Personal self-education, methodological development on the topic. Basics of self-education Bibliographical manual methods of self-development and self-education

Self-education is based on the principle of proactive reflection in a person’s mind of those actions and deeds that he is going to perform, the definition of those traits and qualities that he expects to develop in himself. If such a “mental program” is formed, it encourages the individual to take practical actions to implement it and creates incentives for the manifestation of volitional efforts. That is why, when a person has a need to overcome certain shortcomings in his character or behavior, It is important to set a clear goal and justify the need to achieve it; sometimes it is even useful to set deadlines.

This requires careful thought, searching for arguments to prove the importance of the proposed goal, weighing all the pros and cons until it is finally set and mentally formulated. It is useful to speak this goal out loud or to yourself for several days until it becomes firmly established in your consciousness.

Simultaneously you need to draw up a detailed program of self-education and determine what exactly needs to be achieved. It is, of course, better to start with simpler programs, for example: eliminate the use of swear words; do not commit rash acts; overcome the bad habit of interrupting your interlocutor in conversation; always keep your word, etc. As you gain experience in self-education, programs should naturally become more complex, improved and more long-lasting.

Engaged in self-education, K.D. Ushinsky developed special rules for himself that acted as a program for his self-development:

"1. The calm is perfect, at least externally.

• 2. Directness in words and actions.
• 3. Deliberate action.
• 4. Determination.
• 5. Do not speak a single word about yourself unless necessary.
• 6. Don't spend time unconsciously; do what you want, not what will happen.
• 7. Spend only on what is necessary or pleasant, and not spend out of passion.
• 8. Give a conscientious account of your actions every evening.
• 9. Never brag about what was, what is, or what will be.
• 10. Don’t show this magazine to anyone” (10;154).

The programs and rules of self-education developed by the individual are of great importance. According to the terminology of academician P.K. Anokhin, they perform the function of an “action acceptor” (from the Latin acceptor - accepting), or comparison and control mechanism for the implementation of this program and rules and thereby stimulate a person’s efforts in working on himself. (10; 156). The more detailed and clear the self-education program and rules of behavior are developed, the more effective the work on oneself will be.

The most important task of education is to encourage students to actively work on their own development and self-improvement. It should be noted that neither the acquisition of knowledge nor the formation of personal qualities can occur without the student’s own desire to learn, without his display of educational and cognitive activity and work on the development of his morality, physical and aesthetic culture. The position that a student is not only an object, but also a subject of education is the foundation on which both learning and the formation of students’ personal qualities are based. That is why the primary task of educational and educational work is the development and maintenance of high cognitive, labor and moral-aesthetic activity.

One of the main tasks of education is: skillful internal stimulation of the activity of a growing personality in working on oneself, which is an encouragement to one’s own development and improvement. In other words, already in the process of education, self-educational work of students takes place.

Self-education conscious, purposeful human activity aimed at self-development, self-education, improving positive and overcoming negative personal qualities.

The source and motive of self-education, according to domestic psychologists, is awareness person contradictions, on the one hand, between one’s needs, interests, goals, desires, and on the other, real possibilities, the current level of development of the personal forces necessary for their implementation, as well as contradictions between the “real self” and the “ideal self.”

Understanding that what is desired cannot be achieved without making certain efforts, and therefore, existing shortcomings may not be overcome, encourages a person to active actions, aimed at self-knowledge, self-esteem, self-improvement. Italicize the phrase "active actions" we tried to emphasize the active (not passively contemplative!) nature of self-education - it is and only a person’s own activity that is the way of his self-development, the condition for the realization of his goals.

Figure 6. Main motives for self-education at different stages of its implementation

The motives and purposefulness of a person’s activities in self-education change, as a rule, as he grows up as a result of development self-awareness. Self-awareness - awareness, assessment by a person of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as a feeling and thinking being, as an actor.

Scientists identify the following age levels of self-education:

Childhood(before entering adolescence) – during this period the child’s first attempts to adapt to the demands of others are revealed through correction of actions, causing them a negative reaction. The main feature is the child’s desire to change specific forms of behavior, i.e. its external manifestations, not quality personality (according to psychologists, the child is not yet aware of his qualities).

Adolescence- a period whose distinctive feature is “self-affirmation of qualities through individual actions.” Self-education manifests itself in the form of frequent, rapid (from the point of view of an explosion of activity and short-term duration), situational (from the point of view of motivation and sequence of actions) attempts to change what has become recognized as personality traits , reflecting its advantages and disadvantages. A hypertrophied sense of adulthood, the desire to be independent, equal provokes a contradiction between the maximalism of a teenager’s demands on himself and others and the limitations of his capabilities, unpreparedness for long-term volitional efforts, to overcome difficulties... This process is much softer and more restrained in teenage girls. The task of adults is to support teenagers in their good intentions, help with advice, inspire optimism, and confidence in their own abilities. It is very important to help a growing person choose a worthy role model.

Youth– during this period, the social role and nature of relationships with others change, experience accumulates and, as a result, the realization comes that not only actions, but also individual qualities do not yet characterize the person’s personality as a whole. The main motive of self-education in adolescence is to “make oneself”, to provide the opportunity to realize oneself to the fullest extent socially and professionally. Activities in this direction are becoming more independent and consistent. Psychologists call the work of a boy and a girl on themselves, on improving their personality conscious self-education.

There are two main source of self-education: 1) external requirement , passing into the internal plane of the individual and actualizing contradictions, which, in turn, give rise to the need for self-education; 2) internal requirement the individual towards himself, due to the awareness of the contradictions between the “Real Self” and the “Ideal Self”, between the goals that the personality sets for himself and the possibilities for their implementation, etc.

The most important prerequisite for making a decision on the need for self-education and the condition for its successful implementation is the ability of an individual to objectively analyze and evaluate his behavior and his qualities, to formulate real goals and a program of action.

In self-analysis and self-assessment, it is important to avoid self-deprecation and self-flagellation, which can lead to a loss of optimism, confidence in one’s strengths and capabilities.

An important stage of self-education is the adoption of self-commitments, which model the goals and program of activities and establish requirements for its organization. This is how the outstanding Russian teacher K.D. formulated self-obligation. Ushinsky:

1. Perfect calm, at least externally.

2. Directness in words and actions.

3. Deliberate action.

4. Determination.

5. Do not speak a single word about yourself unless necessary.

6. Don't spend time unconsciously; do what you want, not what will happen.

7. Spend only on what is necessary or pleasant, and not spend out of passion.

8. Give a conscientious account of your actions every evening.

9. Never brag about what was, what is, or what will be.

Main way of self-education is managing your actions ; self-coercion, self-order, self-punishment, etc. should be seen as a means to an end.

The most important function of any management is control; in self-education, self-control acts both as a way to determine achieved results and as a basis for adjusting the program, plan and methods of activity.

If what a person inherits can be considered as a factor predetermining his development, and the influence of the environment and upbringing as the determining factors, then the decisive factor is undoubtedly the activity of the individual, aimed at creating himself and the world around him.

Self-education is based on the principle of proactive reflection in a person’s mind of those actions and deeds that he is going to perform, the definition of those traits and qualities that he expects to develop in himself. If such a “mental program” is formed, it encourages the individual to take practical actions to implement it and creates incentives for the manifestation of volitional efforts. That is why, when a person has a need to demonstrate certain shortcomings in his character or behavior, it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to set deadlines.

At the same time, you need to draw up a detailed program of self-education and determine what exactly needs to be achieved. It is, of course, better to start with simpler programs, for example: eliminate the use of swear words; do not commit rash acts; overcome the bad habit of interrupting your interlocutor in conversation; always keep your word, etc. As you gain experience in self-education, programs should naturally become more complex, improved and more long-lasting.

The programs and rules of self-education developed by the individual are of great importance. And the more detailed and clear the self-education program and rules of behavior are developed, the more effective the work on oneself will be.

Outlining self-education program, it is also necessary to determine it methods. The most important of them are:

Self-persuasion and self-hypnosis;

Self-commitment;

Self-criticism;

Mentally transferring oneself to the position of another person (empathy - i.e. empathy);

Self-coercion (self-order);

Self-punishment, etc.

Let us briefly describe these methods.

1. Self-persuasion method . Its essence lies in the fact that the student, having identified his shortcomings, convinces himself of the need to overcome this shortcoming, and this cannot be limited only to mental self-conviction. It becomes much more effective when the student convinces himself out loud, i.e. saying out loud the shortcoming he is working to eliminate.

2. Self-hypnosis method . Its essence lies in the fact that a person himself strives to influence his own psyche and feelings; he himself, as a rule, aloud suggests to himself how he will behave or what actions he will not take. The impact of self-hypnosis is determined by the fact that, having become entrenched in the consciousness and feelings of the student, it determines his behavior.

3. Self-commitment . This method is essentially close to the method of self-persuasion. Its essence is that the student, having set out to overcome one or another shortcoming or develop some positive quality, takes on a certain obligation. To consolidate it more firmly in the mind, it must also be spoken out loud several times. in this case, it will encourage the student to achieve the intended goal and contribute to the formation of the corresponding habit.

4. Self-criticism method . Its essence lies in the fact that a student who has identified one or another shortcoming in himself and has set himself the goal of eliminating it, subjects himself to self-criticism in order to mobilize his volitional efforts to overcome it as quickly as possible.

5. Empathy method , or mentally transferring oneself to the position of another person, empathizing with his feelings. This method is very good when it comes to self-education of responsiveness to people and the desire for mutual assistance. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, a student develops positive qualities in himself and overcomes negative ones, putting himself in the position of another person, empathizing with his feelings, and thus encourages himself to improve himself. When, for example, a student sees with what hostility people perceive callousness, callousness, and rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.

6. Self-coercion , or self-command . This is a very effective method of self-education. It is used in cases where a student has defined certain rules, norms of his behavior, but does not show sufficient willpower to comply with this rule. Therefore, this method is applicable for the development of the necessary volitional qualities.

7. Self-punishment method . As its name suggests, it is used when, in the process of self-education, a person makes certain deviations from the rules of behavior he himself has outlined. Having discovered such deviations, it is necessary to use certain sanctions against oneself and apply one or another punishment.

The foregoing shows that if we imagine the process of self-education as a whole, then in its structure a number of components :

Critical analysis, assessment of one’s shortcomings and setting a specific goal for self-education;

Development of a self-education program;

Definition of its methods;

Autotraining, i.e. direct (suggestive) work of the individual on himself;

Self-control.

Figure 7. Structure of the self-education process

Pedagogical guidance has an important basis in the process of self-education and self-development of a student. The content and forms of a teacher’s work in organizing self-education can be very diverse. Much here depends on how competent the teachers themselves are in matters of self-education and its methods, to what extent they are familiar with scientific and popular literature on this issue, and how responsible they are in fulfilling their pedagogical duties.

Generally organization of pedagogical management of self-education carried out according to three main directions:

Organizing diverse, creative and emotionally rich activities of students, strengthening their interest in life, love for their country, and the need to improve is the most important task of the class teacher. It is most systematically, consistently and deeply implemented by the way of the entire school life. At all times, the biggest problem is the need to figure out where is Good and where is Evil. Therefore, the problem of self-knowledge, self-education and self-expression is relevant and requires a solution. As popular wisdom says: “Live forever and learn,” which means educate yourself for an entire century. In a constantly changing world, only those who constantly change themselves, improve, educate and realize themselves find their place.

P.P. Blonsky once wrote: “We must educate a person capable of creating his own life, capable of self-determination... Educating the future creator of a new human life is only a rational organization of self-education.” [ 1, p. 34]

In slightly different words, the same idea was expressed by psychologist S.L. Rubinstein: “Any effective educational work has as its internal condition the student’s own work, which, naturally, is tied in every somewhat thoughtful and sensitive person around his own actions and the actions of other people... Success work on the formation of a person’s spiritual appearance depends on this internal work. It depends on how much education is able to stimulate and guide it.”

We consider the position of the class teacher at school to be a protector, friend, adviser and source of faith and fortitude, which students may sometimes lack. Therefore, we created the educational program “Light up your star.” The leading idea of ​​the program is to create a comfortable atmosphere of life in the classroom community, awakening students’ interest in realizing the need for self-knowledge, self-improvement and self-realization, that is, the manifestation and development of their abilities, individual and collective creativity, mastering the skills of self-construction, self-determination and self-expression.

According to the principles of continuity and succession of education, taking into account age characteristics of students, the education program “Light up your star” provides levels and directions. Level “Luck” grades 5-7 includes four areas of educational work. The “We live among people” level, grades 8-9, includes four areas of educational work designed to solve the progressively more complex tasks of raising a teenager. The third level “Academy of Success” grades 10-11 is based on the psychological characteristics of adolescence.

Educational work on moral self-education is effective with a systematic approach that assumes:

• pedagogical diagnostics;
• using a variety of self-education methods;
• inclusion of students in social and intra-collective relationships;
• formation of objective self-esteem.

In our work with children, we use collections consisting of various techniques, diaries, and questionnaires. Filling out page after page, our students move higher and higher along the ladder of self-knowledge. This is exactly what the first collection of the ladder of self-knowledge is called: “The ABC of Success”, grades 5-7. Album: “I live among people”, grades 8-9, guides children towards self-determination in life, towards finding their place in our complex, rapidly changing world. Magazine: “Academy of Success”, grades 10-11, reveals many secrets for self-presentation, self-expression, self-realization.

Just as in geometry the position of bodies is determined by three coordinates, so the position of a person in society determines right, duty and responsibility. Working as the Commissioner for the Protection of the Rights of Participants in the Educational Process, I came to the conclusion that many students know their rights, but forget about their duties and responsibilities. And hence many conflict situations at school, at home and on the street with peers. Therefore, in our work we use a collection of methods “Children's Rights - Through the Eyes of Children”. It contains useful reminders: How to avoid conflict; How to defend your rights; Technique for persuading a partner. As well as a practical training program “Human rights are my rights. Safe behavior and partnership."

Nature is wise. She put into human nature a holistic and self-sufficient mechanism of self-construction, based on human needs:

• development goals are set - needs for the meaning of life, for self-realization, for happiness;
• means of development - needs for activity, innate activity;
• development conditions - the need for health, security, achievement, respect;
• internal stimuli - the need for pleasure, enjoyment.

Need, that is, a person’s need for something, causes his activity, activity both in class and on the street. The sum of needs determines the intensity and direction of personality development.

Needs lie at the heart of the child's interests. Interest is a need that coincides with the inclinations and abilities of the student, which reveals itself in a certain type of activity: one child likes to draw, another to sing, another to dance. Needs form the basis of the child’s behavioral motives. The successful fulfillment of needs forms healthy, prosperous foundations for the behavior of our children. Unfavorable - deforms these foundations; False motives are born, in which feelings of resentment, fear, guilt, and revenge predominate. Inadequate self-esteem, a flawed image of oneself, and a distorted image of the world are formed.

The program is based on self-development and self-realization A child's personality is determined by his needs. Climbing its steps to his own “I”, the student becomes equal to himself, capable of realizing himself, finds and achieves the true goals and meanings of life. He becomes a PERSON. The ability to think about one’s actions and be responsible for them is an essential and main sign of personality.

Human nature is perfect, unfortunately human society is imperfect. The desire to satisfy needs is very strong. If the desires of our children are not satisfied, then they find a way out in antisocial behavior, an irrepressible desire for power, money, fame, possession of anything else, in any way, even through deception.

It is important for us class teachers to understand that the main thing is the “internal conditions” of the child, which are characterized either by freedom - freedom of choice, freedom self-manifestation, self-development, self-affirmation, self-creation, or lack of freedom - obstacles to self-actualization in the form of uncertainty, fear, guilt and complexes. Therefore, the main spiritual factor in human development is self-education, and education plays a decisive role in the development of the individual only if it has a positive impact on the internal stimulation of her activity in working on herself. The path of the student’s ascent from education to self-education, and therefore to good manners, must be organized on the interaction of two systems - education and self-education. This means that it is possible to influence the processes of self-development and self-improvement if you establish a connection with the inner world of the individual and contribute to the formation of a major self-concept.

A child must study and live victoriously; it is very important to encourage him in an extracurricular environment. And then we will be able to contribute to the formation of a self-improving personality.

Educational work on moral self-education is effective only with a systematic approach. We class teachers need to conduct pedagogical diagnostics. Use a variety of methods of self-education, which implies the inclusion of children in social and intra-collective relationships; intensive involvement in activities, taking into account existing positive qualities and abilities. This will help form objective self-esteem. Thanks to the “Light Up Your Star” program, we can teach methods of self-stimulation of positive behavior (self-hypnosis, self-approval, self-condemnation).

Course work

Self-education of personality: ways, means and methods

Introduction

Chapter 1. Theoretical foundations of the problem of self-education of adolescents

1 The essence of the concept of “self-education”

3 Features of adolescent self-education

Conclusion

Applications

Introduction

In the context of the development of the rule of law and a democratic society, an objective need arose to increase the requirements for modern man, which indicated the demand for a socially active, independent, creative personality. In this regard, the problem of improving the activities of government institutions responsible for the upbringing and education of the younger generation is becoming more acute, because It is they who have the potential to purposefully create the most favorable conditions for the formation of a new person. In this regard, we chose the following topic for the course work: “Self-education: ways, means and methods.”

The phenomenon of self-education is widely represented in studies of many sciences related to human development and formation. Among them are general, school and social pedagogy (V.I. Andreev, N.F. Kapterev, A.G. Kovalev, A.I. Kochetov, P.F. Lesgaft, A.V. Mudrik, A.S. Novoselova , K.D. Ushinsky); general, developmental and social psychology (A.Ya. Aret, L.S. Vygotsky, I.S. Kon, V.G. Maralov, L.I. Ruvinsky, N.P. Chesnokova); sociology (N. Smelser); valeology (A.A. Dubrovsky, V.V. Kolbanov, S.V. Popov); psychology and theory of physical education and sports (A.I. Babakov, E.P. Ilyin, A.Ts. Puni, M.I. Stankin); hygiene (S.N. Popov, D.A. Farber). But this literature does not sufficiently cover the possibilities of the educational process in its focus on the self-education of schoolchildren (in particular teenagers and high school students).

The relevance of research. Attention to the problem of personal self-improvement is due to the relevance of issues related to the study of the internal activity of the individual, its reserves, and their maximum use to increase the independence of the individual in the process of its development. A developed personality is characterized by activity, which includes the desire to realize oneself, to consciously transform the ideals of society into deeply personal value orientations and beliefs. The determinant of internal mental activity determines the nature of mental development, which manifests itself in self-development, amateur performance, and self-improvement. A.A. Bodalev called this fact as an essential phenomenon - the need and ability of the individual for self-development and self-movement.

Purpose of the study: To consider the features of the process of self-education of modern adolescents.

Object of study: self-education of adolescents.

Subject of research: ways, means and methods of self-education of modern teenagers.

Research objectives:

1.Study psychological and pedagogical literature on the topic of research.

2.Determine the features of self-education of modern teenagers.

.Develop and conduct a series of self-education classes for teenagers.

Research methods and techniques. To solve the research problems, an analysis of psychological and pedagogical literature was used at the theoretical level, and a survey of adolescents was used at the empirical level.

Research base: 30 teenagers aged 14 years, secondary school No. 8, Smorgon district, took part in the study.

Work structure. The course work consists of an introduction, two chapters, a conclusion, a list of references (25 sources), an appendix (titles). The total volume of work without an appendix is ​​38 pages.

Chapter 1. Theoretical foundations of the problem of self-education in the scientific literature

1 The essence of the concept of “self-education”

Self-education is a conscious activity aimed at the fullest possible realization by a person of himself as an individual. Based on the activation of self-regulation mechanisms, it presupposes the presence of clearly realized goals, ideals, and personal meanings. It is inextricably linked with education, not only reinforcing, but also developing the process of personality formation. Necessary components of self-education are self-analysis of personal development, self-report and self-control. Self-education techniques include self-order, self-approval and self-hypnosis.

A necessary condition for self-education is the presence of true knowledge about oneself, correct self-esteem, and self-awareness. Self-education is due to a number of subjective and objective reasons: the desire to become better, society’s requirements for citizens, their education and qualities; pedagogical influences to which the student was exposed in the process of education and upbringing. Under the influence of these reasons, internal prerequisites for self-education are created, needs, views and beliefs are formed, life ideals and goals are clarified or formed.

Based on the activation of self-regulation mechanisms, self-education presupposes the presence of clearly realized goals and personal meanings. The necessary components of self-education are: reflection of personal development, self-report, self-control. Self-education techniques include: satisfaction, self-judgment, self-hypnosis, self-persuasion and self-order. During adolescence, self-esteem plays a decisive role in self-education. An important motive is dissatisfaction with oneself, one’s achievements, and inconsistency with one’s ideals. Most people practically engage in self-education all their lives.

The importance of self-improvement in the development of personality is recognized by many modern figures of pedagogical and psychological science. In the studies of A.G. Kovalev provides a rationale for the essence of the processes of self-regulation and self-improvement. In the works of V.G. Kutsenko, A.A. Bodalev and other scientists examine the relationship between the upbringing and self-education of children, and the methodology for organizing the process of self-education. In the works of I.I. Chesnokova, L.S. Sapozhnikova discusses the features of using self-improvement means in adolescence. In the works of P.M. Jacobson analyzes the problem of self-education of feelings, psychological features of self-regulation in the sphere of emotions. Theories, including basic concepts, descriptions of motives, goals, objectives, means, methods of self-education and self-improvement, factors influencing the development of these processes, were created by P.Ya. Aretom, A.G. Kovalev, L.I. Ruvinsky, I.I. Chesnokova, SM. Kovalev.

In the concept of “self-education,” pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - education - are only conditions, means of awakening them, putting them into action. That is why philosophers, teachers, and psychologists argue that it is in the human soul that the driving forces of his development lie. In the process of education, it is necessary to encourage the teenager to carry out self-education.

Self-education presupposes a certain level of development of the individual, his self-awareness, the ability to analyze it while consciously comparing his actions with the actions of other people. A person’s attitude towards his potential capabilities, correct self-esteem, and the ability to see his shortcomings characterize a person’s maturity and are prerequisites for organizing self-education.

Self-education is the conscious activity of a subject aimed at the fullest possible realization of himself as an individual, changing his personality in accordance with clearly realized goals, ideals, and personal meanings. Self-education is a relatively late acquisition of ontogenesis associated with a certain level of development of self-awareness, critical thinking, ability and readiness for self-determination, self-expression, and self-improvement. Self-education is based on adequate self-esteem, which corresponds to a person’s real abilities, the ability to critically evaluate one’s individual characteristics and potential capabilities. As the degree of awareness increases, Self-education becomes an increasingly significant force in the self-development of the individual. Necessary components of self-education are self-analysis of personal development, self-report and self-control.

Self-education goes through a certain development path. If we try to cover its main age stages, then the entire path of its transformation with age seems to be as follows. The first stage is physical and volitional self-education, adolescence. A typical goal at this age is the volitional and physical self-improvement of a teenager, and the task is to improve the volitional qualities of an individual, such as courage, endurance, self-control, endurance, self-confidence, etc., through the use of special means and exercises. The same applies to physical development, due to which many children at this age begin to engage in physical education and sports. The second stage is moral self-improvement, early adolescence. The most common goal of self-education at this time is spiritual, moral development, understood as the development of noble personality traits: decency, kindness, generosity, loyalty to a friend, devotion to a loved one, willingness to help, etc. The third stage is professional self-education - intermediate and late adolescence, early adulthood (from 20 to 40 years).

This period of life can be considered as a time of business self-improvement associated with the development in a person of a whole complex of professionally necessary qualities, including abilities, abilities and skills that are important for successful work in the chosen specialty. The goal of professional self-improvement, having arisen at this age, is fixed in many people and becomes one of the main ones in life. The fourth stage is social and ideological self-education, the period of life after 40-45 years. Here the task of self-improvement becomes the development of a social position, worldview, and a certain outlook on life. Sometimes there is also a fifth stage, corresponding to the setting and implementation by a person of the goal of self-actualization, noted as the highest level of personal development in humanistic psychology.

Two of the five listed stages in the development of human self-education occur in adolescence and early adolescence. The success of personal self-improvement during these years and its results determine the character of a person as an individual.

Self-education involves the use of techniques such as self-commitment; self-report; understanding one’s own activities and behavior; self-control. Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, a program of action, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Self-education is a systematic human activity aimed at developing or improving moral, physical, aesthetic qualities, and behavioral habits in accordance with a certain socially determined ideal. The content of self-education always depends on the socio-historical conditions in which the individual lives and develops. His requirements for himself and the qualities that he seeks to form are determined by the conditions of life, determining the ideological foundations, ideals of self-education, as well as the means of achieving them. “...My own being,” wrote K. Marx, “is a social activity; and therefore what I make of my person, I make of myself for society, conscious of myself as a social being.”

In an antagonistic society, the goals of self-education and the conditions for their implementation are different for different classes. In a socialist society, its general goals - building communism and ensuring the comprehensive development of all individuals - also determine the goals of self-education of every conscious citizen. Self-education is an integral part of the entire process of spiritual development of people. In social, labor and educational activities, when a certain level of consciousness and self-knowledge is achieved, a person develops the ability for introspection, self-observation and self-esteem, the ability to understand the actions of other people, and realizes the need to comply with personal qualities and behavior with the requirements of a socialist society and communist morality.

Conscious and purposeful self-education usually begins in adolescence. Teenagers have considerable experience of independent activity. They develop skills of self-control and self-analysis. They try to understand their actions, strive to be like adults. They form the foundations of their character and develop stable habits of behavior.

The older schoolchildren are, the better they understand that self-education begins, first of all, with a self-critical assessment of their actions, with an awareness of shortcomings and ways to overcome them. In adolescence, self-education is combined with self-education, with the independent acquisition and expansion of knowledge about nature, society and man. In high school, students learn to evaluate their actions more critically. Compared to teenagers, they have a more developed ability to analyze and critically evaluate their actions and actions.

In adolescence and early adolescence, the role of self-education in the development of personality is especially important, since during this period the preparation for an independent life of a person, the formation of values, worldview, the choice of professional activity and the affirmation of the civic significance of the individual are completed. Under the influence of these factors, the entire system of relationships between the young man and the people around him is restructured and his attitude towards himself changes. As a result, his attitude towards school and studies changes, and a certain relationship is established between the interests of the future profession, educational interests and motives of behavior.

Already in adolescence, one becomes familiar with such forms and methods of self-education as self-criticism, self-persuasion, self-hypnosis, self-commitment, emotional and mental transference to the position of another person, etc. In adolescence, the connection between self-education and self-education, an active desire for moral and physical self-improvement becomes stronger. Conscious overcoming of obstacles on the path to noble goals, competition with other individuals in achieving such goals, intransigence towards one’s own shortcomings, systematic critical examination of one’s behavior - all this contributes to the formation of correct views on reality, strengthens the will, and increases the consciousness of citizens of a socialist society.

The formation of personality traits through self-education occurs in the family, in educational and production teams. The demands of the team, the desire to earn a positive assessment of one’s actions, the desire to raise authority among comrades are important motivations for S.

The result of self-education is verified by the practice of life, the role it plays in improving the individual and the team in accordance with the requirements of communist morality. In the conditions of a developed socialist society, social demands and the individual’s aspirations for self-education based on communist ideals are more and more closely and harmoniously combined.

L.N. attached great importance to self-education. Tolstoy. In his youth, he kept a diary in which he recorded his shortcomings and outlined ways to overcome them. Thanks to working on himself, he was able to overcome laziness, vanity, deceit and many other bad inclinations and developed philanthropy, observation, creative imagination, and memory. The famous French philosopher J.P. Sartre even argued that “man is only what he makes of himself,” emphasizing the decisive role of self-education in his personal development.

All this speaks of the extremely important role of self-education in the development and formation of personality and the need for its organization in the conditions of school education. That is why the theoretical and methodological foundations of self-education are actively being developed in psychology and pedagogy and, in particular, by scientists such as A.G. Kovalev, D.M. Grishin, A.I. Kochetov, L.I. Ruvinsky et al.

A.I. Kochetov gives the following definition to the concept of self-education - it is conscious and personality-driven self-development, in which, in accordance with the requirements of society, the goals and interests of the person himself, the forces and abilities he has designed are formed.”

Thus, self-education is a systematic and conscious human activity aimed at self-development and the formation of one’s basic culture. Many teachers and psychologists have been and are still working on the problem of self-education. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary behavioral habits, and volitional qualities. Self-education is an integral part and result of education and the entire process of personality development. It depends on the specific conditions in which a person lives.

2 Ways, methods and means of self-education

When a person has a need to overcome certain shortcomings in his character and behavior, it is important to set a clear goal and justify the need to achieve it. It is useful to speak this goal out loud or to yourself for several days until it becomes firmly entrenched in your consciousness. In addition, you need to draw up a detailed program of self-education and determine what exactly needs to be achieved. Of course, it’s better to start with simple programs, for example: not to commit rash actions, overcome the bad habit of interrupting your interlocutor, and keep your word. As you gain experience in self-education, programs should become more complex, improved, and more long-lasting.

Self-education is based on the principle of proactive reflection in a person’s mind of those actions and deeds that he is going to perform, the definition of those traits and qualities that he expects to develop in himself. If such a “mental program” is formed, it encourages the individual to take practical actions to implement it and creates incentives for the manifestation of volitional efforts. That is why, when a person has a need to overcome certain shortcomings in his character or behavior, it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to set deadlines.

Self-education presupposes a certain level of development of the individual, his self-awareness, the ability to analyze it while consciously comparing his actions with the actions of other people. A person’s attitude towards his potential capabilities, correct self-esteem, and the ability to see his shortcomings characterize a person’s maturity and are prerequisites for organizing self-education.

Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, a program of action, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Among the methods of self-education, the following can be noted: self-persuasion, self-hypnosis, self-commitment, self-criticism, empathy, self-coercion, self-order, self-punishment.

Self-persuasion is a method based on self-esteem. Having identified something bad in himself, a person usually mentally convinces himself of the need to eradicate this shortcoming. The most effective way is to say out loud what needs to be done to eliminate this deficiency. S. Ya. Doletsky wrote about the importance of saying out loud one’s faults, that it is much more difficult to forgive oneself and ignore what is said out loud. This statement is based on the fact that it is very important to clearly define the ideal of aspiration and your current state.

The self-hypnosis method also uses speaking out loud, but not of your shortcomings, but only of your goals. At the same time, it is more effective to discover the right paths for yourself rather than close the wrong ones. When eradicating the bad, it is necessary to find a replacement for it with the good, and it is this good that we should talk about, instilling in ourselves a program of action, showing our consciousness the path to the goal, without focusing on the wrong paths. By acting in this way, a person more clearly sees himself as good and increases his inner faith in his strengths and capabilities. For example, when eradicating the habit of foul language, you need to tell yourself: “I speak beautifully, cleanly, competently. My speech is pleasant to others. Every word I say is pleasant to hear.” By saying this, a person consolidates these rules in his mind, which are a guide to action and determine his behavior in the future.

Self-commitment. This method consists of a person speaking out the commitment that he makes to himself. By constantly reminding yourself of it, the consciousness strives to fulfill it, which leads to the gradual formation of a corresponding habit.

Self-criticism is a method that creates internal contradiction in a person’s consciousness, which encourages one to work on oneself, improve personal qualities, and eradicate the bad.

Empathy is the mental transfer of oneself into the place of another person. This method is especially effective in cultivating moral qualities, the ability to sympathize, empathize, strive to help, etc. Using this method, a person tries to see himself from the outside, trying to understand how others perceive him, and, based on this, strive develop qualities in yourself that cause people to evaluate them positively.

Self-coercion and self-order. This method should be used when training the will. In cases where a person realizes the need to perform some action, but does not have enough will to perform it, he must give himself a mental, and, if possible, verbal order to do what is necessary. The order must be confident, firm, sharp, and not resistant to objections. By constantly forcing himself to do something, each time it becomes easier for a person to obey his will and the lack of volitional effort is gradually eradicated.

Self-punishment is a method based on self-control over compliance with the intended rules. Without using this method, a person, having deviated once from the plan, will not feel proper regret, and next time he may do the same again. By imposing punishment on himself, a person, in addition to the desire to avoid it in the future, makes volitional efforts to carry it out, which is of great importance in the formation of personality.

The organization of self-education at school is carried out in three main areas:

) formation of a strong belief among students about the necessity and exceptional importance of self-education;

) explanation of methods and methods of self-education, in order to equip students to carry out this process;

) assistance to students and regulation of the process of self-education.

The essence of the first direction is to instill in students an understanding of how important self-education is. Many are ashamed to do this and do it in secret from their comrades, parents, and teachers. The tasks of teachers include explaining the positive nature of this activity and setting up a continuous process of self-education.

The second direction is related to the implementation of this process. When starting work in this direction, we need to help children find their ideals, choose goals, and identify weaknesses in their character and insufficiently developed qualities. Then, various conversations are held on topics of self-education, during which questions about methods and means of self-education are highlighted, and examples of their use are given. Various speeches by teachers, students and guests, who are outstanding people, heroes of labor, leaders of production, who have achieved significant success in various activities, have a good effect. At such speeches they talk about the importance of self-education and give examples from their own lives. All this strengthens in the minds of students the understanding of the need and effectiveness of self-education, provides knowledge about the practical application of self-education methods and encourages them to carry out self-education.

The third direction of organizing work on self-education is of a practical nature. At this stage, students are taught to correctly set goals, develop a program for achieving it, and implement it, using the known and most effective methods of self-education for this. An effective means is to keep a diary in which the results of work to eradicate the bad and develop the good are recorded. Such a diary allows you to control the process of self-education, analyze the effectiveness of certain methods for your own personality, and choose the most optimal ways to solve self-education problems.

The process of self-education includes several interrelated stages.

StagesNameContent of stage Stage 1Decision makingIt all starts with making a firm decision about the need for personal self-improvement. Without this important element, it is impossible to carry out targeted self-education. Then follows the study (clarification) of the possibilities of self-education and an assessment of the prospects for working on oneself. An important element of the first stage is the choice or formation of an ideal (model) to which one can strive in the process of self-education. Based on an already formed vision of the possibilities of self-education, one’s own worldview and under the influence of one’s environment, a person himself chooses an ideal or example to follow. Sometimes a person creates a certain abstract image (model) that he would like to imitate or what he would like to become. The ideal can be quite clearly represented in the face of a specific person, or present in his consciousness in the form of certain manifestations (appearance, communication, competence, etc.). Stage 2 Self-knowledge A person, in accordance with the chosen ideal (role model) or his ideas about the possibilities of self-education, strives to know himself. In the process of self-knowledge, the level of development of a particular quality or personality trait is identified and self-assessed. The degree and accuracy of their diagnosis depends on the person himself, his desire to really know himself, his strengths and weaknesses, or to satisfy his private interest. Within the framework of this stage, the formulation and clarification of a person’s value guidelines also occurs. Stage 3: Choosing means and drawing up a plan A person makes a responsible choice of ways, methods and means of self-education. Some means most fully correspond to a person’s personal characteristics, the specifics of educational or professional activities. This stage also includes the formation of the necessary self-attitudes that can help a person achieve certain goals of self-education. These include, for example, personal rules and principles that determine a person’s behavior and actions in various situations. Based on the chosen paths, methods and means of self-education, as well as formulated personal rules, planning of work on oneself is carried out. A person draws up a program or plan that reflects what needs to be worked on, what methods and means to use, and the approximate time frame for achieving the goal. Stage 4 Implementation of plans Active practical work aimed at achieving previously formulated value guidelines.

The effectiveness of self-education is revealed in the process of subsequent personal self-assessment.

So, self-education is a systematic and conscious human activity aimed at self-development and the formation of one’s basic culture. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary behavioral habits, and volitional qualities. Self-education is an integral part and result of education and the entire process of personality development. It depends on the specific conditions in which a person lives.

self-education personality teenager

1.3 Features of adolescent self-education

Self-education as a process of a person’s assimilation of the experience of previous generations is widely represented in studies of various sciences related to human development. Among them are general, developmental and social psychology (A.Ya. Aret, L.S. Vygotsky, I.S. Kon, V.G. Maralov, L.I. Ruvinsky, N.P. Chesnokova); sociology (N. Smelser); hygiene (S.N. Popov, D.A. Farber). Personal self-education comes down to the gradual formation of readiness to respond to something properly, i.e., to the formation of attitudes that are useful for the individual and for society.

Adolescence is a period of development between childhood and adulthood that has a biological beginning and a culturally determined end. It can be concluded that the chronological framework for this period is of a conditional, indicative nature.

Adolescence is marked by rapid development and restructuring of the child’s social activity. Powerful changes occur in all areas of a child’s life; it is no coincidence that this age is called “transitional” from childhood to adulthood.

Adolescence is considered as a stage of personality development, a process of transition from a dependent, supervised childhood, when a child lives according to special rules established for him by adults to an independent life. At this time, stable forms of behavior, character traits and methods of emotional response take shape, which in the future largely determine the life of an adult, his physical and mental health. That is why the role of the family environment is so great in providing conditions that do not hinder, but, on the contrary, promote the healthy development of the adolescent’s personality.

A teenager does not want to play at an adult (like a preschooler), not to seem like one, but to be one, to be recognized by others. This is the age of formation of independence and self-esteem. Claiming to be an adult, to be respected and recognized by adults, a teenager cannot help but see his weaknesses and his limitations, which are often disguised behind external independence and swagger in behavior.

One of the most remarkable phenomena associated with adolescence is a strong desire for self-education. The active process of self-education begins precisely at this age and usually continues in one form or another throughout the subsequent life of a person. Speaking about the beginning of self-education in adolescence, we mean the fact that, having reached the age of 12-13 years, children for the first time begin to think about the possibilities of intellectual and personal self-improvement and make conscious, focused efforts to achieve this goal.

The teenager does not act as a passive object of educational influences. He develops an internal position to these influences, depending on which he can either actively work on his improvement (self-development) or remain passive.

The teenager strives through self-education:

eliminate shortcomings in your own behavior;

to form positive qualities that give him the right to be considered strong, skillful, and independent.

Develop the qualities of a person of strong will: courage, courage, endurance, perseverance. Less often there is a desire to develop intellectual qualities.

The goals of self-education change with age - they become more and more realistic, prosaic, and more and more vital.

In adolescence, self-education is often combined with self-education, aimed at mastering mental operations, at developing those skills and abilities that are associated with the profession, and at developing high moral qualities.

By adolescence, when a person begins to become aware of himself, he finds in his psyche a mass of entrenched feelings, opinions, views, attitudes that influence his attitude towards the world around him and the assimilation of new information. These unconscious attitudes act on a person with enormous force, forcing him to react to the world in the spirit of attitudes learned from childhood. In pedagogy, the concept of self-education implies the ability of a person’s inner spiritual world to develop independently. Philosophers and psychologists argue that it is in the human soul that the driving forces of his development lie. In the process of education, it is necessary to encourage a teenager to self-education. Adolescence is the most favorable period in which the foundations are laid for further improvement of self-regulation. The process of self-education presupposes a certain level of development of the individual, his self-awareness, and the ability to analyze while consciously comparing his actions with the actions of other people.

Youth is the time of choosing a life path, working in a chosen specialty (searching for it), studying at a university, starting a family, and for young men, serving in the army. In youth, mastery of a profession occurs, the opportunity arises to create your own family, choose a style and your place in life.

Adolescence is considered to be the age from 15 to 17-18 years. Most of the boys and girls of this period are students. This age can be described as the entry into life, into adulthood. Already at the end of 9th grade, students make their first responsible choice: continue their studies at school, go to study at a technical school or college, or start working.

This age is characterized by reflection and introspection. Adolescence is characterized by increased emotional excitability (imbalance, sudden changes in mood, anxiety, etc.). At the same time, the older the young man, the more pronounced is the improvement in his general emotional state. The development of emotionality in youth is closely related to a person’s individual and personal properties, his self-awareness, and self-esteem. During this period, the formation of stable self-awareness and a stable image of “I” occurs - the central psychological new formation of adolescence. During this period, a system of ideas about oneself is formed, which, regardless of whether it is true or not, represents a psychological reality that influences behavior.

During this period, they must already decide where their place is in this adult world. Speaking about students of this age N.S. Leites notes: “Their psychological appearance most often combines the activity of analyzing thought, a tendency to reason and special emotionality and impressionability. This combination of traits of the “mental” type and traits of the “artistic” type characterizes the unique uniqueness of the age and, apparently, represents a guarantee of multifaceted development in the future.” And in fact, if we compare a teenager and a young man, the latter have a more developed ability to analyze, reason, and critically evaluate their actions and actions. Also at this age, interest in learning increases noticeably. Schoolchildren clearly understand that knowledge, skills and abilities are a necessary condition in their future life. Therefore, learning acquires a vital meaning for young men, and as a result of this, the need for independent acquisition of knowledge appears. But what is explained above is the ideal role model for a young man.

Boys and girls strive to understand more deeply their character and their feelings, their actions and deeds, and to correctly assess their characteristics. They often ask teachers to explain to them: “How to know your character in order to correctly evaluate it?”; “Can a person with poor health have sensitivity, receptivity to the moral assessment of his personality on the part of the team and the desire to show indifference to this assessment, to act in his own way (“Just think, they give advice, I myself know what to do”); the desire for ideals and integrity in large, important matters and unprincipledness in small, insignificant matters; the desire to develop perseverance, endurance, self-control and at the same time the manifestation by high school students of childish spontaneity, impulsiveness in behavior, speech, a tendency to exaggerate personal grief, minor troubles.

Thus, at a certain stage of development of the individual, his intellectual abilities and social self-awareness, the child begins to understand not only the goals external to him, but also the goals of his own upbringing. He begins to treat himself as a subject of education. With the emergence of this new, very unique factor in the formation of personality, a person himself becomes an educator.

Conclusions on the first chapter

Based on the analysis of psychological and pedagogical literature, the following conclusions were made:

Self-education is a pedagogically controlled process. Psychological and practical preparation for working on oneself is one of the most important tasks of education.

Self-education is based on the principle of proactive reflection in a person’s mind of those actions and deeds that he is going to perform, the definition of those traits and qualities that he expects to develop in himself.

The main educational task in managing self-education is that it is necessary to form those positive qualities on which the resolution of these contradictions depends, and to bring into play such factors as: self-awareness, passion, focus, ability to manage oneself, etc.

Chapter 2. Study of the peculiarities of organizing self-education in adolescents

1 The degree of propensity for self-education in adolescents

The increase in the level of self-awareness during the teenage period of a schoolchild is due to the fact that it is at this time that his next transition to a new social status occurs. From the state of childhood, adolescents move into the state of adolescence, and this process is associated with certain changes in thinking, worldview and sense of self.

With an increase in the level of self-awareness, adolescents have a need for self-improvement and self-education, and the teacher needs to stimulate and develop this need in every possible way. Work to stimulate self-improvement and self-education begins with diagnosing students’ readiness for self-education. This allows you to find out whether the teenager is familiar with the methods of self-knowledge and self-regulation. Does he want to know more about himself, change himself, does he do anything for this.

The purpose of this course work was to study the characteristics of the ways, means and methods of self-education of adolescents and young men. In this regard, at the empirical stage of the study we solved the following problems:

· To determine the degree of readiness of adolescents and young men for self-education.

· Select and conduct a series of classes to stimulate the process of self-education of adolescents.

Work to stimulate the process of self-education in adolescents began with a questionnaire, which allowed us to find out whether the teenager was familiar with the methods of self-knowledge and self-regulation. Does he want to know more about himself, change himself, does he do anything for this. We conducted a survey with 8th grade teenagers from school No. 8 in the Smorgon district. 30 children aged 14 years took part in the experiment. The questionnaire helped us identify the level of adolescents’ readiness for self-education (Appendix 1).

Based on the analysis of data obtained during the survey of schoolchildren, the following conclusions can be drawn:

To the question of what is meant by the concept of “self-education”, we received the following answers: educating oneself, learning something new, working on oneself for self-improvement, cultivating new qualities in oneself, developing willpower. The answers as percentages are shown in Table 2.1.

Table 2.1 - Distribution of answers to the question “What do you understand by the word “Self-education””

Place Answers Quantity % 1 place Educating yourself 46.7% 2 place Learning something new 26.7% 3 place Working on yourself for self-improvement 10% Developing new qualities in yourself 4 place Developing willpower 6.6%

To the question why it is necessary to engage in self-education, the following answers were received: in order to be appreciated by friends, to be educated, to be well-mannered, to be respected, to achieve success in life, to achieve an ideal. The results obtained are shown in Figure 2.1.

Figure 2.1 - Distribution of answers to the question “Why is it necessary to engage in self-education”

To the question “Are you engaged in self-education?” the following answers were received: yes - 63.3% (19 people), no - 36.7% (11 people). The data obtained are shown in Figure 2.2.

Figure 2.2 - Distribution of answers to the question “Are you engaged in self-education”

To the question: “Why do your comrades and adults value you?”, the following answers were received in Figure 2.3:

Figure 2.3 - Distribution of answers to the question “Why do your comrades and adults value you”

Teenagers mentioned qualities such as responsibility, diligence, and initiative least often.

The positive qualities that guys would like to develop in themselves first of all are distributed by frequency of occurrence (in descending order) in Table 2.2.

Table 2.2 - Distribution of answers to the question “What positive qualities would you like to develop in yourself at the present time”

Place Answers Quantity % 1st place Hard work 26.6% 2nd place Sense of humor 23.3% 3rd place Bravery 16.7% 4th place Willpower 10% 5th place Sociability 6.7% Purposefulness Perseverance 6th place Endurance 3.3%

Disadvantages that cause children the most trouble:

hot temper;

inattention;

forgetfulness, absent-mindedness;

stubbornness,

incredulity.

The guys also found it difficult to answer this question and answered “I don’t know” or “not at all.”

To the question: “How do you strive to overcome your shortcomings?” The guys answered that they were trying to develop willpower, perseverance, trying to work more on themselves, watching their behavior, attitude

Thus, the results of the survey analysis show us that teenagers are trying to look at themselves more seriously and be critical of their shortcomings.

2 Organization of the process of self-education in adolescents

The self-education of a teenager and young man needs the participation and encouragement of adults, because they are the ones who create the main opportunities for this. Adults - both parents and teachers - should actively support children's desire for self-education, starting from the appearance of its first signs.

The content and forms of a teacher’s work in organizing self-education can be very diverse. In this process, much depends on how competent the teacher is in matters of self-education and its methods, how well they are familiar with scientific and popular literature on this issue. Much also depends on how responsibly teachers are in fulfilling their teaching responsibilities.

Teachers and class teachers need to be actively involved in organizing the process of self-education, taking into account its important role in the development and formation of students. In the process of organizing self-education, it is necessary to tactfully manage this process. This work should include three main areas:

· Formation of public opinion of students about the need and great importance of self-education;

· Assisting students in understanding the essence of self-education, its methods and ways of implementation;

· Practical assistance to students in developing goals and programs for self-education, as well as implementing these programs.

Working in this direction, we can distinguish the following stages in the process of self-education management:

· Encouraging students to strive to become better, develop positive personality traits, get rid of negative qualities,

· Helping students evaluate themselves, analyze their lives, know their positive qualities and shortcomings,

· Providing assistance in developing a self-education program,

· Arming students with methods and examples of self-education,

· Organization of self-control.

At the stage of awareness, the teacher:

· helps students realize their positive and negative qualities, understand the intolerance of their shortcomings;

· teaches to master the skills of independent work in the area of ​​activity in which the student wants to succeed;

· helps to create self-education programs.

Teachers should set themselves the following tasks:

· To stimulate students’ interest in their own inner world, desire

· Improve yourself as a person.

· To equip schoolchildren with a system of knowledge on issues of self-education.

· Equip students with self-education techniques.

The purpose of our course work was to study the characteristics of the ways, means and methods of self-education of adolescents. One of the objectives of the course work was to develop and conduct a series of classes to stimulate the process of self-education of adolescents (Table 2.3).

Table 2.3 - A cycle of classes to stimulate the process of self-education of adolescents

Title Goal 1 week Lesson 1. My needs Goal: Teenagers study their needs, become familiar with the structure of basic human needs. Lesson 2. About values ​​and goals Goal: Students’ awareness of the goals that give a person the meaning of life. Students' awareness of what is most significant to them in life. Lesson 3. How I evaluate myself and how others evaluate me. Purpose: Students study their own self-esteem. Formation of adequate self-esteem, establishment of harmonious relationships between desires and possibilities. Week 2 Lesson 4. My best Self Goal: Formation of adequate self-esteem, establishment of harmonious relationships between desires and possibilities. Awareness of the goals of self-education. Lesson 5. My character Goal: Formation of the concept of character as a set of stable personality traits that determine a person’s attitude towards people, towards the work performed. Lesson 6. If you are a boy, if you are a girl Goal: Formation of concepts about the experiences of adolescents, their individual differences, attitudes in love, establishing mutual understanding with parents. Week 3 Lesson 7. I am learning to plan Goal: Teenagers study their readiness for unexpected changes in life, for active actions. Lesson 8. How to manage themselves Goal: Teenagers study their condition from the point of view of fatigue. Forming the ability to regulate one’s mental state, manage feelings. Lesson 9. How to educate oneself Goal: To form an understanding of the means and techniques of self-education, goal setting, drawing up a specific program of self-education and its implementation. Week 4 Lesson 10. Educating oneself Goal: Introducing the humanistic technology of self-education according to V.G. Maralov. Lesson 11. Basics of communication Goal: Understanding the moral foundations of communication between people. Lesson 12. How to avoid conflicts Goal: Introducing ways to resolve conflict. Identifying the qualities necessary for productive communication.

Having analyzed the results of the survey, the following task of pedagogical work was set: to conduct a series of classes to stimulate the process of self-education of adolescents (Appendix 2).

So, in the first week, the first three classes on self-education for teenagers were held. The lesson “My Needs” involved teenagers studying their needs and becoming familiar with the structure of basic human needs. During the lesson, teenagers identified their level of aspirations using such techniques as “My needs and the world around me,” “Who are you?”

The second lesson on values ​​and goals gave students the opportunity to understand the goals that give a person meaning in life. The purpose of this lesson was for teenagers to understand what is most significant for them in life, what kind of relationships they want to establish with other people and the world around them. The following methods were used here: “What do people strive for in life”, “What was the main thing in life”, analysis of situations - samples, “Diary of self-education”. “Self-education diary” involves dividing a sheet of paper into two parts, one of which is called “My goals and objectives”, and the second is “My steps to achieve goals”. In the first column, students write down their main goals and objectives that lead to achieving the goal. In the second half of the sheet, successes and failures in achieving goals are marked with “+” and “-” signs. The diary involves analyzing your achievements and failures after each lesson.

The third lesson, “How I evaluate myself and how others evaluate me,” gives students an idea of ​​self-esteem as a regulator of behavior. Introduces them to the connection between self-esteem and level of aspiration.

Lessons four and five - “My best self” and “My character” - were aimed at developing adequate self-esteem, establishing harmonious relationships between desires and possibilities, and adolescents studying their volitional qualities. The sixth lesson, “If you are a boy, if you are a girl,” involved introducing adolescents to the manifestations and characteristics of puberty, individual differences; psychological differences between boys and girls. Teenagers were introduced to such concepts as femininity and masculinity, and how it is formed in girls and boys. Students were offered options for establishing rapport with parents.

The seventh lesson, “I’m learning to plan,” gave teenagers the opportunity to study their readiness for unexpected changes in life, to realize the need to plan their actions, how to plan, making certain demands on themselves and complying with them. The eighth lesson, “How to manage yourself,” involved developing in students the ability to regulate their mental state, the ability to manage their emotions and feelings.

The classes “How to educate yourself” and “Educating yourself” were aimed at developing in adolescents an understanding of the means and techniques of self-education, setting goals, drawing up a self-education program, developing the ability to control and analyze their emotions and feelings, relationships with people, control of conscious and independent transformation of one’s bodily strength, mental properties, and social qualities of the individual to fulfill one’s destiny.

The classes “Basics of Communication” and “How to Avoid Conflicts” allowed teenagers to develop conflict-free communication skills and introduce teenagers to ways to resolve conflicts.

In the process of stimulating the process of self-education, students were introduced to the ten commandments of self-analysis, self-hypnosis and self-development (Appendix 3), which help to achieve the best results in working on themselves.

The teenagers were also given leaflets with rules that contributed to the process of self-education (Appendix 4). This memo included: “Five “Musts”, reflecting the rules of behavior in the family and society; “Five “Do’s” aimed at improving your attitude to various kinds of life situations; “You need this yourself!” and “You can’t do this”, intended to improve personal qualities, etc.

Students read the “Complex of Virtues” (Appendix 5) with corresponding instructions compiled by Benjamin Franklin in his youth, based on the moral values ​​of his time, and at the end of each week noted cases of their violation.

Thus, over the course of one month, a series of classes was conducted with students to stimulate the process of self-education. Conducting classes of this type helped the formation of adequate self-esteem of adolescents, the establishment of harmonious relationships between desires and capabilities, the study of their volitional qualities by adolescents, the formation of the ability to communicate and resolve conflict situations.

Conclusions on the second chapter

Based on the experimental work carried out, the following conclusions were made:

diagnostics of the level of readiness of adolescents for self-education showed that 63.3% (19 people) are engaged in self-education;

in the process of experimental work, pedagogical work was carried out with students for a month, which was aimed at stimulating the process of self-education through the use of specially selected activities;

pedagogical guidance of the process of self-education has an important basis in the process of self-education and self-development of the student;

Conclusion

Based on the analysis of psychological and pedagogical literature, the following conclusions can be drawn:

self-education is a pedagogically controlled process. Psychological and practical preparation for working on oneself is one of the most important tasks of education, and if you show students the need for self-education and help them organize it, then the process of personality formation will proceed more effectively. The process of self-education occurs individually. However, the team plays a very important role, since in the team the teenager finds role models, gets to know himself, and is evaluated in the team. Therefore, when organizing self-education, the central place should be occupied by the development of students’ abilities for volitional effort, so that every reasonable decision turns into action. The lack of necessary strong-willed qualities prevents the implementation of the tasks set for oneself. And here, again, an educational psychologist comes to the aid of the teacher. He can organize individual and group lessons with students.

In general, the self-education of an individual goes through several stages of development that go far beyond adolescence and adolescence. In addition to physical and moral self-improvement, the individual makes efforts to professionally and socially-ideologically self-education and achieve the goals of self-actualization. This process continues throughout a person’s conscious life.

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Annex 1

.What do you understand by the word “self-education”?

.Why do you think it is necessary to engage in self-education?

.Are you engaged in self-education?

.Why do your comrades and adults value you?

.What positive qualities would you like to develop in yourself at present?

.What shortcomings give you the most trouble?

.How do you strive to overcome your shortcomings?

Appendix 2

Self-education cycle program

Lesson 1. My needs

Needs are the main source of human and animal activity; an internal state of need, expressing dependence on specific conditions of existence.

Level of personality aspirations. Teenagers study their needs, become familiar with the structure of basic human needs. Formation of environmentally justified needs.

Methods: “My needs and the world around me”, “Who are you?”.

Lesson 2. About values ​​and goals

Students’ awareness of the goals that give a person the meaning of life. Understanding the difference between tangible and intangible goals. Awareness of one's own goals and aspirations. Students’ awareness of what is most significant to them in life, what kind of relationships they want to establish with other people and the natural world around them.

Methods: “What do people strive for in life”, “What was the main thing in life”, analysis of situations - samples, “Diary of self-education”.

Note: a self-education diary can be several pages of a notebook, each sheet of which is divided into two parts. The first column will be broader; it can be called: “My goals and objectives.” The second can be called: “My steps to achieve my goals.” The first column contains the main goals. Tasks that lead to achieving goals are also written down here. In the second column, the “+” and “-” icons indicate success or failure in achieving the goals. After each lesson, you need to look into this diary and analyze your achievements and failures.

Lesson 3. How I evaluate myself and how others evaluate me

What is self-esteem. Self-esteem as a regulator of behavior. Its connection with the level of aspirations. Adolescents' exploration of self-esteem. Formation of adequate self-esteem, establishment of harmonious relationships between desires and capabilities.

Methods: “Self-perception scale”, “Accept yourself!”, L.M. Mitina’s method “Who am I?” (for self-esteem, assessment by “well-wishers - ill-wishers” of your character traits), “Diary of self-education.”

Instructions: “Look at the self-education diary. Has anything changed in your plans since the last time you filled it out? If changes have occurred, it’s not scary. Each of you has new desires and motives after classes. Clarify your tasks. Write them down in the diary ".

Lesson 4. My best self

Adolescents' exploration of self-esteem. Formation of adequate self-esteem, establishment of harmonious relationships between desires and capabilities. Awareness of the goals of self-education.

Methods: “My Best Self”, “Ladder”, “Imagination of Self”, projective technique “Symbolic tasks to identify the “Social Self” (according to B. Long, R. Ziller, R. Henderson), ranking technique, “Self-education Diary” .

Instructions: “Open your self-education diary. Clarify your goals and objectives. Write new ones if they arise. Note what steps you took to achieve your previously set goals.”

Lesson 5. My character

Character as a set of stable personality traits that determine a person’s attitude towards people and the work performed. Character traits. Volitional personality traits. Will - perseverance, perseverance in activity, in overcoming obstacles encountered. Adolescents exploring their volitional qualities. How to cultivate willpower. Techniques for developing will: psychological attitude, overcoming difficulties. Activation of self-education.

Methods: Test “What is your character”, test “Are you a strong-willed person?”, task to yourself: “Draw a program for the development of your will: five to six main character flaws that could be eliminated by everyday effort of will”, “My day” , "Parkinson's Law", "Diary of Self-Education".

Instructions for filling out the self-education diary: “Open the self-education diary. Clarify your goals and objectives. Write new ones if they arise. Note what steps you took to achieve your previously set goals. Think again about whether you have willpower. Are you doing the steps you are planning?

Lesson 6. If you are a boy, if you are a girl

Beginning of puberty. Its manifestations and features. Experiences and doubts of teenagers. Individual differences. Problems of puberty in adolescents. Contradictions between social, physical, psychological and sexual development. Psychological differences between boys and girls What is femininity, and how it is formed in a girl from childhood. What is masculinity and how is it formed in a young man. Attitudes in love. Sexual abstinence. Establishing rapport with parents.

Methods: “Answers to notes”, “What parents are silent about”, “Portrait of your ideal real man”, “Code of male honor”, ​​“Portrait of your ideal real woman”, compiling a list of “Women’s virtues”, analysis of situations - samples.

Lesson 7. I am learning to plan

Teenagers study their readiness for unexpected changes in life and for active actions. Awareness of the need to be able to plan your actions. Making demands on yourself. How to learn to plan.

Methods: “My margin of safety”, “How to make dreams come true”, “Self-education diary”.

Lesson 8. How to manage yourself

Long-term and short-term mental states. Stress, fatigue. Adolescents' exploration of their condition in terms of fatigue. The ability to regulate your mental state and manage your feelings.

Lesson 9. How to educate yourself

Means and techniques of self-education. Goal setting: drawing up a specific self-education program for a month, a year, several years, for life; outlining a circle of ideals; drawing up rules that must always be strictly followed. Implementation of the program: maintaining a calendar-diary, diary; self-obligation; letters to myself, addressed to the future. Control and analysis: analysis of the day, analysis of relationships with people, control of feelings and emotions, self-regulation of behavior, self-assessment of the progress of self-education. Choosing helpers and like-minded people.

Methods: “Wise Thoughts”, “Psychological Attitude”, “Rules of Life”, “Diary of Self-Education”.

Instructions for filling out the self-education diary: “Open the self-education diary. Clarify your goals and objectives. Write new ones if they arise. Note what steps you took to achieve your previously set goals.”

Lesson 10. Educating yourself

Self-education as a purposeful action of the person himself; intentional change, a person’s raising himself to a higher level of perfection; the process of a person’s conscious and independent transformation of his bodily strength, mental properties, and social qualities of the individual to fulfill his destiny. Self-education as a relatively independent process, as well as the result of education. Acquaintance with the humanistic technology of self-education (according to V.G. Maralov), which includes:

· eradication of fear, envy, despondency;

· clarification of your problem, its meaning;

· determination of your direction of “movement”;

· free choice of moral goal;

· collecting your image - I: abilities, capabilities, skills;

· cultivating positive feelings, faith in one’s strengths, hope for overcoming obstacles, efforts to self-build one’s actions;

· harmony of self-love and a sense of power over time;

· conscious choice of a specific problem that needs to be solved, commitment to solving the problem;

· the ability to find your own rhythm of creative action;

· ability to adjust the program of one’s actions;

· clear self-control of one’s actions and relationships;

· critical self-analysis of your successes and achievements.

Methods: Self-analysis, “Interview with yourself”, “Choosing a goal, or a goldfish”, Methodology “Awareness of the strengths and weaknesses of your personality. Training in self-acceptance” (according to V.G. Maralov), psychodrama method for self-acceptance and harmonization of attitude towards to yourself.

"Diary of self-education."

Instructions for filling out the self-education diary: “Open the self-education diary. Clarify your goals and objectives. Write new ones if they arise. Note what steps you took to achieve your previously set goals.”

Lesson 11. Basics of communication

Awareness of the moral foundations of communication between people. Content and means of communication. Communication and self-confidence.

Communication is a necessary component of an individual’s life, a means of self-fulfillment and psychological assistance to others. Developing trust, openness, the ability to listen and understand people.

Techniques: “Is it pleasant to communicate with me”, game - reincarnation “If I were:”, analysis of your social circle according to a given scheme, letter to yourself: “Write a letter that you would like to receive”, analysis of situations - samples, “Diary self-education." Instructions for filling out the self-education diary: "Open the self-education diary. Clarify your goals and objectives. Write new ones if they arise. Note what steps you have taken to achieve your previously set goals.”

Lesson 12. How to avoid conflicts

The concept of "conflict personality". The need to harmonize communication. Ways to resolve conflict. Identifying the qualities necessary for productive communication. Communication and self-confidence. Communication is a necessary component of an individual’s life, a means of self-realization and psychological assistance to others.

Methods: “Are you a conflict-ridden person”, “Group assessment method”, analysis of situations - samples, “Self-education diary”.

Appendix 3

Ten commandments of self-analysis, self-hypnosis, self-development

In a person, his countless mental and physical capabilities lie dormant and fade away, without finding an outlet to the surface.

A believer relies on a powerful external force, not suspecting that the force lies within himself.

Helping others is easier than helping yourself.

Penetration into the essence and connection of things helps to see cause-and-effect chains, calculate the course of the process, its results.

Everything that turns us from animals into people, from children into adults, from individuals into personality, which marks human maturity, is conscious volitional control of behavior.

In the mood of every person there is always something for himself and something for others.

The main thing in self-hypnosis is increasing self-confidence.

Determine in yourself what needs to be eliminated and - most importantly - what you want to achieve.

During self-hypnosis, words addressed to oneself, regardless of tone, must be internally significant, instilling confidence in one’s strengths and capabilities.

Appendix 4

Rules promoting self-education (according to A. Kochetov)

Need five

Always help your parents.

Comply with teachers' requests to study conscientiously.

To be honest.

Subordinate personal interests to collective ones.

Show integrity at all times and everywhere.

Five is possible

Have fun and play when the job is done perfectly .

Forget offenses, but remember who and why you offended yourself.

Don't be discouraged by failures; If you are persistent, you will still succeed!

Learn from others if they work better than you.

Ask if you don’t know, ask for help if you can’t handle it yourself.

You need this yourself!

To be honest! Man's strength is in truth, his weakness is lies.

Be hardworking! Don't be afraid of failure in a new business. He who is persistent will create success from failures and forge victory from defeats.

Be sensitive and caring! Remember, you will be treated well if you treat others well.

Be healthy and clean! Do morning exercises, harden yourself, wash yourself to your waist with cold water every day, keep your hands clean, set aside an hour a day for walks and devote another hour to work or sports.

Be attentive, train your attention! Good attention protects against mistakes in learning and failures in play, work, and sports.

This cannot be done!

Study without effort, lazy and irresponsible.

Be rude and fight with peers, offend younger ones.

Tolerate your own shortcomings, otherwise they will destroy you. Be stronger than your weaknesses.

Walking by when someone nearby is hurting a child, mocking a friend, or blatantly lying to honest people in the face.

Criticize others if you yourself suffer from a similar shortcoming.

Five good

Be able to control yourself (don’t get lost, don’t be a coward, don’t lose your temper over trifles)

Plan your every day.

Evaluate your actions.

Think first, then do.

Tackle the most difficult cases first.

How to work on yourself.

Stage 1 Determine the social purpose and meaning of your life.

My moral ideal.

Life motto.

The ultimate goal of my aspirations and activities.

What I love in people and what I hate.

Spiritual values ​​of a person.

Stage 1 Know yourself.

What I am.

My virtues.

My shortcomings.

My interests and hobbies.

The purpose of my life.

Attitude to learning.

Attitude to work.

Attitude towards people.

Objective self-esteem.

Determine a self-education program. What should I become?

The requirement of my parents and teachers.

The demands of my comrades and the team.

Requirements for oneself from the position of ideal and objective self-esteem.

Create your own lifestyle.

Schedule.

Careful attitude towards time.

Occupational and rest hygiene.

Rules of life.

Train yourself, develop the necessary qualities, knowledge, abilities and skills. Training, exercises.

Self-commitment.

Assignments to yourself for the day, week, month.

Self-conviction.

Self-coercion.

Self-control.

Self-order.

Evaluate the results of working on yourself, set new goals for self-education.

Self-control.

Self-analysis and self-assessment of self-improvement.

Self-reward or self-punishment.

Improving the self-education program.

What does knowing oneself give a person?

Objectively evaluate yourself, your capabilities and abilities. Based on this, determine your life goals.

Avoid mistakes, disappointments, unfounded claims, and the collapse of life plans.

Determine your calling, choose your profession accurately.

Do not claim special attention from others; modesty and dignity are indicators of objective self-esteem.

Look for the causes of trouble in yourself, not in others.

Paths of self-discovery

Judge yourself by your actions. Success at work is an indicator of your strengths, failures characterize your weaknesses and shortcomings.

Compare yourself with others, but not with those who are worse, but with those who are better than you.

Listen to criticism directed at you

ü if one criticizes, think about it,

ü if two - analyze your behavior,

ü if three - remake yourself.

Compare your opinion with the opinion of others about you. Be more demanding of yourself than you are of others. The enemy of your flaws is your friend.

Appendix 5

Benjamin Franklin's "Complex of Virtues"

Benjamin Franklin (1706-1790) - an outstanding American educator and statesman, one of the authors of the US Declaration of Independence, based on the moral values ​​of his time, in his youth he compiled for himself a “set of virtues” with corresponding instructions and at the end of each week he noted cases of their violation . This is the complex:

Abstinence. You should not eat to the point of satiety and not drink to the point of intoxication.

Silence. One should say only what can benefit me or another; avoid empty talk.

Order. You should keep all your things in their place; each activity has its own place and time.

Determination. One must decide to do what must be done; strictly carry out what is decided.

Hard work. There is no time to waste; you need to always be busy with something useful; you should refuse all unnecessary actions and contacts.

Sincerity. You cannot deceive, you must have pure and fair thoughts and intentions.

Justice. You cannot harm anyone; you cannot avoid good deeds that are among your duties.

Moderation. Extremes should be avoided; restrain, as far as you consider appropriate, feelings of resentment from injustice.

Purity. It is necessary to prevent bodily dirt; Maintain neatness in clothing and home.

Calm. You shouldn't worry about trifles.

Modesty, etc.

“But on the whole,” Franklin summed up at the end of his life, “although I am very far from the perfection towards which my ambitious plans were aimed, my efforts have made me better and happier than I would have been without this experience... "

Questions and tasks

Number each item in the “complex of virtues” in the order in which they are important to you, starting with the most important.

Create your own set of rules that reflect your own “Image of Self.”

To draw up a personal development plan, you need to express your own attitude towards the four main areas of a person’s life, answering the questions:

Activities - studying at a university and self-realization of the student’s personality.

Do I represent my chosen specialty well?

Will studying at a university help me achieve my life goals?

What kind of job would I like to do after graduation?

What guides me and pushes me to gain knowledge now? And in five years?

What can convince me that my future job will meet my personal requirements?

Human relationships - in the family, at university, in communication with friends.

Am I genuinely interested in other people's opinions and points of view?

Am I interested in other people's worries and problems?

Am I a good listener?

Do I impose my opinions and thoughts on others?

Do I know how to value the people I interact with?

Health is a psychophysical state.

How am I feeling?

Do I follow a daily routine, work and rest schedule?

Do I play sports?

What is my weight (body weight)?

Am I getting enough sleep?

Am I taking care of my body?

What steps can I take to improve my physical condition?

Mental comfort is a mental state.

Am I engaged in self-development?

Do I strive to be well informed? What?

Do I visit exhibitions, concerts, theater?

Do I have any hobby?

Do I know how to control myself, my emotions and states?

Is my will sufficiently developed?

What can I do for peace of mind?

The great Russian teacher K.D. Ushinsky in his youth drew up for himself the following rules of self-education.

Calm, at least externally, in any circumstances.

Directness in words and actions.

Deliberate action.

Decisiveness with the right to responsibility for action.

Do not speak a single word about yourself unnecessarily.

Do what you want, not what will happen.

Spend your energy only on what is necessary or pleasant, and not on passions.

Every evening, conscientiously give an account of your actions.

Never brag about what was, what is, or what will be.

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• When planning a program of self-education, it is also necessary to determine its methods. The most important of them are:
• self-persuasion and self-hypnosis;
• self-commitment;
• self-criticism;
• mentally transferring oneself to the position of another person (empathy - i.e. empathy);
• self-coercion (self-order);
• self-punishment, etc. (See additional illustrative material.)

Let us briefly describe these methods.
1. Method of self-persuasion. Its essence lies in the fact that the student, having identified his shortcomings, convinces himself of the need to overcome this shortcoming, and one cannot limit himself only to mental self-conviction. It becomes much more effective when the student convinces himself out loud, i.e. pronounce out loud the shortcoming that he is working to eliminate.
2. Self-hypnosis method. Its essence lies in the fact that a person himself strives to influence his own psyche and feelings; he himself, as a rule, aloud suggests to himself how he will behave or what actions he will not take. The impact of self-hypnosis is determined by the fact that, having become entrenched in the consciousness and feelings of the student, it determines his behavior.
3. Self-commitment. This method is essentially close to the method of self-persuasion. Its essence is that a student, having set out to overcome one or another shortcoming or develop some positive quality, takes on a certain obligation. To consolidate it more firmly in the mind, it is also necessary to speak it out loud repeatedly, in which case it will encourage the student to achieve the intended goal and contribute to the formation of the corresponding habit.
4. Method of self-criticism. Its essence lies in the fact that a student who has identified one or another shortcoming in himself and has set himself the goal of eliminating it, subjects himself to self-criticism in order to mobilize his volitional efforts to overcome it as quickly as possible.
5. Empathy method, or mentally transferring oneself to the position of another person, empathizing with his feelings. This method is very good when it comes to self-education of responsiveness to people and the desire for mutual assistance. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, a student develops positive qualities and overcomes negative ones, putting himself in the position of another person, empathizing with his feelings, and thus encourages himself to self-improvement. When, for example, a student sees with what hostility people perceive callousness, callousness, and rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.
6. Self-coercion, or self-command. This is a very effective method of self-education. It is used in cases where a student has defined certain rules, norms of his behavior, but does not show sufficient willpower to comply with this rule. Therefore, this method is applicable for the development of the necessary volitional qualities.
7. Method of self-punishment. As its name suggests, it is used when, in the process of self-education, a person makes certain deviations from the rules of behavior he himself has outlined. Having discovered such deviations, it is necessary to use certain sanctions against oneself and apply one or another punishment. (See additional illustrative material.)
The foregoing shows that if we imagine the process of self-education as a whole, then a number of components are distinguished in its structure.

• Components of the self-education process:
• critical analysis, assessment of one’s shortcomings and setting a specific goal for self-education;
• development of a self-education program;
• defining its methods;
• auto-training, i.e. direct (suggestive) work of the individual on himself;
• self-control. (See additional illustrative material.)

Pedagogical guidance has an important basis in the process of self-education and self-development of a student.
The content and forms of a teacher’s work in organizing self-education can be very diverse. Much here depends on how competent the teachers themselves are in matters of self-education and its methods, to what extent they are familiar with scientific and popular literature on this issue, and how responsible they are in fulfilling their pedagogical duties.

• In general, the organization of pedagogical management of self-education is carried out in three main directions. These include:
• forming the opinion of the student body about the need and benefits of self-education;
• assisting students in understanding the essence of self-education, its methods and ways of implementation;
• practical assistance to students in developing self-education programs and their implementation. (See additional illustrative material.)

Practical work on the implementation of these areas will allow students to gain a clearer understanding of the content of the work on themselves. Thus, when carrying out work to form public opinion in the student body on issues of self-education, it is necessary to understand that not all students know what self-education is, others do it in secret from their comrades, ashamed of this activity, and others have not even heard about working on themselves. All this must be kept in mind and, using convincing examples from famous people, show how important it is for a person to improve himself and fight his shortcomings.
On issues of self-education, it is necessary to conduct ethical conversations, bring these issues up for discussion at student meetings, devote school evenings to them, meetings with famous people, etc. The topics of these forms of educational work can cover a variety of aspects of this problem: “What is self-education”, “How to overcome your shortcomings”, “Methods of self-education”, etc. It is useful that not only teachers and class teachers speak to students on these issues, but and scientists, doctors, psychologists, production workers, war and labor veterans.
Of particular importance in organizing self-education is the formation of moral ideals in students. They are most often borne by a specific person - an outstanding public figure, scientist, military leader, hero of labor. Only in the process of learning about examples of heroism and exploits, unbending loyalty to the Motherland and the people will students develop moral ideals that encourage them to work on themselves.
However, this work cannot be limited to explanatory events and the organization of educational activities. An equally important form is the provision of practical assistance to students in self-education. For this purpose, it is useful to discuss how to set self-education goals to overcome certain shortcomings in behavior and character, how to use methods of self-persuasion, self-hypnosis, self-coercion and others in working on oneself.
Thus, as a conclusion, it should be noted that self-education acts as an important means of development and personal formation of students only if teachers pay due attention to its organization and are able to skillfully and competently guide it.

Issues to discuss:
1. Expand the role of self-education in the development and formation of personality.
2. Describe the factors that encourage a person to self-education.
3. Possibilities of using these factors in the process of educational work at school.
4. Reveal the essential characteristics of self-education methods.
5. Analyze the process of self-education and determine its structural components.