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Cultivating tolerance in children in modern conditions. Tolerance

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

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

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

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

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

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

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

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

At the same time, tolerance does not mean indifference to any views and actions. For example, it is immoral and criminal to tolerate racism, violence, humiliation of dignity, and infringement of human interests and rights. It cannot be tolerated if scientific data or experimentally proven information is distorted.

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

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

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

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

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

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

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

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

Currently, all teachers are faced with the question: how to ensure the formation of tolerant qualities of a student’s personality in the process of multicultural education. In the modern sociocultural situation, the school should become a place where favorable conditions for interethnic communication are created, where all students are instilled with respect for their own culture and the cultures of other peoples, since it is in the educational process that situations of cultural, interpersonal, interethnic, formal and informal communication are created .

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

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

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

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

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

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

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

The basis for teaching students is the following pedagogical principles:

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

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

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

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

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

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

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

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

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

Education for tolerance should be aimed at counteracting influences that create feelings of fear and alienation towards others. It should help young people develop independent thinking, critical thinking and judgment based on moral values.

The main goal of education:

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

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

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

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

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

Introduction

In the history of all mankind, including Russia, the issue of fostering tolerance has never been as pressing as on the verge of the second and third millennia. Many conflicts that became the cause of wars and large-scale terrorism (India, Great Britain, Russia, Azerbaijan, Georgia, USA) had an openly national overtones. It seemed that the twentieth century was the century of a culture of war, to which the inhabitants of planet Earth doomed themselves, not wanting to understand and respect each other, to see universal human values and ideals.

Countless victims and unprecedented human suffering prompted the UN and UNESCO to declare the first decade of the 21st century the decade of a culture of peace and non-violence. The Millennium Declaration, adopted by the UN General Assembly on September 8, 2000, names the following fundamental values of the 21st century: personal freedom, equality, solidarity, respect for nature, general duty, tolerance (with all the diversity of religions, cultures and languages, people should respect each other; differences within and between societies should neither frighten nor serve as a reason for persecution, but should be the most valuable asset of humanity).

Social instability of the last decade of the 20th century led to the development of negative phenomena in almost all spheres of social relations. Lacking a clear understanding of universal universal values, absolute and unchangeable, humanity is rapidly becoming a community of individuals and small groups striving to satisfy selfish desires and needs.

The main signs of destructive social transformations were: an increase in the level of social entropy, the emergence of behavioral crises (deviant, delinquent, protest, depression), and an increase in aggression. The identified problems can and should be solved on several levels. On the one hand, these are nationwide measures of a political and socio-economic nature, and on the other hand, these are pedagogical and educational measures.

Parents and teachers are obliged not only to develop intellectual abilities of the younger generation, it is our duty to take care of its moral and ethical development, since only a person who is mature in heart and soul is capable of realizing universal ideals.

If the 20th century was an era of scientific, technical and economic achievements, then the 21st century should become an era of global revival. We no longer expect these changes to occur solely through scientific and technological advances. From the experience of the twentieth century, we know that science, technology and economics in their pure form cannot create the proper conditions for peace, harmony and true happiness. To do this, we need a new universal view of life, taking into account global values.

It should be taken into account that Russian society is complex in its social, class and national composition, its inconsistency, the increased complexity of connections and relationships, the peculiarities of the transmission of spiritual values and models of constructive interaction with the world.

Therefore, posing the problem of tolerant education in the conditions of multicultural Russia is, in our opinion, a relevant and progressive trend that has sociocultural and political significance, since in multicultural conditions the task of consolidating society on the basis of tolerant values, readiness to protect the interests of the child’s personality and society as a whole is of particular importance . That is why the idea of forming a peacekeeping personality, which is associated with the formation of tolerance, peacefulness, positive and constructive solution life problems.

Thus, the education of interethnic tolerance acquires particular relevance. Prime Minister of Russia V.V. Putin developed the program “Educating the Young Generation in the Spirit of Tolerance.” The program is aimed at developing a tolerant consciousness and preventing national extremism, including anti-Semitism in civil society.

Education of tolerance is also relevant in the conditions of a children's health camp. After all, here, where relationships develop between children who come from different microsocieties, with different life experiences and with unformed communicative activities, the problem of communication culture is one of the most acute. Sometimes clearly understanding that we are all different and that we must perceive another person as he is, children often behave incorrectly and inappropriately. Being tolerant of each other is sometimes a very difficult task for them. A non-violent, respectful attitude, harmonization of relations in the unit, and education of tolerance help resolve many problems and conflicts that arise in a children's camp and help educate the younger generation in a humane, civilized attitude towards people.

All of the above confirms the relevance of our chosen topic: “Cultivating tolerance in a children’s health camp.”

Work hypothesis: planning camp shift as part of the education of tolerance, will form in children the concept of the problem of tolerance as one of the most acute in modern society, will teach them to be tolerant of each other.

The object of our research is the upbringing of the younger generation in camp conditions, the subject is the education in children of a tolerant attitude towards each other.

To achieve this goal, we put forward the following tasks:

Studying the problem of tolerance in modern pedagogy;
Determining the essence of the principle of tolerance and its significance for the formation of personality;
Identification of personal and social factors that influence the formation of interethnic tolerance;
Identification of features of the formation of tolerance in the conditions of a children's health camp;
Planning a camp shift aimed at implementing the principle of tolerance in a children's health camp.

In the work, the main emphasis will be on the formation of national tolerance, however, we should not forget that by cultivating tolerance towards people of other nationalities, we simultaneously teach children a tolerant attitude towards another faith, other views on life, another way of life, opinions, values, that is , we form all types of tolerance.

Chapter 1. Theoretical prerequisites for the formation of personality, taking into account the principle of tolerance

1.1The essence of the concept of “tolerance”

To hate a rational being, a people, a race is madness. This is already akin to some kind of frantic mythology, a misanthropic allegory. You cannot hate an entire people, since it includes all conceivable opposites - women and men, old people and children, rich and poor, lazy and hardworking, villains and worthy people... Race! But a race consists of very different and dissimilar individuals. To hate a race is to hate indiscriminately all people, no matter how different they may be from each other.

Anatole France

In many cultures, the concept of “tolerance” is a kind of synonym for “tolerance”: lat. - tolerantia - patience; English - tolerance, tolerance, German. - toleranz, franc. - tolerance. In the “Explanatory Dictionary of the Russian Language,” edited by D.N. Ushakov, the category “tolerance” is completely identified with the category “tolerance.” The Dictionary of Foreign Words also defines the concept as “tolerance of other people’s opinions, beliefs, behavior, condescension towards something or someone.” And in the encyclopedic dictionary of political science we read: “in the life of an individual, tolerance is a manifestation of readiness to listen to the opinions of opponents.”

However, tolerance (tolerance) is not the same thing as patience or patience. If patience most often expresses a feeling or action on the part of the person experiencing pain, violence or other forms negative impact, then tolerance involves respect or recognition of the equality of others and the rejection of domination or violence. Tolerance is the quality of openness and free thinking. This is a personal or social characteristic that presupposes the awareness that the world and the social environment are multidimensional, which means that views on this world are different and cannot and should not be reduced to uniformity or in someone else's favor.

“Tolerance is what makes peace possible and leads from a culture of war to a culture of peace,” says the Declaration of Principles on Tolerance adopted by the UNESCO General Conference in 1995. The Declaration defines tolerance as “respect, acceptance and correct understanding of the rich diversity of cultures of our world, forms of self-expression and manifestation of human individuality, rejection of dogmatism, the absolutization of truth and the affirmation of the norms established in international legal instruments in the field of human rights”

Thus, the concept of tolerance, although identified by most sources with the concept of patience, has a more pronounced active orientation. Tolerance is not a passive, but an active moral position and psychological readiness for tolerance in the name of mutual understanding between ethnic groups, social groups, in the name of positive interaction with people of a different cultural, national, religious or social environment. Tolerance is the privilege of the strong and intelligent, who do not doubt their ability to move towards the truth through dialogue and diversity of opinions.

The basis of tolerance is the recognition of the right to difference. It manifests itself in accepting another person as he is, respecting another point of view, restraint towards what one does not share, understanding and accepting the traditions, values and culture of representatives of another nationality and faith.

At the same time, tolerance does not mean indifference to any views and actions. Oxford political scientist Jonathan Rawls believes that “society has the right to suppress and oppress an inadequate subject only for the purpose of self-defense when that inadequate subject demonstrates intolerance that threatens public order.” For example, it is immoral and criminal to tolerate racism, violence, humiliation of dignity, and infringement of human interests and rights. It cannot be tolerated if scientific data or experimentally proven information is distorted. If it is impossible to unambiguously assess what is better, what is more optimal, where the truth is, then it is advisable to treat dissent with respect and calm, while remaining consistent with one’s convictions.

Tolerance is an integrated quality. If it is formed, then it manifests itself in everyone life situations and towards all people. At the same time, experience shows that a person can be tolerant in relationships with loved ones and acquaintances, but be dismissive and intolerant of people of other faiths or nationalities. In this regard, in our opinion, we can talk about interpersonal, social, national tolerance and religious tolerance. Interpersonal tolerance is manifested in relation to a specific person; social - to a specific group, society; national - to another nation; religious tolerance - to another faith. Of course, all these aspects must be taken into account when planning work aimed at developing tolerance in children.

“Tolerance” is often considered as the opposite concept of “nationalism”. Nationalism is an ideology that puts one’s nation and its problems at the center of attention, giving the national priority over the social.

National egoism is confidence in the correctness of one’s own culture, a tendency or tendency to reject the standards of another culture as incorrect, low, or unaesthetic. National egoism is often the cause of large-scale conflicts and wars. At the individual level, it creates difficulties when communicating between representatives of different cultures and peoples.

The term “nationalism,” even within the definition we have already given, can have different emotional connotations. Nationalists are often called not just supporters of national-state self-determination, but those of them who advocate violent methods, preaching ideas of national superiority and intolerance towards people of other nationalities. It is also sometimes believed that nationalism in this meaning of the word is opposed by patriotism as “peaceful” love for one’s country and devotion to one’s state. An expanded, neutral interpretation of the term is also possible: in this interpretation, it is applicable both to fighters for liberation from national oppression and to their opponents, whose goal is integration, assimilation, or even the destruction of “foreigners.” It is quite difficult to draw the line between aggressive nationalism and its more democratic variants, especially since representatives of national liberation movements very often call themselves nationalists.

A number of authors reveal the concept of “tolerance” based on consideration of its opposite meaning “intolerance”. Intolerance is understood as a personality quality characterized by a negative, hostile attitude towards the cultural characteristics of a particular social group, towards other social groups in general or towards individual representatives of these groups.

“Tolerance is what makes peace possible and leads from a culture of war to a culture of peace,” says the Declaration of Principles of Tolerance adopted by the UNESCO General Conference in 1995.

Tolerance is peacefulness, tolerance of ethnic, religious, political, confessional, interpersonal differences, recognition of the possibility of equal existence of the “other”.

Tolerance is a human virtue: the art of living in a world of different people and ideas, the ability to have rights and freedoms, without violating the rights and freedoms of other people. At the same time, tolerance is not a concession, condescension or indulgence, but an active life position based on the recognition of something different.

Tolerance in the new millennium is a way of survival for humanity, a condition for harmonious relations in society. Today there is a need to foster a culture of tolerance from the very first days of education.

2 History of research into the problem of tolerance

The problem of tolerance is the subject of study in philosophy, sociology, psychology, ethnography, history, religious studies, cultural studies and other sciences. For pedagogy, it has acquired special significance in the last decade in the context of humanistic education. For the history of pedagogy, the idea of tolerance is not completely new. And its emergence is associated with the search for an alternative to the talion phenomenon: “A soul for a soul, an eye for an eye, a tooth for a tooth, a hand for a hand, a foot for a foot.” Talion (lat. talio - retribution equal in power to crime) entered the history of the development of morals and moral education, firstly, as the embodiment of equalizing justice, and secondly, as historically the first form of legitimate violence. This was an ancient custom that regulated relationships in insult and obligated to limit retribution to damage, exactly corresponding to the harm caused. Around the same period, one of the first ancient normative requirements arose, which can be considered as a counterweight to the talion “golden rule of morality”: “Do not act towards others as you would not want them to act towards you.” Historically, this requirement has appeared under different names: a short saying, a rule, a commandment, a basic principle, a saying, a prescription, etc. The term "golden rule" has been established since the end of the 1st century.

The first mentions of the “golden rule” are contained in the Mahabharata, in the sayings of Buddha, and the works of Confucius, Homer, and Herodotus. The New Testament rejects all forms of violence not only against humans, but also against living beings in general. Buddhism unconditionally condemns violence, evil, hypocrisy, and misanthropy. The “Golden Rule” is not recorded in the Koran. In the Bible, the “golden rule” is mentioned in the Old Testament book of Tobit and twice in the Gospels during the presentation of the Sermon on the Mount. The Gospel directly emphasizes the need for a discussion with Talion: “You have heard that it was said: an eye for an eye, and a tooth for a tooth.” “And I tell you: do not resist evil. But whoever strikes you on your right cheek, turn the other also to him; and whoever wants to sue you and take your shirt, give it to him and outerwear" And then there is a discussion with another position of Talion: “You have heard that it was said: love your neighbor and hate your enemy.” “But I say to you: love your enemies, bless those who curse you, do good to those who hate you, and pray for those who despitefully use you and persecute you.” Based on this, the attention of us, educators, should be drawn to the degree of representation in cultures different nations indicators such as compliance, compromise, and on the other hand, the desire for independence, willingness to take risks, and aggressiveness. V.S. Kukushin points out that an ethnic community chooses one or another educational practice depending on the qualities necessary for a person’s survival in a given culture, the formation of which largely depends on the life of people in adulthood: “among members of agricultural and pastoral communities, First of all, conscientiousness, responsibility, caring are required and valued, and for societies of nomads, hunters, gatherers, independence, self-reliance, willingness to take risks, and aggressiveness are necessary. Accordingly, in these societies, different types of education are chosen, certain traits are formed and reinforced from generation to generation national character».

If we analyze Russian culture, to which Moscow also belongs, then it developed as an agricultural one, requiring the joint labor efforts of people in harsh natural conditions, therefore children were raised so that they grew faith not so much in their own strengths, but in the joint efforts and help of members groups, the desire for obedience and collectivism. In all cultures, including Russian, the “golden rule” is recognized, which both genetically and essentially represents the negation of talion, placing emphasis on a person’s attitude towards himself through his attitude towards others. It is understood that a person must and wants to be guided by norms that have the dignity of universality, i.e. do not destroy connections with other people, but open up the prospect of cooperation with them. To do this, a person needs to mentally put himself in the place of another (others), and put the other in his own place.

Comparative studies by the Canadian scientist W. Lambert of the characteristics of upbringing in 11 countries showed that the rigidity and demandingness of parents depends less on their ethnicity and more on their social status. In all countries, working-class parents tended to be more demanding than middle-class parents, which appears to be functional for instilling obedience in future employees. In countries where they predominate nuclear families(USA, Mexico, Germany) children more often showed friendly forms of behavior, adopted friendly norms, and were rarely aggressive. And, conversely, in cultures with many social roles and a hierarchical structure, where even relatives often act as competitors, children develop a spirit of competition, the ability to seek help to achieve their goals, selfish dominance, and competitiveness.

So, in India, Kenya, Japan, where traditions have been preserved big family, in which the interests of relatives may not have coincided and authority was required to maintain order in the family, children showed aggression towards each other: they made comments, fought when achieving goals, attacked, tried to command younger brothers and sisters. In simple cultures (Philippines, Mexico), children more often offer help and support to each other, caring, family or neighborly mutual assistance are shown. True, there are separate studies proving ethnic reasons leading to aggressive behavior. When studying interethnic or intraethnic aggression, it proves that when encouraged, interethnic aggressiveness raises the overall level of aggressiveness of the entire ethnic group and increases the number of people who have psychological readiness move from hostility to aggression. Such studies indicate that tolerance and aggression often go hand in hand, but act as antipodes to each other; that the manifestations of this or that behavior according to the criterion of tolerance are often not the same in certain cultures or among certain ethnic groups.

The study of the problem of tolerance and its formation has expanded significantly in recent years, although the philosophical understanding of the problem was reflected in the works of Heraclitus and Seneca, and later - J. Locke, F. Voltaire, V. Solovyov, P. Florensky, N. Berdyaev and others.

The concept of “tolerance” became most widespread in Western Europe during the era of medieval religious wars between Catholics and Protestants. In Russia, the first rules of moral tolerant behavior of students are reflected in school alphabet books, which differ in that they emphasize the norms of relationships between students, on a special, respectful attitude towards the teacher and parents. Often, appendices were written to ABC books in which this kind of information was supplemented with excerpts from the Holy Scriptures, commentaries on them, religious and moral teachings, pedagogical advice, including on the formation of mercy, meekness, humility, mainly in the process of home education and self-education .

A historiographic analysis of educational systems in Russia showed that the development of the idea of tolerance was closely associated with the development of humanistic systems, one of the first of which was educational system 1st Cadet Corps in St. Petersburg, especially when Ivan Ivanovich Betskoy was appointed to the post of chief director of the cadet corps in 1765. In ten chapters of the Corps Charter, compiled by I.I. Betsky, there were many provisions taken from “Emile” by Jean-Jacques Rousseau. He placed humanistic education in the first place, and considered the training of military personnel to be a secondary matter. In 1772, Betskoy I.I. compiled a “Manual for Educators”, in which a large place is devoted to the role of the educational environment, which should demonstrate to children examples of high moral qualities. In creating such a well-behaved environment, cleared of all bad things, lies, in his opinion, “the most difficult and most important task for creating true good morals, because without all this, all instructions are of no use. When there are no good mentors, we will not be able to carry out good, pure education. Educators must treat their students with all the quietness and courtesy that should be inseparable from education.”

In the conditions of the development of Russian society at a time when, in accordance with the requirements of Domostroy, “unquestioning submission to parents, to the man - the head of the family, was required, when... harsh measures of suppression of will were recommended for raising children, Physical punishment“Courtesy and quietness” in education were an innovation in the spiritual and moral development of the individual, new value-based pedagogical ideals.

Currently, in Russian society there are practically no objective conditions for instilling tolerance among young people. This is due, first of all, to the weakening role of the state and the decline of its authority in society and in the world, the economic crisis, and the devaluation of the values of national history, culture, and the nation as a whole. Stimulate the trend of weakening civilian and patriotic feelings such phenomena as defeats in local military conflicts (Afghanistan, Chechnya), miscalculations in foreign policy. Among the "negative" factors in in this case include: criminalization of society; reduction of opportunities for "honest work"; the spread of poverty; politicization of society (in this case we mean that politics in modern Russia inevitably bears the features of populism, which is certainly incompatible with moral standards); family crisis, gradual destruction of traditional family ties; universalization of commodity-money relations, as a result of which the cult of money covers ever wider layers of society.

However, the need for education among the younger generation has recently become acutely felt. If the 20th century was an era of scientific, technical and economic achievements, then the 21st century was declared an era of global revival, the formation of a new universal outlook on life taking into account global values.

Theoretical development of the problem of the formation of tolerance at the present stage is carried out quite intensively in pedagogy and in all related sciences: philosophy, psychologists, cultural studies, sociology, etc.

Since Russian society is complex in its social, class and national composition, characterized by inconsistency, increased complexity of connections and relationships, posing the problem of tolerant education in Russia is a relevant and progressive trend that has sociocultural and political significance. That is why the idea of forming a peacekeeping personality, which is associated with the formation of tolerance, peacefulness, positive and constructive solutions to life's problems, has been put forward to one of the central places in Russia.

Tolerance is essential to realizing human rights and achieving peace. Conflicts, exacerbated by poverty, have increased the pace of migration, increasing the number of refugees and migrants seeking work in what were once monocultural countries and regions. School classrooms become a microcosm of cultural diversity, and the requirement for mutual understanding becomes an objective source for the formation of tolerance. For many schools, this circumstance has caused complex problems. Intercultural understanding and reconciliation need to be taught. One of the tasks, therefore, is to improve the content and organization of tolerant education, study the nature of tolerance, as well as methods of tolerant interaction. Only a tolerant person, capable of constructively resolving conflicts, and not avoiding them, is ready to live and work in the constantly changing modern world, is able to boldly develop his own behavioral strategies, think independently and creatively, implement moral choice and bear responsibility for it to yourself and society as a whole.

The state position regarding tolerance is reflected in the development of the federal target program“Formation of attitudes of tolerant consciousness and prevention of extremism in Russian society” for 2001-2010, one of the tasks of which is the development and implementation of a system curricula and trainings for all levels and forms of education. It is no coincidence that they were announced All-Russian competitions: “The most tolerant school in Russia”, family posters “School of Tolerance”, etc. The very appearance of such a program indicates recognition of the existence various forms intolerance in society.

Prime Minister of Russia V.V. Putin developed the program “Educating the Young Generation in the Spirit of Tolerance.” The program is aimed at developing a tolerant consciousness and preventing national extremism, including anti-Semitism in civil society.

However, stating a problem does not mean that ways and means have been found to solve it. Consequently, the formation of tolerance requires pedagogical understanding and a lot of focused work in pedagogical science

3 Functions of tolerance

1. Peace-providing

defines the multidimensionality of the environment and diverse views;

ensures harmonious peaceful coexistence of representatives who differ from each other in various signs;

serves as a public guarantor of inviolability and non-violence towards various kinds of minorities and legalizes their position with the help of law.

Regulatory

allows you to restrain hostility in combination with a delayed positive reaction, or replace it with a positive one;

provides a constructive way out of conflict situations;

orients relationships toward the observance of equality, respect, and freedom.

Psychological

serves as the basis for normalizing the psychological atmosphere in a group, society (an atmosphere of trust, respect, recognition, support);

forms and develops ethnic identity;

provides ethnic and social self-identification;

supports and develops self-esteem of the individual and group;

reduces the threshold of sensitivity to unfavorable factors and frustrating situations.

Educational

Provides the transfer of experience of positive social interaction and the experience of humanity as a whole;

It is a perfect example of the organization of life in society;

ensures successful socialization;

develops moral understanding, empathy, and the ability to loyally evaluate the actions of others.

Communicative

develops a willingness to communicate, cooperate and understand;

allows you to establish constructive communication with representatives of different groups and different worldviews.

Culture-preserving

ensures the preservation and exaggeration of the cultural experience of a group, ethnic group, society.

Creative

provides the opportunity for creative transformation of the surrounding reality;

creates conditions for the safe manifestation of divergence and creative activity;

creates conditions for creative self-affirmation.

Felicitological

allows you to gain happiness from communicating with other representatives and awareness of your individuality, from recognition by the group and the world as a whole.

4 National intolerance and its causes

People usually think that their perceptions and ideas about things are the same, and if two people perceive the same thing differently, then one of them is definitely mistaken. However, psychological science rejects this assumption. The perception of even the simplest object is not an isolated act, but part of a complex process. It depends, first of all, on the system in which the subject is considered, as well as on the previous experience, interests and practical goals of the subject.

Each ethnic group (tribe, nationality, nation, any group of people connected by a common origin and distinguished by certain features from other human groups) has its own group identity, which fixes its - real and imagined - specific features.

Very difficult to evaluate national customs and morals. Their assessment always depends on who is assessing and from what point of view. Whether people want it or not, they inevitably perceive and evaluate other people’s customs, traditions, and forms of behavior, primarily through the prism of their own customs, the traditions in which they themselves were brought up. Such a tendency to consider the phenomena and facts of a foreign culture, a foreign people through the prism cultural traditions and the values of one’s own people is what in the language of social psychology is called ethnocentrism.

The fact that every person is closer to the customs, morals and forms of behavior in which he was brought up and to which he is accustomed than others is quite normal and natural. A slow-moving Finn may seem lethargic and cold to a temperamental Italian, and he, in turn, may not like southern fervor. Other people's customs sometimes seem not only strange and absurd, but also unacceptable. This is as natural as the differences between ethnic groups and their cultures, which were formed in very different historical and natural conditions, are natural.

The problem arises only when these real or imagined differences are elevated to the main quality and transformed into a hostile psychological attitude towards some ethnic group, an attitude that divides peoples and psychologically, and then theoretically, justifies the policy of discrimination. This is ethnic prejudice.

In the UNESCO Dictionary of Social Sciences we read: “Prejudice is a negative, unfavorable attitude towards a group or its individual members; it is characterized by stereotypical beliefs.” Purely theoretically, ethnic prejudice can be equated to national intolerance.

Typically, people who are prejudiced against an ethnic group are not aware of their bias. They are sure that their hostile attitude towards this group is quite natural, as it is caused by its bad qualities or bad behavior. They often support their reasoning with facts from personal communication with people of a certain nationality: “We had one like that, I can’t get along with him!..”

Of course, this reasoning is devoid of logic; no matter how unpleasant the person you know may be, there is no reason to think that everyone else is the same. But, despite the absurdity of such reasoning, it seems understandable - people often make unfounded generalizations, and not only in the sphere of ethnic relations. Therefore, some sociologists argue that ethnic prejudice arises primarily from unfavorable personal contacts between individuals belonging to different groups. Although this theory has been rejected by science, it is widely circulated in everyday consciousness.

Usually it seems like this. In the process of communication between people, various conflicts often occur and negative emotions arise. When the conflicting individuals belong to the same ethnic group, the conflict remains private. But if these people belong to different nationalities, the conflict situation is easily generalized - a negative assessment of one individual by another turns into a negative stereotype of the ethnic group.

The irrationality of prejudice lies not only in the fact that it can exist independently of personal experience. No less important is the fact that the attitude as a whole is in fact independent of those specific features of which it claims to be a generalization. What does it mean? When people explain their hostility towards an ethnic group, its customs, etc., they usually name some specific negative traits characteristic, in their opinion, of this group. However, the same traits, taken without regard to a given group, do not cause a negative assessment at all or are assessed much more mildly. “Lincoln worked late into the night? This proves his hard work, perseverance, perseverance and desire to fully use his abilities. They do the same strangers - Jews or Japanese? This only shows their exploitative spirit, unfair competition and the fact that they are maliciously undermining American norms.”

Sociologists Sanger and Flowerman selected several traits from the usual stereotype that “explains” the bad attitude towards Jews, and began asking prejudiced people what they thought about these traits - self-interest, materialism, aggressiveness as such. It turned out that when it comes to Jews, these traits evoke a sharply negative attitude. When we are not talking about Jews, the same traits are assessed differently. For example, such a trait as selfishness among Jews was rated positively by 18 percent, neutral by 22 percent, and negatively by 60 percent of respondents. The same trait "at home" (that is, among Americans) caused 23 percent positive, 32 neutral and 45 percent negative ratings. 38 percent approved of aggressiveness among Jews. The same trait, when applied to one's own group, yielded 54 percent favorable ratings. The point, therefore, is not at all about individual properties attributed to an ethnic group, but about a general negative attitude towards it. Explanations for hostility may change and even contradict one another, but hostility nevertheless remains.

There are also small ethnic groups, and those that are especially discriminated against. They exhibit a higher degree of cohesion than larger nations.

Discrimination itself serves as a factor contributing to such unity. The prejudice of the majority creates in members of such a group an acute sense of their exclusivity, their difference from other people. And this, naturally, brings them closer, makes them hold on to each other more. This is not associated with any specific mental or racial characteristics.

Ethnic prejudice has the most destructive impact on both its victims and its bearers.

When prejudice is high, the ethnicity of a national minority becomes decisive psychological factor both for the minority itself and for the majority. Attention is paid, first of all, to a person’s nationality or race; all other qualities seem secondary in comparison with this. In other words, the individual qualities of a person are obscured by a general and obviously one-sided stereotype.

A minority that is discriminated against develops exactly the same distorted, irrational, hostile stereotype of the majority with which it deals. For a nationalistic Jew, all of humanity is divided into Jews and anti-Semites, plus some “intermediate” group.

Discrimination, even in relatively “mild” forms, negatively affects the mental state and personal qualities of the minorities subjected to it. According to American psychiatrists, among such people there is a higher percentage of neurotic reactions. The awareness that they are powerless to change their unequal position causes increased irritability and aggressiveness in some, and low self-esteem, a sense of inferiority, and a willingness to be content with a lower position in others. And this, in turn, perpetuates the current prejudice. The Negro does not study because, firstly, he does not have the material opportunity to do so and, secondly, he is not psychologically encouraged to do so (“know your place!”); it is even more difficult for an educated person to tolerate discrimination. And then the low educational level and “ignorance” of the black population are used to “prove” their intellectual inferiority (by the way, numerous special comparative studies of the mental abilities of whites and blacks have not found any congenital or genetic differences in intelligence between races).

When speaking in defense of oppressed national minorities, one should not at the same time idealize them. It is naive, for example, to think that someone who is himself subjected to national oppression automatically becomes an internationalist because of this. Sociological research shows that a discriminated minority assimilates as a whole the system of ethnic ideas of the surrounding majority, including its prejudices against other minorities. Thus, an American Jew may be an opponent of civil equality for Negroes, and a Negro may accept statements of anti-Semitic propaganda at face value. All this shows how difficult it is to overcome age-old prejudices.

Thus, we see that one of the main factors of xenophobia is social stereotypes, prejudices and prejudices. In the sphere of communication between people, xenophobia leads to an increase in conflict situations. In the process of conflicts, the positions of the parties are polarized, the demonization of “outsiders” and the idealization of “our own” occurs. All this leads to the effect of dehumanizing the victims and opens the way to massacres.

The sad thing is that often in the authorities themselves we notice a desire to look for “enemies” and set the “people” against them. This is as old as time. Starting with the ancient Roman “divide and conquer” and including the “enemies of the people”, “cosmopolitans”, “killers in white coats” of the Stalin era.

Today’s populist statements by politicians, the President of Russia’s “throwing in” the term “indigenous population”, bills on the “percentage norm” (17-20% of migrants in the region), banning migrants from engaging in certain types of activities (trade), etc. cannot but fuel xenophobic, nationalist sentiments, which are one step away from hate crimes.

In addition to the listed social factors, there are also intrapersonal problems that contribute to the formation of intolerance:

Low self-esteem.People who have low self-esteem, by humiliating other people, their culture and views in general, try to increase their self-esteem through humiliation. This gives rise not only to the internal conflict of the individual with himself, but also with other individuals, which often leads to national intolerance among different ethnic groups. (test for low self-esteem, see Appendix No. 1)
Increased anxiety.Anxiety is a person’s mental state, and the level of anxiety is an indicator mental state. If the level is higher than normal, then this already indicates that the person is easily irritable to external objects and subjects. It is not uncommon for emotionally unrestrained people to be xenophobes. (test for determining anxiety, see Appendix No. 2).
Neuropsychic instability. Neuropsychic stability shows the risk of personality maladjustment under stress, that is, when the system of emotional reflection functions under critical conditions caused by external as well as internal factors (test for determining NPU, see Appendix No. 3).
Increased aggressiveness.Aggression can be understood as a personality trait characterized by the presence of destructive tendencies, mainly in the field of subject-subject relations. Probably, the destructive component of human activity is necessary in creative activity, since the needs of individual development inevitably form in people the ability to eliminate and destroy obstacles, to overcome what opposes this process. (test for increased aggressiveness, see Appendix No. 4)

1.5.The essence of the principle of tolerance and its significance in the formation of personality

The results of numerous studies indicate that tolerance, unfortunately, is not target setting education of the younger generation. Despite the fact that its significance is not denied, teachers do not take targeted actions to develop tolerance. In this regard, the following contradictions arise:

between the urgent need of society for a tolerant personality and the insufficient focus of the education system on its upbringing;

between the need of educational practice for scientific, methodological and content support for the process of education of tolerance and its insufficient development in pedagogical theory and practice;

between the norms and values of the student’s family, the social and ethnic group to which he belongs, and the norms and values of the society of which he is a member;

between increasing integration processes in education, migration flows leading to integration and assimilation of cultures, and the lack of developments in building a tolerant environment in educational institutions.

We have made an attempt to determine the main criteria, ideas and principles for the formation of tolerance in children and to substantiate the role of tolerance in folk pedagogy.

Tolerance criteria:

personality stability - the formation of social and moral motives of individual behavior in the process of interaction with people of other ethnic (social) communities;

empathy is an adequate understanding of what is happening in inner world another man;

divergent behavior - the ability to solve ordinary problems and tasks in an unusual way (orientation towards searching for several solutions);

mobility of behavior - the ability to quickly change strategy or tactics taking into account developing circumstances;

social activity - readiness to interact in various social interethnic situations in order to achieve goals and build constructive relationships in society.

Basic ideas and principles of tolerance in the formation of personality.

Ancient philosophers warned: “Three things must be avoided (in life): hatred, envy and contempt.” Based on this statement, we will define the main ideas of the formation of tolerance:

in accordance with the general provisions on human rights set out in the UN Declaration of Human Rights and the general provisions on the rights of the child set out in the Convention of the Rights of the Child, we consider it necessary to create a system of social and pedagogical conditions that contribute to the formation of tolerant beliefs, attitudes and skills of tolerant behavior in the microenvironment - in family, in an educational institution, in the workplace, with the participation of all interested parties (parents, teachers, social workers, politicians, the media and society as a whole);

The educational strategy should disseminate a positive approach to ethnic issues and prevent any manifestations of racism, chauvinism, extremism, xenophobia, dichotomy (a white-black vision of the world), national stereotypes through the creation of a friendly atmosphere in children's groups, focusing on what unites children , representatives of different ethnic groups (cultural heritage; contribution to the development of science, art, state; positive character traits);

the educational strategy should implement the idea of instilling in children and young citizens of a multinational state open and respectful attitudes towards other people, an understanding of the possibility of multivariate human existence in various cultural, religious and social spheres that are different from each other;

The educational strategy should contribute to the creation of a favorable microcosm of cultural, interethnic mutual understanding, in which every child, regardless of ethnicity, feels comfortable, protected and is capable of open interaction with the world.

The implementation of the above ideas of educational strategy allows teachers to implement following principles:

throughout life, a person must develop social qualities, therefore the child must be taught the universal laws of existence, relying on the natural nature of the child, so as not to disturb the fragile world of childhood;

a child is born and raised in a certain cultural, national environment, which has many positive features; reliance on the positive socio-cultural experience of the ethnic group is the most important principle of the educational strategy;

the principle of interethnic communication involves creating conditions for positive interaction and mutual enrichment of children of different cultural, national, religious and social groups;

the principle of a child’s self-worth presupposes accepting the child as he is;

a child is naturally capable of unconscious aggression, humiliation and bullying of others, therefore the principle of a moral atmosphere (“social comfort”), which involves ensuring the protection of children from violence, bullying and boycotting in the children's team, is fundamental;

the principle of a “social lesson” involves activating children in the search for solutions to the problem of childhood aggression (the child finds himself in the position of being offended, rejected, or put in the position of an aggressor and trying to solve the problem).

The teacher’s focus on understanding the meaning of children’s behavior and actions means that in educational activities the tasks of understanding the child come to the fore.

When organizing the educational process, it is necessary to proceed from the objective processes that today form the core of national relations, both on the world stage and within multinational societies. Global education provides for the inclusion in school curricula of such areas of pedagogical activity as instilling in students interest and respect for the cultures of the peoples of the world, developing skills in a systematic approach to the study of world processes, and fostering recognition of different points of view on world phenomena as equal and equal.

The experience of interaction between national cultures is rich, it has evolved over centuries. Teachers are faced with the task of introducing students to the cultures and traditions of different nationalities, correcting the impact of socio-ethnic factors on children and forming in them the feeling and consciousness of citizens of the world. In this case, one should, naturally, take into account the selectivity of schoolchildren’s interests, the specifics of the region, and the geography of the population.

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

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

Of all the means that influence the formation of a person, a special role is given to the educational means of folk pedagogy. Folk pedagogy is a set of pedagogical information and educational experience preserved in oral folk art, customs, traditions, children's games and toys.

Research groups of schoolchildren can be created to study specific issues related to the culture of different peoples. Knowing as much as possible about other peoples is the basis for developing a culture of interethnic relations at any age.

Play is the most important sphere of children’s life, which, together with work, knowledge, art, and sports, provides the necessary emotional conditions for the formation of national consciousness and a culture of interethnic relations among students.

High school students can become game organizers for primary classes, which will contribute to the actualization and deeper assimilation of knowledge. In games, students not only enrich their knowledge, but also acquire practical skills necessary in life and learn to communicate.

Pedagogical practice confirms the advisability of using folk games as one of the main means of fostering a culture of interethnic communication.

Children can make a full-time and part-time journey into the history of their native land, get acquainted with interesting people, folk craftsmen, hold competitions for young talents, engage in search work, and do good deeds.

Interethnic tolerance is closely related to religious tolerance, which also needs to be cultivated among the younger generation. Today, often unceremoniously, various religious organizations, including foreign ones, invade the spiritual life of Russian citizens. According to Article 14 of the Constitution of the Russian Federation, our state is secular; no religion can be established as state or compulsory. Another article (28th) on Freedom of Conscience states that “everyone is guaranteed freedom of conscience and religion, including the right to profess, individually or together with others, any religion or not to profess any, to freely choose, have and disseminate religious and other beliefs and act in accordance with them."

Thus, the first article prohibits the compulsory nature and state nature of religion, the second allows it to be freely chosen and disseminated regardless of a person’s place of residence or position. Therefore, the class teacher should take this into account. Moreover, Article 29 of the Constitution on freedom of information speaks of the right to freely seek, receive, produce and disseminate information in any legal way, and the prohibition of censorship. At the same time, there is a ban on promoting religious intolerance or religious superiority.

However, it should be noted that not all religious associations deserve tolerant treatment, especially when it comes to extremist religious cults. Some of them (“Children of God”, “Jehovah’s Witnesses”, etc.), which have a scandalous reputation in the West, are registered in our country and are replenished by Russian youth. The activities of these organizations should be considered from the perspective of their negative impact on families, children, and youth. Here a man is brought up - a cog in a religious organization, who rejects his own family, traditions, and his people.

According to M.L. Mchedlova, the possibility of creating religious organizations should be determined by legal criteria: whether this organization is religious; whether its activities infringe upon fundamental individual rights, whether it interferes with the performance of civic duties by its followers, etc. He notes that the education of religious tolerance today is complicated by negative historical traditions, multi-religious and multi-ethnic composition of the population, the presence of inter-religious contradictions, the ambitious policies of a number of religious leaders, imperfect legislation, a certain indifference public opinion.

Indeed, these circumstances complicate the work of teachers in instilling religious tolerance in children, but a lot depends on each teacher, on his personal position in solving this problem, on his professionalism in approaching this issue in educational and extracurricular work.

How do you feel about studying religion in school in this regard? It is probably advisable to give children knowledge about various religions, which will ensure free conscious choice religion or rejection of all its varieties. Having become familiar with all cultural heritage, the student is able to develop in himself friendly attitude to any other religious or ideological approach.

In terms of instilling religious tolerance in schoolchildren, it is possible to offer a special course on the history of the religions of the peoples of Russia, including, first of all, the study of the religion of one’s own people, and secondly, introducing teenagers to the beliefs of other ethnic groups living in Russia. At the same time, it is important that someone else’s faith is highlighted as a worldview that forms the basis of the national culture when the value orientations, lifestyle and mentality of the people are determined, especially in the early stages of the development of society.

Chapter 2. The concept of developing tolerance in a children's health camp

1 The relevance of developing tolerance in children’s health camps

The problem of tolerance is one of the most acute both in society as a whole and in the conditions of children's health camps. Understanding perfectly well that we are all different and that we must perceive another person as he is, children and we (adults) do not always behave correctly and adequately.

It is important to learn to be tolerant towards each other, which is very difficult, especially for a child in a new temporary team with such different peers, with national, age, personal and other characteristics of which he has not yet gotten used to, to which he has not yet adapted. It is precisely because of misunderstanding, non-acceptance of others as they are, that conflicts arise between children in children's schools, and even between entire groups.

On the other hand, a children's camp is an excellent, favorable educational environment, a huge field of activity for a competent teacher. At school, teachers do not always have time for educational conversations and activities, especially extracurricular, creative, playful ones, those in which the student is free to think, create, and choose. At DOL, an entire shift consists of many such opportunities. It is here that in 18-21 days, through casual play, you can purposefully instill in children a certain attitude towards life, the necessary qualities for their successful life.

A children's camp, like a school, can become a school of non-violence, freedom, and tolerance for children. By mastering the social, natural, and cultural environment, using its educational capabilities and “adapting” it to the needs of childhood, he is called upon and can become the center of a wide educational space.

When cultivating a culture of tolerance among school-age children in a children's health camp, it is necessary to teach children:

1.respect for the human dignity of all people without exception.

2.understanding that each person is a unique individual and respecting the differences between people.

.understanding the principle of complementarity as the main feature of differences. Pupils must understand that their differences can act as complementary elements, as a gift from each of them to the group as a whole.

.understanding the principle of interdependence as the basis for joint action. Children should be taught to solve problems together and share labor when completing tasks to demonstrate how everyone benefits when solving problems through cooperation.

.and as a result - familiarization with the culture of peace. Children who experience respect and tolerance for others gain the foundations they need to build peace and develop community.

2.2 Requirements for the personality of a teacher who develops tolerance in the younger generation

Today, more than ever, the importance of moral responsibility and the social position of the teacher himself is increasing. Children have become more active and freedom-loving. This requires a change in the relationship between teachers and children. Teachers should personal example show an example of citizenship, humane, respectful attitude towards people, regardless of their nationality or religion.

It should be noted that both counselors and adult teachers do not always have tolerant relationships. Moreover, we are talking not only about intolerance of teachers towards representatives of any national or social group, but about intolerance towards the child’s personality in general. The origins of this lie in a misunderstanding of the nature of the child; in unformed sensitivity, goodwill, and lack of pedagogical orientation.

We believe that students preparing themselves for implementation in professional activities to develop tolerance in children should acquire knowledge and skills in ethnopedagogy and conflictology.

Future teachers need to develop the following skills:

communication with children of different ethnic groups;

detecting problems in the adaptation of children who find themselves in a different ethnic environment;

providing assistance in adaptation to such children;

forecasting the emerging interethnic confrontation in the children's team and providing preventive assistance;

ensuring the protection of children from violence, bullying, humiliation from both peers and adults;

organizing public gaming leisure;

leisure activities national holidays.

3. Sample program for the “National Treasure” camp session

Goal: formation of a humane, free, moral, creative, tolerant personality, training to resist xenophobia and anti-Semitism.

All this is possible only in conditions of high citizenship, the revival of spiritual values, the desire for peace and goodwill.

The principle of the camp: the formation of tolerance through immersion in national cultures (every day the entire camp staff lives the life of a certain national society, which helps to overcome existing stereotypes in the perception of other people, reduce the level of indifference, aggressiveness and even fear, establish friendly relations between representatives of different ethnic groups).

Differentiated approach to working with children:

the groups in the camp are multinational, children of different nationalities live in the rooms;

taking into account age (counsellors tell younger children about the people, using fairy tales and games, for older children they organize conversations, discussions, debates);

taking into account the child’s abilities and desires ( a large number of circles, different types of national block).

Teaching staff: highly qualified teachers, counselors, as well as psychologists, specialists in interethnic relations who conduct seminars for educators and counselors.

Shift plot scheme

All the children in the camp are passengers on a plane that is sent on an expedition in search of treasure. These treasures are hidden in different parts of amazing, multinational Russia. In the lobby ( assembly hall, club) a map is posted (see Appendix No. 5), on which are written the names of the nationalities into whose wonderful world the expedition participants will be immersed during the shift. An airplane moves along this large wall map every day (see Appendix No. 6) - a pointer indicating the nationality being studied that day. The aircraft will move one position every day.

Each nationality reveals to children many amazing facts throughout the day, helping them discover a treasure trove of opportunities, talents and interests. By studying the culture of a particular nationality, winning competitions and quizzes, children receive images of symbols of this nation (souvenirs, treasures). The participants of the expedition mark the studied nationality with the “Peace” sticker - a blue circle with an image of a white dove (see Appendix No. 6). At the end of the day, the results are summed up, the number of treasures earned by the squad is calculated, which are placed in a specially designated squad corner - the “treasury”. To accumulate as many treasures as possible in your squad museum is the goal of the shift, at the end of which the “richest” squad will be determined by a general “popular” vote.

Every morning theme day The counselors wake up the children dressed in the costumes of the nation whose culture the camp is exploring. In detachment corners, counselors post information on a given nationality (mores, customs, cuisine, national costumes), help children match national images, and advise children in preparation for the event. You can post the name of the unit every day in national languages in accordance with the theme of the day, as well as a list of names (characteristic of a given nationality) that children can optionally write on their badges.

Shift planning. (see grid plan in Appendix No. 7)

day - Check-in. Organizational aspects(check-in, checking luggage into storage rooms, familiarization with the rules of the sanatorium, etc.). Squad event“Let’s get to know each other” (games, trainings for getting to know each other), evening squad light “Tolerance is the road to peace”, dedicated to the concept of tolerance in a broad and interethnic sense.

day - morning line “Strictly on course”, at which the children will be explained the meaning of the shift, the expedition program, the tasks of each detachment, rules of conduct, code of expedition participants, etc.

Evening event: opening of the “Meet WE” shift. Children are presented with their business cards: the name of the unit, motto, chant, song (general thematic area: travelers, researchers, ethnographers, expedition). Leader performance. Decoration of squad corners. After the presentation, the presenter takes the plane and attaches it to the first destination - Armenian customs.

day - (Armenians) Armenian customs

"A Word about My Family":squad games, conversations in which each participant talks about his family, his clan, draws a family tree, etc.

For the evening general camp event - the "Armenian Creativity" competition - each detachment prepares a dramatization of the Armenian legend. The winning squad receives Armenian treasures.

day - (Ukrainians) “Sorochinskaya Fair”. The entire territory of the camp is divided into stations offering children to participate in various folk competitions, relay races, games, and fun. The winners earn Ukrainian treasures.

day - (Finns) “Sports Finland”

The day is dedicated to winter sports games. Children play field hockey. Support groups make their own national costumes and come up with slogans. The winning team and best support group receive Finnish treasures. The units hold events on the theme “History of my city.”

day - (Germans) “Family piggy bank”

The units conduct training on conflict-free behavior.

For the general camp competition “Family Piggy Bank”, a couple is selected from each squad who must prepare for the competition the story of the meeting of the spouses (the “How it Was” competition), a family concert number, come up with customs, a family code, make a family heirloom and a “Favorite dish” (from scrap materials). The competition is held for older groups, the younger ones participate as children in the families of the competitors. The winning squad receives the German treasures.

day - (Turks) “The Mystery of the Turkish Carpet”

“White Crow” competition: each squad selects its own “white crow” - a person with unique abilities (moving his ears, standing on his head, having the longest hair, etc.). “White Crows” present their talents, compete in their achievements, and also participate in competitions where they try to invent something unusual, unprecedented, that is, to become a “miracle of nature.” The jury determines the most versatile and unique "black sheep" who are awarded Turkish treasures.

day - (Kazakhs) “Musical Kazakhstan”

For the competition, each squad is required to choose its own akyn (Kazakh singer). The detachment is preparing a song for him about the past day, a blast furnace, and a national costume. Singers compete in their musical and vocal abilities and are awarded Kazakh treasures.

day - (Uzbeks) “Uzbek dances”

During the day, senior troops open their hairdressing salons with Uzbek names. Anyone can come to them for a haircut.

In the evening, a dance marathon is held, where the authors of the best Uzbek hairstyles and dance teams are awarded.

day - (Chinese) “Yin-Yang”

Within the squad there are trainings, games, conversations on the topic “Harmony of Life” (formation of ideas about the concept of “harmony”, that something beautiful “lives” in every person, orientation towards the formation of harmonious relationships with the world, the main values of which are tolerance , dignity, respect for other people's lives, trust in each other).

All teams use scrap materials to make three-dimensional models of Chinese dishes, in which they try to reflect the Chinese philosophy of life. The creative presentation of the dishes ends with the awarding of Chinese treasures.

day - (Jews) “Jewish tournament” (chess, checkers).

Quiz “Culture of Relationships” or game “Path to Tolerance” (within the squad)

In the afternoon, tournaments on intellectual games (chess, checkers) are held.

day - (Chukchi) Expedition not North

Training “The Path to Harmony” (within the squad) with the goal of developing interpersonal interaction skills, understanding the need to know the rules, traditions, norms for establishing positive relationships with representatives of another culture, improving social contact skills, focusing on the consistency of opinions, positions with people of different cultures.

The exhibition “Dwellings of the Northern Peoples” is held outdoors. The teams need to build a dwelling for a Chukchi family from natural materials. Images of the Chukchi themselves living in these huts are also welcome. The winners are awarded Chukchi treasures.

day - (Russians) “Our Russia”

In the Miss Russia beauty contest, a girl from each squad takes part in a costume of the chosen nationality. The squad prepares an amateur competition, a support group, a dance, and various outfits for competitions. At the final of the competition, the jury rewards each girl with Russian treasures, awarding an original title.

day - the day of preparation for the Day of "Roses of the World"

Senior teams are preparing the concert area. All teams choose any of the nationalities they like (which they studied during the race) and prepare in accordance with it: a dance, a costume, a national dish, a creative act. They come up with a figure that will be presented at the “Miracle of Miracles” competition.

day - "Rose of the World" day

The day that ends the expedition. All units represent their favorite nationalities. At the final of the competition, all the figures presented in the “Miracle of Miracles” competition go on stage, freeze and receive the common, collective name of the “miracle” - “Rose of the World” - a symbol of friendship between peoples.

day - museum competition "Treasury"

Each squad decorates its treasury with prizes earned throughout the season. Each squad is given a route sheet, according to which it visits the treasuries of other squads, rating them on a 10-point system. There is also an independent jury that evaluates the “treasury” of each squad. In the evening, the jury sums up the results and selects the richest treasury. The remaining treasures are also given various awards and diplomas.

day - shift close

Summing up, awarding certificates to the most active participants of the expedition. Farewell disco. Farewell squad lights.

day - day of departure

tolerance interethnic tolerance camp

Conclusion

As we have already said, the modern sociocultural situation has determined the urgent need for the formation of tolerance as a condition for the survival of humanity in the future; as values of the sociocultural system; as humane norms human relations, as a worldview and a conscious guideline for building relationships with the outside world. This allows us to consider tolerance as a multicomponent phenomenon of objective reality.

Education in the spirit of tolerance, first of all, solves the problem of revealing the meaning of a person’s existence in the world through understanding the character and ways of his interaction with this world. The process of education and upbringing in a tolerant environment consists of a person understanding his place in the world and mastering ways of interacting with him. Ultimately, we are talking about the perception of tolerance as a personally significant value.

The idea of forming tolerance in the conditions of a children's health camp has a certain specificity, which lies in the fact that this idea here receives an additional interpersonal connotation. Interaction with other people, during which personal mutual enrichment and development occurs, is considered a special value of education.

In our work, we examined in detail the problem of tolerance in modern society and identified the main reasons for intolerant behavior. In addition to various social factors, we identified intrapersonal problems that contribute to the formation of intolerance: low self-esteem, increased anxiety, neuropsychic instability, increased aggressiveness. We propose to carry out diagnostics of these personality parameters using the methods proposed in the appendices.

The work also presents the essence of the principle of tolerance in the educational and upbringing process, and considers such criteria of tolerance as: personality stability, empathy, divergence, mobility of behavior, social activity.

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

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

Global education is designed to instill in students a sense and awareness of responsibility for the present and future of the world in which they live. It proceeds from the fact that prejudices towards foreign cultures (and even towards one’s own) arise due to people’s lack of knowledge about peoples and their relations, about national cultures and traditions. Teachers are faced with the task of introducing students to the cultures and traditions of different nationalities, correcting the impact of socio-ethnic factors on children and forming in them the feeling and consciousness of citizens of the world.

At all stages of working with a team where different nationalities are represented, regardless of the age of the students, the teacher needs to think through practical measures to make it easier for children to overcome national isolation and selfishness, focus on improving the culture of communication of the entire team, and use its capabilities to counteract harmful nationalist influences .

The work reveals the relevance and severity of the problem of tolerance in the conditions of a children's health camp. It is important to teach children to be tolerant of each other, which is very difficult, especially for a child in a new temporary team with such different peers, with national, age, personal and other characteristics of which he has not yet gotten used to, to which he has not yet adapted. It is precisely because of misunderstanding, non-acceptance of others as they are, that conflicts arise between children in children's schools, and even between entire groups.

Children's camp is a wonderful, favorable educational environment, a huge field of activity for a competent teacher. It is here that in 18-21 days, through casual play, you can purposefully instill in children a certain attitude towards life, the necessary qualities for their successful life.

It is important to teach the child, on the one hand, to accept another as significant and valuable, and on the other hand, to be critical of his own views. Education of tolerance should be aimed at “training and nurturing a personality that does not divide the world into opposite things and objects, but unites it into a single whole, simultaneously becoming an integral personality, capable of accepting the world as unity in diversity, bringing into it the culture of one’s ethnic group as belonging to to humanity, society.

The proposals we have formulated regarding the education of tolerance are quite applicable in the educational process and, in our opinion, correspond to the theoretical principles of education of tolerance. Education for tolerance should be aimed at counteracting influences that create feelings of fear and alienation towards others. It should help young people develop independent thinking, critical thinking and judgment based on moral values.

The “Treasures of Tolerance” change program we offer is approximate, indicative in nature and can be used in children’s health camps with the aim of developing tolerance in children of different nationalities.

Thus, the set goal has been achieved, the tasks have been solved.

Bibliography

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Developmental and educational psychology / Ed. A.V. Petrovsky. - M.: Education, 1989.
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Mechinskaya N.A. Mental development of a child from birth to 10 years. - M.: IPP, 1998.
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Political encyclopedia. M., 1999.
Pchelintseva I. Tolerance and the schoolchild. - M.: MOSAIC-SYNTHESIS, 2003.
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Fostering tolerance begins in the family. The main role in promoting tolerance belongs to parents. Tolerant parents understand that their relationship with their child and their attitude towards the world around them will become part of his worldview and attitude. Through their own experience, adults introduce children to the rules of the hostel.

When raising a child according to their ideas, parents encounter difficulties. Every person goes through a chain of age-related crises. He has to change, learn something new about the world. This serves his maturation and socialization. Transitional processes in a child's development impose great responsibility and require great patience from loved ones.

What does the word tolerance mean?

Tolerance is a person’s ability to respond positively to the social differences around him.
Note!!!
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There is no unity in the understanding of tolerance in society. People's opinions about what tolerance is and what its boundaries are differ. According to one point of view, tolerance is a personality trait; according to another, it is behavioral skills.

It is not so easy to be in such social formations as “family”, “school”, “class”, “village”, “city”, “country”. The object of intolerance among children can be national, ethnic, gender, social, religious affiliation, appearance, habits, hobbies...

Tolerant relationships and attitudes should be promoted, first of all, by the family atmosphere. The child imitates what he sees. As a child, he still cannot distinguish good from evil, good from bad. It is not yet clear to him who he is and how he should behave in different situations. The kid is looking for ways to assert himself: “they should be afraid of me, I should be strong.”

True family education concluded in relation to people. This gift can be received in a family with low, middle and high income. Regardless of the financial situation, a family can bring an abyss of cruelty, humiliation, absolute cynicism, the right of might... The child instantly absorbs disbelief in the world, hatred of people, aversion to beauty. In the future, a child can become anything. Everyone has different development opportunities. Many people mistake good manners, good knowledge, in a word, anything except a worldview for a good upbringing.

The child's feelings should not be distorted. Children's thinking must be consistent with a sense of compassion for people and their problems.

We must not forget that most of the evil is done by indifferent parents. A child’s hostile attitude towards the world arises from the emptiness of their soul. The task of parents is to live their life together with their child in order to fill the child’s soul with good content.

Adults must give children the opportunity to understand their importance, their role in the family, their individuality. A child who has not experienced parental love and who has not revealed himself as an individual will not be able to adequately perceive the people around him.

It is the good family relationships of the family that influence the formation of tolerance in the child.

Very often, parents do not show tolerance towards the elderly and set a bad example for their children. Since childhood, I remember my neighbors, who were condemned by my parents and relatives for a single wrong action. These people and their children were respected, admired for their hard work, attitude towards people, towards each other... But one day their grandfather fell ill. The daughter abandoned her father, who needed care. Grandfather was taken to a nursing home, where he died.

There is an Eastern family parable:

A large family lived in one city. The old grandfather gave his children a lot of trouble: he confused day with night, forgot to close the gate, spilled food on himself... The daughter-in-law was tired of putting up with the old man in her house, and she suggested that her husband put the crazy old man in a basket and take him further into the forest. The husband went to get the basket, and the son said to him:

- “Dad, don’t forget to bring the basket back.”

- “Why do you need it?” - asked the father.

- “It will be useful to me, because someday you and your mother will grow old.”

Adults divide parental property when their parents are alive, they drive them out of their own apartments, forgetting about consanguinity and morality. Parental contempt for people with disabilities physical capabilities, children accept old people as the norm of behavior.

At what age does tolerance develop?

From early childhood, a child learns certain norms that force him to do good or bad. Almost from the first months he divides people into friends and strangers.

How are moral attitudes that define the concepts of “friend” and “alien” formed?

A three-month-old baby clearly prefers people of his own nationality and is afraid of people with pronounced features of another race. Three-year-old children, without hesitation, will support only their own, enter into relationships with those whom they consider close or equal to themselves, without trying to understand the situation. Out of fear, they refuse to play and communicate with unfamiliar and unfamiliar peers.

At the age of five, children understand well who is the aggressor and the victim in a given situation, who should be pitied and supported, and who should be punished.

A younger teenager 7-9 years old is able to explain his choice and offer his position. What is important to him is the reaction of others, their assessment of his actions, his point of view. He still acquires subjective moral experience, learns to cooperate, and undergoes socialization. He is distinguished by his readiness to accept someone else's position, to change his first erroneous idea about his classmates and friends.

At the age of 10-11, a teenager begins to realize that there are times when a stranger needs help more than his own.

It is no secret that not all people show compassion and fair treatment of their own and others.

Young children are guided only by feelings and emotions. With age, they learn to understand the situation, justify their choices, and control their emotions. The peak of pragmatism is reached in youth.

In mature years and closer to old age, people are characterized by sentimentality, sympathy, and mercy.

Psychological observations

Psychologists say that a person who actively helps loved ones will never leave strangers without help.

It has been revealed that in a state of stress a person’s willingness to protect someone else decreases.

A person's willingness to help others decreases with increasing material wealth which he possesses.

You need to know this

Different authors define tolerance in different ways: as approved behavior and refusal to impose one person’s point of view on other people (N. Ashford), as acceptance of an agreement on the “rules of the game” (J. Sullivan, J. Pierreson, J. Marcus), as a method expressed in respect for the point of view of another person (L. G. Pochebut), as a certain quality of interaction (M. Matskovsky), as special relationship(S.K. Bondyreva).

The literature offers approaches to tolerance as a mechanism of communication, value orientation, form of social interaction, culture of dialogue, professionally significant quality of specialists working with people - teachers, doctors, psychologists, politicians, trade representatives.

Child psychologist K. Arutyunova invited different age groups of children to decide difficult dilemma: The train will inevitably hit 5 people who are in its path. However, you can move the switch and then one person walking on the rails will suffer. The children had to choose only one of the options. They mostly chose the second option. The answers changed in the opposite direction with the proposed clarification: that one is your relative.

The dilemma was complicated: a very fat man was standing on the bridge. You can push him, he will fall on the rails, the train will stop and five will be saved. There was hesitation in the choice of answer due to the fact that it was proposed to push the person, and not just move the lever.

As the situation changed, the solution to the dilemma changed. The children had enough time to think. The ability to make reasonable decisions comes with experience and it is very important to pass on this experience to children.

What is intolerance?

Extreme manifestations of intolerance include ethnic intolerance, terrorism, extremism, and xenophobia. There is a distinction between open intolerance, which arises in managerial and interfaith relations, and hidden intolerance (gender, interethnic, professional). Political intolerance is expressed in both open and hidden forms.

In our lives, we are faced with intolerance of adults towards young people, their slang, subcultures, hobbies, habits and manners... Understanding, tolerance and condescension towards teenage interests and oddities are not always shown. Much depends on parental position, their ability to withstand difficulties, the ability to evaluate various aspects of life, the ability to communicate with a child.

From an early age, the child must understand that next to him there are children of other nationalities who have unusual names and who speak a different language.
A junior schoolchild should know that people live in different countries and speak different languages. It is important to explain to him that not all people live well in their countries, and they are forced to leave their homeland and change their place of residence. It is necessary to teach a child to be open, to respect the dignity of people of other nationalities, and to be able to conduct a constructive dialogue.
Cultivate in your child a tactful attitude towards elderly people, neighbors, and classmates.
Teach to respect different tempers, temperaments, behavior patterns, school routines. Don't let children hurt the weak.
Explain to your child why you should not use offensive nicknames in communication (associated with nationality or physical disability), look for a “scapegoat,” or solve problems with your fists.
Teach children to respect the religious views of others, interact with people who have different worldviews, and respect other people's traditions and customs. Explain to children that disrespect for another culture contributes to disunity and conflicts between people.

A tolerant attitude towards people should become a natural need modern man. You cannot raise children burdened with national problems and prejudiced attitudes towards others. The problem of tolerance could be avoided if adults developed a tolerant attitude towards others and instilled this quality in their children.

Dear reader! What do you think can influence the reduction of the level of intolerance in our society? How is it necessary to form and develop tolerance in our time?

Cultivating tolerance in children of senior preschool age

Recently, social tension continues to grow throughout society, and interethnic and interfaith conflicts continue. All this is a direct internal threat to the country's security.
Malice, anger, and aggressiveness are increasingly spreading in the nursery, especially teenage environment. Mutual intolerance, aggression and selfishness through the media and social environment of children.
Therefore, the process of searching for effective mechanisms for raising children in the spirit of tolerance is intensifying, including the acceptance of foreign cultures and respect for the rights of other people who are different from you.
There are currently very few methodological developments for instilling in children such moral values as respect for another culture and its bearers, which contribute to the development of mutual understanding, tolerance, openness and friendliness. However, at the present stage of development of society, the need has arisen to form a culture of tolerance among the younger generation, starting from preschool childhood, in order to counter the propaganda of extremism and reduce socio-psychological tension in society.
“Tolerance is what makes it possible to achieve peace and leads from a culture of war to a culture of peace,” says the Declaration of Principles of Tolerance adopted in 1995 by the General Conference of UNESCO. In the context of humanization and democratization of society, the problem of tolerance is very relevant, since today the values and principles necessary for common survival and development come to the fore:
- ethics and strategy of non-violence;
- the idea of tolerance towards foreign and foreign positions, values, cultures;
- the need to search for dialogue and mutual understanding, mutually acceptable compromises, etc.
Russia is a multinational state, therefore, from pre-school age, it is necessary to introduce children not only to the culture of their people, but also to respectful, kind attitude towards representatives of other cultures.
A child begins to form his or her attitude towards a person of a different nationality from about 4 years of age, based on elementary manifestations of universal human feelings and unbiased knowledge, while the uniqueness of the national only emphasizes the significance of what is universal. Typically, children of older preschool age do not come into conflict with people of other nationalities. At the same time, manifestations of a different attitude were noticed: ridicule, mockery, fear, etc. They are based on the following factors:
- childlike spontaneity;
- limited life experience;
- lack of ideas about people of other nationalities and their culture, lack of communication with them;
- childish tactlessness, etc.
Cultivating tolerance is long-term and difficult process, starting in preschool years and continuing throughout life. This process is influenced by many factors, and the decisive ones among them are family and education, in particular preschool education. Therefore, education as the main social institution created for the formation and socialization of the individual, the transfer of accumulated experience, knowledge, values and norms to new generations, must be ready to work not only with the child himself, but also with his family, with his immediate environment (researchers Volkov G N., Paramonova L. L.).
In my opinion, it is necessary to structure the pedagogical process in such a way that children see all the diversity of the existing world, begin to accept its versatility and are not afraid to be different from others.
It is in preschool age that a child clearly displays emotional responsiveness, openness, gullibility and the absence of ethnic stereotypes, which allows him to enter into free communication with people of different nationalities. However, despite a significant number of publications, especially in recent years, on instilling in children a friendly, respectful attitude towards representatives of other ethnic groups, practitioners still do not sufficiently use all the ways, means and methods of instilling tolerance in preschool children.

What is tolerance? Tolerance – (from Latin tolerantia - patience): 1) an immunological state of the body in which it is unable to synthesize antibodies in response to the introduction of a specific antigen while maintaining immune reactivity to other antigens. The problem of tolerance is important when transplanting organs and tissues... 2) The body's ability to tolerate the adverse influence of one or another environmental factor... 3) Tolerance for other people's opinions, beliefs, behavior.

Recognition of diversity... Recognition of diversity... On November 16, 1995, UNESCO member states adopted the Declaration of Principles of Tolerance, and in 1996 the UN proposed to celebrate the International Day of Tolerance. The Declaration defines tolerance as “respect, acceptance and proper understanding of the rich diversity of our world’s cultures, our forms of self-expression and the ways in which we express our human individuality.” The Declaration recognizes that human beings are by nature different in appearance, attitude, speech, behavior and values and have the right to live in peace and maintain their individuality.

Acceptance of different views Tolerance, as defined by academician V. Tishkov, is “a personal or social characteristic that presupposes the awareness that the world and the social environment are multidimensional, which means that views on this world are different and should not be reduced to uniformity or then benefit” We are different! And everyone looks at everything that happens around them in their own way! And he has HIS OWN opinion, often very different from the opinions of other people!

It is necessary to learn tolerance. It is necessary to learn tolerance. Each nation, like each individual person, has both advantages and disadvantages, due to the peculiarities of historical fate and living conditions. Very often people are lenient towards their own shortcomings and intolerant of others. Therefore, we all need to learn tolerance. Parents should raise it in their children!

The ability to understand each other! Tolerance means that there should be respect for a phenomenon other than the one to which you are accustomed. Respect for the individual, for a person, regardless of his nationality, religion, respect for his values and traditions. The most important thing is the ability to understand each other. Vladimir Zorin, Minister of the Russian Federation in charge of national policy issues.

The art of compromise We are talking about the art of compromise and tolerance is the great art of people who are trying to understand each other. But for me the most important thing in tolerance, its symbol is a boat on which, like in Noah’s Ark, people and animals that are completely different and different get along and are saved. Tolerance is support and understanding of differences. - Alexander Asmolov. Doctor of Psychology, author and director of the Federal Target Program

Current topic The problem of teaching tolerance is very relevant. At school, interaction begins to develop between children who come from different families, with different life experiences, and with insufficiently developed communicative activities. Therefore, it is very important to teach a child, on the one hand, to accept another as significant and valuable, and on the other hand, to be critical of his own views.

The ability to see the Other It is necessary to teach children to understand that tolerance is patience, tolerance, forbearance. Dictionary foreign languages interprets it as patience towards other people's opinions and beliefs. Today, tolerance is considered in the context of such concepts as recognition, acceptance, understanding. Recognition is the ability to see in another exactly the other, as the bearer of other values, a different logic of thinking, and other forms of behavior. Acceptance is a positive attitude towards such differences. Understanding is the ability to see another from the inside, the ability to look at his world simultaneously from two points of view: your own and his.

Educational problem Undoubtedly, it is necessary to cultivate tolerance from early childhood! The problem of a culture of communication and respectful attitude towards Others is one of the most acute in school, and in society as a whole. By learning to accept other people as they are, you can learn to avoid unnecessary conflicts.

Interaction between family and school Fostering a culture of tolerance should be carried out according to the formula: “parents + children + teacher”. Thus, the family is of great importance in the formation of tolerance in students. After all, the effectiveness of raising a child greatly depends on how closely the school and family interact.

Much depends on the culture of adults. The success of developing a tolerant personality in children is largely determined by the tolerant culture of adults. When raising a child, one should proceed from the following principles: accept the child as he is, because every child is unique; believe in the child’s abilities, stimulate his creative activity; respect the student’s personality, create a situation of success for each child; do not humiliate the dignity of the child; do not compare anyone with anyone, compare only the results of actions; understand that everyone has the right to make mistakes; remember that everyone has the right to their own opinion, and no one has the right to laugh at the judgments of others.

What is the difference between tolerance and tolerance Tolerance for me is interest, respect and participation in the culturally different, culturally different. So I would give you an example of how tolerance differs from tolerance in its everyday sense. This is tolerance when I tolerate that my church, and next to it there is a mosque and a synagogue, are all in the same block. And tolerance is when I, an Orthodox believer, together with a Jewish Jew help a Muslim build his mosque. Tolerance is the knowledge of iconicity as part of one’s own. Valery Tishkov, Doctor of Historical Sciences, Director of the Institute of Anthropology and Ethnology of the Russian Academy of Sciences.

Two types of relationships: Despite the fact that everyone’s experience of relationships is individual, two types of relationships can be distinguished: from the position of violence (violent) from the position of non-violence (tolerant) The features characteristic of various positions in relationships are given in the table.

Position of violence Position of non-violence distrust contempt rejection denial authoritarianism subject-objectivity low level empathy selfishness relations of power/subordination trust respect acceptance recognition democracy subject-subjectivity high level of empathy humanism, altruism relations of equality and equity

The differences between the tolerant and violent types of interaction are based on the difference in the orientation of the attitude, goals, motivation of actions and deeds. The type of interaction leaves an imprint on the speech, behavior, and position of the subjects of communication (adults and children, teachers and students).

Non-violent interaction Violent interaction Has an attitude towards equality and equality, Its goals are to coordinate actions to meet the needs and interests of all participants in communication, Motivation is humanistic The predominant type of relationship is subject-subject Type of communication is dialogue. It is characterized by an attitude towards inequality. The goal is to achieve one-sided advantages. Motivation is in achieving social control, group pressure. The predominant type of relationship is subject-object, the type of communication is monological, authoritarian.

Main task: development of non-confrontational consciousness, the ability to find alternative solutions in a difficult situation of interaction; development of an emotional and value-based attitude towards another person: the ability to see the positive aspects of a person or action, the ability to take the place of another and justify one’s actions, the development of the logic of arguing one’s opinion, etc.; Dear teachers! The results of education reflect primarily general style. We must not forget that like is brought up by like: Kindness - kindness; Intelligence - intelligence; Independence - independence; Tolerance - tolerance.