Class hour on legal education on the topic “Rights without responsibilities. Myth or reality"

Approximate planning on the topic “Legal Education”; 1-4 grades

Goleva Marina Alexandrovna

Primary school teacher

MAOU "Gymnasium No. 3" of Veliky Novgorod

Maksimova Margarita Vyacheslavovna

Primary school teacher

MAOU "Gymnasium No. 3" of Veliky Novgorod

Relevance
of the problem of legal education of children of primary school age
At primary school age, the beginning of a conscious perception of the world occurs. Therefore, this age is one of the favorable periods of legal education, in which the basic principles of humane life are laid. Unfortunately, at present, the proportion of mass legal educational work has decreased significantly. This work is carried out essentially only in connection with periodic election or other constitutionally necessary events. A new stage in the development of national statehood, the modernization of the educational system dictates the need to reassess traditional forms of legal education.

The purpose of this work is to show the methods and techniques used in the educational work of the gymnasium to form the legal consciousness of junior schoolchildren. Objectives: • substantiate the objectives of legal education; • show effective forms of legal education for junior schoolchildren.

Pedagogical foundations of legal education in an educational institution

Our gymnasium works according to the “Origins” legal education program, developed in accordance with the requirements of the concept of spiritual and moral development and education of the personality of a Russian citizen, which is the methodological basis for the development and implementation of the federal state educational standard of general education.

When developing the program, the developmental features of a child of primary school age were taken into account:

• participation in activities that are public in nature and social in content;
• expansion of the child’s sphere of interaction with the outside world, development of needs for communication, cognition, social recognition and self-expression;
• the child’s acceptance and mastery of a new social role as a student, expressed in the formation of the student’s internal position, which determines a new image of school life and prospects for personal and cognitive development.

The main objectives of the program are:

• Familiarization of students with legal acts of the state.
• Fostering respect for the laws of the country and convincing them of the need to comply with them.
• Promoting the development of students' cognitive and creative skills.
• Mastering the basic norms relating to the rights of the child, developing the ability to apply acquired knowledge in specific situations, instilling skills of law-abiding behavior, and the ability to protect one’s rights and freedoms in the prescribed manner.
• Nurturing love for parents and loved ones, studying and preserving family traditions.
• Promoting student socialization.
• Reducing risk factors leading to crime.
• Gaining experience in communication and relationships with peers and adults based on cultural and moral norms.

• Formation of a legal culture, system of values ​​and relations appropriate to society.

Principles of work organization

in and outside of class with children

• control, self-control and self-assessment of behavioral activity
• systematic and consistent
• collective analysis and assessment
• personal example
• open dialogue
• open dialogue
• freedom of choice
• stimulation
• cooperation
• enthusiasm
• confidence

Main directions of work on legal education

I. Work with regulatory and guidance documents. Legal comprehensive education (individual and group form). Includes studying documents

• Law of the Russian Federation “On Education”,
• Federal Law “On the Basics of the System for the Prevention of Neglect and Juvenile Delinquency”,
• UN Convention on the Rights of the Child,
• Family Code of the Russian Federation.

II. Working with students. Includes:

• Individual explanatory and preventive conversations,
• Cool hours about moral education,
• Cool hours of legal orientation,
• Individual and group psychological consultations, surveys, seminars, trainings,
• Involvement in extracurricular educational and cognitive activities (in extracurricular activities, in the work of clubs).

III.

Organization of interaction between the class teacher and the social teacher, teacher council. Meetings with employees of the Ministry of Internal Affairs.

I V .

Visual propaganda. Includes

1. Exhibitions of thematic literature:

• “Human rights and children’s rights”,
• "Preventing bad habits."

2. Design of thematic stands:

• “Youth extremism: forms of manifestation, prevention”,
• "Helpline"

3. Poster competitions:

• “I don’t smoke – and I like it!”
• “NO to bad habits!”

V.

Working with parents. Includes

• Conducting parent meetings, consultations, conversations on legal issues
• Conducting surveys among parents.
• Open demonstrations of the educational process
• Carrying out joint events
• Individual consultation with specialists.

Sample program content for legal education

The quality monitoring system includes:

• pedagogical observation;
• use of special diagnostic methods;
• testing;
• microstudies.

Expected results
of targeted legal education:
children should develop such an understanding of rights and civic behavior that:

— activates the social position of children, enriches their scale of values ​​and morality;

— forms high moral personal qualities: activity, initiative, independence; the ability to freely exercise choice and make decisions;

- allows the child to behave correctly in nature and society, the child learns to resolve conflict situations in normative ways, taking into account the positions, desires, needs of other people, and also acquires the skills of voluntary control and management of his behavior;

— ensures a responsible attitude towards oneself and others, towards nature;

— awakens and improves interest in oneself, one’s inner world, the system of needs and interests, which serves as one of the psychological foundations of self-improvement.

Criteria for tracking program results

• relationships between children in a team;
• student self-esteem;
• motivation of actions;
• adaptation to school;
• psychological maturity;
• claims;
• anxiety;
• creative activity;
• aggressiveness;
• communication;
• interaction.

Program implementation:

This project has been implemented since the 2010-2011 academic year within the framework of the federal state educational standard of primary general education on the basis of the MAOU “Gymnasium No. 3” of Veliky Novgorod. There is a club called “Istoki” at the gymnasium.

The first year and a half of work on the legal education project showed a high interest of children and parents in this topic.

The level of development of the children's team is at a fairly high level. Psychological testing showed that more than 70% of children successfully completed the process of school adaptation; the children did not have feelings of anxiety or aggression. Children's self-esteem is quite high.

List of resources

1. https://www.edy.ru/db/portal/obschee/index.htm
2. Ioffe A.N. Active methodology is the key to success. / Civic education. International project material. St. Petersburg 2000 - P. 144.
3. Usachev A. Universal Declaration of Human Rights for Children and Adults. – M., 1992
4. Agapova I.A., Davydova M.A. We are patriots! Class hours and extracurricular activities: grades 1-11. – M.: VAKO, 2006

1. Malenkova L.I. Education in a modern school. A book for teacher-educator. M.1999.

Legal education as an integral part of the educational process

In modern Russia, legal education is considered as a process of interaction of legal means with the individual legal consciousness and psychology of members of society, conditioned by socio-political and economic factors and aimed at further improving their legal culture. A more specific definition will be that shows the process of interaction between various factors involved in the formation of legal consciousness and legal culture, both of individual citizens and society as a whole. Legal education is a complex, multifaceted process that solves important problems of developing a high legal consciousness and a high legal culture. Legal education is carried out in a variety of ways and takes place in various forms. Several years ago in Russia there was a system of legal education that operated in every region, region, city and throughout the country. There were universities of legal knowledge, lecture halls, there was active propaganda of law in the media, there were organizations involved in the legal education of the population, and especially people's assessors, vigilantes, members of comrades' courts, etc. Essentially, universal legal education was carried out. Currently, the restoration of such a system of legal education is an urgent need, since crime is growing in the country and legal nihilism is intensifying.

So, legal education is the activity of the relevant subjects, aimed at the formation of a high legal consciousness and legal culture of the individual, carried out by various means and methods, expressed in different forms. Legal education is carried out directly by the law in force, since legal acts operate in society, regulate behavior and objectively influence the thoughts, feelings, will and consciousness of people. The educational impact of law on members of society lies in its very essence. When establishing legal norms, the legislator and state bodies implementing legal norms must always take into account their educational purpose. In this regard, it is necessary to distinguish between the motivational influence of law on the will, thoughts and feelings of people (when it serves as a kind of incentive, stimulator of their behavior) and the regulatory influence (when it determines the rights and responsibilities of citizens, establishes rules of conduct, prohibitions and sanctions, etc. .). Otherwise (as in B.V. Sheindlin) there is an excessive expansion of the concept of legal regulation of social relations, essentially including the educational impact of law on the thoughts and feelings of people [1, p.289] .

In the literature, the educational impact of law is sometimes mixed with the legal regulation of the activities of various government bodies aimed at satisfying the cultural and spiritual needs of people. This is not entirely true. In the process of regulating these relations, law acts as a means of ensuring the activities of relevant bodies and institutions (theatres, libraries), but not as a means of education.

The educational impact of law is aimed at developing and strengthening legal consciousness, at developing in all citizens the habit of acting in accordance with the rules of behavior established in society. The prerequisites for the educational impact of law are that it:

- expresses the will and interests of the majority of society;

— based on the principles of humanism and justice;

— consolidates the democracy of the state system;

— establishes equality of rights for all members of society (excludes discrimination against people on religious and national grounds;

- ensures true equality of men and women in all areas of political and public life);

— eliminates the separation of rights from the responsibilities of citizens;

- combines personal and public interests of citizens;

— secures freedom of speech, pluralism of opinions, freedom of activity of social movements and political parties, etc.

Legal education, as noted, is a rather complex and diverse process. Along with other forms of education, it is aimed mainly at strengthening legal ideology, legal psychology, legal culture, compliance with established rules of behavior, respect for a person, his rights and freedoms.

The process of personality formation is associated with the establishment of legal regulations, permissions, prohibitions, and with the comparison of one’s actions with the requirements of legal norms. On this basis, a person’s evaluative attitude towards legal requirements is developed, legal motives are formed [3, p.171] .

Objective reality is always cognized by a person in a certain system of values. The social content of objects and phenomena is assessed by a person according to their ability to satisfy or not satisfy his needs. It is in accordance with his own rating scale that a person directs and regulates his practical activities. In any practical activity, assessment acts as a specific act of cognition that regulates human activity and the relationship of a person with the environment [2, p. 72]. Assessment is impossible without knowledge of the objective content of the subject or event being assessed (the law in general, the law, a separate law enforcement act - a sentence, a court decision, an order from a manager, etc.).

In strengthening legal consciousness, an important role is played by the influence of law on individual consciousness, which is formed not spontaneously, but under the influence of the entire system of public education. In all cases, in order to choose the right educational means, it is necessary to identify the factors that shape certain qualities of a person: social status, educational system, family, team, etc. In this case, it is necessary to take into account the complexity of the individual’s individual appearance. To educate a personality means to take into account all of the listed factors in order to neutralize some, strengthen others, and develop others.

The educational impact of law is that it promotes people's perception of advanced political, legal, ethical and other views, and promotes their deeper understanding of the most important principles and basic foundations of societies.

Finally, by instilling in citizens specific skills and forms of behavior, the law forms in the individual consciousness of each those qualities that the legislator seeks to develop in all members of society, and at the same time helps to overcome the costs of ideology and psychology, negative manifestations in thoughts and actions.

So, the formation and strengthening of the legal consciousness of members of society is achieved by increasing legal culture, attracting participation in law-making, timely adoption of new and repeal of outdated legal acts. Legal acts must be implemented. Legal norms have the greatest educational impact in the process of their practical implementation.

The upbringing of a cultural-legal personality characterizes the level of its individual consciousness, reflects psychology, attitudes and assessments, and also predetermines the individual’s actions in the field of law and order. Legal culture in its positive sense is the antipode of legal nihilism; it is the basis of law and order, legality and the progressive development of society.

A person as an individual is capable of acting independently in accordance with his consciousness and will. Therefore, there is an objective opportunity to influence his behavior in a certain way, to influence the formation of the motives for his actions [4].

The issue of legal education is relevant at the present time because the legal consciousness of modern Russian society, its legal culture is poorly developed and is influenced by outdated ideas about law, authorities, and the rule of law.

Legal education is a complex, multifaceted process that solves important problems of developing a high legal consciousness and a high legal culture. Legal education is carried out in a variety of ways and takes place in various forms. In the 20th century in Russia there was a system of legal education that operated in every region, region, city and throughout the country. There were universities of legal knowledge, lecture halls, active propaganda of law in the media, there were organizations involved in the legal education of the population, and especially people's assessors, combatants, members of comrades' courts, etc. Currently, the restoration of such a system of legal education is an urgent need , as crime grows in the country, legal nihilism intensifies.

The educational impact of law is that it promotes people's perception of advanced political, legal, ethical and other views, and promotes their deeper understanding of the most important principles and basic foundations of societies.

By instilling specific skills and forms of behavior in young citizens of the Russian Federation, the law forms in the individual consciousness of each those qualities that the legislator seeks to develop in all members of society, and at the same time helps to overcome the costs of ideology and psychology, negative manifestations in thoughts and actions.

The influence of law on the formation and strengthening of legal consciousness is carried out in various ways, simple and complex, direct and indirect. In order to correctly understand the process of the influence of legal norms on people’s consciousness, it is necessary to take all this into account in a comprehensive manner.

The essence of man is the totality of all social relations, K. Marx pointed out [2, p.171]. Being a product of society, a person, one way or another, comes into contact with the rules of law. It is impossible to imagine, under the conditions of the state organization of society, a person who is absolutely indifferent to the law: not participating in any legal relations, not subject to any legal influence. [2, p.171]. Plekhanov G.V. noted that legal and political relations have a decisive influence on the entire psyche of a social person [6, p.159].

In order for the legal education of an individual to be not only theoretical, but also practical, it is necessary to answer the question: who is educated by the law and how, that is, to what educational influence are participants in social relations exposed.

It is necessary to know not only how to educate (with the help of what legal means), but also who to educate (a person who conscientiously fulfills the requirements of legal norms, or a person who violates established rules of behavior).

Educational influence must be differentiated by goals and by participants (subjects) of the influence. Such a distinction is not difficult to make, given the existence of two fundamentally different types of legal influence - regulatory and protective. In the process of regulatory influence, education is aimed at increasing the legal consciousness of citizens, strengthening their conviction in the fairness of legal acts, and bringing the performance of legal duties to the level of familiarity.

A person with a high level of legal consciousness not only conscientiously implements legal norms, but also actively fights against all cases of violation of law and order, shows intolerance towards offenses, actively participates in the discussion of adopted laws, propaganda of law, etc. It is controversial to say that among the people who comply with legal requirements voluntarily, education concerns only those who comply with the laws under pain of punishment.

It seems that the educational impact of law in modern conditions extends to one degree or another to the entire population. Increasing the role of law in the life of society presupposes a more highly developed legal consciousness, including among those who conscientiously fulfill the requirements of legal norms, because conscientiousness is not yet exemplary, exemplary.

No less important is the awareness of the inviolability of individual rights and freedoms that is formed in people in the process of the educational influence of law. Law is the most important instrument for guaranteeing individual rights and freedoms. At the same time, it fosters deep respect for people.

Legislation, proclaiming the rights and freedoms of the individual, fosters a humane attitude towards people and strictly punishes crimes against life, health, freedom and dignity of the individual.

The establishment of severe sanctions for crimes against the individual, wrote Remenson A.L., has not only a preventive value, but also, what is especially important, an educational and fundamental value, since it emphasizes the absolute inadmissibility of attacks on a citizen’s personality by other persons [5, p. .96].

Everything discussed above should be laid down from a young age, since a person must know that for every unlawful act committed he will face legal responsibility, in accordance with the legal acts of the state. And not knowing the laws, as they say, does not exempt you from responsibility. Every person who is part of society is obliged every day to comply with the rules established by the state in all spheres of life. If this process becomes a habit for every member of society, then our country will truly be a legal state, not on paper, but in reality.

Therefore, a characteristic direction of the educational impact of law on a person is highlighted and it consists in nurturing the habit of complying with the requirements of legal and other social norms. A habit is formed as a result of the systematic repetition of certain conscious actions. The possibility of transforming actions “according to the law” into actions “out of habit” lies in the fact that the rules of law express the interests of members of society, embody fair and humane requirements, indicate appropriate options for behavior, and prohibit socially dangerous actions.

Thus, the habit of complying with the rules of law should be considered as a natural result of a highly conscious attitude of citizens towards fulfilling their public duty. This habit is one of the forms of manifestation of a high legal consciousness. Therefore, the task of strengthening and developing legal consciousness is to constantly increase it, so that the implementation of the rules of law by all people becomes a habit, and respect for the law, for the law, becomes the personal conviction of each person.

Literature:

1. Grigorieva, O. V. Legal education as a process of formation of a high legal consciousness and legal culture. // Problems and prospects for the development of modern Russian society. Concepts: spiritual and moral development - social and innovative development - legal culture and legal protection - innovative creativity. All-Russian Scientific and Practical Conference, June 2010: [Materials].-Volgograd.-M.: Globus LLC, 2010.- P.288–296.

2. Ketkhudov, R. G. On assessment as an epistemological category. [Text] // Bulletin of Moscow State University. Series 8. 1965. No. 4. - P. 72.

3. Marxist-Leninist general theory of state and law: Socialist law. - M., 1973. - P. 171.

4. Oksamytny, V.V. Legal education is an important factor in the formation of a socially active personality. - Kyiv, 1979.

5. Remenson, A. L. Individualization of punishment and criminal law. [Text] // Scientific Notes Toms. state University, 1954. No. 23. P.96.

6. Plekhanov, G.V. Selected philosophical works. T.3.– M., 1959. P.159.