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2015 | 10(54) | 259-265

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Category «values» in the context of the contemporary scientific knowledge.

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The term «values» in the context of contemporary scientific knowledge in Philosophy, Sociology, Psychology, Culturology and Pedagogy has been considered in this article from the specific angle for each of them: scientific approaches to definition of this term have been analyzed, the essence and the core have been revealed. The term «value» is defined with two modes of relation between mind and reality: cognition and appraisal.The world is depicted as it is in its truly existing properties and connections. Within the act of appraisal one clothes the world with significant, desired properties, using an available criterion, so the world looks as one wants to see it. Thus, the term «value» is interpreted as: 1) the significance, the essentiality, as desired properties of a subject or an act, which one adds to truly existing objects, and 2) the scale, the standard, the criterion for assessment, choosing important desired properties of the environment. Special attention is paid to the analysis of the term «values» in Pedagogical environment. It has been stipulated that education is, first of all, the process of formation of the values. The lack of values in educational process discredits the translation of humanity’s cultural experience, reducing the idea of education and teaching to information transfer, and the idea of the upbringing to morals and moralizing trainings. The research suggests that values may vary with historical circumstances, public relations, etc. When comfort, consumption and pursuit of pleasures become dominant landmark, values are stained the most strictly. It has been emphasized, that only absolute spiritual values can be permanent and true.Personality’s spiritual world is determined by the degree of his/her value orientation maturity. Fundamental understanding of the spiritual education as an appeal to absolute values is typical for all contemporary concepts of spiritual breeding, both for the purposes of social and religious pedagogical paradigm. It has been noticed, that the term «values» can be considered only in relation to a specific intellectual system creating the unity of value concepts, their integrity and hierarchy; it has been highlighted, that values are systematically important component of the formation of the personality if they have a transcendental nature.



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