3) scientific and artistic creativity;
4) formation of public values;
5) following moral and ethical standards;
6) human knowledge and skills.
6. What name was given to something that arose outside of natural processes, created by man, society, a product of culture:
1) artifact;
2) archaism;
4) archetype;
5) animism;
6) asceticism.
7. What is an artifact?
1) artificially created object: material property, pattern of behavior, artistic image and so on.;
2) historical fact;
3) natural phenomenon;
4) all of the above.
8. The original meaning of the term “culture” recorded the degree of human influence on nature through:
1) study, comprehension natural phenomena;
2) fight against it;
3) processing, cultivation of soil;
4) imitation of animals;
5) decoration of the habitat;
6) worship of spirits.
9. Are the judgments correct?
A. The period of time of human biological evolution lasted immeasurably longer than the cultural one.
B. The evolutionary process of all mammals, including humans, is closely related to social changes.
1) Only A is correct
2) only B is true,
3) both judgments are correct,
4) both judgments are incorrect.
10. Are the judgments correct?
A. Spiritual activity modern man changes everything that exists in nature.
B. Only material objects can be a form of existence and transmission of spiritual culture.
1) only A is correct,
2) only B is true,
3) both judgments are correct,
4) both judgments are incorrect.
11. The process of assimilation by an individual throughout his life of the norms and cultural values of society is called
1) adaptation;
2) education;
Socialization;
4) enrichment;
5) education;
6) acculturation.
12. The word “civilis” in Latin meant...
1) strong, powerful, big;
2) decent, polite, courteous;
2) smart, educated, enlightened;
4) city, civil, state;
5) personally free, not a slave;
6) belonging to the aristocracy.
13. What approaches exist to the relationship between culture and civilization?
1) the terms “culture” and “civilization” are identical;
2) civilization – level of sociocultural development;
3) civilization - a period of degradation, cultural decline, a set of technical and mechanical means;
4) all of the above.
14. For which Western European thinker does civilization mean the old age of a cultural organism, the transition from creativity to sterility, the advantage of materialistic views, the degeneration of art, the lack of demand for talent and genius; transition from organic to inorganic state?
1) X. Ortega y Gasset;
2) F. Nietzsche;
3) O. Spengler;
4) L. White;
5) J.-J. Rousseau;
6) Cicero.
15. Whose name is the theory according to which the last (third), highest period of history, which began with the advent of cities, states and writing, is called civilization?
1) Morgan-Engels;
2) Lévi-Strauss;
3) O. Spengler;
4) N.Ya. Danilevsky;
5) N.A. Berdyaev;
6) H. Ortega y Gasseta.
16. What is a “picture of the world”?
geographic map, depicting both hemispheres of the earth - western and eastern;
The most characteristic of this era is general idea about the origin of the world, its development;
map of the settlement of peoples around the world;
a photograph of the Earth taken from a satellite from space;
idea of the world reflected in fine arts of one era or another.
17. Ideas about beauty that developed in a certain era and underlie paintings, are called
1) traditions;
2) a picture of the world;
3) style;
4) ethical standards;
5) aesthetic standards;
6) rules of etiquette.
18. Innovation in the development of culture is reflected in the following example:
1) reading a classic novel;
2) invention of the personal computer;
4) conducting a church ceremony;
5) passing final exams at school;
6) familiarization with the achievements of the culture of other peoples.
19. Continuity in culture is demonstrated by an example:
1) design of the stock exchange building;
2) creation of a sculpture of Tsar Peter I;
3) shooting a film about James Bond;
PROCESS OF TRANSFORMATION ACTIVITY
More than a hundred years ago, F. Engels wrote: “Now it is no longer necessary to preach as something new that the amount of motion (the so-called energy) does not change when it is converted from kinetic energy (the so-called mechanical force) into electricity, heat, potential ".
This argument makes a brilliant philosophical generalization of the evolutionary process of transformation of nature and the human society living in it.
Physical, chemical, biological, judicial, psychological, pedagogical, political, managerial, etc. - all these are varieties of the great comprehensive evolutionary process of transformation of matter, materials, energy and information.
Matter, energy and information undergo changes due to interaction within the process and are transformed into new uniform to enter into the subsequent conversion process. There is nothing in the world outside of this process. Even time and space do not exist without interaction processes.
This situation can be represented schematically as follows:
Energy in processes is converted from one type to another, and the total amount of energy before and after the conversion is conserved.
Information generated by processes of transformation of matter and energy, indicates the forms and quantitiestransformations and accumulates in appropriate forms on media.
Unlike matter and energy, information is not only stored quantitatively, but also tends to accumulate. The tendency to accumulate information is a universal principle of evolutionary development.
The process of transformation can be evolutionary or revolutionary, determined naturally or through deliberate human activity.
Let's consider the structure of the process of transformative activity.
Process(lat. processus- origin, promotion) - a consistent change of state, a close connection between naturally successive stages of change or development, representing a continuous single movement.
The process of transformative activity includes the following structural components: need, motivation, goal, organization, technological operations and transitions, result and its evaluation.
Let's look at each of these components.
Need in transformative activities- This the psychological state of an individual created by the need he experiences for objects necessary for his existence and development, and which serves as a source of his activity. The need of people as a function of their transformative activity is a consequence of the development of production. With the help of tools, man changes objects, adapting them to his own needs. Thus, people's needs are given the opportunity to develop. Human needs can be material and spiritual. They are largely determined by the level of his upbringing, therefore, nurturing needs is one of the central tasks of personality formation.
A person must develop reasonable needs for transformative activities that would not harm the natural environment, society and the person himself. In this sense, an instructive example is the intention of some former leaders our country to change the natural flow of some rivers, turn them back, which would lead to unpredictable negative consequences.
Human needs are discovered and manifested in the motives and goals of activity.
Motive(from lat. moveze- set in motion, push) - motivation for activity related to the satisfaction of human needs. The motive can be a material or ideal object of activity for the sake of which they are carried out. Motives determine the choice of direction of transformative activity and activate it.
The development of motives occurs through a change and expansion of the range of activities that transform objective reality. The study of the motivational and semantic sphere is central problem personality psychology.
There are different approaches to classifying motives for activity. We can distinguish social, personally significant and selfish motives for human transformative activity.
As a rule, a person’s transformative activity is determined and stimulated not by one, but by a system of motives arranged in a certain sequence. This system of motives is called activity motivation.
Transformative activities are aimed at achieving a certain goals, by which we mean image of the anticipated result The basis for the formation of a person’s goal is his material, work activity aimed at transforming the world around him. Any transformative human activity has a specific goal. Let's give some examples.
|
Type of transformation activity |
Target |
Training and education of the younger generation |
Formation of a comprehensively developed personality |
Scientific activity |
Discovery of the laws of development of nature, society and man |
Growing crops |
Getting high yields |
Artistic activity |
Creation of highly artistic works of art |
Production of consumer goods |
Creation of high-quality goods that are in demand among the population |
Entrepreneurial activity |
Receiving a profit |
Next structural component the process of transformative activity is the organization of this activity, which includes planning, preparation of the necessary documentation, personnel, production and technical bases, procurement of raw materials, search for markets for products, etc.
Let us give some examples of organizing transformation activities. Thus, teachers draw up plans for preparing and conducting lessons and extracurricular activities, scientists develop plans for conducting research work. For the normal organization of production, certain technological documentation is drawn up, the list of which is established by state standards, the unified system of technological documentation (USTD).
The main types of technological documentation are route and operational maps.
Route maps reflect the technological process for all operations, provide data on equipment, accessories, materials used, as well as some regulatory information.
Operational maps describe in more detail the execution of each individual transition operation. They also indicate the rational operating modes of the equipment, the control and measuring instruments and instruments used.
The transformation activity itself is carried out in the form of technological operations, which are understood as completed parts of the technological process. A technological operation is carried out using various means, methods, techniques, and actions. For example, a lesson may include the following operations: questioning, explanation of new material, consolidation, homework. During the production process of a car, technological operations such as marking, manufacturing of parts, assembly, painting and many others are performed.
Operations are divided into transitions, which are understood as completed parts of the operation performed using one method, technique, tool, means. For example, when explaining new material, a teacher can use a story, show tables, show a movie, etc. These are technological transitions.
Schematically technological process can be represented as follows:
Each product has special properties that characterize its quality. For example, for a car this is speed, fuel consumption, load capacity, etc.; for fabric - density, wrinkle resistance, color, etc. The quality attributes common to all products are reliability, durability, convenience, and beauty.
Therefore, product quality control is an obligatory part of the technological process. A comprehensive quality control system is being introduced in production, which includes incoming control (checking the compliance of materials and semi-finished products with established technological requirements), checking the technological reliability of equipment, devices, tools and final control at the output finished products for compliance with State standards.
Thus, the process of transformative activity can be schematically represented as follows:
In the process of transformative activity, a person must follow safety rules. Safety precautions is a set of measures to protect workers from various types of injuries and harmful effects associated with working conditions. For these purposes, a system of legislative measures is being adopted, detailed rules on labor protection for each specialty, mandatory for all employees. Special technical control is established over compliance with labor protection and safety regulations.
This type of activity can transform various objects: nature, society, humans. The transformation of nature can be not only destructive, as some philosophers emphasize, not only the “remaking” of nature for oneself, but also “The life flow of nature is the movement for a person of the harmonics of all things, which he can disrupt, or can optimize.” During the transformation of society, which can act both in revolutionary destructive forms and in creative ones, social objects change: relationships, institutions, institutions, and the person himself changes. Transformative activity provides conditions common life people, infrastructure corresponding to their quality of life. In terms of human transformative activity, I would like to dwell on the case when transformative activity is directed by an individual towards himself, towards his “I”, for the purpose of physical or spiritual improvement. “Human self-development is associated with the discovery of ever deeper opportunities for understanding oneself and influencing (interacting) with everything large volumes reality." The same person appears here both as an object and as a subject.
The main types of transformative activity, due to the differences in its subjects, are, firstly, activities of an individual nature (the work of an individual, sports, etc.), and secondly, activities directly carried out by one or another group (military, collective activity), thirdly, the activities of society taken as a whole.
Transformative activity can be carried out at two levels, depending on the real or ideal change of the subject. In the first case, there is a real change in existing material existence (practice), in the second case, a change in the object occurs only in the imagination (in the words of K. Marx, “practical-spiritual”).
Transformative activity can act both in the form of production and in the form of consumption. In both cases, the subject takes possession of the object, only the ratio of the destructive and creative sides of human activity is different.
Another plane of differentiation reveals the difference between creative and mechanical activities (productive and reproductive). Creative activity can exist both in the material sphere and in the consciousness of a person, when he activates the physical capabilities of his body, develops spiritual powers, his capabilities. Consumption can also be creative, original, discovering new ways of using production products, and mechanical, passively reproducing existing forms of consumption.
By improving and transforming the world around us, people build new reality, break through the horizons of available-given existence. However, emphasizing the actively transformative principle practical activities man, it is necessary to remember that in a certain way it inscribes a person into the material reality that embraces him and always goes beyond the limits of the actual possibilities of its practical development. A person, with all the prospects and possibilities of his active transformative activity, remains within the limits of existence and cannot help but conform his activities to its objective laws. Creative constructive possibilities of transformative activities in real world always rely on the use of objective laws. In other words, the true effectiveness of human activity is not only associated with the satisfaction of subjective interests or needs, but also involves solving problems determined by the internal laws of the reality to which this activity is aimed. Understanding the dialectic of human activity in relation to the surrounding world and a person’s dependence on this world, his incorporation into this world, his conditioning by the world is a necessary condition for understanding the responsibility of a person in his practical activity arising from this dialectic to the surrounding world and to himself.
1. Both human activity and animal behavior have the following characteristic:a\ appropriating character
activities;
B\ purposeful transformative
activity;
B\ creation of tools.
2. C social essence a person has a need for:
a\ knowledge of the laws of nature; b\ receiving food;
Culture in the broad sense of the word?1) everything that is created
humanity in the sphere
art
2) a set of knowledge, beliefs and
human behavior
3) level of education
a certain person
4) all transformative
human activity and its
results
life activity does not simply change natural connections and complexes. Deforming, destroying, it at the same time creates. All these changes fit into pre-existing natural complexes and relationships, becoming their integral part. Finally, it should be emphasized that society also impacts nature with waste from its production and other activities. Thus, the impact of society on nature is varied not only in the specific content of the development of natural resources. This influence is diverse in its focus on the development of nature: it develops and improves some of its capabilities, and destroys others. In a word, this influence represents the unity of creation and destruction.
Nature's resistance to human influence is a developing quantity. The possibilities of nature are limitless, the growth of people's needs is unstoppable. Therefore, each new peak of mastery of nature
This is essentially the beginning of a new round in the relationship between society and nature. And on this new turn
new resistance of nature. Apparently
In this increase in the resistance of nature lies one of the reasons for the progressive and accelerating development of society.
In a word, nature, in its opposition to man, puts before him, as it were, two barriers: on the one hand, this is the closedness of nature, the cemented nature of its connections, the mystery of its laws; on the other hand, on the contrary, the openness of nature, its plasticity and vulnerability. Humanity always needs to take precautions in overcoming these barriers. If it weakens its labor pressure, cognitive power
it will “lose” a lot from nature and will reduce the possibilities for its development. If it “goes too far” in its transformative zeal, then, ultimately, it will also come to negative results for itself, cutting off the branch on which it sits.
In the twentieth century, during the period of the scientific and technological revolution, the scale of material activity increased so much that the waste from this activity enormous power attacked nature.
(Based on materials from the online publication)
1) Make a plan for the text. To do this, highlight the main semantic fragments of the text and title each of them.
2) What two manifestations of the contradictory impact of society on nature are discussed in the text? 3) For what purpose does society change? natural environment? How, according to the author, is nature’s resistance to human influence related to the development of society? 4) What two barriers, in the author’s opinion, does nature pose to humans? Illustrate with an example the author’s call for compliance with the measure
in overcoming these barriers. 5) How does the author evaluate the results of human material activity in the twentieth century? With which social process does he connect these results? Using facts public life, give an argument confirming the author's position. 6) How does the author evaluate the results of human material activity in the twentieth century? To what social process does he associate these results? Using facts from social life, provide an argument to support the author’s position. 7) Many modern public figures call on society to change its attitude towards nature. (Using social science knowledge and facts of social life, list three possible directions this change.)
1. Humanism is:
A) integrity of thought and fearlessness in the face of inhumanity;
B) love of humanity, respect for a person’s personal dignity, faith in his future;
B) sentimentality;
G) special kind activities.
2. Worldview ideals, universal moral norms, reflecting the spiritual experience of all humanity, emerging in the process of spiritual and practical activity of people - these are:
A) morality;
B) culture;
C) universal human values;
D) social consciousness.
3. System of generalized views on surrounding reality- This:
A) philosophy;
B) worldview;
B) science;
D) sociology.
4. In its most complete form, morality is:
A) conclusions that a person makes based on an analysis of his behavior;
B) the science of good manners;
C) a set of principles and norms of behavior of people in society;
D) formulated and legally enshrined norms of behavior of citizens.
5. The rules “Don’t do to others what you don’t wish for yourself,” “Don’t steal,” “Don’t lie,” “Honor your elders” are norms:
A) art;
B) science;
B) morality;
D) rights.
6. Morality, as opposed to law, includes:
A) any law;
B) Constitution of the state;
C) the charter of a public organization;
D) certain principles, norms of behavior.
7. Morality as opposed to law:
A) relies solely on public support;
B) contains norms of human behavior;
B) arises on the basis historical experience of people;
D) is in development.
8. You witnessed how one person unfairly offended another. Which behavior does not correspond to the moral choice of a humane person?
A) demand an apology from the offender to the victim;
B) pretend that this does not concern you;
C) express condolences to those who were offended;
D) understand the causes of the conflict and achieve its elimination.
9. You accidentally, without meaning to, caused damage or harm to another person. Which choice is consistent with the moral position of a humane person?
A) do everything possible to eliminate evil and damage;
B) pretend that nothing happened;
C) try to ensure that no one notices the damage you have caused;
D) blame it on the one who suffered (let him not interfere, he is to blame).
10. Criteria for human spirituality:
A) active life position;
B) possession of higher education;
C) commitment in thoughts and actions to universal human values.
11. Worldview in a person’s life is:
A) a guideline for its activities;
B) strengthening his life experience;
C) connection with religion and science.
12. The level of development of spiritual culture is measured:
A) the volume of spiritual values created in society;
B) the quality of spiritual products;
C) how people use the achievements of spiritual culture;
D) the degree of achievement of social equality of people in introducing them to the values of culture.
13. A person’s worldview depends on:
A) historical conditions;
B) life experience;
B) on the level of education;
D) internal culture.
14. Moral qualities of a person:
A) laid down from birth;
B) are developed by self-education, self-improvement;
C) are formed by society purposefully.
15. Culture in in a broad sense- This:
A) all types of transformative activities;
B) everything related to art;
C) production of spiritual values;
D) human education.
16. To products material culture do not include:
A) skyscraper;
B) music;
B) car;
D) TV.
17. Spiritual values include:
A) microscope;
B) computer;
B) scientific discovery;
D) videotapes.
18. Is the judgment correct?
A. Spiritual and material culture exist independently of each other.
B. Elements of spiritual and material culture are inextricably linked.
A) only A is true;
B) only B is true;
C) A and B are correct;
D) both are incorrect.
19. The vertical accumulation of cultural values is associated with:
A) with the appearance of new works of art;
B) deepening knowledge about culture;
C) transfer of cultural values from generation to generation;
D) restoration of cultural monuments.
Activity- this is a specifically human activity, regulated by consciousness, generated by needs and aimed at knowledge and transformation outside world and the man himself.
The main feature of activity is that its content is not determined entirely by the need that gave rise to it. Need as a motive (motivation) gives impetus to activity, but the very forms and content of activity determined by public goals, requirements and experience.
Distinguish three main activities: play, learning and work. Purpose games is the “activity” itself, and not its results. Human activity aimed at acquiring knowledge, skills and abilities is called teaching. is an activity whose purpose is the production of socially necessary products.
Characteristics of activity
Activity is understood as a specifically human way of actively relating to the world - a process during which a person creatively transforms the world around him, turning himself into an active subject, and the phenomena being mastered into the object of his activity.
Under subject here we mean the source of activity, actor. Since it is, as a rule, a person who exhibits activity, most often it is he who is called the subject.
Object call the passive, passive, inert side of the relationship, on which activity is carried out. The object of activity can be a natural material or object (land in agricultural activities), another person (a student as an object of learning) or the subject himself (in the case of self-education, sports training).
To understand an activity, there are several important characteristics to consider.
Man and activity are inextricably linked. Activity is an indispensable condition human life: she created man himself, preserved him in history and predetermined the progressive development of culture. Consequently, a person does not exist outside of activity. The opposite is also true: there is no activity without a person. Only man is capable of labor, spiritual and other transformative activities.
Activity is a transformation of the environment. Animals adapt to natural conditions. A person is capable of actively changing these conditions. For example, he is not limited to collecting plants for food, but grows them in the course of agricultural activities.
Activity acts as a creative, constructive activity: Man, in the process of his activity, goes beyond the boundaries of natural possibilities, creating something new that did not previously exist in nature.
Thus, in the process of activity, a person creatively transforms reality, himself and his social connections.
The essence of the activity is revealed in more detail during its structural analysis.
Basic forms of human activity
Human activity is carried out in (industrial, domestic, natural environment).
Activity- active interaction of a person with the environment, the result of which should be its usefulness, requiring from a person high mobility of nervous processes, fast and accurate movements, increased activity of perception, emotional stability.
The study of a person in the process is carried out by ergonomics, the purpose of which is optimization labor activity based on rational consideration of human capabilities.
The whole variety of forms of human activity can be divided into two main groups according to the nature of the functions performed by a person - physical and mental labor.
Physical work
Physical work requires significant muscle activity, is characterized by a load on the musculoskeletal system and functional systems of the body (cardiovascular, respiratory, neuromuscular, etc.), and also requires increased energy costs from 17 to 25 mJ (4,000-6,000 kcal) and higher per day.
Brainwork
Brainwork(intellectual activity) is work that combines work related to the reception and processing of information, requiring intense attention, memory, and activation of thinking processes. Daily energy consumption during mental work is 10-11.7 mJ (2,000-2,400 kcal).
Structure of human activity
The structure of an activity is usually represented in a linear form, with each component following the other in time.
Need → Motive→ Goal→ Means→ Action→ Result
Let's consider all components of the activity one by one.
Need for action
Need- this is need, dissatisfaction, a feeling of lack of something necessary for normal existence. In order for a person to begin to act, it is necessary to understand this need and its nature.
The most developed classification belongs to the American psychologist Abraham Maslow (1908-1970) and is known as the pyramid of needs (Fig. 2.2).
Maslow divided needs into primary, or innate, and secondary, or acquired. These in turn include the needs:
- physiological - in food, water, air, clothing, warmth, sleep, cleanliness, shelter, physical rest, etc.;
- existential- safety and security, inviolability of personal property, guaranteed employment, confidence in tomorrow etc.;
- social - the desire to belong and participate in any social group, team, etc. The values of affection, friendship, love are based on these needs;
- prestigious - based on the desire for respect, recognition by others of personal achievements, on the values of self-affirmation and leadership;
- spiritual - focused on self-expression, self-actualization, creative development and use of one’s skills, abilities and knowledge.
- The hierarchy of needs has been changed many times and supplemented by various psychologists. Maslow himself, in the later stages of his research, added three additional groups needs:
- educational- in knowledge, skill, understanding, research. This includes the desire to discover new things, curiosity, the desire for self-knowledge;
- aesthetic- desire for harmony, order, beauty;
- transcending- a selfless desire to help others in spiritual self-improvement, in their desire for self-expression.
According to Maslow, in order to satisfy higher, spiritual needs, it is necessary to first satisfy those needs that occupy a place in the pyramid below them. If the needs of any level are fully satisfied, a person has a natural need to satisfy the needs of a higher level.
Motives for activity
Motive - a need-based conscious motivation that justifies and justifies an activity. A need will become a motive if it is perceived not just as a need, but as a guide to action.
In the process of motive formation, not only needs, but also other motives are involved. As a rule, needs are mediated by interests, traditions, beliefs, social attitudes, etc.
Interest is a specific reason for action that determines. Although all people have the same needs, they are different social groups have their own interests. For example, the interests of workers and factory owners, men and women, youth and pensioners are different. So, innovations are more important for pensioners, traditions are more important for pensioners; Entrepreneurs' interests are rather material, while artists' interests are spiritual. Each person also has his own personal interests, based on individual inclinations, likes (people listen to different music, engage in different types sports, etc.).
Traditions represent social and cultural heritage passed down from generation to generation. We can talk about religious, professional, corporate, national (for example, French or Russian) traditions, etc. For the sake of some traditions (for example, military ones), a person can limit his primary needs (by replacing safety and security with activities in high-risk conditions).
Beliefs- strong, principled views on the world, based on a person’s ideological ideals and implying a person’s willingness to give up a number of needs (for example, comfort and money) for the sake of what he considers right (for the sake of preserving honor and dignity).
Settings- a person’s predominant orientation towards certain institutions of society, which overlap with needs. For example, a person may be focused on religious values, or material enrichment, or public opinion. Accordingly, he will act differently in each case.
IN complex types activity, it is usually possible to identify not one motive, but several. In this case, the main motive is identified, which is considered the driving one.
Objectives of activity
Target - This is a conscious idea of the result of an activity, an anticipation of the future. Any activity involves goal setting, i.e. ability to independently set goals. Animals, unlike humans, cannot set goals themselves: their program of activity is predetermined and expressed in instincts. A person is able to form his own programs, creating something that has never existed in nature. Since there is no goal-setting in the activity of animals, it is not an activity. Moreover, if an animal never imagines the results of its activity in advance, then a person, starting an activity, keeps in his mind the image of the expected object: before creating something in reality, he creates it in his mind.
However, the goal can be complex and sometimes requires a series of intermediate steps to achieve it. For example, to plant a tree, you need to purchase a seedling, find a suitable place, take a shovel, dig a hole, place the seedling in it, water it, etc. Ideas about intermediate results are called objectives. Thus, the goal is divided into specific tasks: if all these tasks are solved, then the overall goal will be achieved.
Tools used in activities
Facilities - these are techniques, methods of action, objects, etc. used in the course of activity. For example, to learn social studies, you need lectures, textbooks, and assignments. To be good specialist, you need to obtain a professional education, have work experience, constantly practice in your activities, etc.
The means must correspond to the ends in two senses. First, the means must be proportionate to the ends. In other words, they cannot be insufficient (otherwise the activity will be fruitless) or excessive (otherwise energy and resources will be wasted). For example, you cannot build a house if there are not enough materials for it; It also makes no sense to buy materials several times more than are needed for its construction.
Secondly, the means must be moral: immoral means cannot be justified by the nobility of the end. If goals are immoral, then all activities are immoral (in this regard, the hero of F. M. Dostoevsky’s novel “The Brothers Karamazov” Ivan asked whether the kingdom of world harmony is worth one tear of a tortured child).
Action
Action - an element of activity that has a relatively independent and conscious task. An activity consists of individual actions. For example, teaching activity consists of preparing and delivering lectures, conducting seminars, preparing assignments, etc.
The German sociologist Max Weber (1865-1920) identified the following types of social actions:
- purposeful - actions aimed at achieving a reasonable goal. At the same time, a person clearly calculates all the means and possible obstacles (a general planning a battle; a businessman organizing an enterprise; a teacher preparing a lecture);
- value-rational- actions based on beliefs, principles, moral and aesthetic values (for example, a prisoner’s refusal to transfer valuable information to the enemy, saving a drowning man at the risk of his own life);
- affective - actions committed under the influence of strong feelings - hatred, fear (for example, flight from an enemy or spontaneous aggression);
- traditional- actions based on habit, often being an automatic reaction developed on the basis of customs, beliefs, patterns, etc. (for example, following certain rituals in a wedding ceremony).
The basis of activity is made up of actions of the first two types, since only they have a conscious goal and carry creative nature. Affects and traditional actions are only capable of exerting some influence on the course of activity as auxiliary elements.
Special forms of action are: actions - actions that have a value-rational, moral significance, and deeds are actions that have high positive social significance. For example, helping a person is an act, winning an important battle is an act. Drinking a glass of water is an ordinary action that is neither an act nor an act. The word "act" is often used in jurisprudence to denote an action or omission that violates legal norms. For example, in legislation “a crime is an unlawful, socially dangerous, guilty act.”
Result of activity
Result- this is the final result, the state in which the need is satisfied (in whole or in part). For example, the result of study can be knowledge, skills and abilities, the result -, the result scientific activity- ideas and inventions. The result of the activity itself can be, since in the course of the activity it develops and changes.