Patriotism- (from Greek patris- fatherland) is a moral and political principle, a social feeling, the content of which is love for the fatherland, pride in its past and present, the willingness to subordinate one's interests to the interests of the country, the desire to protect the interests of the motherland and its people.
National Sociological Encyclopedia

Patriotism- love for the fatherland, devotion to it, the desire to serve its interests by their actions.
Great Soviet Encyclopedia

• Patriotism is a moral criterion that distinguishes a noble person from a low and spiritually developed person from one who is in spiritual lethargy.
• Patriotism is an objective assessment of the situation and actions of a native country, combined with an optimistic view of the vector of its development in the future.
• Patriotism is pride in all the achievements of one's people and the awareness of all their historical mistakes.
• Patriotism is the willingness to sacrifice the personal for the sake of achieving the public good.

Benefits of patriotism

• Patriotism gives strength - from the realization that hundreds of generations of his ancestors are invisibly behind a person's back.
• Patriotism gives joy - from the realization of the merits and successes of their country.
• Patriotism gives responsibility - for the family, people and homeland.
• Patriotism gives confidence - due to a sense of belonging to the fate of the country.
• Patriotism gives freedom to act for the good of one's country.
• Patriotism gives respect - to the history, traditions and culture of a country.

Expressions of patriotism in everyday life

• Geopolitics. The formation of national states is one of the manifestations of the patriotism of every nation.
• Liberation wars. It was patriotism, as the basis of solidarity in the face of the enemy, that helped the peoples to win the most terrible wars if they were not aggressive.
• Military service. Willingness to defend the Motherland from an external enemy is an integral sign of patriotism; a person who has chosen military service shows patriotism.
• National customs, traditions. An example of the "everyday" manifestation of patriotism can serve as the unique national costumes of different peoples.
• National culture. Russian folk songs, epics of the Yakut people, Scottish bagpipes - all these are examples of patriotism expressed in the cultural heritage of different peoples.

How to develop patriotism in yourself

• Family education. Parents who show love and respect for their country and instill these feelings in their children raise their children as patriots.
• Interest in national culture and traditions. In order to love your people, you need to know them; deliberately studying the history of his people, a person fosters patriotism in himself.
• Awareness. Patriotism presupposes pride in the achievements of one's country; interest in information associated with all aspects of the life of society and the country - creates the basis for the development and manifestation of patriotism.
• Traveling in your own country. The best way to get to know and love your homeland.

Golden mean

Cosmopolitanism

Patriotism

Nationalism, xenophobia, chauvinism

Winged expressions about patriotism

Don't ask what your homeland can do for you - ask what you can do for your homeland. - John F. Kennedy - It seems to me that the feeling of love for one's own people is just as natural for a person as the feeling of love for God. - Patriarch Alexy II - A patriot is a person serving the motherland, and the motherland is, first of all, the people. - Nikolay Chernyshevsky - My friend, we will devote our souls to the Fatherland wonderful impulses! - Alexander Pushkin - It is important that you are ready to die for your country; but more importantly, you are willing to live your life for her. - Theodore Roosevelt - A.S. Tsipko / Values ​​and the struggle of conscious patriotism The author raises the question of the nature and features of Russian patriotism. Relying on the point of view of the philosophers Berdyaev and Frank, he opposes "leavened patriotism" to conscious patriotism, which is based not on myth, but on historical truth. Patriotism is the spiritual core of the peoples of Russia The book is dedicated to patriotism - a feeling that is inextricably linked with Russian history and to which the Russian state owes much of its formation and existence.

Analysis of pedagogical literature has shown that in the history of pedagogy, three stages can be distinguished in the formulation and development of the problem of patriotic education: Stage I (XVI-XVIII centuries); Stage II (XIX - mid XX centuries); Stage III (mid-XX - to the present). At all three stages, the first and main idea of ​​great teachers and educators is to foster love for the Fatherland and their Motherland, which testifies to the relevance of this problem in different historical epochs and at the present time.

In the Philosophical Dictionary, “patriotism” is defined as a moral and political principle, a social feeling, the content of which is love for the Fatherland and devotion to it, pride in its past and present, the desire to defend the interests of the Motherland.

AND I. Comenius emphasized that patriotism in a person is brought up at the earliest stages of his formation: first it is love for his parents, then for his home, the place where he was born, and as a result - for the fatherland as a whole.

The idea of ​​patriotism is vividly reflected in the works of N.M. Karamzin: "love for our own good produces in us love for the Fatherland, and personal pride - the pride of the people, which serves as the support of patriotism." The historian and writer focused on the patriotic component of citizenship, highlighting various manifestations of love for the Fatherland:

• 1) physical love, that is, attachment to the place of one's birth, "small homeland";
• 2) moral, that is, love for fellow citizens with whom a person grows up, is brought up and lives;
• 3) political, that is, love for the good and glory of the Fatherland and the desire to help "them in all respects."

These attitudes towards the Fatherland do not arise by themselves, but are specially brought up and formed.

The patriotic feeling is revealed and strengthened even in preschool age; it does not require special caring cultivation, for it is just as natural and inevitable as the feeling of family affection, every day, every hour, every event and phenomenon, exactly like all pictures of the surrounding life and the surrounding nature, helps it to grow and develop better than any whatsoever educational activities.

The development of the theory and practice of patriotic education is characterized by the outstanding pedagogical experiments of A.S. Makarenko, V.A. Sukhomlinsky, aimed at educating a citizen-patriot in the team, which are still relevant today.

In the 60-80s. XX century the theory and practice of patriotic education is reflected in the scientific works of Yu.K. Babanskiy, A.V. Barabanshchikova, A.N. Vyrshchikova, V.A. Karakovsky, V. I. Kovalev, M. N. Terenty and others.

In modern science, there is a different opinion on the essence of patriotism. Some philosophers N.I. Matyushkin, M.V. Mitin, P.M. Rogachev and others define patriotism as the highest moral feeling.

In pedagogical research, a number of scientists N.I. Boldyrev, N.K. Goncharov, I.P. Tugaev considers patriotism to be a political principle. The moral qualities include the patriotism of V.V. Belousov, D.N. Shcherbakov, N.E. Shchurkova. However, most of L.R. Bolotina, N.P. Egorov, T.A. Ilyina, T.N. Malkovskaya, I.S. Marienko, R.A. Poluyanova, Yu.P. Sokolnikov define patriotism as a complex moral quality.

In the "Concept of patriotic education" (AK Bykova), patriotism is considered from the position of individual self-awareness, formed in a market economy and assuming a rational ratio of social and personal in the implementation of the constitutional duty of a citizen to protect state interests. The researcher believes that at the level of personal qualities, patriotism is love for the big and small Motherland, the readiness to fulfill the constitutional duty, the modern patriotic worldview, the corresponding attitudes and values, social (including religious and national) tolerance, social meaningful behavior and activities. The above list of personal qualities correlates with the main components of patriotism - consciousness, relationships and activities - and can be considered as the ultimate goal of patriotic education in the unity of spirituality, civic consciousness and social activity of the individual.

Such a multitude of opinions is due to the complexity of the phenomenon under consideration. Based on this, it is necessary to clarify the essence and content of patriotism, since the effectiveness of patriotic education depends on the precise definition of the initial concepts and provisions.

The definition of patriotism as a moral feeling does not fully reflect its essence, since moral feelings are a person's experience of his attitude to the surrounding reality, actions and actions, norms of responsibility. Patriotism presupposes an individual's experience of his relationship to the Motherland, Fatherland, awareness of his patriotic duty, as well as the desire to realize it.

We regard patriotism as love for the Motherland - this is an active civic position. Patriotism is a sense of pride in one's Fatherland, its history, achievements. This is the desire to make your country more beautiful, richer, happier. It is the source of courage, fortitude and strength of the people. This is an attitude towards the vast expanses of the country, its natural resources, the heroic historical past and today's contradictory realities, the peoples inhabiting it, their national dignity, cultures, traditions, compatriots.

Thus, patriotism includes:

• - a feeling of affection for one's family and the places where a person was born and raised;
• - respectful attitude towards the inhabitants of their village, city, their people, their language and culture;
• - the desire to take care of other people and the interests of the Motherland;
• - awareness of the duty to the people of the immediate environment, place of residence, homeland, upholding its honor and dignity, freedom and independence, readiness to defend the Fatherland;
• - a manifestation of civic feelings and loyalty to the Motherland;
• - pride in the social and cultural achievements of their country;
• - pride in their Fatherland, symbols of the state, for their people;
• - respectful attitude to the historical past of their big and small homeland, their people, their customs and traditions;
• - responsibility for the fate of the Motherland and their people, their future, expressed in the desire to devote their work, the ability to strengthen the power and prosperity of the Motherland;
• - humanism, mercy, universal values.

Patriotism expresses a person's attitude to the Motherland and Fatherland, which are objects of value attitudes and have a social character, is socially conditioned.

The modern understanding of patriotism is characterized by multivariance, diversity and ambiguity. In many respects, it is explained by the complex nature of this phenomenon, the multidimensional nature of its content and the variety of forms of manifestation. In addition, the problem of patriotism is considered by different researchers in different historical, socio-economic and political conditions, depending on personal civic position, attitude to one's Fatherland, on the use of various spheres of knowledge, etc.

The term "patriotism" is used not only in scientific research literature, but also in speeches, discussions, articles, election programs of politicians and political parties, movements, cultural workers, art workers, etc. The range of interpretation of the term is very wide: from the ideally sublime to the abusively humiliating.

Speculative views on the basis of patriotism are forms of so-called false patriotism. All of them are viewed as deliberate perversions of the true meaning and significance of the patriotic idea.

The content of this concept in the monograph by I.E. Kravtsov is quite fully disclosed: “Patriotism is Love for one's fatherland: for one's native progressive responsible social and state system. Patriotism is selfless devotion to one's Motherland, a willingness to defend its independence. "

Ya.L. Komensky noted that one of the main directions of upbringing should be the upbringing in the child of the desire to benefit from his services to the largest possible number of people. He wrote in the "Great Didactics": "Then only a happy state of affairs in private and public would come, if everyone was imbued with the desire to act in the interests of the general well-being."

A.S. Makarenko noted that patriotism manifests itself not only in heroic deeds. A true patriot is required not only for a “heroic outburst”, but also for long, painful, pressure-based work, often even very hard, uninteresting, dirty work.

T.N. Mankorskaya, referring patriotism to moral qualities, includes in his love for the Fatherland, readiness to protect it, inextricable connection with internationalism, intolerance to other manifestations of nationalism and chauvinism, adherence to folk culture, knowledge of national traditions, national dignity, pride and honor, which finds its embodiment in citizenship.

Upbringing is a mechanism of interaction between generations, ensuring the entry of the younger generations into the life of society, their becoming active subjects of a specific historical process.

In different historical epochs, depending on the socio-economic conditions of society and the ideology prevailing in it, various aspects were invested in education.

I.F. Kharlamov considers patriotism as an interconnected set of moral feelings and behavioral traits, including love for the Motherland, active work for the good of the Motherland, following and multiplying the labor traditions of the people, respect for historical monuments and customs of the native country, attachment to native places, the desire to strengthen honor and dignity of the Motherland, readiness and ability to defend it, military courage, courage and dedication, brotherhood and friendship of peoples, intolerance to racial and national hostility, respect for the customs and culture of other countries and peoples, the desire to cooperate with them.

In the domestic school, great attention has always been paid to the upbringing of the rising generations of the moral qualities of the individual, collectivism, citizenship, love for their homeland, respectful attitude to the history of their homeland, to heraldry, to their people. At the same time, the mass media played an important role in the upbringing of patriotic feelings: radio, highly artistic domestic films, theater, fiction.

Pedagogical research on the problem of patriotic education of the Soviet period is numerous and varied. They reveal both theoretical and methodological aspects (the essence of the concept of "patriotism" and "Soviet patriotism", its characteristics, ways and means of formation, etc.) and applied (various directions of patriotic education: military-patriotic, education on labor and combat traditions Soviet people, the relationship of patriotic, aesthetic, group education of students of different ages, etc.)

The works of V.A. Sukhomlinsky, who believed that school should instill in young people the desire for selfless service to the Motherland, for active labor and social activities. Defining Soviet patriotism as "the noble love of the Soviet people for their socialist fatherland." He emphasized that one of the main educational tasks of the school is to prepare students for simple, everyday, everyday work, work for society as a patriotic activity, and the very activity of children, organized by the teacher for this purpose, is the driving force behind the formation of the personality of a growing citizen. In his works V.A. Sukhomlinsky also pointed out the difficulties in educating patriotism, explaining them by the fact that in Everyday life we do not come across a measure by which it would be possible to measure this "difficult to comprehend value" - patriotism. Love for the Fatherland becomes a strength of spirit only when a person has images associated with his native land, language imprinted in his mind, when a feeling of pride arises from the fact that all this is your Motherland.

The ideological basis of patriotic education in modern school is the spiritual and moral values ​​of the nation. The essence of patriotic education in modern conditions can be interpreted as the development of a sense of personality, patriotic consciousness, based on the humanistic spiritual values ​​of their people.

So, until recently, instead of educating collectivism, the idea of ​​educating individualism, egocentrism began to be introduced, instead of educating patriotism, the education of cosmopolitanism, a disrespectful attitude to national history, to our people began to be promoted. This leads to the fact that the concepts of "patriotism", "patriot" acquire a negative connotation. However, for the majority of the inhabitants of Ukraine, it retained its original, completely positive meaning. This is a feeling of pride in one's homeland, history, achievements. This is the desire to make our country more beautiful, richer, stronger, happier ... having lost patriotism, national pride and dignity associated with it, we will lose ourselves as a people capable of great achievements.

According to A.V. Usova, “if we want to preserve our country, if we want to revive the former greatness of our Motherland, we need to radically reconsider our attitude to the upbringing of schoolchildren.” Moreover, in domestic pedagogy there are many developments in the field of upbringing the younger generation, including the upbringing of patriotism - the highest feeling in a person, which is, as it were, a social cement that binds people into an honest, friendly society, feelings that, according to K. .D. Ushinsky, the last to die even in the villain. "

Allocating patriotic education as a conditionally independent direction of educational work, it is necessary to note its organic relationship with other areas (civil, moral, labor, aesthetic and other types of education), which is a much more complex combination than the ratio of part and whole. This is also due to the fact that:

• - firstly, patriotism, especially if we bear in mind its genesis, arises and develops as a feeling, more and more socializing and rising through spiritual and moral enrichment;
• - secondly, the understanding of the higher development of the feeling of patriotism is inextricably linked with its reality, which in a more specific sense is manifested in active social activity, actions and deeds carried out by the subject for the good of the Fatherland;
• - thirdly, patriotism, being a deeply social phenomenon by its nature, is not only a facet of the life of society, but the source of its existence and development, acts as an attribute of the viability, and sometimes the survival of society;
• - fourthly, the person acts as the primary subject of patriotism, a priority social and moral task, which is the awareness of his historical, cultural, national, spiritual and other belonging to the Motherland as the highest principle that determines the meaning and strategy of her life, fulfilled in the service of the Fatherland;
• - Fifthly, true patriotism is in its spirituality.

Patriotism as a sublime feeling, an irreplaceable value and source, the most important motive of socially significant activity, is most fully manifested in a person, a social group that has reached the highest level of spiritual, moral and cultural development. True, basically spiritual, patriotism presupposes disinterested, selfless service to the Fatherland up to self-sacrifice.

In connection with this opinion, the teacher, when organizing the educational process, it is legitimate to take into account the remark of E.A. Anufriev that the systematic deep enrichment of all aspects of educational work with patriotic content is a necessary condition for the upbringing of a patriot.

The implementation of patriotic education is based on a set of principles that reflect general laws and principles educational process, and the specifics of the patriotic education of junior schoolchildren in secondary schools. These include:

• - the conditionality of patriotic education by the development of society and the events taking place in it;
• - conditionality of the content, forms and methods, means and techniques of patriotic education by the age and individual characteristics of students;
• - dialectical unity and organic connection between teaching material and the content of extracurricular and extracurricular activities;
• - integration of patriotic education with other areas of educational work;

Reliance on new concepts of organization and implementation of the educational process and on a new understanding of basic pedagogical concepts;

• - reliance on the positive in the personality of the pupil and the creation of a favorable psychological atmosphere in the process of pedagogical interaction:
• - coordination of interaction between schools, families and the public in the system of patriotic education.

Taking into account the peculiarities of patriotic education in modern society, the goal of this process is defined as the upbringing of a convinced patriot who loves his Motherland, loyal to his Fatherland, ready to serve him with his work and protect his interests.

Is not it. Mishchenko, noting that the moral qualities of an individual that determine its orientation are divided into three groups that characterize a person's relationship to himself, other people and society, to different types activities and to various material values, proposes to consider patriotism as a complex, multifaceted integral quality, covering all three groups, manifested in the attitude of the individual to people, society, work and other types of activity, to material values ​​and formed in the process of implementing this system of interrelated relations.

Pride for your country unites and inspires: just remember the newsreel footage, where thousands of people greet Yuri Gagarin, or find yourself on the streets of Spain after the victory of the football team. But do patriotic feelings make us happier? Sociologists Tim Riskens and Matthew Wright decided to understand how ethnic patriotism (based on common origin, history, religion) and civic patriotism (which is based on liberal values, respect for the law and respect for state institutions) * influence self-perception. An analysis of survey data from more than 40 thousand Europeans from three dozen countries gave an unambiguous result: only civic patriotism makes us optimists and increases our subjective well-being. Why is this happening?

Expert opinion

Maxim Rudnev, sociologist:“The feeling of love for the Motherland must be fueled by pride in order to be real. Meanwhile, Russians are more likely to feel ashamed for their country, and only athletes provide a reason for pride. Perhaps that is why many talk about the "good" past and the "bad" present, looking for consolation in a great story. Disappointment and dislike for everything new turns into nationalism and does not make us happier. "

Dmitry Leontiev, psychologist:“Living the space around us, we are expanding the concept of“ ours ”to the borders of the country, and then to all of humanity. This is how tolerance arises - the recognition of the value of other people and cultures. It eliminates hostility towards strangers and therefore makes life better. In the desire to see the superiority of one's own (ethnos, state, religion) in everything, group narcissism is manifested - the tendency to absolutize one's own ideas and consider any others to be deliberately false. "

Svetlana Fedorova, psychoanalyst:“Ethnic patriotism means a strong attachment to the Motherland, which can cause an archaic fear of symbiosis with an omnipotent mother who can absorb. And then love for the Motherland on an unconscious level can disturb us. Anyone who is not enough of himself, self-realization in family, sex, work, is forced to rely on myths about a great race, history or culture. This artificial "support" cannot replace one's own "I" and make a person happy. "

Hakob Nazaretyan, political psychologist:“A modern educated person increasingly thinks of himself not as part of a confession or a nation, but on the scale of civilization. Therefore, when we are limited by the framework of an ethnic community, we experience cognitive dissonance, in other words, we are unhappy. On the contrary, where the division into “ours” and “aliens” is weaker, citizens develop a feeling of mutual respect and involvement in everything that happens in their country. Aggressiveness and level of violence are decreasing, there are grounds for optimism ”.

Types of patriotism

Patriotism can manifest itself in the following forms:

1. polis patriotism- existed in ancient city-states (policies);
2. imperial patriotism- maintained a sense of loyalty to the empire and its government;
3. ethnic patriotism- at the base has feelings of love for their ethnic group;
4. state patriotism- feelings of love for the state lie at the base.
5. leavened patriotism (hooray patriotism)- at the base are exaggerated feelings of love for the state and its people.

Patriotism in history

The car magnet is a popular way of showing patriotism among all parties in the US 2004.

The concept itself had different content and was understood in different ways. In antiquity, the term patria ("homeland") was applied to the native city-state, but not to broader communities (such as "Hellas", "Italy"); thus, the term patriota meant an adherent of his city-state, although, for example, a sense of common Greek patriotism existed at least since the Greco-Persian wars, and in the works of Roman writers of the era of the early Empire, one can see a peculiar sense of Italian patriotism.

Imperial Rome, in turn, saw Christianity as a threat to imperial patriotism. Despite the fact that Christians preached obedience to the authorities and offered prayers for the well-being of the empire, they refused to take part in imperial cults, which, according to the emperors, should contribute to the growth of imperial patriotism.

The preaching of Christianity about the heavenly homeland and the idea of ​​the Christian community as a special “people of God” raised doubts about the loyalty of Christians to their earthly homeland.

But later in the Roman Empire there was a rethinking of the political role of Christianity. After the adoption of Christianity by the Roman Empire, she began to use Christianity to strengthen the unity of the empire, countering local nationalism and local paganism, forming the idea of ​​the Christian Empire as the earthly homeland of all Christians.

In the Middle Ages, when loyalty to the civic collective gave way to loyalty to the monarch, the term lost its relevance and re-acquired it in modern times.

In the era of the American and French bourgeois revolutions, the concept of "patriotism" was identical with the concept of "nationalism", with a political (non-ethnic) understanding of the nation; for this reason, in France and America at that time, the term “patriot” was synonymous with the term “revolutionary”. The symbols of this revolutionary patriotism are the Declaration of Independence and the Marseillaise. With the emergence of the concept of "nationalism", patriotism began to be opposed to nationalism, as a commitment to the country (territory and state) - commitment to the human community (nation). However, these concepts often act as synonyms or close in meaning.

Rejection of patriotism by universalist ethics

Patriotism and Christian tradition

Early christianity

The consistent universalism and cosmopolitanism of early Christianity, its preaching about a heavenly homeland as opposed to earthly fatherlands and the idea of ​​the Christian community as a special “people of God” undermined the very foundations of polis patriotism. Christianity denied all differences not only between the peoples of the empire, but also between the Romans and the "barbarians". The Apostle Paul instructed: “If you are resurrected with Christ, then seek something higher (...) putting on a new<человека>where there is no Hellene, no Jew, no circumcision, no uncircumcision, barbarian, Scythian, slave, free, but Christ is all and in everything. "(Colossians 3:11). According to the apologetic Epistle to Diognetus attributed to Justin Martyr, “They (Christians) live in their own country, but as newcomers (...). For them, every foreign country is a fatherland, and every fatherland is a foreign country. (...) They are on earth, but they are the citizens of heaven " The French historian Ernest Renan formulated the position of the early Christians as follows: “The Church is the homeland of the Christian, as the synagogue is the homeland of the Jew; a Christian and a Jew live in every country as strangers. A Christian hardly recognizes a father or mother. He owes nothing to the empire (...) The Christian does not rejoice in the victories of the empire; he considers social disasters to be the fulfillment of prophecies that doom the world to destruction from barbarians and fire " .

Contemporary Christian writers on patriotism

Patriotism is undoubtedly relevant. It is a feeling that makes the people and each person responsible for the life of the country. There is no such responsibility without patriotism. If I don't think about my people, then I have no home, no roots. Because a home is not only comfort, it is also a responsibility for order in it, it is a responsibility for the children who live in this house. A person without patriotism, in fact, has no country of his own. A "man of the world" is the same as a homeless man.

Let us recall the Gospel parable of the prodigal son. The young man left home, and then returned, and his father forgave him, accepted with love. Usually, in this parable, attention is paid to what the father did when he adopted the prodigal son. But we must not forget that the son, after wandering around the world, returned to his home, because it is impossible for a person to live without his foundations and roots.

<…>It seems to me that the feeling of love for one's own people is just as natural for a person as the feeling of love for God. It can be distorted. And mankind throughout its history has more than once distorted the feeling put by God. But it is there.

And here one more thing is very important. The feeling of patriotism should in no way be confused with the feeling of hostility towards other peoples. Patriotism in this sense is consonant with Orthodoxy. One of the most important commandments of Christianity: do not do to another what you do not want to be done to you. Or as it sounds in the Orthodox doctrine in the words of Seraphim of Sarov: save yourself, acquire a peaceful spirit, and thousands around you will be saved. The same is patriotism. Do not destroy in others, but create in yourself. Then others will treat you with respect. I think that today we have this is the main task of patriots: the creation of our own country.

Alexy II. Interview to the newspaper "Trud"

On the other hand, according to the Orthodox theologian Hegumen Peter (Meshcherinov), love for the earthly homeland is not something that expresses the essence of Christian teaching and is obligatory for a Christian. However, the church, at the same time, finding its historical existence on earth, is not an opponent of patriotism as a healthy and natural feeling of love. At the same time, however, she "does not perceive any natural feeling as a moral given, for man is a fallen being, and a feeling, even such as love, left to itself, does not come out of the state of fall, but in the religious aspect leads to paganism." Therefore, "patriotism has dignity from the Christian point of view and receives a church meaning if and only if love for the motherland is an active fulfillment of the commandments of God towards it."

Contemporary Christian publicist Dmitry Talantsev considers patriotism to be anti-Christian heresy. In his opinion, patriotism puts the homeland in the place of God, while "the Christian worldview implies the fight against evil, upholding the truth completely regardless of where, in which country this evil occurs and avoiding the truth."

Contemporary criticism of patriotism

In modern times, Leo Tolstoy considered patriotism to be a feeling "coarse, harmful, shameful and bad, and most importantly - immoral." He believed that patriotism inevitably breeds wars and serves as the main support for state oppression. Tolstoy believed that patriotism was deeply alien to the Russian people, as well as to the working representatives of other peoples: in his entire life he had not heard any sincere expressions of the feeling of patriotism from the representatives of the people, but on the contrary, he had heard expressions of contempt and contempt for patriotism many times.

Tell people that war is bad, they will laugh: who does not know this? Say that patriotism is bad, and most people will agree to this, but with a small proviso. -Yes, bad patriotism is bad, but there is another patriotism, the one we hold on to. - But what is this good patriotism, no one explains. If good patriotism consists in not being conquering, as many say, then any patriotism, if it is not conquering, then certainly retaining, that is, that people want to keep what was previously conquered, since there is no country that would not be based on conquest, and it is impossible to keep the conquered by other means than by the same ones by which something is conquered, that is, by violence, murder. If patriotism is not even retaining, then it is restorative patriotism of the conquered, oppressed peoples - Armenians, Poles, Czechs, Irish, etc. And this patriotism is almost the worst, because it is the most embittered and requires the greatest violence. They will say: "Patriotism has bound people into states and supports the unity of states." But people have already united into states, this deed has been accomplished; why now maintain the exclusive devotion of people to their state, when this devotion produces terrible disasters for all states and peoples. After all, the very patriotism that brought people together into states is now destroying these very states. After all, if there was only one patriotism: the patriotism of some Englishmen, then it could be considered unifying or beneficent, but when, as now, there is patriotism: American, English, German, French, Russian, all opposed to one another, then patriotism is no longer connects and disconnects.

L. Tolstoy. Patriotism or Peace?

One of Tolstoy's favorite expressions was the aphorism of Samuel Johnson: Patriotism is the last refuge of a scoundrel. In his April Theses, Vladimir Ilyich Lenin ideologically denounced the "revolutionary defencists" as compromisers with the Provisional Government. University of Chicago professor Paul Gomberg compares patriotism with racism, in the sense that both presuppose moral obligations and human ties primarily with representatives of "their" community. Critics of patriotism also note the following paradox: if patriotism is a virtue, and during a war, parties are patriots, then they are equally virtuous; but it is for virtue that they kill each other, although ethics forbids killing for virtue.

Ideas for the synthesis of patriotism and cosmopolitanism

The opposite of patriotism is usually considered cosmopolitanism, as the ideology of world citizenship and "homeland-world", in which "attachment to one's people and fatherland seems to lose all interest from the point of view of universal ideas." ... In particular, such oppositions in the USSR during Stalin's time led to the struggle against the "rootless cosmopolitans."

On the other hand, there are the ideas of a synthesis of cosmopolitanism and patriotism, in which the interests of the motherland and the world, their people and humanity are understood as subordinate, as the interests of a part and a whole, with the unconditional priority of universal human interests. Thus, the English writer and Christian thinker Clive Staples Lewis wrote: "Patriotism is a good quality, much better than the selfishness inherent in an individualist, but universal brotherly love is higher than patriotism, and if they come into conflict with each other, then brotherly love should be preferred"... The modern German philosopher M. Riedel finds such an approach already in Immanuel Kant. Contrary to the neo-Kantians, who focus on the universalist content of Kant's ethics and his idea of ​​creating a world republic and a universal legal and political order, M. Riedel believes that Kant's patriotism and cosmopolitanism are not opposed to each other, but mutually agreed, and Kant sees both in patriotism, so also in the cosmopolitan manifestation of love. According to M. Riedel, Kant, in contrast to the universalistic cosmopolitanism of the Enlightenment, emphasizes that a person, in accordance with the idea of ​​world citizenship, is involved in both the fatherland and the world, believing that a person, as a citizen of the world and earth, is a true “cosmopolitan” in order to “contribute to the good of all the world must have a penchant for affection for his country. " ...

In pre-revolutionary Russia, this idea was defended by Vladimir Solovyov, polemicizing with the neo-Slavophil theory of self-sufficient "cultural-historical types". ... In an article on cosmopolitanism in ESBE, Soloviev argued: “Just as love for the fatherland does not necessarily contradict attachment to closer social groups, for example, to one's family, so loyalty to universal interests does not exclude patriotism. The only question is in the final or supreme yardstick for assessing this or that moral interest; and, without a doubt, the decisive advantage should here belong to the good of the whole of humanity, as including the true good of each part "... On the other hand, Soloviev saw the prospects of patriotism as follows: Idolatry regarding one's own people, being associated with actual hostility to strangers, is thereby doomed to inevitable death. (...) Everywhere consciousness and life are preparing for the assimilation of a new, true idea of ​​patriotism, deduced from the essence of the Christian principle: “by virtue of natural love and moral obligations to his fatherland to believe his interest and dignity mainly in those higher benefits that do not divide, but unite people and nations " .

Notes (edit)

1. in Brockhaus and Efron contains words about P. as a moral virtue.
2. Sample polls public opinion shows that the majority of the respondents support patriotic slogans.
3. "Culture Shock" of August 2, discussion on Russian patriotism, Victor Erofeev, Alexey Chadayev, Ksenia Larina. Radio "Echo of Moscow".
4. on the VTsIOM website.
5. An example of the interpretation of patriotism: "Archpriest Dimitri Smirnov: 'Patriotism is love for one's country, not hatred for someone else's'" - Interview of Archpriest of the Russian Orthodox Church Dimitri Smirnov to Boris Klin, Izvestia newspaper, September 12. Among the theses of the interviewee: patriotism is not associated with a person's attitude to state policy, patriotism cannot mean hatred of someone else, patriotism is cultivated with the help of religion, etc.
6. Informational material of VTsIOM. 2006 Public Opinion Report on Russian Patriotism. In this report, there is no common understanding of society about patriotism and patriots.
7. An example of the interpretation of patriotism: The virus of betrayal, unsigned material, an article from a selection of the website of the ultra-right nationalist organization RNU. Contains the opinion that it is the responsibility of a true patriot to support anti-Zionist actions.
8. Georgy Kurbatov Evolution of the city's ideology, spiritual and cultural life of the city. Archived from the original on November 19, 2012. Retrieved November 12, 2012.
9. See English. Wikipedia
10. http://ippk.edu.mhost.ru/content/view/159/34/
11. http://kropka.ru/refs/70/26424/1.html
12. Epistle to Diognetus: Justin Martyr
13. E. J. Renan. Marcus Aurelius and the end of the ancient world
14. Alexy II. Interview to the newspaper "Trud" / November 3, 2005
15. O. Peter (Mescherinov). Life in the church. Reflections on patriotism.
16. D. Talantsev. Heresy of Patriotism / Treasure of Truth: Christian Journal
17. http://az.lib.ru/t/tolstoj_lew_nikolaewich/text_0750-1.shtml
18. Paul Gomberg, "Patriotism is Like Racism," in Igor Primoratz, ed., Patriotism, Humanity Books, 2002, pp. 105-112. ISBN 1-57392-955-7.
19. Cosmopolitanism - Small Encyclopedic Dictionary of Brockhaus and Efron
20. "Cosmopolitans". Electronic Jewish Encyclopedia
21. Clive Staples Lewis. Just christianity
22. http://www.politjournal.ru/index.php?action=Articles&dirid=67&tek=6746&issue=188
23. Universalism of Human Rights and Patriotism (Kantian Political Testament) (Riedel M.)
24. Boris Mezhuev
25. [Patriotism]- article from the Small Encyclopedic Dictionary of Brockhaus and Efron
26. // Encyclopedic Dictionary of Brockhaus and Efron: In 86 volumes (82 volumes and 4 additional). - SPb. , 1890-1907.

see also

	Patriotism in Wiktionary
	Patriotism in Wikiquote
	Patriotism at Wikimedia Commons

Efremova Olga Ivanovna, Candidate of Psychology, Associate Professor of the Department of Pedagogy and Personality Psychology, FSBEI HPE "Taganrog State Pedagogical Institute named after A.P. Chekhov", Taganrog [email protected]

Psychological aspects of the manifestation of a sense of patriotism among modern student youth

Annotation. The research is devoted to the analysis of the manifestations of the feeling of patriotism among students as a characteristic of their value-sense sphere and moral consciousness. The main subject of study is the specificity of the implementation of meaningful (cognitive, emotional, behavioral) and level (according to L. Kohlberg, preconventional, conventional, postconventional) components of the feeling of patriotism shown by young people. Key words: feeling of patriotism, citizenship, moral consciousness, attitude, values, meanings, motives of behavior Section: (02) comprehensive study of a person; psychology; social problems of medicine and human ecology.

Currently, as many researchers (,,,,, etc.) state, patriotic education is becoming one of the priority areas of educational work of educational organizations. The feeling of patriotism is attributed to the group of moral (moral) feelings. Moral feelings express a person's attitude to other people, to the Motherland, to the family, to himself. Feeling is "the highest form of a person's emotional relationship to objects and phenomena of reality, characterized by relative stability, generalization, compliance with the needs and values ​​formed in his personal development." Feelings are directed towards phenomena that have constant motivational significance and are responsible for the general direction of activity. KK Platonov notes that the psychological structure of feelings includes emotions and concepts. So that a person has a feeling of love for the Motherland, he must have a close understanding of the Motherland, without this, for example, nostalgia is only an emotion. The conceptual component of feelings transforms the emotions contained in their composition into relationships that are manifested in behavior. Thus, in the structure of the feeling of patriotism as the most important of the moral feelings, three components can be singled out. The cognitive component contains a person's ideas about the Motherland, his people, his culture, his civic duty, and the significance of the Motherland for its citizens. The emotional component integrates a complex of experiences that reflect a person's feeling of love for the Motherland, its culture, language, nature, history. The behavioral component is the manifestation of these experiences in the behavior and activities of a person, their regulating influence on behavior. Patriotism is a necessary component of the value attitude of a young person to the world, which determines the personal meaning of the Motherland. D.A. Leontiev considers meaning as the subjective significance of objects and phenomena of reality, manifested in two forms: 1) in the emotional coloring of images of perception and representations of these objects and phenomena; 2) in the subject's understanding of their role and place in his life - in the satisfaction of certain needs, the realization of motives, values. Meanings are the structural elements of a person's consciousness, creating his partiality and individual variation of socially developed meanings of objects and phenomena of the surrounding world. A. N. Malinkin states that it is necessary to distinguish true patriotism from its surrogates. Thus, affective patriotism is not true - rational constructs of love for the Motherland, which have an affective origin and form a surface layer of individual and group consciousness under the influence of patriotic impulses. Other surrogates for patriotism are pseudo-patriotism — the disguise of hatred and contempt for the homeland in a special kind of love; counterpatriotism - love for an ideal, utopian image of the homeland, which turns into jealousy or hatred of social reality. A peculiar manifestation of human values ​​is, according to A. N. Malinkin, the antipodes of patriotism. This is patriotic indifference - an indifferent, indifferent attitude towards the homeland; antipatriotism - hatred of the homeland as a result of a protest reaction and a desire to break out of the existing world of life; false antipatriotism - a tendency towards national self-flagellation; patriotic nihilism - the denial of the positive value of the homeland as such, its special and irreplaceable place in the system of human values. H. Remschmidt identifies some factors of protest behavior of young people in Western society, which are currently very characteristic of Russian society, which determine the choice of values ​​and the formation of the semantic sphere of the individual, in particular, the feeling of patriotism. The disintegration of traditions in Western society increases the existential vacuum in young people, as a result of which the feeling of the absurdity of existence leads to the denial of any authority and order. The need for a new arrangement of life and the destruction of the existing order is proclaimed. This position is fraught, in particular, with the emergence of nationalist and extremist groups among young people, the transformation of the feeling of patriotism into such surrogates and antipodes as affective patriotism, pseudo-patriotism, counter-patriotism, anti-patriotism (according to A. N. Malinkin). A denial of patriotic values ​​is also possible, manifested as patriotic indifference, patriotic nihilism, humanitarianism, cosmopolitanism. Negative phenomena in post-perestroika Russian society, due to the age maximalism of youth, often cause a sharp protest reaction. Even the clearly expressed emotional component of the feeling of patriotism in young people is often not realized in concrete deeds and actions. Thus, the removal of the turnout threshold at polling stations and the exclusion of the column "against all candidates", a predetermined decision, in the opinion of youth and voters of other age groups The results of the election campaign, when, along with the main candidate, are obviously weak politically candidates, leads to the fact that young people often do not participate in the voting. The negative phenomena that sometimes take place in the Russian army - non-statutory relations, hazing - provoke avoidance military service... The refusal of young people to serve in the army in the era of social collisions is also associated with an understanding of the likelihood of participation in local hotbeds of hostilities and possible danger for life. Many young people declare their unwillingness to protect the interests of the state, which, in their opinion, cannot ensure the satisfaction of such basic needs of citizens as security, housing, employment, and a satisfactory economic standard of living. A significant proportion of young students enter higher educational institutions for the sake of deferment from military service or, in general, to avoid military service. Protectionism, which often takes place in the employment of young people, the absence of a real competition for skills in employment, the requirement of potential employers for professional experience that young people lack, low wages lead to the reluctance of a significant part of young people to work in their specialty. Speaking about their love for the Motherland, its nature, history, culture, young people in many cases do not realize this feeling in real social activity. Researchers (and others) state the tendency of Westernization of the mass consciousness of youth in modern conditions of the influence of the “fourth estate” - MEDIA. The unpatriotic position of the domestic mass media is focused on "new thinking" in terms of strengthening "humanistic values" tendentiously understood according to the Western model of freedom and democracy. This contributes to the disintegration of Russian society, instills in young people an aversion to everything that is native and domestic, and makes it difficult to develop a sense of patriotism. Another tendency that negatively affects the formation of patriotic consciousness of modern youth is the criminalization of public consciousness in general. The instant enrichment of the Russian elite and the presence of a criminal stratum in it damaged labor ethics, many traditional Russian values(justice, mercy, self-realization in work, etc.). Among young people, the ideal of “freebies” flourishes — to receive for nothing, without working, without paying money, without making any effort. In the minds of the entire population of Russia, in particular, of the youth, the boundaries between legal and illegal activities are blurred, and a widespread invasion of criminal jargon into the vocabulary of people, including high-ranking politicians and journalists, is taking place. Criminal vocabulary in itself justifies a disdain for morality, native language. Youth argo (jargon) is a social group type of language that acts as an integral component of youth subculture, a manifestation of the group consciousness of youth and one of the ways of individual and group self-expression of its carriers. The characteristic features of the youth argo are its expansiveness, the desire for a concise and ambiguous expression of meaning, instability and constant renewal, the unusualness of linguistic means, synonymy. The functions of the youth argo are identification with a group of peers and opposing oneself to adults, enriching communication, enhancing emotional expression, psychological protection, and creative self-expression. In the youth language, a number of words from the jargon of criminal groups are used (to grind, in kind, to hammer an arrow, bullshit, rooster, shnyr, malyava, bazaar, joint, etc.), which is associated with a high level of criminalization of society, the influence of the media, demonstrating patterns of speech behavior of criminals ... Borrowing is quite typical foreign words (gerla, amigo, mani, party, okay, wow). In the youth argo, there are many designations for ways of rest and meaningless pastime (hanging out, raskolbas, party, hanging out, having fun, having fun, lighting up, hanging out, dragging, taking a nap, drinking a beer, drinking, etc.). The terms related to work are less represented, they often contain a semantic connotation of disregard for work (brake, whip, hoe, mop, sludge, teacher, goof, swagger, break the backbone). O.S. Deineka analyzes the psychological deformations of economic consciousness, manifested in Russian society, in particular, among young people: hypertrophied belief in financial games, chance, financial luck and instant enrichment; excessive consumer activity and decreased financial self-control. In the youth argo, these deformations are reflected in the dismissive designation of money, especially Russian rubles: wooden, grandmother, loot, greens, cabbage, mani, lava, etc. Psychologist B.S. Bratus notes that the attitude to the Motherland, native language, national traditions and customs acts as an important element of the moral consciousness of a person. Investigating the problems of public consciousness in modern Russia, the author states a number of negative phenomena related to the field of acceptance and transmission of patriotic values ​​and meanings and manifested in the mass consciousness of both the entire Russian society and, in particular, youth. For example, some changes in the language are a reflection of the forms of social consciousness in their moral aspect. So, the tendency to depersonalize the subject is manifested in such speech constructions: "What do you need more than anyone else?", "I am like everyone else." The collapse of morality and psychological manipulation of consciousness are manifested in the semantic distortion of the original meaning of some social phenomena and problems. Previously used terms that carry the meaning of condemnation ("speculator", "dealer", "extortionist", "fallen woman", "murderer", "murderer") have been replaced by neutral and even attractive for young people ("broker", "racketeer", " photo model "," confused "," killer "," action movie ", etc.). The noted tendencies of the manifestation of public consciousness in the language are assimilated by youth argo and negatively affect the group consciousness of modern youth. In the youth argo, there are many words reflecting the tendencies of deindividualization (for example: do not worry, do not stick your head out, a nerd - be, like everyone else), selfishly distant and indifferent perception of surrounding events (I am a pofigist, I don't care about a drum, a head of cabbage, in parallel, not in the subject etc. ), fierce and rough competition and increasing the value of a competitive individual (hopeless, goof, brake, not fumble). A blow to the patriotic feelings of citizens is inflicted by ideological campaigns to debunk the symbols of the Soviet era or to belittle their significance. So, the campaign of the posthumous scourging of Pavlik Morozov as a young traitor to his own father, an informer, and a stupid fanatic of revolutionary ideas is widely known. Despite the fact that documentary evidence does not support the accusations against a peasant teenager who lived in unusually difficult social conditions, his image as a traitor and a paricide became a household name and was even reflected in the youth argo (about to freeze). component of the feeling of patriotism. In a study conducted under our supervision by A.A. Dyachenko, a comparative analysis of the slang of different groups of youth was carried out: senior pupils of secondary schools, students of vocational schools (vocational schools), university students (TSPI). In the observation protocols, 50 situations of informal communication of young people in each of the studied groups were recorded and analyzed, which made it possible to characterize the frequency of use and the topic of slang words and expressions. An average use of 2.4 argotisms was revealed per one communication situation among high school students, 2.8 - among vocational school students, 1.7 argotisms among students, and in the group of senior students, slang words and expressions were used by 45% of young people (boys and girls about the same frequency), in the group of vocational school students - 65% (somewhat more often girls), and in the group of students - 34% (much more often - boys). High school students often used slang designations of value judgments (in 36.7% of cases - cool, super, in the topic, sucks, bummer, paragraph, stupid, awesome, normal, trudge), peers (in 17.5% of cases - dude, dude , people, druzhban, chick), recreational activities and ways of rest (12.5% ​​of cases - dusky, raskolbas, light up, light up, hang out, plump), communication features (9.2% of cases - bang, bull, break off, joke, to get), parents and teachers (7.5% of cases - mum, ancestors, old people, godfathers, laces, classroom, boss, physicist). Rarely did senior pupils use argotisms related to the field of educational activity (3.3% of cases - learning, stupid, slowing down, not catching up, not driving in). Argotism in general was somewhat more common among vocational school students, the most frequently used categories were: evaluative vocabulary - 22.1% of cases, designation of peers - 19.3% of cases, designation of ways of rest - 12.9%, communication characteristics - 10%, parents and teachers –7.9%, word-links that do not carry a special semantic load (specifically, in love, in reality, in kind, something like that) –6.4%. The approximate distribution of the frequency of the use of argotism by category among high school students and vocational school students was identical. The listed categories of argotism were much less common among students: designations of assessments - in 14.1% of cases, peers - in 10.6%, entertainment and recreation - in 5, 9%, peculiarities of communication - in 3.5%, parents and teachers - in 2.4% of cases. Somewhat more often there was a slang designation of money (20% of cases - grandmas, greens, cabbage, loot, money), educational achievements and problems (17.6% of cases - tighten your convolutions, advanced, pro, do not enter, do not catch up), computer and mobile telephone communication (16.4% of cases - a mobile, a mobile phone, a pipe, a computer, a SIM card, an ICQ). Together with I.D. Lichman, we developed a methodology for a projective survey of students, which would reveal the features of the formation of each of these psychological components of the feeling of patriotism. Since the contradictions between the declaration of patriotism and its true feeling, the awareness of the need and often the unwillingness to fulfill their civic duty, the statement of the values ​​of their homeland, the family, and often the inconsistency of behavior with these values, are relevant for young people, we paid special attention to the behavioral component of the feeling of patriotism - its real manifestation in practice. The methodology did not use direct questions, since we assumed that respondents might answer them insincerely, trying to make a more favorable impression. We offered indirect projective questions, which included the assessment by each respondent of the attitude of modern youth to their people, today's problems of the country, native land, family, to the fulfillment of civic duty. Therefore, they asked not direct questions such as: "What is your emotional attitude to the current problems of the country?" The questionnaire included closed-ended questions, suggesting the choice of one of the named answer options, which made it possible to unify the data processing procedure and clearly separate the answer options reflecting the patriotic and non-patriotic views on social problems. The questionnaire included six blocks of questions. The first block of questions is focused on the assessment of one of the important aspects of the cognitive component of the feeling of patriotism - ideas about their people, Russians; Among the polar value judgments, such characteristics of Russians were proposed as laziness - industriousness; passivity and dependence –activity and sanity; slave psychology - free thinking; suspicion - openness and credulity; greed is generosity; worldly indiscretion –practical mind; incontinence - self-control; flat humor - subtle humor; bad manners - good manners; carelessness - neatness; alcoholism-sobriety; cowardice is courage. The choice of positive alternatives is seen as a sign of patriotic judgments. The second block of questions presupposed identifying the projections of young people in terms of attributing to their peers a certain emotional attitude to the current problems of the country. For this block, a choice of polar judgments was proposed, reflecting different sides emotional component feelings of patriotism. Some of the polar options proposed for the choice were related to the scale of attitude modality (contempt – respect, rejection – pride, dreaminess – indignation, belief in positive prospects – apathy and detachment), others – to the scale of social activity (indifference – sorrow, contemplation – active position, curiosity - indifference, the desire to be useful to society - the position of an outside observer), third - to the scale of intensity of emotional attitudes (passion - moderate emotions, interest - lack of interest). We considered patriotic an attitude that is not indifferent (regardless of modality), expressing an active position. The third block of questions was devoted to identifying the projections of young people about the behavioral component of the feeling of patriotism. It was found out what choice (given the appropriate opportunities) the respondents ascribe to their peers in terms of alternatives regarding the desire to benefit the Motherland (live and work abroad or work for the good of the Fatherland; serve in the army or avoid military service; consume or create material and cultural benefits ; actively work or rest), education (in home country or abroad), treatment (in a good domestic clinic or abroad), life goals (search for a wealthy spouse or search for love), leisure activities (preference for domestic or Western films, music, cuisine; travel in the home country or abroad), religious traditions (support for national religious traditions - Orthodoxy, Islam, etc., or passion for Protestantism, Zenbuddhism and other religions that are not traditional in the place of residence). Blocks IV and V of questions were also aimed at identifying projections regarding the behavioral component of the feeling of patriotism, but manifested in relation to the native land, region, city (IV), to the small homeland - family (V). Finally, the sixth block of questions assumed the identification of the prevailing level of development of the moral consciousness of young people (according to L. Kohlberg), which characterizes the value-semantic aspects of behavior, which may be dictated by a sense of patriotism. The respondents were offered situations in which they had to assess the degree of importance of the motives (from 0 to 10 points) that determine the fact that their peers make a publicly approved choice. The situations concerned the motives of military service, refusal to work abroad for the sake of work in Russia, the choice of labor activity when it was possible to live on the full support of wealthy parents. For each situation, six possible motives will be indicated, corresponding to the six stages of the development of moral consciousness according to L. Kolberg. The first of the motives assessed for each situation was associated with the avoidance of punishment or personal inconvenience, the second — with benefit, the third — with the approval of the reference persons, the fourth — with the division of norms dictated by the reference group, the fifth — with the idea of ​​one's duty, the sixth — with the laws of conscience and avoidance of self-condemnation. Provided for the calculation of total points for the group of respondents related to the motives of a particular level. To conduct a comparative survey on a sample of adults, we modified the questions, offering to evaluate the typical attitude or behavior of their peer (that is, an adult). During the study, it was revealed that patriotism in students is manifested mainly in the emotional aspect (Block II of questions), which indicates that they are not indifferent. attitude to the country and the processes taking place in it; as well as in relation to the small homeland-family (Vblok). When characterizing a typical Russian by young people (Iblock), in 45.8% of cases the respondents gave negative assessments and in 20.8% of cases - vague (I find it difficult to answer). On the second block of questions, in 61% of cases, there was an indifferent, interested attitude of peers to the current problems of the country. Assessment of the aspirations and preferences of young people (block III), according to the survey results, showed that the majority of respondents attributed pro-Western tendencies to a typical peer (72.5% of the total estimates). A neutral attitude to the problems of the region (block IV) is assumed by the surveyed young men and women in 67% of cases. As for the V block of questions (family), in almost half of the cases (47.5% of the assessments), the desire of peers to help their parents in every possible way, not to depend on them was noted; nevertheless, in 52.5% of cases, a consumer attitude towards parents experiencing material and other difficulties was recorded. In block VI, 56% of cases were dominated by answers reflecting the conventional level of moral consciousness, according to L. Kolberg (motives of approval by acquaintances and satisfaction of the requirements of the reference group). 32% of the respondents were dominated by assessments corresponding to the preconventional level (motives for avoiding punishment and motives of gain). Only 12% of the respondents were dominated by answers attributing to their peers motives of the postconventional level (duty, conscience). In the sample of people of mature age, most of the blocks were dominated by answers indicating patriotism and an indifferent attitude to the country's problems. In particular, according to I block of questions (cognitive component), 56.7% of adults and 33.3% of boys and girls presented a positive image of a Russian; according to block III (behavioral component), a feeling of patriotism was noted in 83% of adults and 27.5% of young people, according to block VI, a post-conventional level of moral consciousness was noted more often than among students. The differences in the data for the samples of students and adults turned out to be highly significant (chi-square test, P0.01). The differences in the samples were especially clear in terms of such indicators as the preference of young people for Western culture (music, films, cuisine, resorts, etc.), laziness and avoidance of socially useful work by young people (desire not to work and get easy money), unwillingness to fulfill civic obligations (military service) Analysis of the results for the VI block of questions made it possible to assess the degree of expression in young and adult people of different levels of moral consciousness according to L. Kolberg. When processing the results, we calculated the total scores for three situations for each stage. Since three situations were given, the total score for each respondent could vary from 0 to 30, and for the entire sample of 50 people the maximum score could be 1500. Based on the total, the average scores were derived. The table shows the average scores for the samples for each of the stages of moral consciousness. Comparison of the total scores reflecting the manifestation of the levels of moral consciousness in patriotically oriented behavior among young people and adults shows that in the sample of young men and women the conventional level of moral consciousness dominates, namely 4 stages; motives of the preconventional level (avoidance of punishment, benefit) are almost as often manifested. In the sample of boys and girls, the motives of gain (preconventional level) are manifested much more clearly than in adults. In adults, motives of the postconventional level, which is predominant in this sample, are much more often recorded.

The ratio of the levels of moral consciousness according to L. Kolberg, manifested in the motives of patriotically oriented behavior in young and adult people (according to the projective survey, total scores)

Levels and stages of moral consciousness according to L. Kolberg Scores for assessing the degree of significance of motives by samples Young men and women Adults I. Preconventional level 1. Avoiding punishment, trouble 2. Benefit

18.212.8 II. Conventional level 3. Acceptance of acquaintances 4. Respect for authority and order, acceptance of duties imposed by the reference group

10,620,2III. Post-convention level 5. Own ideas about duty, self-respect 6. Conscience, a sense of duty to the Fatherland, avoidance of self-condemnation

As for the emotional component of the feeling of patriotism, adults more often than boys and girls showed negative emotions in relation to today's problems of the country, they more often chose such responses as moderate emotions, rejection, contempt, and the position of an outside observer. This fact can be explained, however, by a caring (albeit negative) attitude to the current economic and political situation in Russia, a feeling of helplessness in solving the problems that have arisen. Probably, in adults, the position of an observer is rather forced than dictated by indifference, and youth is often the result of free choice. Young people have formed a predominantly negative image of a typical Russian, who, in the opinion of many, is characterized by a slave psychology, laziness, alcoholism, passivity. and dependence, incontinence, flat humor, carelessness, bad manners. This perception significantly influences the cognitive aspect of the development of the feeling of patriotism, counteracting its formation. Uncritical acceptance and mythologization of ideas about natural laziness, passivity and alcoholism of Russians are significant for the formation of civic and professional consciousness of students and require correction. Emotionally, most students take a position of active interest in today's problems of the country, believe in positive prospects, and want to benefit society. However, this attitude is not fully realized in the behavioral sense, moreover, a significant part of young people (more than a third, which is a critical mass) demonstrate a negative emotional attitude to what is happening in the country, experiencing contempt, rejection or apathy, detachment, indifference, taking the position of an outside observer .An analysis of the behavioral component of the manifestation of a sense of patriotism among young men and women reveals adherence to Western fashion and influences (preference for Western films, music, cuisine, ways of organizing recreation, acceptance of the position of a consumer rather than a creator, etc.), a choice in favor of living , education, medical treatment abroad. Many young men seek to avoid military service, work less for the good of society, and rest more. Many young men and women also show a lack of interest in nature and cultural monuments of their native land, historical places, insufficient concern for solving the problems of the region, unwillingness to personally participate in its improvement, to work at the place of residence. More than half of the surveyed young people also have not developed an attitude towards the family as a small homeland; this attitude is less characterized by care, respectful attitude, a desire to help, and more by a consumer attitude, an orientation towards rest and solving personal problems. In their aspirations and preferences, in social life, in relation to the Motherland as a whole, their native land, the family, young people are not always guided by conscience, high moral principles and a true awareness of patriotic values. The results of this study can be used to determine the tasks and ways of work of the school and university for patriotic education youth. The following practical recommendations can be offered to teachers and tutors in schools, curators of study groups in universities on improving the work of educational organizations in the field of patriotic education: culture and their expansion in Russia, to information received through media channels; it is important to differentiate for boys and girls the feeling of patriotism with such phenomena as affective patriotism, pseudo-patriotism; counter-patriotism; in the work with students and high school students, we can use the methodology developed by us for diagnosing the severity of the cognitive, emotional and behavioral components of the feeling of patriotism in young people; when discussing the results of diagnostics, it is interesting to outline the possibility of revising some judgments, components of the emotional attitude to the problems of the country, their manifestation in the actions of young people; the analysis of the level of moral consciousness according to L. Kolberg, which manifests itself in the motives of behavior, can contribute to the formation of the civic position of young men and women.

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Candidate of Psychological Sciences, Docent of Department of Pedagogy and Psychology of Personality, State Pedagogical Institute named after APChekhov, Taganrogefrem.olg @ yandex.ru of the manifestations of patriotism bytoday "sstudentsas the characteristics of their valuesense sphere and scope of the moral consciousness. The main object of study –the implementation of specific content (cognitive, emotional, behavioral) and leveled (by L. Kohlberg: preconventional, conventional , postconventional) components of the patriotism shown by young people.Keywords: feeling of patriotism, citizenship, moral consciousness, relation, values, senses, motives of behavior.

Varaksin V.N., Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Psychology of Personality of the FSBEI HPE "Taganrog State Pedagogical Institute named after A.P. Chekhov", Professor of the Russian Academy of Natural Sciences