arts, theatrical elements, games.

Wide involvement of gaming technologies and interest as factors of pedagogical freedom of learning.
Language plays an important role in introducing cultures, solving problems of mutual understanding and mutual enrichment, and enhancing the culture of interethnic communication. The development of national languages is today one of the priority tasks of the state policy of the Russian Federation. In different regions of the country, their solution is approached differently, but what is common to all is the preservation of languages as the basis of life and culture of ethnic groups, and the harmonization of interethnic relations.

Learning languages is one of the most effective ways to educate in the spirit of tolerance and mutual understanding. After all, only mastery of the language of another culture opens up the possibility of its comprehensive and reliable understanding.

Necessary special attention pay attention to the education of historical memory, the truth about the formation and development of our multinational state, which is of particular importance for establishing objective truth and forming a personal position. In the pedagogical aspect, the unity of historical knowledge and culture signifies the inviolability of intercultural and interethnic ties, promotes mutual understanding and mutual enrichment of peoples.

Of great value for students is ethnographic knowledge about the origin of the peoples with whose representatives they study together, about the uniqueness of national etiquette, rituals, way of life, clothing, art, crafts, and holidays. It is important that the class teacher not only shows competence in these matters, but also uses the accumulated knowledge in educational work, during conversations, visits by students to local history and literary museums, various national cultural centers, theaters, exhibitions, folklore concerts, screenings of films from national studios and etc..
The joint activity of children creates a common emotional experience, the children help each other in completing tasks, have compassion, experience failures and rejoice in success. They become more tolerant, kinder, and fairer in assessing their actions and deeds.

The problems of teaching tolerance are becoming especially relevant these days, because... Tensions in human relations increased sharply. It is impossible to do without a thorough analysis of the reasons for the mental incompatibility of human communities. It is on this basis that effective means of preventing confrontational processes can be found using the opportunities of the education sector. Initially, a person has both good and evil principles, and their manifestation depends on the person’s living conditions, on the environment in which he lives and develops, on mentality, which directly affect individuality, worldview, and behavioral stereotypes.

The lessons of the aesthetic cycle have a great emotional impact on the younger generation.
The teacher’s focus on understanding the meaning of children’s behavior and actions means that in educational activities the tasks of understanding the child come to the fore.

The formation of a culture of interethnic and interpersonal relations requires interaction between the school and the family, and the social environment. It is necessary to carry out competent secular and religious policies in society, corresponding to the direction of the media, literature, and cinema. Fostering a culture of tolerance, in our opinion, should be carried out according to the formula: “parents + children + teacher.”
The activities in which parents take part serve as a good example of the interaction of two of the most important factors in the life of a child, school and family, who have joined forces in an educational process aimed at fostering an open, non-judgmental attitude towards human diversity.

The path to tolerance is serious emotional, intellectual work and mental stress, because it is only possible on the basis of changing oneself, one’s stereotypes, one’s consciousness.
The basis of a teacher’s pedagogical activity should be living meaning and living communication based on a living word, a living concept, which, in turn, is important not in itself, but as a path not just to tolerance, understanding, but a path to tolerant interaction, mutual understanding . If a teacher is tolerant, he is confident, open, and friendly. He acts as a mentor to the student.

Education in the spirit of tolerance should be aimed at countering the influence evoking feeling fear and alienation towards others. It should help young people develop independent thinking, critical thinking and judgment based on moral values.

The main goal of education:

. to promote the widest possible dissemination of ideas and social models of tolerance, the practical introduction of children to the culture of tolerance;
. contribute to the formation of a personality with self-esteem and respect for people, who is able to build relationships in the process of interaction with students of different beliefs and nationalities on the basis of cooperation and mutual understanding.

The child’s personality is formed under the influence of awareness of himself as a person with all his inherent human manifestations in actions, feelings, relationships and by introducing him to universal human values and culture.

One of the ways to achieve tolerant relations between adolescents and each other is to teach assertive behavior. Assertiveness is considered as the ability of an individual to openly and freely express his desires, demands and achieve their implementation. In relation to teenagers, this means the ability to optimally respond to comments, fair and unfair criticism, the ability to say “no” to oneself and others, to defend one’s position without infringing on the dignity of another person. It is important to teach teenagers the ability to ask others for favors without feeling awkward. All this will allow you to maintain partnerships with people around you.

References:
1. Semina L.I. Let's learn dialogue. Tolerance: associations and efforts. // Family and school. 2001 No. 11-12
2. Stepanov P. How to cultivate tolerance? // Public education. 2001 No.9, 2002 No.1, 2002 No.9
3. Reardon B. E. Tolerance is the road to peace. M., 2001
4. Pikalova T.V. Formation of tolerant qualities of a schoolchild’s personality in the process of multicultural education in the classroom.
5. Makova L.L. Fostering tolerance in the educational process of school as a way to overcome interpersonal conflicts among adolescents.
6. Vorobyova O.Ya. Pedagogical technologies for developing tolerance in students., M., 2007
7. Bayborodova L.V. Cultivating tolerance in the process of organizing activities and communication among schoolchildren. // Yaroslavl Pedagogical Bulletin. 2003 No. 1

Tregubova Olga Ivanovna
computer science and ICT teacher
Municipal educational institution "Nizhnesortymskaya secondary school"
Tyumen region
Surgut district
KHMAO - Yugra

"Formation of tolerance in adolescents."
Know how to feel the person next to you,
know how to understand his soul, see in him

In the eyes of the complex spiritual world - joy,
grief, misfortune, misfortune. Think and feel

How your actions can affect
on the state of mind of another person. V.A. Sukhomlinsky

The problem of tolerance has always been relevant, but in recent years it becomes especially important. Difficulties in mutual understanding that naturally arise in people as a result of racial, national, age, gender and other differences in the situation of their constant intensive interaction lead to an increase in psychological tension, cultural intolerance, interethnic aggression, religious extremism, which cannot be overcome without a decisive contribution from the psychological science.
The spread of intolerance is not only internal problem Kazakhstan. This is a global problem. It rose to its full height precisely in the era of globalization. Many people experience discomfort under these conditions, which they are not always able to cope with. One of the main goals of developing tolerance is to teach how to overcome discomfort and develop the ability to respond positively to new things.
Therefore, it is necessary to intensify the process of searching for active mechanisms of education in the spirit of tolerance.
IN lately The term “tolerance” has firmly entered the scientific and pedagogical literature; it has a similar meaning and is a kind of “tolerance” mechanism. The basis of tolerance is the right to be different. Famous Russian researcher A.P. Sadokhin, analyzing the essence of the concept of tolerance (from the Latin tolerantia - patience), identifies the following features: respect and recognition of equality, rejection of domination and violence, recognition of multidimensionality and diversity human culture, norms of behavior, willingness to accept others as they are and interact with them on the basis of consent.
1995, at the initiative of UNESCO, was declared the International Year of Tolerance. Since that time, the word “tolerance” has become firmly established in our daily lives. Representatives from more than 185 countries signed the Declaration of Principles on Tolerance, which clearly defined this term. It is formulated as follows: “Tolerance (from the Latin tolerantia - patience; tolerance for other people’s way of life, behavior, customs, feelings, opinions, ideas, beliefs) is respect, acceptance and correct understanding of the rich diversity of cultures of our world, our forms of self-expression and ways of expressing human individuality.

Tolerance is harmony in diversity. This is not only a moral duty, but also a political and legal need.

Tolerance is a virtue that makes peace possible and helps replace the culture of war with a culture of peace. It is promoted by knowledge, openness, communication and freedom of thought, conscience and belief."

Tolerance is tolerance towards dissent, other people’s views, beliefs, behavior, criticism by others of one’s ideas, positions and actions, etc. ...

Tolerance is what makes peace possible and leads from a culture of war to a culture of peace. Tolerance is a human virtue: the art of living in a world of different people and ideas, the ability to have rights and freedoms, without violating the rights and freedoms of other people.

At the same time, tolerance is not a concession, condescension or indulgence, but an active life position based on the recognition of others. Tolerance also requires providing every person with opportunities for social development without any discrimination. This is a quality of personality, which is a component of the humanistic orientation of the individual and is determined by its value attitude towards others.
It would seem so simple - live and let others live, have your own way of life, believe, express your worldview privately and publicly, recognize the right of others to do the same, and everything will be fine. But for some reason it doesn't work. Obviously, the problem of tolerance affects some deep level of the subconscious, and no rationalistic arguments of the mind often work. Therefore, the theoretical and practical development of the principles, methods, forms and content of new cultural education and upbringing is of great importance for our country today.

At the same time, tolerance does not mean indifference to any views and actions. For example, it is immoral and criminal to tolerate racism, violence, humiliation of dignity, and infringement of human interests and rights. It cannot be tolerated if scientific data or experimentally proven information is distorted.
If it is impossible to unambiguously assess what is better, what is more optimal, where the truth is, then it is advisable to treat dissent with respect and calm, while remaining consistent with one’s convictions.
Can be considered as a social norm which includes the following components:
♦social sensitivity of interacting subjects, interest in each other’s characteristics.
♦recognition of equality of partners;
♦readiness to accept another as he is;
♦trust, ability to listen to each other;
♦ability for sympathy, empathy
Another approach to strengthening tolerance is to create the conditions necessary to strengthen human rights. In the field of education and development, tolerance means openness to a real interest in cultural differences, diversity, developing the ability to recognize injustice and take steps to overcome it, as well as constructively resolve disagreements.
Tolerance is a condition for the normal functioning of civil society and a condition for the survival of humanity. It is in this regard that there is a need to develop the ability of the younger generation to be tolerant. The problem of tolerance can be classified as an educational problem. The problem of communication culture is one of the most acute in school, and indeed in society as a whole. Understanding perfectly well that we are all different and that we must perceive another person as he is, we do not always behave correctly and adequately. It is important to be tolerant of each other, which is very difficult.
Unfortunately, the spirit of intolerance, hostility towards another culture, way of life, beliefs, convictions, habits has always existed and continues to exist in our time both in society as a whole and in its individual institutions. School is no exception. It should be noted that the subject of intolerance at school can be a child’s national, religious, ethnic, social, or gender identity, as well as the characteristics of his appearance, interests, hobbies, and habits.

A special role in the formation of tolerance among all categories of students - from preschool to postgraduate educational systems - belongs, of course, to teachers.
Currently, all teachers are faced with the question: how to ensure the formation of tolerant qualities of a student’s personality in the process of multicultural education. In the modern sociocultural situation, the school should become a place where favorable conditions for interethnic communication are created, where all students are instilled with respect for their own culture and the cultures of other peoples, since it is in the educational process that situations of cultural, interpersonal, interethnic, formal and informal communication are created .
In my opinion, the formation of such qualities as recognition by a person of another, acceptance, understanding would make it easier to solve the problem of tolerance.
Tolerance is a new basis for pedagogical communication between teacher and student, the essence of which boils down to such teaching principles that create optimal conditions for the formation of a culture of dignity and personal self-expression in students, and eliminate the factor of fear of the wrong answer. Tolerance in the new millennium is the ability of humanity to survive, the conditions for harmonious relations in society.
Currently, the younger generation is being brought up largely under the influence of real life. There is a destruction of universal human values underlying world religions and culture. The basic values of an individual are laid down in childhood during the process of upbringing and education. In the formation of tolerance in children special role is given to preschool education as initial stage in the moral development of the child. A tolerant personality is characterized by many qualities, such as: empathy, adequate self-esteem, active life position, responsibility, altruism, restraint, compliance, tolerance, self-respect, sense of humor and other qualities. Naturally, these qualities do not arise out of nowhere, and are not - like any social quality - innate. Consequently, both an active moral position and attitudes of tolerant behavior are formed, stimulated and corrected, first by the adults around us, and then by the person himself. The purpose of developing these qualities is positive interaction with people of other cultures, views, positions, and orientations. These personal characteristics begin to develop from the very moment the child begins to interact with other people and is included in the system of social connections. The moral development of a child is associated with the development of tolerance and occurs through the assimilation of moral standards offered by society. As a rule, these standards exist not in the form of rules and ideas, but in the form of specific artistic characters from fairy tales who have certain qualities (positive or negative) and perform corresponding actions. The role of such standards is especially great, according to L.I. Bozhovich, during the period of formation in a child in preschool age of the first deep ideas about the most general moral and legal concepts of good and evil, good and bad, right and wrong. They include the child's own emotional attitude towards good and evil and the desire for good deeds. These ideas become the foundation on which the entire edifice of a person’s personality is built - his attitude towards himself, towards the world as a whole and his tolerant attitude towards other people. It is extremely difficult to change or rebuild these deep-seated moral ideas in later ages. Starting from the youngest preschool age, when there is an expansion and deepening of social contacts, active training is necessary aimed at developing communication skills, cooperation skills and constructive overcoming of conflicts. A necessary prerequisite for productive learning is the personal and emotional development of children. Since the development of reflection, self-esteem, empathy, tolerance towards other people, an active life position and other qualities of a tolerant personality is necessary for the acquisition of adequate behavior patterns and effective functioning in society.
The main indicators of the development of tolerance in children of primary school age are: prosocial orientation; successful social adaptation; the ability to actively creatively interact with the environment.
An analysis of psychological literature on the topic under study shows that the optimal age for the development of tolerant consciousness and the formation of tolerant attitudes is adolescence, when mental processes develop and the child’s personality is formed. The age in question is the stage of development of a teenager. Representing the most favorable opportunities for educational activities for active, purposeful formation, change in the right direction of his physical, mental, sociocultural qualities and abilities, as well as behavior. At the age of 13-15 years, the formation of a motivational-value and life platform, one’s own views and beliefs, the ability to optimally respond to comments, fair and unfair criticism, the ability to say “no” to oneself and others, to defend one’s position without infringing on the dignity of others, responsibility for your actions. It is during adolescence that ways and means of competent adaptation to the adult world are acquired. We see the relevance of this problem, first of all, in the need to identify the most effective ways to develop tolerant behavior in adolescents.

The goal of promoting tolerance - nurturing in the younger generation the need and readiness for constructive interaction with people and groups of people, regardless of their national, social, religious affiliation, views, worldview, styles of thinking and behavior.

Achieving this goal is possible by solving specific problems that are combined into two interconnected blocks:

I. Raising children and adolescents to be peaceful, accepting and

understanding other people, the ability to interact positively with them:

the formation of a negative attitude towards violence and aggression in any form;

formation of respect and recognition for oneself and for people, for their culture;

developing the ability for interethnic and interreligious interaction;

developing the ability for tolerant communication and constructive interaction with representatives of society, regardless of their affiliation and worldview;

developing the ability to determine the boundaries of tolerance.

II. Creating a tolerant environment in society and in education:

prevention of terrorism, extremism and aggression in society;

humanization and democratization of existing relationships between adults and children, systems of education and upbringing;

inclusion of leading ideas of pedagogy of tolerance into education reform;

reforming the system of training future teachers to instill tolerance in children and adolescents.

Approaches to teaching tolerance:
Personality-oriented: Activity-oriented:

recognizing and fulfilling one's responsibilities to oneself and others;

relying upon interaction on motivation, values, experience,

individual approach.

reliance on activity, consciousness and independence;

focus not on verbal influence, but on the activity of the child himself;

ensuring subjective freedom in choosing activities and their components;

building education through specially organized activities and communication between children

recognition of the rights of every individual
to freedom,
self-determination, individuality
and self-expression;

In pedagogical practice there are many methods, forms and techniques of working to cultivate tolerance among schoolchildren, related to the organization of children’s activities in the classroom, using works of fiction and films, organizing dialogical forms of work (discussions, debates, disputations).
Pedagogical technologies should be based on a systematic approach to education and synthesis of forms of productive activity of students.
In this regard, the teacher in subject lessons, especially during class hours, should pay attention to patriotic education aimed at developing a respectful attitude towards the Motherland, native places, historical past, native culture, one’s own people and the peoples living in Kazakhstan.
The school is called upon to take care of the formation of the child’s psychology, in raising him in the spirit of tolerance and brotherly love for people, the school is obliged to teach young people the ability to distinguish between good and evil.
The process of developing tolerance will be effective if:
-- consider the formation of tolerance as a priority task;
-- build the educational process on the principles of interdisciplinarity, optimization, multiculturalism, multiethnicity, and practical orientation;
-- plan work based on defining criteria and identifying levels of tolerance formation;

use modern technologies (interactive teaching methods, practice-oriented, differentiated approaches).
Methods of teaching tolerance are ways of developing readiness to understand other people and tolerate their peculiar actions.
In the work of Rozhkov M.I., Bayborodova L.V., Kovalchuk M.A., the following methods of developing tolerance are highlighted.
In the intellectual sphere, it is necessary to form the volume, depth, and effectiveness of knowledge about the values of tolerance: the ideals of tolerance, the principles of relations with people of other social and national groups. When influencing the intellectual sphere, first of all, the method of persuasion is used.
Persuasion requires reasonable evidence of the required tolerant behavior. In the emotional sphere, it is necessary to form the nature of moral experiences associated with norms or deviations from norms and ideals: pity, sympathy, trust, gratitude, responsiveness, pride, empathy, shame, etc. Fostering tolerance bears fruit only if it occurs in the right emotional tone, if you manage to combine demandingness and kindness.
Methods of influencing the emotional sphere involve the formation necessary skills in managing one’s emotions, teaching one to manage specific feelings, understanding one’s emotional states and the reasons that give rise to them.
A method that influences the emotional sphere is suggestion. Suggestion is understood as such a mental influence, verbal or figurative, that causes uncritical perception and assimilation of any information.
In the education of tolerance, one cannot limit oneself only to knowledge about tolerant behavior and tolerant actions and the emotions that arise in the process of indoctrination.
Methods of influencing the motivational sphere include stimulation, which is based on the formation of conscious life activities. As a result of stimulating tolerant behavior, a stable motivation for a tolerant attitude towards people should be formed, blocking aggressive actions. Tolerant behavior is stimulated by the organization of communication and joint activities of representatives of various national and social groups.
In the volitional sphere, it is necessary to form moral and volitional aspirations in the implementation of tolerant behavior: courage, boldness, adherence to principles in upholding moral ideals. What is important here is not so much what a person sets goals as how he realizes them, what lengths a person will go to achieve his goals. Decision making is not only the choice of alternatives on a rational basis, but also the volitional resolution of contradictions, the ability to perform activities at the optimal level of activity, and mental stability in relation to difficulties. Manifestation of activity in the required form, initiative, and self-demandingness are special personality qualities that arise on a volitional basis.Methods of influencing the volitional sphere in order to cultivate tolerance involve : development of initiative, self-confidence; development in the field of self-regulation, the subject himself and his subjective evaluation parameters act as the evaluator. In the sphere of self-regulation, it is necessary to form the moral legitimacy of choice: conscientiousness, self-esteem, self-criticism, the ability to correlate one’s behavior with others, integrity, self-control, etc. Self-regulation is carried out as a system of internal support for the direction of action in the presence of many external conditions, opportunities, and tasks. In the process of self-regulation, the organization of the subject’s activity and its systemic nature are revealed. Methods of influencing the sphere of self-regulation are aimed at developing mental and physical self-regulation skills, developing skills in analyzing life situations, teaching the skills of awareness of one’s behavior and the state of other people, and developing the skills of an honest attitude towards oneself and other people. These include the behavior correction method.
The correction method is aimed at creating conditions under which the subject will make changes in his behavior in relationships with people. Correction is impossible without self-correction. A person can often change his behavior and regulate his actions, which can be called self-regulation. In the objective and practical sphere, it is necessary to develop the ability to perform moral actions, to treat reality honestly and conscientiously; the ability to evaluate the morality of actions; the ability to evaluate the behavior of contemporaries from the point of view of moral standards. In the existential sphere, it is required to form a conscious attitude towards one’s actions, the desire for moral self-improvement, love for oneself and others, concern for the beauty of the body, speech, soul, and an understanding of morality in oneself. This area helps a person enter into certain relationships with other people. It is characterized by a person’s ability to manage their relationships. The dilemma method involves discussing moral dilemmas together. For each dilemma, questions are developed in accordance with which the discussion is structured. Convincing arguments for and against are given for each issue. It is useful to analyze the answers according to the following criteria: choice, value, social roles and justice.
Using moral dilemmas as a means of developing the existential sphere is certainly productive. For each dilemma, a person’s value orientations can be determined. Every dilemma must be relevant to real life; be as simple as possible to understand; be

unfinished; include two or more questions filled with moral content; offer a choice of answer options. Such dilemmas always give rise to a dispute in a team, where everyone provides their own evidence, and this makes it possible in the future to make the right choice in life situations. The method of self-education corresponding to the dilemma method is reflection, which means the process of an individual thinking about what is happening in his own mind.
In active learning methods, a distinction is made between simulation (game: business games, business design, etc. and non-game: analysis of specific situations, solution of situational problems) i.e. forms of conducting classes in which educational and cognitive activities are based on imitation professional activities. Games are conventionally divided into three main categories: organizational, business, and role-playing. A business game is a form of recreating the substantive and social content of professional activity, modeling systems of relationships characteristic of a given type of practice.During the business game, discussion methods are used. Thanks to the mechanism of discussion, a person moves away from the traits of egocentric thinking and learns to take the point of view of another, which is very important in the development of communication skills, which are the source of the formation of tolerance. Another method of active learning is socio-psychological training. During socio-psychological training, based on group work methods, knowledge of a socio-psychological nature is mastered and behavior is corrected. During the training, interpersonal interaction skills are formed, the ability to reflect and the ability to quickly and flexibly respond to a situation and rebuild one’s behavior develops.
Thus, the listed methods can be used to effectively develop an attitude towards tolerance, which consists of the ability and readiness for equal dialogue with other people.
Of great value for students is ethnographic knowledge about the origin of the peoples with whose representatives they study together, about the uniqueness of national etiquette, rituals, way of life, clothing, art, crafts, and holidays. It is important that the teacher not only demonstrates competence in these matters, but also uses the accumulated knowledge in educational work, during conversations, excursions, watching films, etc.
The most favorable for the formation of tolerance is collective creative activity with a socially significant meaning, when its boundaries expand and students can show their personal attitude to a wider circle of people and peers

Collective creative activity allows you to captivate children with a common cause, relieve existing interpersonal tension in relations between individual members of a group of different ages, reveals them best sides, shows the advantages and problems of team members, teaches children to find compromises in collective planning and choosing means to implement what is planned.
The joint activity of children creates a common emotional experience, the children help each other in completing tasks, have compassion, experience failures and rejoice in success. They become more tolerant, kinder, and fairer in assessing their actions and deeds.
The problem of fostering tolerance is becoming especially relevant these days, as tension in human relations has increased sharply. It is impossible to do without a thorough analysis of the mental incompatibility of human communities. It is on this basis that effective means of preventing confrontational processes can be found using the opportunities of the education sector. Initially, a person has both good and evil principles, and their manifestation depends on the person’s living conditions, on the environment in which he lives and develops, on the mentality, which directly affect individuality, worldview and behavioral stereotypes.
The lessons of the aesthetic cycle have a great emotional impact on the younger generation.
the formation of a culture of interethnic and interpersonal relations requires interaction between the school and the family, and the social environment. It is necessary to carry out competent secular and religious policies in society, corresponding to the direction of the media, literature, and cinema. Fostering a culture of tolerance, in our opinion, should be carried out according to the formula: “parents + children + teacher.”
The events in which parents take part serve as a good example of the interaction of two of the most important factors in the life of a child, school and family, who have joined forces in an educational process aimed at fostering an open, impartial attitude towards human diversity.
The path to tolerance is serious and emotional, intellectual work and mental stress, because it is only possible on the basis of changing oneself, one’s stereotypes of one’s awareness.
The basis of a teacher’s pedagogical activity should be living meaning and living communication based on a living word, a living concept, which, in turn, is important not in itself, but as a path not just to tolerance, understanding, but a path to tolerant interaction, mutual understanding. If a teacher is tolerant, he is confident, open, and friendly. He acts as a mentor to the student.
Education in the spirit of “tolerance” should be aimed at counteracting influences that cause feelings of fear and alienation towards others. It should help young people develop independent thinking, critical thinking and judgment based on moral values.

In conclusion of my speech, I would like to say that we adults need to set a positive example for our children and students regarding tolerance towards other people. This is the only way we will achieve results in our quest for a tolerant society.

Literature:

1.Tolerance in modern society: experience of interdisciplinary research: collection of scientific articles / under scientific. ed. M.V. Novikova, N.V. Nizhegorodtseva. – Yaroslavl: YAGPU Publishing House, 2011. - 357 p. ISBN 978-5-87555-725-5
2. Bayborodova L.V. Cultivating tolerance in the process of organizing activities and communication among schoolchildren
3. Semina L.I. Let's learn dialogue. Tolerance: associations and efforts.// “Family and School”.
4. Stepanov P. How to cultivate tolerance? // Public education. 2001.No.9. 2002№1
5. Vorobyova O.Ya. Pedagogical technologies for developing tolerance in students., M., 2007
6. Makova L.L. Fostering tolerance in the educational process of school as a way to overcome interpersonal conflicts among adolescents.
7. Pikalova T.V. Formation of tolerant qualities of a schoolchild’s personality in the process of multicultural education in the classroom. Reardon B. E. Tolerance is the road to peace. M., 2001

DEVELOPMENT OF TOLERANCE IN THE MODERN WORLD

Showing tolerance is

means to understand each other,

thereby helping to build

peaceful future!

The various peoples, cultures and religions of the world are united in their pursuit of a common goal, which is to ensure and maintain harmonious relationships and peace.

The problem of tolerance, tolerance, philanthropy has always been considered in the works of scientists as an alternative path for the development of humanity, along the path of non-violence, harmony of relationships between peoples and civilizations.

Tolerance is more important than ever in modern world. We live in an age of economic globalization and increasing mobility, rapid developments in communication, integration and interdependence, in an age of large-scale migrations and population movements, urbanization and the transformation of social structures. Every region has many faces, and therefore the escalation of intolerance and conflict potentially threatens all parts of the world. Such a threat cannot be fenced off by national borders because it is global in nature.

Translated from Latin, “tolerance” means patience. Patience is defined, on the one hand, as the ability to endure, on the other hand, as perseverance, perseverance and endurance.

Patience is considered one of the significant qualities for many professions, in particular for teachers. In teaching work, like no other, you need a lot of patience, otherwise students can take it out of it, which is unpleasant and even unsafe for the person himself and those around him.

The first meaning of tolerance is associated with patience, tolerance, but this is only one facet of the interpretation of this multi-valued concept.

The second meaning includes the aspect of a person’s adaptation to something or someone. Adaptation means the absence or weakening of a response to some unfavorable factor as a result of a decrease in sensitivity to its effects.

The third meaning of tolerance is related to resilience: resistance to uncertainty; resistance to stress; resistance to conflict; resistance to behavioral deviations.

The fourth involves the concept of allowing. To be tolerant means to accept that there are people different from us in many ways, that others have their own opinions, values, and ideals.

The fifth meaning represents tolerance as a person’s desire to achieve understanding with others, to harmonize a variety of attitudes, motives, orientations, without resorting to violence and suppression of human dignity.

Tolerance is not synonymous with permissiveness and forgiveness. A person can remain unconvinced and disagree with others, but recognize the right to its existence. Tolerance also cannot be identified with indifference and reduced to the need to overcome the feeling of non-acceptance of another. If a person is forced to be in a situation of long-suffering, this will lead to negative consequences.

An interested attitude towards other people, a desire to understand and feel them, stimulates the mind to work, and contributes to the expansion of one’s own tolerant experience.

Tolerance considers as the internal position of each person the attitude towards another as a free individual, recognition and respect for his right to be different. Any other person who is indignant with us is just as unhappy, suffering from the passion of anger, just like us. And the source of the disease is not the person himself, but the internal tension in him. The person himself may have kind heart and strive for good, but he doesn’t succeed, just as we don’t succeed either. Such faith in another person will help fight irritability.

You need to be prepared for this and understand that if people do not pay attention to the good that is done for them, then this is not due to human ingratitude.

Tolerance represents the harmony of diversity, a criterion for human development and culture. Tolerance promotes the development of individual responsibility, responsibility for one's destiny and responsibility for the fate of the world community.

Components of Tolerance

To develop tolerance, a person partly has to change his own attitudes. Therefore, it is necessary to understand the main psychological components of tolerance (empathy, communicative tolerance, self-acceptance and acceptance of others), which together are the hallmarks of a tolerant person.

Empathy reflects a person's ability to experience the same feelings that another person experiences and is an expression of psychological acceptance. Empathy– this is emotional responsiveness, sensitivity, attention to other people, their problems, sorrows, joys. It manifests itself in the desire to provide help and support. This attitude towards people contributes to the development of humanistic values, without which a full-fledged tolerant perception of reality is impossible. If a person is sensitive to the pain of others, then he limits his own aggression.

People with low levels of empathy are indifferent to others, selfish, self-centered, demanding, resort to unjustified punishment, and tend to moralize.

The process of empathic acceptance of another implies a shift in emphasis from an immediate emotional reaction to understanding another person through an imaginary reincarnation, entering into his role, temporarily experiencing his state, and sensitivity to the changes continuously occurring in him. Understood in this way, the process is no longer just emotional, since it presupposes comprehension of the situation. The basis of empathy is emotional responsiveness, reason and rational perception of others. 1

Communication tolerance as a collective trait of a person: it reflects factors of upbringing, communication experience, culture, values, needs, interests, attitudes, character, temperament, emotional stereotype of behavior and characteristics of thinking. People with a high level of communication tolerance are balanced and well compatible with a variety of people. These advantages create a psychologically comfortable environment for joint activities and achieving mutual understanding, which, in our opinion, is significant for pedagogical activity and contributes to the formation of tolerant relationships.

Communicative tolerance is noticeable in cases when a person does not see clear differences between himself and his partner or does not experience negative emotions about these differences. These include:

Understanding and accepting the differences in interests, needs and values of other people;

Human development through productive overcoming, resolution and exit from internal or external conflict;

Personal responsibility for the process and result of one’s own life choices and manifestations of oneself in communication with others;

Activity in the interaction process.

The development of tolerance begins with communication, and in it it finds its realization. In the process of communication, there is an understanding and feeling of the other, acceptance of him as he is., ability to stage put yourself in the place of another and look at the situation through his eyes, get used to his world.

Contacts between people are generated by the needs for joint activities, and include the exchange of information, the development of a unified interaction strategy, perception and understanding of others based on empathy and mutual exchange of emotions. In this case, tolerance appears in the form of emotional and sensory experiences.

The perception of other people is based on certain psychological mechanisms that depend on the degree and duration of communication.

In addition to empathy, the process of social perception and awareness of oneself through another in the process of interpersonal interaction is influenced by the mechanisms of identification and reflection.

Knowing how a communication partner will understand another is regulated by the process of reflection. This is no longer just knowledge of the other, but knowledge of how the other understands me, representing a kind of double process of mirror reflection.

The object of reflection can be: reflection of the world, and thinking about it, ways a person regulates his behavior, and the processes of reflection themselves, and his personal consciousness.

Throughout life, communicating with different people on a personal and professional level, a person expands and enriches his own ideas and judgments about himself, making them more multifaceted. Conscious behavior is not so much a manifestation of what a person is like in himself, but rather the result of a person’s ideas about himself, which have developed on the basis of communication with others around him. The formation of one’s own image leads to the emergence of a sense of self, and consolidation of the description of oneself according to various assessments received from others builds a certain generalized idea, which consists of an in-depth understanding of one’s own uniqueness and value. The ability to assert and strengthen oneself depends on the quality of contacts with other people: people who are in favorable relationships with each other increase this feeling. The discrepancy between one’s own image and the assessments of others can play both a negative and an important positive role in a person’s life, become an incentive to change behavior, way of thinking and, thus, contribute to human development. The brake in this process is the delimitation of oneself from the perception of the assessments of others.

The development of communication processes is influenced by the self-esteem of those communicating, which is a kind of regulator of behavior.

Self-esteem reflects the degree to which a person develops a sense of self-esteem, a sense of self-worth and a positive attitude towards oneself. The degree of a person’s criticality, self-demandingness, attitude towards successes and failures depends on it, which affects the process of communication with others, the effectiveness of activities and the process of further development. It is closely related to the level of a person’s aspirations and the choice of the degree of difficulty of goals. The discrepancy between aspirations and real possibilities leads to a distortion in self-evaluation, behavior becomes inappropriate, emotional breakdowns occur, and anxiety increases. Deformation of self-esteem can occur in the direction of underestimation or overestimation. In both cases, this negatively affects the establishment of productive contacts with others.

Turning to the process of self-knowledge in a communication situation can become a productive stimulus for the development of qualities necessary for a tolerant person, capable of reacting positively, accepting and changing one’s own assessments, judgments and attitudes, as well as understanding and accepting the characteristics of other people.

Cognizing reality, a person expresses his attitude towards objects, phenomena, events, towards other people, towards his personality. Some phenomena make him happy, others sadden him, and others outrage him. In psychology, emotions are processes that reflect personal significance and assessment of external and internal situations for a person’s life in the form of experiences. A person’s emotional reactions are manifested in affects, emotions themselves, feelings, moods, stress, frustration. 2

The initial assumption of the possibilities of different situations provides the necessary information that creates an emotionally safe background for a person. The acceptance of new information can take place without strong internal contradictions for the human psyche and without resorting to defenses if the person allows freedom of diversity and has a broad aspect of accepting new options, that is, is characterized by the presence of tolerant values. The more assumptions a person has, the more psychologically comfortable he feels. Tolerance serves as a measure of human harmony.

Main directions of tolerance formation

in the process of training and educating the younger generation.

It is advisable to cultivate tolerance in a student already in adolescence. It is at this age that a person’s sense of cultural identity begins to form regarding issues of cultural belonging, the search for acceptable social roles, interest in communication outside the immediate society, the need for mutual recognition and understanding with the outside world make the teenager for the first time interested in encountering other cultures.

During adolescence, the foundations for further social behavior of the individual are laid, including: the ability to empathize or conflict, social isolation, positive or negative attitude towards others.

According to psychologists, it is at this age special meaning The child acquires his own position in life. The prerequisites for this are increased interest in oneself, one’s inner world, the development of reflection, and the desire to lag behind one’s own opinion.

But all this does not mean that developing intercultural tolerance in a teenager is an easy task for a teacher.

The first direction of developing tolerance is the development and education of students in the spirit of openness, understanding and acceptance of other peoples, recognition of the value of diversity of cultures and history.

Within this direction, the basic provisions and principles of tolerance are manifested through solving the problems of multicultural education, including students mastering knowledge of the history and culture of their people, forming ideas about the diversity of cultures in the world and cultivating a positive attitude towards them and the past of their people. The means of development are expanded programs, history courses, and the development of textbooks on political geography and ethnic history. The educational goal of this area is to prepare young people to prevent situations that give rise to interethnic and emotional tension. The starting principle of this direction is the awareness of the transition from a “man of imagination” to a “man of culture.”

The second direction provides training in the use of peaceful means to resolve disagreements and conflicts, and non-violence.

Fostering tolerance is about affirming the value of human dignity and the inviolability of every human person. In all declarations of human rights and international standards- this is the main motive for efforts to achieve peace and establish democratic forms of government as the exact opposite of intolerance.

Respect and tolerance for other points of view and opinions are "intellectual virtues" and are components of a person's moral principles. When developing peacefulness in students, it is necessary to emphasize such concepts as peace, freedom, equality, personality, interaction, democracy, rights, responsibility, justice. In the system of school and professional education, when studying social and humanitarian disciplines, it is necessary to discuss the consequences of hostility and intolerance in the world, genocides, racial and ethnic conflicts, religious wars and give them an objective assessment. The modern system of education and especially education involves an explanation of human rights and forms of manifestation of intolerance.

The third direction includes educating students in the spirit of peace, tolerance, humane interethnic communication and instilling the ideas of altruism and respect for others. Only people who are devoid of arrogance, prejudices and biases towards other peoples, religions, genders, generations have ethnic tolerance, are able to freely, restrainedly and responsibly express their own judgments, positions, opinions, without harming others.

Knowledge of the basics of tolerance, the concepts of “tolerance”, “tolerant relations” are effective means formation of the spiritual principle and creative consciousness of the individual.

The fourth direction is based on the practical side of promoting tolerance through the formation of skills and abilities of constructive communication in situations of differences between people, disagreements and conflicts, and the development of skills for effective interaction with representatives of different ethnic cultures.

The main psychological and pedagogical conditions under which the formation of tolerance is possible are:

Creation of a single tolerant space educational institution;

Formation of an attitude towards tolerance, which consists in the readiness and ability of heads of educational institutions, teachers and students for equal dialogue through synergistic interaction;

Development of communication tolerance skills of all participants in the educational process;

Organizing education for students in order to increase awareness of the issue of tolerance;

Ensuring personality-oriented interaction between teachers and students in the educational process and extracurricular activities, in which the skills of communicative tolerance are realized and prerequisites arise for the successful development of qualities.

Exercises to develop tolerance components

Exercise "Complements"

Procedure. The presenter invites the participants to come up with compliments for each other. He throws the ball to one of the participants and gives him a compliment. For example: “Dima, you are a very fair person.” The person who receives the ball throws it to the person to whom he wants to give his compliment, and so on. It is important to ensure that the compliment is given to each participant.

Discussion. The facilitator asks the following question:

How did you feel when you received a compliment addressed to you?

And what - when did they say it themselves?

Exercise “Pantomime of Tolerance”

Procedure. All participants are divided into 3-4 subgroups (3-5 people each). Each subgroup receives one of the definitions of tolerance. The task is to pantomimically depict this definition in such a way that the other participants can guess which definition we are talking about. Time to prepare a pantomime is 5 minutes.

Discussion. The facilitator asks the following questions:

Which pantomime was the most “unambiguous” and did not cause any difficulties in guessing?

What difficulties did the groups encounter in creating the pantomime?

Exercise “Magic Shop”

Procedure. Ask group members to imagine that there is a shop that has some very unusual “things”: patience, forbearance, kindness to others, a sense of humor, sensitivity, trust, altruism, tolerance of differences, self-control, kindness, a tendency not to judge others, humanism, listening skills, curiosity, empathy.

The presenter acts as a seller. One of the participants is called. He asks the seller for some thing: for example, “patience.” The seller finds out how much “patience” he needs, why he needs it, and in what cases he wants to be “patient.”

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Introduction

Chapter 1. Modern schoolchild in the context of education of ethnic tolerance.

§1.1 The phenomenon of tolerance.

§1.2 Ethnic tolerance

Chapter 2. Cultivating tolerance through organizing schoolchildren’s activities.

§2.1 Methods of teaching tolerance.

§2.2 Techniques for teaching tolerance.

§2.3 Practical significance of the study.

Conclusion

Literature

INTRODUCTION

Know how to feel the person next to you, know how to understand his soul, see in his eyes the complex spiritual world - joy, grief, misfortune, misfortune. Think and feel how your actions can affect the state of mind of another person.

V.A. Sukhomlinsky

Relevance of the chosen topic.

Tolerance has always been considered a human virtue. It meant tolerance for differences among people, the ability to live without disturbing others, the ability to have rights and freedoms without violating the rights and freedoms of others. Tolerance is also the basis of democracy and human rights; intolerance in a multiethnic, multireligious or multicultural society leads to violations of human rights, violence and armed conflicts.

Problems of upbringing and training arise especially acutely at turning points in the development of society, since they are associated with a sharp change in society’s requirements for a person. Currently, in the absence of a common culture against the backdrop of a low social standard of living, a sharp stratification of society in terms of material security occurring within the country, the devaluation of human life and universal cultural values, children are one of the most vulnerable categories in society. Tolerance means respect, acceptance and proper understanding of the rich diversity of our world's cultures, our forms of self-expression and ways of expressing human individuality. It is promoted by knowledge, openness, communication and freedom of thought, conscience and belief. The most effective means of preventing intolerance is to cultivate a respectful attitude towards the values of other people, the ability to empathize, understand the motives of people’s actions, and be able to communicate and cooperate with people of other views, orientations, and cultures. The problem of teaching tolerance acquires particular relevance in the context of multinational teams, where it is necessary to prevent situations of inequality in children’s rights and responsibilities. The multilingualism of the student environment often leads to selectivity in communication and national isolation of groups. The difference in national and ethnic characteristics, to which students often attach an evaluative connotation, as well as the specificity family life, traditions leave a certain imprint on the behavior and relationships of children with others.

The democratization of interethnic relations, the liberalization of migration processes and intercultural communication have not overcome conflicts between ethnic groups, extremist nationalism, self-righteous chauvinism, or xenophobia. Ethnolinguistic problems have become factors and catalysts of acute not only ethnic but also social conflicts, drowning out and undermining historically formed complexes of civil tolerance. The social disunity of some (the bulk of the population) and the narrow group, corporate cohesion of others are the socio-psychological soil and condition for political manipulation and ideological speculation. The events that took place in our country in the 90s of the twentieth century not only radically changed political map territory of the USSR, but also the socio-economic system of the emerging states. Excess of labor resources in some regions and the need for them in developing countries market economy Russia has intensified migration processes. The lack of effective mechanisms for regulating and regulating migration led to a rapid change in the national composition of many territories of Russia, especially its cities, due to newcomers. Today it can be argued that not everyone living in these cities was psychologically prepared for such drastic changes, given that the mentality and behavior of a significant part of the visitors contrasted with those that were accepted there. In addition, when planning the development of urban social infrastructure, changes in the labor market were not predicted, and most importantly, population growth due to migration. In view of this, its development does not keep pace with migration processes and is under increased pressure, which also creates a field of socio-psychological tension, aggravating interethnic relations between people. Children of migrants in such a situation also experience discomfort, often becoming targets of aggression. The named processes, contradictions and their consequences have led to the fact that the problem of teaching tolerance has become more acute, becoming one of the most pressing issues in pedagogy, both in theory and in practical activities. Accepting the definition of the concept proposed by M.I. Rozhkov, L.V. Baybordova, M.A. Kovalchuk, we consider tolerance as “a realized readiness for conscious personal actions aimed at achieving humanistic relations between people and groups of people who have different worldviews, different value orientations, and behavioral stereotypes.” The problem of instilling in children a tolerant attitude towards individual human weaknesses and the formation of this attitude is given significant attention in the works of V.A. Sukhomlinsky. In raising children in the spirit of friendship between peoples, he identified two interrelated directions. The first of them is the establishment of spiritual communication between pupils and children of other nationalities. All work on international education was organized by V.A. Sukhomlinsky, taking into account age, in a certain sequence: children of primary school age received information about the unity of the destinies of the peoples of our country, middle-aged children were convinced of the power of friendship of a multinational family and the greatness of the selfless mutual assistance of peoples, and high school students were already aware of the historical essence and transformative significance of friendship of peoples, the role of interethnic relations. In the current situation of emerging interethnic conflicts, the experience of Sukhomlinsky as an educator is more than relevant. V.A. Sukhomlinsky considered tolerance the most important element of a schoolchild’s spiritual culture, expressing moral education and allowing him to navigate the “complex world of human passions and characters.”

Research problem. One of the problems and features of our school is the multi-ethnic composition of students. Children study at school different nationalities. The old approach to organizing extracurricular activities for schoolchildren due to changes in the socio-economic situation in the country has become obsolete, and nothing new has been offered to the school. Among young people there is a lack of spirituality, disbelief and alienation towards the older generation, and a passion for low-quality mass culture. The problem of teaching tolerance acquires particular relevance in the context of multinational teams, where it is necessary to prevent situations of inequality in children’s rights and responsibilities. The difference in national and ethnic characteristics, to which students often attach an evaluative connotation, as well as the specifics of the family structure and traditions leave a certain imprint on the behavior and relationships of children with others. Under these conditions, when organizing extracurricular and extracurricular activities, it is extremely important to bring together the interests of students of different nationalities. Object of study. The object of research in my work is the educational process at school. The task of the teaching staff is to create conditions, organize educational and extracurricular activities of students in such a way that children understand and accept each other, respect the traditions and culture of different peoples living in one country - Russia. Subject of research: the formation of a student’s personality in the field of ethnic tolerance by means of studying national culture within the framework of individual subjects of the “ethnic” center and in the organization of extracurricular and extracurricular activities. The purpose of the study: to educate students in the spirit of tolerance, the formation of tolerance as an important quality of a modern personality.

Research objectives

1. To instill in children respect for themselves, peers, and elders;

2. To develop in students the ability to live in society and take into account public opinion;

3. To develop the ability to be tolerant of the behavior, culture, customs and traditions of people who have national, religious and other differences.

Research hypothesis. If, in the process of studying the national culture and moral values of other peoples, the following conditions are met:

Include elements of national cultures within the framework of individual subjects of the “ethnic” center (history, geography, literature, MHC, etc.); - to simulate educational situations in the process of educational work of the ethnic direction, this will lead to the formation of the student’s personality in the field of ethnic tolerance, since the first condition ensures that children of different nationalities are familiarized with the culture and moral values other peoples, the second condition will allow the transition of situations - models into real conditions of ethnic tolerance.

Chapter 1. MODERN TEENAGE SCHOOLBOY WITHIN THE FRAMEWORK OF EDUCATION OF ETHNIC TOLERANCE

In various sources on pedagogy and psychology, the meaning of the term “tolerance” is explained as tolerance, the desire and ability to establish and maintain communication with people who differ in some respect from the prevailing type or do not adhere to generally accepted opinions. Tolerance is a difficult and rare achievement for the simple reason that the foundation of community is group consciousness. People unite in the same community with those who share their beliefs, or with those who speak the same language or have the same culture. At the same time, unification into a community can be carried out along various grounds: national, ethnic, social, professional, leisure, etc. We know that different people should be perceived as they are, with their customs, traditions, and behavioral stereotypes. People should be helped, because helping the weak is our duty, and first of all, to our conscience. However, in real life, ordinary opinion often creates a negative attitude towards certain groups of people and manifests aggressiveness. Tolerance means respect, acceptance and proper understanding of the rich variety of forms of self-expression and ways of manifesting human individuality. It is promoted by knowledge, openness, communication and freedom of thought, conscience and belief. Tolerance is harmony in diversity. This quality of personality is a component of the humanistic orientation of the individual and is determined by his value attitude towards others. It represents an attitude toward a certain type of relationship, which manifests itself in a person’s personal actions. We understand tolerance as the realized readiness for conscious personal actions aimed at achieving humanistic relations between people and groups of people who have different worldviews, different value orientations, and behavioral stereotypes. Tolerance is an integrated quality. If it is formed, it manifests itself in all life situations and in relation to all people. At the same time, experience shows that a person can be tolerant in relationships with loved ones and acquaintances, but be dismissive and intolerant of people of other faiths or nationalities. In this regard, we can talk about interpersonal, social, national tolerance and religious tolerance. Interpersonal tolerance manifests itself in relation to a specific person, social tolerance - towards a specific group, society, national - towards another nation; religious tolerance - to another faith. The manifestation of tolerance, which is consonant with respect for human rights, does not mean tolerating social injustice, abandoning one’s own or yielding to other people’s beliefs. This means that everyone is free to hold their own beliefs and recognizes the same right for others. This means understanding that people by nature differ in appearance, attitude, speech, behavior and values and have the right to live in peace and maintain their individuality. This also means that one person's views cannot be imposed on others. In my opinion, a tolerant person is a person who knows himself well and understands other people. An intolerant personality can be characterized as a person who does not have the qualities of flexibility in interacting with others and empathy towards them. Tolerance should not be reduced to indifference, conformism, infringement of one’s own interests, but presupposes, on the one hand, stability, as a person’s ability to realize his personal positions, and on the other, flexibility, as the ability to respect the positions and values of other people. The relevance of education for tolerance is determined by those processes that worry both the world community and Russian society. First of all, this is the growth of various kinds of extremism, aggressiveness, the expansion of conflict zones and conflict situations. These social phenomena especially affect young people, who, due to their age, are characterized by maximalism and the desire for simple and quick solutions to complex social problems. Today, the task of promoting tolerance should permeate the activities of all social institutions and, first of all, those who have a direct impact on the formation of the child’s personality. The school as a social institution has great opportunities for instilling tolerance in children. These opportunities can be realized both in the process of educational and extracurricular activities. It is in the school community that a child can develop humanistic values and a real readiness for tolerant behavior. Raising a tolerant personality is a complex process, carried out by the entire social reality surrounding the child, society, under the influence of relationships in the family, the prevailing views and attitudes of its members towards other people and society as a whole, under the influence of communication with peers and people around them. As an analysis of practice shows, the above process occurs spontaneously. In order to make it purposeful, organized pedagogical activity at school is necessary. Today, when there is a breakdown in family ties, alienation of adults and children, increased conflict in their relationships, the vacuum into which many students find themselves can be filled by the full-fledged work of school teachers with students. A modern schoolchild must correctly perceive and understand the unity of humanity, the interconnection and interdependence of each and everyone living on the planet, understand and respect the rights, customs, views and traditions of other people, find their place in the life of society without causing harm or infringing on the rights of other people. Principles of education of a tolerant personality The success of solving the problem of education of tolerance depends on how a number of principles are implemented in the activities of teachers: 1. The principle of subjectivity requires reliance on the activity of the child himself, stimulation of his self-education, conscious behavior and self-correction in relationships with other people. The conditions for the implementation of this principle are:

· Voluntary inclusion of a child in one activity or another;

· Confidence in the child in choosing the means to achieve the goal, based on faith in the potential capabilities of each child to self-cultivate tolerance;

· Optimistic strategy in identifying changes in relationships between children, children and adults;

· Prevention of negative consequences in the process of pedagogical influence;

· Children, realizing that they belong to one or another group of people, should themselves strive for coexistence with other groups;

· Taking into account the interests of students, their individual tastes, preferences, encouraging new interests

2. The principle of adequacy requires the correspondence of the content and means of education to the social situation in which the educational process is organized. The tasks of education are focused on real relationships that develop between different groups of people in a given society. The conditions for the implementation of this principle are:

· Correspondence of educational objectives to real events occurring in the world, country, and in the nearest society;

· Coordination of the interaction of social institutions that influence the formation of the child’s value orientations;

· Ensuring interaction with the family, implementing parallel effects on the family and the child;

· Orientation of the pedagogical process towards real norms that dominate in social groups;

· Taking into account various factors of the surrounding social environment (national, regional, type of settlement, characteristics of the educational institution, etc.);

· correction of various information perceived by students, including information from the media.

3. The principle of individualization involves determining an individual trajectory for developing tolerant consciousness and behavior, identifying special tasks that correspond to the individual characteristics and level of tolerance development in the child; determining the features of including children in various types of activities, revealing individual potentials, both in academic and extracurricular work, providing each student with the opportunity for self-realization and self-discovery. The conditions for implementing the principle of individualization are:

· monitoring changes in tolerant consciousness in the child;

· determination of the effectiveness of the influence of drugs on the child’s tolerance;

· selection of special means of pedagogical influence on each child;

· taking into account the individual qualities of the child, his value orientations when choosing educational means aimed at developing his tolerance;

· providing schoolchildren with the opportunity to independently choose means of communication with adults and peers.

4. The principle of a reflexive position presupposes an orientation towards the formation of a conscious, stable system of relations of the student to any problem or issue that is significant to him, which is manifested in appropriate behavior and actions. The conditions for implementing the principle of behavior reflection are:

· encouraging children to conduct self-analysis of their attitude towards others, comparing their actions with their statements;

· joint analysis with the teacher of solving various problems of social relations in real and simulated situations (social tests);

· self-assessment of one’s actions and forecasting of one’s relationships with others in the future;

· stimulating self-knowledge of children in various social situations, determining their position and method of adequate behavior in various situations;

· assisting children in analyzing problems of social relationships and variably designing their behavior in difficult life situations related to relationships with people or groups of people.

5. The principle of creating a tolerant environment requires the formation of humanistic relations in an educational institution, which are based on the realization of everyone’s right to a unique attitude towards the environment, self-realization in various forms. Creating a tolerant environment offers mutual responsibility of participants in the pedagogical process, empathy, mutual assistance, and the ability to overcome difficulties together. This principle also means that in the classroom and social environment creativity dominates in the organization of educational and extracurricular activities, while creativity is considered by students and teachers as a universal criterion for assessing personality and relationships in a team. The implementation of this principle is possible under the following conditions:

· acceptance general rules relationships that are the same for all students in the class;

· providing everyone with the opportunity for self-realization and self-expression;

· determination of leading activities that are significant for all team members;

· development of children's self-government, initiative and independence of children and adults, creation of various children's associations;

· formation of a positive attitude towards creativity (a tolerant environment should be heuristic);

· the presence of relationships of “responsible dependence” (A. S. Makarenko) among teachers and students.

§1.1 PHENOMENON OF TOLERANCE

Tolerance is considered a sign of high spiritual and intellectual development of an individual, group, and society as a whole. It fully corresponds to the humanitarian tasks that the new century sets before us in the new millennium. In a social context, tolerance can be interpreted as a person’s willingness to allow other people to choose their lifestyle and behavior while limiting negative phenomena such as violence, hooliganism and behavior that compromises society or threatens its well-being. In the literature you can often find descriptions of the differences between the concepts of tolerance and non-interference, although in everyday life a wider range of words with similar meanings are used: tolerance, flexibility, leniency, indulgence, understanding and patience. Such words are used as softer terms with a positive valence and have in common that none of them express any action, and they all imply a passive reaction to events and actions. The combination of tolerance with neutrality and passivity may contradict its philosophical meaning. In evolutionary-biological terms, the development of the concept of tolerance is based on the idea of a “reaction norm,” i.e., an acceptable range of response options inherent in a particular species and not violating its genotype. Ethically, tolerance comes from humanistic movements that emphasize human virtues, including the virtues (variety of attributes) that distinguish one person from another and support the richness of individual variations in a single human species. If the diversity of people, cultures and nations appears (this was mentioned by humanists Italian Renaissance) as the value and dignity of culture, then tolerance, which is the norm of civilized compromise between competing cultures and the willingness to accept other logics and views, acts as a condition for preserving diversity, a kind of historical right to difference, dissimilarity, otherness. In political terms, tolerance is interpreted as the government’s willingness to allow dissent in society and even within its own ranks, to allow opposition activities within the framework of the constitution, the ability to adequately admit defeat in the political struggle, and to accept political pluralism as a manifestation of diversity in the state. In the psychological and pedagogical context, there is no unambiguous understanding of tolerance, despite the fairly widespread use of this term in sociology, psychology and pedagogy. A. Asmolov believes that this quality expresses three intersecting values: stability, tolerance and permissible deviation.

§1.2 ETHNIC TOLERANCE

The dramatic changes in economics and politics that have occurred in Russia over the past decade have significantly complicated the interethnic relations of the peoples inhabiting it. The growth of national self-awareness, increasing attention to the preservation and development of national cultures and languages, to the revival of folk traditions and religious beliefs, lead in such a multinational country as the Russian Federation to interethnic and interethnic conflicts. In this regard, special attention must be paid to cultivating a tolerant attitude towards representatives of other nations. When organizing the educational process, one should proceed from the fact that interethnic relations in the aggregate represent a unity of the universal and national, which is uniquely manifested in certain regions, states, interstate and international associations. IN modern conditions People's lives and their future largely depend on the general situation in the world. Thanks to the media and tourism, the world is perceived by children as an environment that has a real impact on their lives. Education aims to introduce students to universal human achievements and values. In this regard, the content of education should include the following directions: ethno-demographic situations in various countries, on continents and in the world as a whole; socio-ethnic changes that have occurred in the world; unity and indivisibility of a contradictory, multi-ethnic world; trends of peoples towards integration in Europe and other regions of the world; planetary processes and global problems peoples

When organizing the educational process, it is necessary to proceed from these objective processes, which even today form the core of national relations both on the world stage and within multinational societies. Global education involves inclusion in curriculum schools of such areas of pedagogical activity as instilling in students interest and respect for the cultures of the world, achieving an understanding of the global and specific in these cultures, cultivating attention to global, world events, understanding their nature and consequences, developing skills systematic approach to the study of world processes, fostering the recognition of equal rights and equivalents of different points of view on world phenomena. It is necessary to pay special attention to the use of historical facts and objective information about the formation and development of our multinational state in the process of education. The value of historical knowledge is that it is a carrier of culture and stimulates the sphere of human spiritual activity. In the pedagogical aspect, the unity of historical knowledge and culture signifies the inviolability of intercultural and interethnic ties, promotes mutual understanding and mutual enrichment of peoples. The experience of interaction between national cultures is rich, it has evolved over centuries. Students will have to master the cultural layers of history and modernity of different peoples and become familiar with the rich cultural heritage of the peoples of our country. Teachers are faced with the task of bridging this gap in students’ knowledge through global education, introducing them to the cultures and traditions of different nationalities, correcting the impact of socio-ethnic factors on children and forming in them the feeling and consciousness of citizens of the world. In this case, one should, naturally, take into account the selectivity of schoolchildren’s interests, the specifics of the region, and the geography of the population. At all stages of working with a team where different nationalities are represented, regardless of the age of the students, it is necessary to think through practical measures so that it is easier for children to overcome national isolation and selfishness, focus on improving the culture of communication of the entire student body, and use its capabilities to counteract harmful nationalist influences . Of great value for students is ethnographic knowledge about the origin of the peoples with whose representatives they study together, about the uniqueness of national etiquette, rituals, way of life, clothing, identity, art, crafts, and holidays. It is important that the teacher not only demonstrates competence in these matters, but also uses the accumulated knowledge in educational work, during conversations, during students’ visits to local history and literary museums, various national cultural centers, theaters, exhibitions, folklore concerts, screenings of films from national studios, etc. e. Research groups of schoolchildren can be created to study specific issues related to the culture of different peoples. Knowing as much as possible about other peoples is the basis for developing a culture of interethnic relations at any age. Of all the means that influence the formation of a person, a special role is given to the educational means of folk pedagogy. Folk pedagogy is a set of pedagogical information and educational experience preserved in oral folk art, customs, traditions, children's games and toys. It involves the study of the pedagogical culture of the masses, developed by thousands of years of human experience and existing among the people to this day. Interethnic tolerance is closely related to religious tolerance, which also needs to be cultivated among the younger generation. The education of religious tolerance (religious tolerance) today is complicated by negative historical traditions, multi-religious and multi-ethnic composition of the population, the presence of inter-religious contradictions, the ambitious policies of a number of religious leaders, imperfect legislation, and a certain indifference of public opinion. These circumstances complicate the work of teachers in instilling religious tolerance in children, but a lot depends on each teacher, on his personal position in solving this problem, on professionalism in approaching this issue in educational and extracurricular work. The formation of tolerance is carried out in everyday life through the experience and example of relatives and friends, as well as those around them. At the everyday level, children constantly absorb and master the traditions and customs of their neighbors and relationships between people. Both children and adults accumulate experience in communication and joint activities in everyday contacts. It should be taken into account that the entire system of educational work, all pedagogical means influence the formation of this quality. The methodology for teaching tolerance is based on teachers’ knowledge of the characteristics of children, the team, relationships between students and their manifestations in behavior. When organizing work to educate tolerance, teachers need to know and take into account:

· individual characteristics each child, the characteristics of upbringing in the family, family culture;

· national composition of the student body;

· problems in relationships between children and their causes;

· cultural characteristics environment, ethnopedagogical and ethnopsychological features of culture, under the influence of which interethnic relations develop among students and in families.

Having studied and analyzed the situation, teachers search for effective forms of teaching tolerance to schoolchildren and determine the specific content of this work. It should be assumed that the basis of tolerance is the formation of humane relations between people, regardless of their nationality. This can be done during school and extracurricular hours through the entire system of relationships in the team of a class, school, or any educational institution. To carry out targeted work on developing tolerance, it is advisable for the class teacher to draw up a program of work with the team based on studying relationships in the team, the characteristics of students and their families, taking into account the age of the children and their nationality.

Problems of tolerance today are very relevant due to the increasing incidence of intolerance, especially among the younger generation. Therefore, education at school should be aimed at developing tolerance as an important personality quality.

Chapter 2. EDUCATION OF TOLERANCE THROUGH STUDENTS’ ACTIVITIES

One of the teacher’s tasks when organizing students’ activities is to regulate interpersonal relationships. Communication has lasting value only if it creates the need for mutual exchange of thoughts, ideas, and contributes to the manifestation of attention and sympathy for people. The successful solution of this problem largely depends on the nature of free communication among schoolchildren and their psychological predisposition to contacts in a team. The most favorable for the formation of tolerance is extracurricular joint activities with a socially significant meaning, when its boundaries expand and students can show their personal attitude towards a wide range of people. For this purpose, all types of educational and extracurricular work can be used, the content of which contributes to the formation of moral relationships between people. The effectiveness of children’s joint activities as a means of developing tolerance increases if:

· the students’ attitude towards joint work has been formed, they are aware of its goals and find personal meaning in it;

· joint planning, organization and summing up of activities is carried out, pedagogically appropriate distribution of roles and functions between students and the teacher in this process;

· situations are created for children to freely choose types, methods of activity, roles;

· each participant can realize himself, achieve success and at the same time show concern for others, make a real contribution to the common cause;

· no pressure or imposition from outside class teacher, who is capable of taking the position of a senior comrade.

The educational potential of joint activities increases if it is creative nature, if provided:

· dominance of the goals of developing individuality and realizing each person’s personality in collective creative activity;

· development of values, ideals, models in a team, based on personal interests and needs;

· identification of creative tasks and problems to be solved by the children themselves;

· creating conditions for the inclusion of children in the creative activities of various groups and associations;

· providing everyone with the opportunity to choose what suits their interests and desires;

· creating conditions for self-determination by participants in the activity of their role, nature of behavior and forms of interaction;

· assessment of results, analysis of collective activity from the point of view of the manifestation and development of each person’s personality, the formation of his relationships with participants in the activity.

When properly organized, collective creative activity allows children to be captivated by a common cause, relieve existing interpersonal tensions in relations between individual groups, reveals the best sides, shows the strengths and problems of schoolchildren, teaches them to find compromises in collective planning, choosing means of implementing what is planned. Collective analysis of activities develops the ability to tactfully and kindly give assessments and express opinions about the actions of other people. Collective creative activity and communication contribute to the formation of tolerance if children at the same time gain experience of humane, partnership interaction with the teacher, their peers, older and younger. For this purpose, the teacher needs to regulate the relationships between children, their communication, and joint actions. It is important to ensure the child’s psychological security and the success of his relationships in the classroom and microgroup. To do this you need:

· when forming microgroups, take into account the psychological characteristics, interpersonal relationships of students, their compatibility, significance for each other, ability and readiness for independence of their position;

· ensure the realization of everyone’s personality, affirmation of their dignity, achievement of success, recognition by comrades;

· create special situations that allow each student to demonstrate the independence of their judgments, combining this with a respectful attitude towards the opinions of others;

· prevent suppression and infringement of the personal dignity of some children by others;

· achieve the correct position of leaders, organizers of work in the classroom, microgroups;

· ensure the dynamics of the quantitative and qualitative composition of the microgroup, the rotation of the role positions of children, leaders, organizers depending on the types of activities;

· create situations that stimulate mutual assistance of children to each other and other microgroups, situations of success through the success of another, the success of the group;

· in order to develop contacts and enrich communication experience, use various ways formation of a microgroup (according to desire, abilities, interests, spontaneous);

· achieve self-criticism and objectivity in children, using self-esteem and mutual assessment, the ability to correctly express opinions about the behavior and actions of others;

· when analyzing the results collaboration pay special attention to assessing children’s relationships, each person’s comfort in group work, and show the significance of each person’s actions in achieving common results.

To cultivate tolerance, the involvement of all children in the class in managing its life activities is of great importance. Such inclusion can be achieved only on the basis of the development of children's self-government. Children's self-government is a democratic form of organizing a children's team, ensuring the development of children's independence in making and implementing decisions to achieve group goals. The development of independence, namely development, that is, the gradual transfer of rights and responsibilities to children, contributes to the formation of a children's team and the formation of the readiness of leader-organizers from among children to organize the activities of their comrades. At the same time, it is important that self-government takes into account the interests of all groups of children studying in a given class. The adoption and implementation of management decisions is a mandatory feature of developing self-government. It is by solving this dual task that the reality of children’s involvement in managing the affairs of their team is achieved. At the same time, the teacher must act as a guarantor of the rights of all groups of children, constantly emphasizing that the decision must correspond to the interests of both the majority and minority of children. The presence of group goals for activities, on the one hand, fills self-government with real content, on the other, it contributes to the unification of children based on their interests. A teacher, having set a goal for the student body, as a rule, strives to ensure that it is accepted by them. Having achieved this, he often himself becomes the organizer of its implementation, putting forward his own version of its achievement as the only possible one. Self-government develops only when students find themselves in the situation of choosing a way to solve a problem. The formation of a group motive for action is more successful through the inclusion of students in solving managerial problem situations. The literature indicates that the need to prepare and apply a management decision arises if a problematic situation is identified by the subject of management. When we talk about a management problem situation, we mean that by solving it, students search for optimal ways to manage the student team at this stage of its functioning. It should be noted that the resolution of management problems can be carried out both by individual students and in the process of collective activity. An important form of self-government for children is the classroom school meeting, where children should learn democracy, communication, cooperation, independence and responsibility. A well-run meeting has great potential for promoting tolerance.

The problem of teaching tolerance acquires particular relevance in the context of multinational teams, where it is necessary to prevent situations of inequality among children in their rights and responsibilities. The multilingualism of the student environment often leads to selectivity in communication and national isolation of groups. The difference in national-ethnic characteristics, to which students often attach an evaluative connotation, as well as the specifics of family life, everyday life, and traditions leave a certain imprint on the behavior and relationships of children with others. Under these conditions, when organizing extracurricular and extracurricular activities, it is extremely important to bring together the interests of students of different nationalities. It is important to look for the origins of the convergence of interests in culture, using the possibilities of educational work, based on universal human values morality, art, religion of different peoples. For these purposes, it is necessary that any educational event be addressed to the student’s personality, so that students of different nationalities, studying in the same school, do not remain indifferent to each other, but show mutual interest in each other’s personal qualities and spiritual needs.

§2.1 METHODS OF EDUCATION OF TOLERANCE

Traditionally, the method of education is considered as a way of influencing the essential spheres of a person in order to develop in them the qualities specified for the purpose of education. Based on a synergetic approach, it is necessary to consider educational methods and corresponding methods of self-education in a single context. Methods of teaching tolerance are ways of developing in children a readiness to understand other people and have a tolerant attitude towards their peculiar actions. In the intellectual sphere, it is necessary to form the volume, depth, and effectiveness of knowledge about the values of tolerance: the ideals of tolerance, the principles of relations with people of other social and national groups. Value-semantic formations contain the moral meaning of tolerant behavior. When influencing the intellectual sphere, first of all, the method of persuasion is used. Conviction presupposes reasonable evidence of the need for tolerant behavior. Perceiving the proposed information, students perceive not only concepts and judgments, but also the logic of the teachers’ presentation of their position. At the same time, students, evaluating the information received, either confirm their views, positions, or correct them. By making sure that what is said is correct, students form their own belief system and relationships between people. Conviction as a method in the educational process is realized through various shapes In particular, excerpts from various literary works, historical analogies, biblical parables, and fables are used. Children must be logically led to the conclusion that there may be people in the world who can be mistakenly perceived as enemies, ill-wishers, because they look different and behave differently from everyone else. External appearances are often deceiving. So logically, with the help of fairy tales and other conversations, one can form a belief in the need for a tolerant attitude towards all people. Conviction corresponds to self-persuasion - a method of self-education, which assumes that children consciously, independently, in search of a solution to any social problem, form a set of views. This formation is based on logical conclusions made by the child himself. In the emotional sphere, it is necessary to form the nature of moral experiences associated with norms or deviations from norms and ideals: pity, sympathy, trust, gratitude, responsiveness, pride, empathy, shame, etc. Fostering tolerance bears fruit only if it occurs in the correct emotional tone, if the teacher manages to combine demandingness and kindness. Methods of influencing a child’s emotional sphere involve developing the necessary skills in managing his emotions, teaching him how to manage specific feelings, understanding his emotional states and the reasons that give rise to them. A method that influences the emotional sphere of a child is suggestion and related attraction techniques. Suggestion is understood as such a mental influence, verbal or figurative, that causes uncritical perception and assimilation of any information. Under the influence of suggestion, ideas about people or groups of people that do not correspond to reality may arise, as well as the desire to act without evaluating the received impulses and to believe the source of information without doubting its reliability. Through suggestion, stereotypes enter the consciousness and a mood is created. Suggestion is important factor dissemination of slogans-judgments, which very briefly but accurately define the attitude towards people. Therefore, suggestion is essential for the formation of a tolerant attitude towards people. In the education of tolerance, one cannot limit oneself only to knowledge about tolerant behavior, tolerant actions and the emotions that arise in the process of indoctrination. The fact is that the formation of tolerance, although it is a process of mastering a special sphere of social experience, is a completely special process. It differs from the acquisition of knowledge, skills and actions. After all, here we are talking about such assimilation, as a result of which the formation of new motives and needs occurs, their transformation, subordination, etc. But this cannot be achieved simply by assimilation. You need to think about what needs to be formed in the aspect of the motivational sphere under consideration. As a result of stimulating tolerant behavior, a stable motivation for a tolerant attitude towards people should be formed, blocking the aggressive actions of children. But first of all, we are talking about approval of children’s tolerant actions and tolerant judgments. At the same time, the teacher must also clearly express his negative attitude towards the intolerant behavior of schoolchildren based on rejection of the norms and customs of any social or national group people. Stimulation can be carried out in different variations. An approving look, an approving phrase when a child changes his behavior in a positive way. Tolerant behavior is stimulated by the organization of communication and joint activities of representatives of various national social groups. Stimulating tolerant behavior should always take into account the different perceptions of the teacher’s words by different groups of children. Therefore, both approval and condemnation should be used by the teacher very carefully. A positive assessment of the behavior of one group of children may not always be clear to another group; as a result, a misunderstanding of the teacher’s actions may arise. Stimulation methods help the child develop the ability to correctly assess his attitude towards other people, which contributes to his awareness of his needs, understanding of the meaning of his behavior, selection of appropriate motives and goals corresponding to them, that is, what constitutes the essence of motivation. Methods of influencing the volitional sphere in order to cultivate tolerance presuppose: the ability to overcome difficulties to achieve the intended goal;

developing the ability to control oneself (restraint, self-control);

improving independent behavior skills, etc.

§2.2 TECHNIQUES FOR EDUCATION OF TOLERANCE

The implementation of each method of teaching tolerance involves the use of a set of techniques that correspond to the pedagogical situation, the characteristics of students, individual style teacher's pedagogical activity. Moreover, the implementation of various methods can be carried out using the same techniques. Educational techniques are pedagogically formalized actions through which the student’s behavior and positions are influenced by external judgments that change his views, motives and behavior, as a result of which a person’s reserve capabilities are activated and he begins to act in a certain way. It should immediately be noted that not every pedagogical influence leads to positive changes in the process of education, but only that which is accepted by the student, corresponds to his internal aspirations, and becomes personally significant for him. For pedagogical theory and practice, it is important to classify educational methods. Classification makes it possible to organize techniques and present their pedagogical potential in a holistic form: to identify similarities and differences between them, to determine their place in the process of personality formation, to indicate the specific actions that they have in the educational process. When choosing a basis for classifying techniques, one should take into account how the teacher achieves changes in the relationship with the student and his relationships with others. Three groups of methods for teaching tolerance can be distinguished. The first group of techniques is related to the organization of children's activities in the classroom. The second group is associated with the organization of dialogue reflection. Dialogue reflection is understood as a dialogue between a teacher and a child, which contributes to the formation of the student’s attitude towards any significant issue, a question manifested in corresponding behavior and actions. To cultivate tolerance, you can use techniques as part of a reflective conversation with a child. The third group is associated with the use of fiction, films, etc. There are an infinite number of pedagogical techniques. Each situation gives rise to new techniques; each teacher, from a variety of techniques, uses those that suit his individual style. A technique that works for one student may not work for another.

§2.3 PRACTICAL SIGNIFICANCE OF THE RESEARCH

Activities to form attitudes of tolerance are more successful when working indirectly in in this direction through the organization of real socio-cultural interpersonal interaction, rather than through educational means. Even the word “tolerance” itself may not be necessary. It is more important not to know and understand this word, but to be tolerant of the different, the different, of changes. The most favorable for the formation of tolerance is extracurricular joint activities with a socially significant meaning, when its boundaries expand and students can show their personal attitude towards a wide range of people. For this purpose, all types of educational and extracurricular work can be used, the content of which contributes to the formation of moral relationships between people. One of the options for a real, substantive basis that facilitates the organization of sociocultural interaction, in the process of which a favorable environment is created that influences the expansion of the boundaries of tolerance, is the extracurricular activities of children, where the main form of interaction of one person with another person is the dialogue of cultures.

To successfully develop tolerance among schoolchildren, it is necessary to conduct extracurricular activities aimed at instilling tolerance, involving each student for the purpose of sociocultural interaction.

CONCLUSION

In conclusion, it should be noted that although it is really important to think through logical schemes for organizing the entry of children into various cultural contexts, to prescribe the concept of nurturing active citizenship, in order to expand the boundaries of tolerance, no less important is the question of the criteria by which changes can be judged, occurring in the worldview of students, in their subjective world due to the implementation of these plans and concepts. The issue of feedback and tracking not only external results, but also internal changes is fundamental for the development of activities in order to create an environment for fostering tolerance through sociocultural interpersonal interaction.

LITERATURE

1. Sokolova E. Education is the path to a culture of peace and tolerance. - Public education. - 2002. - No. 2.

2. Gorelik F.B. Raising a child, we form a worldview / F.B. Gorelik-Moscow: Education, 2003.-201p. 3. Rozhkov M.I., Bayborodova L.V., Kovalchuk M.A. Cultivating tolerance among schoolchildren: educational and methodological manual / M.I. Rozhkov - Yaroslavl: Academy of Development, 2003. - 192 p. 4. Bolotina T.V., Novikova T.G., Smirnov N.K.. Culture of peace, human rights, tolerance and peacefulness: a textbook for secondary school students. / T.V. Bolotina - Moscow: AIC and PRO, 2002.-186p.

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