Images of young people in modern literature. Youth and book

Youth in the world of literature:

historical retrospective

Vl. A. Lukov

Reading problem. Modern studies emphasize that attention to the book among the youth has noticeably fallen. At the same time, interest in classical literature is being lost, and mass fiction occupies an increasing place. But how to interpret this fact? As something tragic or quite acceptable in relation to the processes taking place in culture? First of all, it is necessary to establish whether this fact itself has a place. Against the backdrop of the recent Soviet period, this seems undeniable. However, if we expand the scope of comparison, the picture changes. 6000 years ago, when literature first appeared (and this is obviously the youngest of the traditional arts, if we do not include the types associated with the development of technology, such as cinema), reading was available to a few. And even after millennia, the circle of readers was extremely small. So, in pre-revolutionary Russia, only a narrow layer of society was literate. But even in developed England, the law on universal primary education appeared only in 1870, i.e., only at the end of the 19th century did fiction become more or less accessible to the masses. This leads to a range of social and cultural consequences. Of these, let us pay attention to the fact that, having become accessible to different words of society, literature itself changed its character, mass fiction came to the fore (now the most published author in the world is not Leo Tolstoy at all, but Agatha Christie).

In ancient times, for example, in Egypt, the priests read and wrote for the priests, and the people lived by folklore. Mass fiction is the modern analogue of folklore. Literature and folklore have different artistic laws, and therefore modern detective stories or romance novels cannot be judged by the standards of classical literature. The same applies to today's reading youth: the very fact of reading should be subjected to many-sided interpretation, and the circle of reading should be characterized not by aesthetic significance, but also by the functionality of what is being read. If a young man needs to kill time on the road, in line, etc., then Dante's Divine Comedy is hardly suitable for this.

Young hero in literature. But there is a second side to the problem of "Young people and the book": not only young people read (or do not read) the book, but the book itself has been "read" by young people for many centuries. The young hero is one of the key types of characters in the system of artistic images of world literature, a promising object of sociological research. It is also found in mythology and folklore - the proto-literary (pre-literary) and para-literary (developing in parallel with literature) spheres of artistic activity, but, as a rule, contains information not about the real position of a young person in society, but about past eras. The attribution of heroes to the younger generation reflects information about a more historically close era: the youngest (third) son in the tales of different peoples, including Russian; the birth of children, the mortal danger to which they are exposed, and their miraculous salvation as a reflection of the rite of initiation (for example, the fate of Oedipus in Greek myth, Cuchulainn in the Ulad cycle of the Irish epic), etc. In the monuments of ancient literature, the mythological setting is preserved: a young man in at an early age, he goes through obstacles corresponding to initiation, which gives him the right to the functional role of a hero (for example, Hercules in the works of Homer, Stesichorus, Pindar, Euripides, Apollodorus, Diodorus of Sicily); acts as a rival of the father (the motive of the duel between father and son who did not recognize each other); representatives of the younger generation are fighting for power and recognition (the Pandavas and Kauravas in the Mahabharata; the heroes are off-stage characters in the tragedies Seven Against Thebes by Aeschylus, Antigone by Sophocles, the story of Cain and Abel in the Old Testament); find themselves in a love-hate relationship with close relatives (Oedipus Rex by Sophocles, etc.).

Very rarely is there a story about first love (Long's Daphnis and Chloe). Sometimes the topic of education and upbringing arises (“Clouds” by Aristophanes), but, as a rule, young heroes in this case perform an auxiliary function, the main attention is paid to the disclosure of philosophical problems (as in Plato’s dialogues), the wisdom contained in the teachings (the nominal presence of the addressee in ancient Egyptian "Teachings of Ptahotep", students in "Lunyue" by Confucius). The allegory of the sophist Prodicus (5th century BC) “Hercules at the Crossroads”, which portrayed Hercules as a young man who deliberately rejected the path of pleasure in the name of exploits, or the novel of Apuleius (2nd century) “Metamorphoses”, where the young Greek Lucius, on behalf of whom the story is being told, in the phantasmagoric form of a donkey, goes the way of comprehending the truth and understanding life. In these works one can see the first attempts to describe the process of socialization, which was almost not touched upon by ancient authors. In the gospels of the New Testament, the biography of Jesus Christ contains huge omissions from the flight to Egypt of the family with the baby Jesus to his baptism and from baptism to the age of 33, that is, to the finale of the life path, crucifixion and resurrection. According to this model, in the Middle Ages, works of the hagiographic genre were written - the lives of the saints. The process of becoming a person in this case is not essential, the changes are interpreted as the result of a divine revelation, a miracle.

At the turn of antiquity and the Middle Ages, the "Confession" of Augustine the Blessed appears, where autobiographical material can be interpreted as one of the first examples of the reflection in the literature of the process of socialization of a young man. However, neither in the Middle Ages, nor in the eras of the Pre-Renaissance and Renaissance, did the young man as a type of character of special significance yet act. It is not youth that is valued, but wise old age. Dante in the "New Life" (1292-93) does not distinguish between his love for Beatrice at the age of 9, 18 and 27 years of age, in the "Divine Comedy" (1307-21) he refers his movement from delusions to liberation from them to "middle of life", i.e. by the age of 35. Boccaccio in The Decameron (1348-53), giving the story to the storytellers - young people (7 girls and 3 boys), rather embodies the youth of the coming era in them and the young heroes of the short stories, rather than sets the task of analyzing the problems of the younger generation. These problems in relation to the formation of a harmoniously developed personality are one of the first to be considered in detail by F. Rabelais in the novel “Gargantua and Pantagruel”. The socialization of Gargantua is characterized by a combination of satirical and humorous grotesque and humanistic utopia, in the traditions of folk culture of laughter and the Renaissance ideal.

The completion of the previous stage and the beginning of a new stage in the comprehension of youth as an object of comprehension should be associated with the work of W. Shakespeare. A breakthrough in this respect comes in the tragedy Romeo and Juliet. It is traditionally believed that the death of young heroes is determined by the enmity of the Montague and Capulet families or the opposition of the younger generation to the older one. In this case, Shakespeare would not have said anything new: the description of the conflict between the generations of fathers and children goes back to myths (for example, Zeus against Uranus). But it should be noted that the heroes of Shakespeare's tragedy, with all the dramatic ups and downs of their fate, were separated from happiness by only a few seconds: when Romeo was poisoned, Juliet was already waking up from a dream that imitated death. Consequently, the tragedy lay in the youth of the heroes, their specific youthful reaction to events, ardor, inability and inability to act judiciously, in an adult way. Shakespeare reveals with amazing depth the psychology of youth, the impulsiveness of decisions, the categorical views. It shows that young people in their behavior, way of thinking and life are fundamentally different from people of the older generation. The issue of youth groups, conflicts between them is touched upon. The finale of the tragedy - the reconciliation of parents over the bodies of children - emphasizes that the young can be wiser than the old and that the younger generation can have a real impact on the course of history.

In the educational novel of the 18th century, the problem of survival comes to the fore (“Robinson Crusoe” by D. Defoe, “Gulliver’s Travels” by D. Swift, novels by G. Fielding, S. Richardson, J.-J. Rousseau, D. Diderot, philosophical stories Voltaire), which first of all must be solved by a young man, a girl. It is in the course of its resolution that they grow up, comprehend the laws of a rational world order, adapt to life and adapt life to their idea of ​​Reason and the enlightened Reason Feeling. The pinnacle of this line of literature was the "Confession" by J.-J. Rousseau (1765-1770), where the philosopher's autobiography turns into a generalized story of a young commoner endowed with outstanding talents and trying to find a use for them in society. The process of socialization of the young genius is described by Rousseau with unprecedented depth.

Another peak - of the opposite kind - was the novel by I. V. Gte "The Suffering of Young Werther" (1774), which describes the path of a young man, with unrequited love and unrecognized talents, to suicide. Goethe makes an important discovery in the novel, which had significant consequences for the further development of literature, primarily for romanticism and realism. His hero Werther appears both as a certain sociotype (a young man who, due to his low birth, cannot take a place worthy of his talents), and as a psychotype (a person with manic-depressive disorders, characteristic of Goethe himself, therefore unusually accurately reproduced). The second turns out to be more important than the first, so Werther's reaction to external events is inadequate, troubles turn into disasters in his mind. The hero cannot adapt to his living environment, becomes unbearable. If the madness of Shakespeare's heroes is temporary and is generated by their discovery of the true face of the world, the madness of Don Quixote is rather a literary device, then Werther's disease is something completely different: literature has become interested in a sick hero, a neurotic, psychopath, paranoid. It is no coincidence that after the publication of the novel, a wave of suicides swept across Europe, which claimed no less lives than a real war. "Disease of the mind" has become fashionable, she paid tribute to romance. Realists turned to the study of not only sociotypes, but also psychotypes. The morbidity of the psyche of the characters became, in essence, obligatory in the literature of decadence. The sick hero and the sick writer are characteristic of the 20th century up to the present day. Obviously, this is one of the consequences of the departure from the aesthetics of normativity, this affects the development of the principles of self-expression and psychologism, the development of receptive aesthetics that focuses on the reader's perception: after all, sociotypes become obsolete when the historical era changes, while psychotypes are always interesting to readers.

In the XIX century, the image of a young man for the first time became central in Western and Russian literature. Romantics create a whole gallery of young romantic characters who discover the world or find themselves in conflict with this world. The issues of creating the image of a young man in the romantic type of "Byronic hero" are characteristically solved.

Romantics surround their young heroes with a veil of mystery. Realists shed this veil, revealed the social nature of the formation of typical character traits of a young man. The romantic fragmentary composition, which singled out only the peak events in the fate of a young man, is being replaced by a story of a young man built according to cause-and-effect relationships in the context of his social ties (“Eugene Onegin” by A. S. Pushkin, a socio-psychological description of the fate of Julien Sorel in “ Red and Black" by Stendhal, the history of Rastignac, Lucien de Rubempre, Raphael de Valentin, Eugenie Grandet in O. Balzac's "Human Comedy", etc.). This line has been continued by writers at the turn of the 19th-20th centuries and subsequent times up to the present day.

The problem of generation in literature. A new phenomenon in the literature of the twentieth century is the socio-psychological description of an entire generation. These were the “lost generation” of young people who went through the fire of the First World War and did not find a place for themselves in civilian life (the heroes of E. Hemingway, E. M. Remarque, R. Aldington), the “jazz generation” of F. S. Fitzgerald , beatniks and hippies in D. Kerouac (symptoms occur earlier, in "The Catcher in the Rye" by D. Salinger).

There was an idea of ​​"cult" writers, their books and heroes, as if prescribing to young readers a way of life, a style of behavior (heroes of the novels by F. Sagan, B. Vian, A. Burgess, James Bond from the novels of J. Fleming).

The most important achievements of the 20th century include the disclosure of the ways of forming a youth team in A. S. Makarenko’s “Pedagogical Poem” and “Flags on the Towers” ​​and the dangers of a spontaneously formed children’s community in W. Golding’s dystopian novel “Lord of the Flies”. Stereotypes of ideas about the younger generation are widely represented in mass fiction, which received the widest development in the 20th century. In a number of cases, one can also talk about the unusual social effects of reading mass literature, for example, the “Harry Potter effect” (the young hero of JK Rowling’s novels, which since 1997 has captured the imagination of hundreds of millions of children around the world).

The theme of youth and the sociology of literature. At present, literary scholars have collected a huge amount of material and carried out a systematic description of the world literary fund, but its use in sociology (in particular, the sociology of youth) is just beginning.

The first direction is the consideration of literary texts as sociological research carried out by artistic means. Here it must be taken into account that literature has other goals than sociology, and its sociological materials at different stages of the development of the literary process are presented in varying degrees of completeness and thoroughness. Until the 19th century, when sociology emerged as a scientific discipline, they had an unconscious and fragmentary character. During the formation of sociological thinking, a number of artists of the word (Balzac, Stendhal, Pushkin, Dickens) were ahead of the first sociologists both in the breadth and depth of the study of social processes, literature contributed to the formation of a new science. At the present stage, sociology often provides writers with models for artistic creativity, both areas are mutually enriched.

The second direction is the study of literary texts as an object of study of sociology. If we take into account that the object of sociological research is understood as the carrier of a particular social problem, i.e. a person, a community of people, society as a whole, then texts, characters become a special, virtual object of research, and this problem requires special scientific development. However, it is necessary and relevant, since literary texts are one of the few and most informative surviving parts of a non-preserved object - people of past generations. The intensively developing thesaurus approach should play a key role in creating a new methodology and methodology for the sociological study of literature as a virtual object.

The third direction is the sociological study of the readership, in which the use of the thesaurus approach is also relevant.

Taken together, the three named trends merge into the sociology of literature (as a branch of the sociology of culture), which is designed to enrich the sociology of youth.

Analysis of mass fiction as a part of mass culture is presented in the works: Kuznetsova T. F. Formation of mass literature and its socio-cultural specifics // Mass culture / K. Z. Akopyan, A. V. Zakharov, S. Ya. Kagarlitskaya et al. M. : Alpha-M; INFRA-M, 2004; Zharinov E. V. Historical and literary roots of mass fiction: Monograph. M. : GITR, 2004; Kuznetsova T. F., Lukov Vl. A., Lukov M. V. Mass culture and mass fiction in the light of the thesaurus approach // Thesaurus analysis of world culture: Sat. scientific works. Issue. 5 / under total. ed. Vl. A. Lukova. M. : Publishing house Mosk. humanit. un-ta, 2006. S. 38-62; Kostina A. V. Mass culture as a phenomenon of post-industrial society. M., 2008; and etc.

Lukov Vladimir Andreevich

, cool guide

Modern literature about youth and for youth.

Modern literature is of particular interest to teenagers. How to make extracurricular reading lessons on this topic interesting and necessary for modern boys and girls? Together with the city library and the cinema center, we conduct extracurricular reading lessons based on works of modern literature, the main characters of which are teenagers aged 15-18, which is of great interest to lyceum students and students of our college.

The library offers a list of works on this topic:

1. Abramov S. Wall. Tale. M., 1990.
2. Anisov M. The vicissitudes of fate. Novel. M, 1996.
3. Astafiev V. Lyudochka. Story. "New World", 1989, No. 9
4. Basova L. Zoyka and Bag. Tale. M, 1988.
5. Bocharova T. Girlfriend. Tale. “We” 2004, No. 1
6. Voronov N. Escape to India. Novel. "School Romance - Newspaper", 2001, No. 10.
7. Gabyshev L. Odlyan, or the air of freedom. Tale. "New World", 1989, No. 6
8. Zheleznikov V. Scarecrow - 2 or the Game of Moths. Tale. M., 2001.
9. Zolotukha V. The Last Communist. "New World", 2000, No. 1, 2
10. Likhanov A. Nobody. Novel. “Our Contemporary”, 2000, No. 7, 8.
11. Likhanov A. Broken doll. Novel. “Our contemporary”, 2002, “1, 2.
12. Krapivin V. Grandmother's grandson and his brothers. “School novel - newspaper”, 2001 No. 4
13. 13. Melikhov A. Plague. Novel. “New World”, 2003, No. 9, 10.
14. 14. Pristavkin A. Kukushata, or a lamentatory song to calm the heart. Tale. "Youth", 1989, No. 11.
15. Simonova L. Circle. Tale. M, 1990.
16. Shefner V. Happy loser. A man with five "not" or Confession
17. ingenuous. Tales. “School novel - newspaper”, 1998, No. 8
18. Shcherbakova G. Boy and girl. Novel. "New World", 2001, No. 5
19. Korotkov Yu. Wild love. Tale. M, 1998
20. Korotkov Y. Popsa. Tale. “We”, 2000, No. 7
21. Korotkov Y. “Ninth company”. Tale. “We”, 2002, No. 7
22. Krapivin V. Explosion of the General Staff. Tale. M, 1998
23. Murashova E. Barabashka is me. Tale. M., 1998
24. Polyanskaya I. Between Broadway and Fifth Avenue. Tales. M., 1998
25. Solomko N. White horse - grief is not mine. Tales. M., 1998
26. Trapeznikov A. Should I be afraid!.. Tale. M., 1998
27. Tuchkov V. Death comes via the Internet. "New World", 1998, No. 5
28. Shcherbakova G. Mitina love. Tale. "New World", 1997, No. 3
29. Shcherbakova G. Love - a story. Tale. "New World", 1995. No. 11.

THE IMAGE OF A CONTEMPORARY IN RUSSIAN PROSE OF THE LAST DECADES.

A stand is being set up in the literature classroom, where the children independently prepare annotations for the books they have read. For example:

Tatiana Bocharova. The story "Girlfriend"
Magazine “We” 2004 No. 1 pp. 9 – 55

“Who thought that life begins with the first breath and the first baby cry? Nonsense. Life begins when you turn fifteen. When behind a carefree, cloudless childhood, in which you unconditionally believe in fairy tales and the victory of good over evil, in which you are convinced that there are no ugly unfortunate people, and everyone is beautiful in their own way. When there are reliable defenders from all troubles and misfortunes - the closest and dearest beings, parents. And suddenly it all ends - a warm, glorious world where it smells of sweets and milk, where a fearless toy wolf is always chasing a brave, elusive hare, where you are the center of the universe, the most important and most beloved. And life begins: around everything is alien, cold, indifferent, terribly frightening, repulsive.

This story is about friendship and first love, betrayal and fidelity, maternal love and jealousy.

Sergey ABRAMOV FANTASTIC STORY MOSCOW
"CHILDREN'S "LITERATURE" 1990

The story takes place in Moscow in end 80 -X years 20 century. The main characters of the story are residents of a large house. “The house was huge, brick, multi-storey, the house was a bastion, the house was a fortress. Various people lived in it - who lived richer, who was poorer; there were different worries, different chores…”

symbolic title story: “ Walls indifference, mistrust friend to friend, walls lies, falsehood, hypocrisy. Walls misunderstanding.

“At the time described - May, a weekday, ten in the morning - a young man of about twenty entered the courtyard ... “And amazing events began in the house ...“ in each from us sleeping wizard, firmly sleeping, we about him even not suspect. But if his to wake…”

After all, the wall, according to the author, is a symbol. A symbol of our disunity, our unwillingness to understand each other, our accursed habit of living only by our own ideas and inability to accept others. Who needs it for native people to make speeches to each other? I didn't come home on time - a lecture. I took the wrong book - a lecture. I didn’t go there and didn’t go with that - an accusatory speech. Not life, but the debate of the parties. It’s as if we don’t live in separate apartments, but in separate courtrooms, we attack, we accuse, we retreat, we defend, we execute, we pardon, we make accusatory and acquittal speeches, we look for evidence, we catch on contradictions. And all you need is: a hint, a glance, a casually thrown word, deed , finally…

Read this story! She is will become your ANOTHER!

Library methodologists offer teenagers questions for debate:

1. Any time is revealed not in the hero of this time, but in those who oppose time in one way or another.
2. Any teaching found in the book repels me.
3. There are people who do not read - they do not spend time reading, they simply do not know how to do it. I am ashamed to look at them. Not pleasant, not disgusting, namely ashamed. You can’t look at, for example, a cripple, a freak, a quasimodo. A non-reader is like a beggar to whom you cannot give. Therefore, it's a shame.
4. There is an opinion: "Tell me who your friend is, and I will tell you who you are." Can you paraphrase and say, "Tell me what you read and I'll tell you who you are?" Your opinion.
5. “I don’t read books because everything is not true. And if you want to find out what modern youth lives in, better watch some kind of reality show, everything is real there. And reading books is a useless activity.” Your opinion.
6. Literature is one of the foundations of human civilization.
7. Give at least five short answers to the question: “Why do I read fiction?”
8. From a letter to the editor of one of the newspapers: “Every day I hear: books are a source of knowledge, read books, love reading. They just keep saying. I don’t know how anyone, but I think that all these advice and discussions about the role of the book strongly smack of mothballs. After all, everything around has changed. New media have appeared that are much better than a book at providing food for thought, knowledge, and sharing the experience of others. TV takes us anywhere in the world, allows us to see and hear what is happening there, brings a lot of experiences. The book before this pales, and even reading requires five times more time than watching a TV show. The visual range, and sound, and color ... all this has a stronger effect and is better remembered. ” Do you share the point of view of the author of this letter? Argument your position.
9. “When reading a book, one should not forget, first of all, that the main essence of the matter, the very essence of the usefulness of the book is not in it, but in yourself, dear reader.” How do you understand these words of N. A. Rubakin? Argument your point of view.
10. Are there such concepts as “fashionable reading” and “reading for the soul” among young people? What “fashionable” authors do you know, and what would you read for your soul?
11. “When we read, our own thoughts and associations are born in us. The book, as it were, "sprouts" in us. Every time you read it, it's like being reborn. Behind every book there is an author, but it is we, the readers, who breathe life into it. Therefore, reading does not go to any comparison with watching a video or sitiroma. Reading requires more activity, co-creation, self-realization than watching a movie, because in this case the “machine” reads for us.” Do you agree with this point of view?

City Cinema Center "Sputnik" offers teenagers to watch feature films - adaptations of works of modern literature. With particular interest they watch films based on the works of Y. Korotkov “Carmen”, “The Ninth Company”, “Pops”, B. Akunin “Turkish Gambit”, “State Councilor”.

Adolescents read works of modern literature about the Chechen war with great interest: N. Ivanov “Entrance to captivity is free” magazine “Roman-gazeta”, 1998 No. 4, “Special forces that will not return” magazine “Roman-newspaper” 1998 No. 15, Alexander Prokhanov "Chechen Blues". "Roman - newspaper", 2001 No. 5.

Thus, the joint work of the teacher of literature, the cinema center and the city library creates the conditions for conducting interesting lessons on modern literature.

Such work arouses a keen interest in adolescents, a desire to read works of Russian literature.

"Problems of Youth in Modern Russian Literature" (based on the work of T.V. Mikheeva "Do not betray me!")

Introduction

In the adult world, it is generally accepted that childhood should be happy. However, in life one has to observe episodes that are very far from well-being and happiness. I seriously thought about the problem of my peers when I read T. Mikheeva's youth story “Do not betray me!”. Of course, in modern society, this topic concerning the problems of adolescents is not new. Now it seems to me especially relevant. It is raised in television programs, on the radio, in newspaper publications. The interest of writers in the "teenage" theme is due, first of all, to the opportunity to explore the initial, complex and dramatic process of the formation of a person, his worldview, and the ethical foundations of personality. The image of a teenager in literature is shown in dynamics: the moral and ethical content, the way the hero is characterized, changes.

An object - T. Mikheeva's youth story "Do not betray me!".

Thing - the problems of the heroes of the work of T. Mikheeva "Do not betray me!" and teenagers in our group.

The relevance of this work lies in the importance of adolescent problems. Young people are often prone to inadequate self-esteem: to overestimate or underestimate it. Both interfere with the normal formation of personality, the development of correct life ideas. Literature, truthfully depicting the life of the young with all the complexities, meets the need of adolescents to read "to themselves", to look at themselves from the outside.

The purpose of this work : to identify the range of adolescent problems reflected in modern literature (on the example of T. Mikheeva's work "Do not betray me!") And in life.

Achieving this goal involves solving a number of specific tasks:Tasks:

to study the characters of the heroes of the story, the motives of their actions;

identify difficult situations in the world of the characters of the story and the reasons for their occurrence;

to conduct a survey in the group 5PNG52 to identify the range of problems of adolescents;

analyze the questionnaires of the students of the group;

summarize the problems in the life of adolescents and draw conclusions.

Research hypothesis : I assume that the external and internal problems of modern adolescents, highlighted in the work of the writer T.V. Mikheeva, truthfully reflect the experiences of growing children, which explains the popularity of the story "Do not betray me!" among readers. Scientific novelty The work is due to the fact that the phenomenon under study was not previously the subject of a special study of literary critics, since the work of Tamara Mikheeva, a modern writer, has been little studied, and is reviewed in critical literature. Practical significance work is determined by the possibility of using its results in the study of modern Russian literature. Research materials can be of practical value in teaching literature and used as didactic material in the classroom and extracurricular activities.

Research methods : analysis of special literature on the topic of work, descriptive method, method of comparison and comparison, questioning.

Overview of the problems of modern adolescents from the point of view of psychology

Let's start the review of the problems of modern adolescents from the point of view of psychology with the characteristics of the transitional age as a whole. This period is complex and controversial. Difficulties and questions arise both in adults and in adolescents themselves. It would be easier to survive this time if the parents remembered themselves at that age, as well as the problems that they had to solve. "The most important function of parents in adolescence is to help the child in solving complex life problems, informing, explaining, and assisting in the formation of an assessment of various aspects of life."

It is quite obvious that warm, trusting relationships in the family are a guarantee of a normal life, healthy from a psychological point of view. The gap between the aspirations of a teenager, expressed in the awareness of their capabilities, and the position of a schoolchild dependent on the will of adults, causes a desire to break out into an independent life, which is reflected, in particular, in plans for the future. In the dreams of modern adolescents, compared with the dreams of young people of the 50s and 60s of the 20th century, “the share of romance has significantly decreased and the pragmatic aspect has increased” (4, p. 114).Recently, psychologists have been concerned about the “significant deepening of the crisis of self-esteem in adolescents. Even compared to the 70s of the 20th century, there are 25-27% more teenagers who have a negative self-esteem.” Modern adolescents have a clearly expressed “need for friendship with a person of the opposite sex, which, in essence, expresses the need for love. The ratio of friendship and love is a problem for young people” (4, p. 272). Tamara Mikheeva confirms these theses: “At the time of growing up, children often experience a fear of loneliness. They have already moved away from their mother, they are afraid of being misunderstood with friends, so they try to be like everyone else, to join the “herd”. And the personality inside needs a way out. Hence the conflicts. In public, the teenager tries his best to look "cool" and "successful". And alone with himself, he realizes that he is not so “cool” at all. A young man can be both scared and lonely, but it seems that such problems are unique to him. At this moment, you need a person who is able to listen and understand. My heroes are living people, with their fears, problems and conflicts. Teenagers see themselves in them. In addition, I help readers look into someone else's soul. To believe that each of them is a person is, perhaps, the main thing that modern teenagers need.

Analysis of the work by T. Mikheeva “Do not betray me!”

The story of Tamara Mikheeva "Do not betray me!" only its name attracts. And the first chapter leaves no chance to stop reading. From the first lines, the author makes you open the doors to the world of true memories.The teenage world is cruel, and a few words, gestures, and adult glances are always added to the cruelty of this world. Sometimes carelessly thrown, they significantly affect the course or even the outcome of the whole intrigue. And there is plenty of intrigue in the teenage world!The school is more often not a “abode of knowledge”. Rather, a battlefield, a battlefield where there are always winners and losers, strong and weak, lucky and losers, "stars" and "outsiders". Mathematical problems in this field are solved as if "by the way", during short breaks in fierce battles for recognition, and sometimes even for existence. Here "A"-shki against "B"-shki, class by class. And in the class, in addition to leaders and their subordinates, there are always outcasts. No one can explain why everything happens the way it does. It just happens that way. Because this is a school...Yulia Ozarenok, a student of 8 "B", according to the test results, is among the "outsiders" of the class.It hurts to realize that you are an outsider - a person who is not appreciated, not respected, who is not needed ... Quite by chance, eighth grader Yulia overheard the conversation between the class teacher and the psychologist: according to the test results, Yulia was an outsider in her class.

There is always room on the battlefield for a knife pointed at the back. So Yulka is betrayed by her best friend Anyuta - she writes the name of someone else, not Yulka, in the test.Is this a betrayal? Anyuta, unlike anyone else, is smart, open, honest. Only she knew Yulina's secret. However, being an outstanding and courageous nature, Yulia does not take the path of conformism with her peers, but continues to defend her individuality, even in an unequal struggle ...

She is also betrayed by her own father, who has his own family and two children. She is also betrayed by her beloved, who allows her classmates to mock her. But what caused these betrayals? Mistake? Rules of life? Fear? Is it possible to heal wounds and forgive?Tamara Mikheeva describes the school exactly as it is, without embellishment and misconceptions. With all the problems that a teenager is surrounded by while studying. With those problems that seem “insignificant” to us adults ... The naked truth. The truth from within.Here is the imperfection of psychological tests, according to the results of which the work of the class teacher is built “simply, but effectively”. Here is the eternal metamorphosis - when the teacher turns from a personality into a simple "crust", not only by his nickname, but also by his actions. When you dye your hair and dress brightly, even if you are a good person at least three times, the dislike of most teachers is guaranteed to you. And in the story "Do not betray me" it is so accurately described what the label "not like everyone else" is fraught with.Is it possible not to fall under the influence and not become an instrument of someone's intrigues? How to learn to understand those who are recognized by all as “outcasts” for poor academic performance? And what kind of academic performance, in fact, can we talk about when your father died, and you are forced to earn extra money after school?! What to do when the most intimate, the most personal - your diary - is read by the whole class?Fortunately, no one canceled love on the battlefield. This feeling, most likely, leaves only good memories of the school. And when the feeling is mutual...Love in the story of Tamara Mikheeva is revealed from all sides. If a classmate constantly mocks and teases, then he is just trying to express his sympathy. If a girl tries to talk to you as little as possible, then she is secretly in love. And most often this “secret” is known to everyone, except for the “object” of love itself. And how many secrets, their own and entrusted by adults, can a teenager's heart hide? And what threatens him with such a "sacrament"?Tamara Mikheeva does not strive to teach. And this story is especially captivating.For some of the heroes, love is a trophy, another tick in the list of victories. But the one who will make it a reality of his existence will win this trophy. After all, love does not tolerate lies and hypocrisy. In love, it is important, bypassing all intrigues and obstacles, to believe, trust and forgive ...

Teenage heroes are at a crossroads: on the one hand, they are enthusiastically included in the life of the community, and on the other hand, they are seized by a passion for loneliness. They oscillate between blind obedience to their chosen leader and defiant rebellion against any and all authority.

Thus, in the literature of the 21st century, the problem of the moral formation of a person has several aspects. The most important of them is the acquisition of independence by a teenager, his place in life. Adolescence is characterized by experts as a transitional, complex, difficult, critical and is of paramount importance in the formation of a person's personality: the scope of activity expands, the character changes qualitatively, the foundations of conscious behavior are laid, and moral ideas are formed.

After analyzing the work of art by T. Mikheeva, correlating it with psychological and pedagogical literature on adolescence, we can draw the following conclusions:

The idea of ​​the victory of good over evil is the main idea of ​​the works of modern prose about teenagers, this idea is affirmed through the depiction of contradictions, conflicts that hurt people, especially young ones.

The plots of the works of modern prose about teenagers are based on psychological and pedagogical overtones.

The work covers not only the problems of moral maturation, but also the social problems of modern society.

Genre originality is not rich, it is: a story in which the compositional parts are clearly outlined.

The work carries not only a spiritual function, but also serve as practical material for the education of adolescents.

Heroes - teenagers live a real life, their characters correspond to the modern psychological and pedagogical concept of "teenager".

Processing questionnaires, thinking about them - it's like the second part of the story "Do not betray me!". Book heroes, my friends in life - they are so similar, and their problems are so similar. I did not seriously think about them until I read Mikheeva's book. It makes you think about yourself and about the life of all people.

6. References

1. Averin V.A. Psychology of children and adolescents: textbook. allowance - 2nd edition, revised. - St. Petersburg: publishing house Mikhailov V.A., 1998. - 379p.

2. "Literary newspaper" No. 37 of September 17-23, 2008.

3. Mikheeva T. "Do not betray me!" (romantic story). - M., 2012. - 192 p.

4. Psychology of a teenager. Complete guide. Ed. A.A. Reana - St. Petersburg: prime-EVROZNAK, 2003. - 432 p.

5. Feldstein D. I. "Psychological aspects of the study of the modern teenager." Questions of psychology, 1985, No. 1. - p. 34-43

When making any “behavioral decisions”, a person, as a rule, is guided by certain life principles, values ​​and ideals that he has learned in the process of socialization. Hence the category "ideal" has a deep social meaning. Ideals essentially express universal human values, organize the life of a person, influence his spiritual potential and creative activity, act as an indicator of the degree of social maturity. Today, the formation of the ideals and value orientations of a young person is influenced by many different factors. There is an opinion that in the information technology society the role of traditional channels for the formation of ideals, such as family, school, art, including fiction, is gradually losing its significance, giving way to mass communication channels. Despite this, artistic culture continues to have a significant impact on the inner spiritual world of a person. Art and literature are the most important means of self-knowledge, determination of value orientations and preferences, in which the worldview of a young person is formed. Today, people continue to look in art for answers to questions about good and evil, justice and lawlessness, the meaning of life and destiny. A young person, due to his age and psychological characteristics, tends to compare, compare himself with the heroes of works of art, transfer to himself the events taking place on the stage, on the screen or in the book, immerse himself in the world of illusions created by the imagination of the author of the work. Of particular interest in this regard is fiction as a special kind of art, where the artistic image is not static, but acts in a certain time and space, thereby setting patterns of behavior in certain situations. Behind each hero is a specific picture of the world. A person often evaluates his actions and actions, sometimes without realizing it himself, comparing them with the values ​​that the reference hero adheres to. Hence, the images created by fiction can have a direct impact on a person's life in a given situation. Thus, fiction is called upon to perform a number of functions that allow people to know the world around them, experience certain emotions, get aesthetic pleasure, escape from reality into the world of imagination, enrich themselves with the experience of other people by comparing themselves with the heroes of literary works. However, not all of these functions are fully implemented. This raises the problem of the discrepancy between the role that society assigns to fiction as a special kind of art in the process of forming the moral and aesthetic ideals of the younger generation, and the real place of fiction in the life of modern youth in the context of a variety of channels for transmitting values ​​and ideals. The problem of studying the value orientations of young people, as well as the factors in the formation of values ​​and ideals, on the basis of which young people will build their future and the future of the whole country, is of particular research socio-psychological interest. In 2010, on the basis of the Department of Sociology of Youth and Youth Policy of the Faculty of Sociology of St. Petersburg State University, an empirical study was conducted on the topic "The role of fiction in shaping the ideals of young students in St. Petersburg." Subject of study: reader self-assessment of St. Petersburg students, as well as factors influencing the reading motivation of young people. Was delivered goal- to reveal the mechanism of formation of ideals through fiction in the structure of various types of art and youth leisure. Object of study pupils of schools and universities of St. Petersburg (257 respondents) spoke. The age interval is represented by three groups: 15-17 years old, 18-22 years old, 23 years old and over. Of these, 103 boys (40.1%) and 154 girls (59.9%). The survey involved students of various profiles - humanitarian, technical, natural sciences. The data obtained in the course of the study allow us to assert that today's youth retains an interest in reading: 82.1% of the respondents confirmed that they love to read. At the same time, a third of the respondents (29.7%) read constantly, every day; more than half of the respondents (54.7%) read occasionally, not daily; 14.1% read very rarely, no more than once a week; only 1.6% do not read at all. In the context of this study, fiction is of the greatest interest in terms of its influence on the formation of youth ideals. The results of the survey showed that young people show significant interest in works of fiction. In the system of other arts, fiction ranks third in popularity after music and cinema. Among the books read over the past six months by high school students, the works of the school course were most often named: “Crime and Punishment” by F.M. Dostoevsky, "War and Peace" by L.N. Tolstoy, "Fathers and Sons" by I.S. Turgenev, "Master and Margarita" M.A. Bulgakov and others. Of the works not included in the program, a large number of works by contemporary foreign writers (Paulo Coelho, Haruki Murakami, Stephenie Meyer, etc.) were named. As for the students, they show great interest in the works of Russian classical literature. The list of books read over the past six months includes works from the school literature curriculum (L.N. Tolstoy "War and Peace", F.M. Dostoevsky "Crime and Punishment", M.A. Bulgakov "The Master and Margarita", M. Yu. Lermontov "A Hero of Our Time", etc.), which, perhaps, indicates the desire of students to re-read and rethink some works of the school course from the point of view of their new personal positions. At the same time, the respondents listed non-programmed works by program authors (“The Brothers Karamazov” by F.M. Dostoevsky, “In the First Circle” by A.I. Solzhenitsyn, “Days of the Turbins” by M.A. Bulgakov), which indicates the continued interest in works of Russian classics. On the other hand, students show considerable interest in works of foreign literature, both classical and modern. The following works are the most popular among students: "The Catcher in the Rye" by J. Salinger, "Over the Cuckoo's Nest" by K. Kesey, "Three Comrades", "Life on Loan" by E.M. Remarque and others. At each age stage, new motives for reading appear in the reader's demand of students, which is explained by the content of the tasks and requirements that the educational-role-playing and, in general, life position puts forward for them. This is evidenced by changes in genre preferences depending on the educational profile. So, for example, students of the humanities are most interested in foreign classics (54.9%), Russian classics (52%) and modern foreign literature (48%), while students of technical specialties prefer, first of all, science fiction (51.1%), adventure literature (38.6%), fantasy (34.1%) and Russian classics (31.8%). As for students of the natural science profile, unlike the previous category, they put Russian classical literature in first place, and then adventure literature and science fiction. With age, a young person is more aware of his connection with other people, peers and the need to analyze his actions in accordance with accepted norms. Hence, interest in works of art increases, which make one think about important moral problems: 52.9% of students noted that they pay attention to the problems raised in the work, for 70% of respondents it is very important, when reading fiction, to be able to think about these problems. It should be noted that young people who devote a significant part of their time to reading fiction are more likely to show the ability for creative activity in the field of literature. Table 1 presents the results of a correlation analysis, which allow us to state that there is a relationship between active reading and creative activity: the desire and ability to write compositions, poems, stories, essays (Pearson's correlation coefficient r = 0.157, significance level p = 0.05). However, the main goal of this study was to identify the mechanism for the formation of youth ideals through fiction. It was shown that this process is carried out not directly, through imitation of the appearance and behavior of the hero, but in a hidden, indirect form, by comparison, identification with the heroes of literary works and their actions in situations similar to their own life circumstances. Table 1. Results of correlation analysis in terms of reading frequency and creative activity* correlation is significant at 0.05 (2-sided); N is the number of used pairs of variable values. The majority of respondents (71.5%) agreed that "when reading fiction, a young person compares himself with the heroes of works and thus forms his own ideal image." At the same time, 28.5% of respondents believe that fiction does not influence the creation of images and ideals, since, in their opinion, a young person forms his ideal image by other means. For the majority of survey participants (62.6%), when reading fiction, it is also important that life situations, events, and characteristic features of heroes coincide with their own. At the same time, 41.4% of respondents noted that the behavior of the hero can serve as a personal example. The results of the correlation analysis presented in Table. 2 show that young people, for whom the behavior of literary heroes can serve as an example, need a positive hero (a positive correlation was found r = 0.196 with a significance level p = 0.01). The presence of a positive hero in literature is also significant when comparing one's own life experience with the experience of the heroes of a literary work (r = 0.158 with a significance level of p = 0.05). Table 2. Results of correlation analysis for two indicators:* correlation is significant at 0.05 (2-sided); * correlation is significant at 0.01 (2-sided); N is the number of used pairs of variable values. The majority of respondents (84.3%) tend to compare their personal life experience with the experience of the heroes of literary works, of which 70.8% turn to the experience of the heroes of their favorite books when the situation described in a literary work is identical to their own life situation. On the other hand, 30.1% of respondents believe that no literary work can help in solving personal problems. During the survey, some respondents noted that among the works of fiction they read, there are those that allowed them to form some life principles, such as “treat people the way you want to be treated”, “a person should strive for the best, work over oneself, achieving the goal”, “bad experience is also an experience”, “attitude towards life as a great miracle”, etc. Thus, the results of the study allow us to conclude that today's youth retains an interest in fiction. In addition, many young people feel the need for positive characters who could be guided in certain life situations. Unfortunately, as the results of the study showed, modern domestic literature does not provide young people with a sufficient number of such characters that could act as a role model. The issue of developing domestic literature, popularizing the works of domestic authors, raising the artistic level of books, stimulating the production and distribution of socially significant literature requires attention from the scientific community, the media and government institutions in order to determine priority areas for supporting and developing reading in Russia, including including in St. Petersburg. Pushkina A.V. Influence of fiction on the formation of the ideals of modern Russian youth // Social psychology and society. 2014. Volume 5. No. 2. S. 152-157. LITERATURE 1. Bakhtin M.M. Author and hero: to the philosophical foundations of the humanities. SPb., 2000. 2. Lisovsky V.T. Spiritual world and value orientations of Russian youth. SPb., 2000. 3. Sikevich Z.V. Youth culture: pros and cons: notes of a sociologist. L., 1990. 4. Fiction. Problems of historical development, functioning and interpretation of the text. Sat. scientific tr. Minsk, 2001.

Surname, name, patronymic (in full) Smirnova Irina Yurievna

Name of place of work/study MBOU "Novoportovskaya boarding school named after L.V. Laptsuy"

Name of the municipality Name of the locality New Port village

Today, in the age of computers, super smart gadgets, robots, nanotechnologies, one of the main problems is the problem of spiritual, moral, aesthetic and patriotic education of young people.

Our society aims young people at success, self-sufficiency, and the ability to earn money. These are the requirements of a market economy. The mass media propagate the norms of modern life, suggesting to young people that such vices as pride, anger, gluttony, envy, despondency, avarice, fornication are not sins at all. As a result, in the process of becoming a person, we get a human consumer who is absolutely indifferent to other people's pain, other people's problems, a person who suddenly forgot that no wealth can replace honesty, kindness, and decency. A modern young man, mentally developed, possessing certain scientific knowledge, is at the lowest level spiritually and emotionally.

The main goal of the school library is to form a thinking and feeling, loving and active person, ready for creativity in any area of ​​life. The moral education of the younger generation is the primary task of society, since morality is the highest measure of humanity. The school and the library should join forces in the formation of moral values.

As a librarian, I am interested in how emotionally young readers perceive a literary text, how deeply they understand it, whether they empathize with literary heroes. The ability of the reader, and even more so of the young reader, to experience joy, anger, sadness is important in the spiritual life of a person. Emotional imagination allows the reader to understand the world of feelings of literary characters, live their lives with them, imagine themselves as any character from the book, break away from reality and experience incredible adventures. Hence the conclusion - reading develops the imagination. “The reader lives a thousand lives before he dies. A person who never reads experiences only one ”(D. Martin).

Loud readings are often held in our library with stops to answer questions that arose during the reading of a work of art, to discuss the actions of literary heroes. And even those guys who do not like to read are imbued with an interest in the fate of the heroes of the book, a thirst to find out what will happen next, how the plot will end.

Of particular interest are books that tell about the fate of teenagers like our dear readers (Zheleznyakov V.K. "Scarecrow", Kaverin V. "Two Captains"), books about the Great Patriotic War (Kuznetsov A. "Babi Yar ”, Kassil L. “Street of the youngest son”, Baklanov G. “Forever nineteen”, Cherkashin G. “Doll”, etc.) about friendship and love (Shcherbakova G. “You never dreamed of”, Grossman D. “With whom to run", Dina Sabitova "Three Your Names", Sharon Draper "Hello, let's talk"), historical plots.

To attract students to reading spiritual and moral literature, book and illustrative exhibitions are held dedicated to the life of Sergius of Radonezh, Alexander Nevsky, the great enlighteners Cyril and Methodius. During the days of the Orthodox book, the library hosts review discussions, round tables, loud readings of evangelistic topics by Russian writers I.S. “On Passion Street”), N. S. Leskov (“The Figure”), L. N. Tolstoy (“Candle”), F. M. Dostoevsky (“The Boy at Christ on the Christmas Tree”),

In our library, just like in any other, there is a fund of Orthodox literature, which is used in exhibition work when it comes to the ethno-cultural traditions of the Russian people. And, as you know, the culture of the Russian people is inextricably linked with Orthodoxy. Orthodox holidays well-known and celebrated by everyone: Naum Literacy Day on December 14, January 25 - St. Tatiana's Day, celebrated as Students' Day, May 24 - Memorial Day of Cyril and Methodius Equal-to-the-Apostles, also known as the Day of Slavic writing and culture. There are always a number of events held at the school for these holidays. These are exhibitions of fiction and Orthodox literature, review talks, loud readings, quizzes, flash mobs, etc.

Adolescence, according to many teachers and parents, is difficult and critical. A good book can help a teenager understand the system of moral values ​​and ideals, organize his behavior and activities, teach self-control and responsibility for the results of his actions. There are many contemporary authors, both Russian and foreign, writing for teenagers.

Here are some of them: Eduard Verkin "Cloud Regiment"; Olga Gromova "Sugar Child"; Vladislav Krapivin "On the night of the high tide"; Tamara Kryukova "Witch"; Mark Levy "Shadow Thief"; Boris Almazov "Look - I'm growing"; Nikolai and Svetlana Ponomarev "Are you afraid of the dark?" and "Photo on the ruins"; Mikhail Samarsky "Rainbow for a friend", Evgeny Yelchin "Stalin's nose"; Boris Balter's story "Goodbye, boys!". These are books by modern authors about philanthropy, moral problems, understanding the meaning of life, about the experiences of heroes, their struggle for justice and honesty, their nobility, readiness to help their friends and their selflessness.

A children's book should give children hope that everything can be fine, that there is a good choice. The book helps to understand where there is goodness, mercy, compassion, what repentance is and what self-love, idleness, anger, envy, pride are. Finding and recommending a good book to a teenager is the task of a librarian and literature teacher. Reading parents can also become leaders in reading a teenager, because they can introduce them to reading by personal example.

Over the past two or three years, there has been an increased demand for classical literature that is not included in the school curriculum. This is Dostoevsky F.M. "The Brothers Karamazov"; Tolstoy L.N., "Anna Karenina", "Resurrection"; Fadeev "Young Guard", Shmelev "Summer of the Lord".

And, of course, the works of Pushkin A. S., Lermontov M. Yu., Gogol N. V., Tolstoy L. N., Dostoevsky F. M., Chekhov A. P., Sholokhov M. - allow the young reader not only to learn the past, but also to experience together with the heroes of their books, form views, feelings, character, awaken love for the beautiful, bring up readiness to fight for the triumph of good and truth.

Modern teenagers prefer to watch a film based on literary works, rather than read the work itself, since a lot of time is spent on reading. But the one who read the book did not regret the time spent. Here is what the guys who read books about the war say:

“Any book about the war teaches us to value life, to protect the most precious thing, to believe, to hope. We learn about such qualities as kindness, self-sacrifice, the ability to be friends. Every self-respecting person must read at least one book about the Great Patriotic War of 1941-1945!”

The guys believe that reading books about the war is necessary for every person in order to know the history of their country, to know at what price the peace in which we all live was paid, in order to remember the heroes of the war, about their exploits.

Reading books about war teaches us to be humane even in the most difficult and terrible situations, teaches us to adhere to our principles to the end, teaches us to love, believe, hope, teaches people to unite for the sake of one great goal - Victory.

Nowadays, it is necessary to read books about the war, especially about the Great Patriotic War, in order to cultivate the spirit of patriotism, pride in one's country, and most importantly, so that the current generation does not forget thanks to whom it lives on this earth under a peaceful sky. This is not necessarily fiction, but also documentary, the reading of which allows you to develop your own point of view on current events.

Reading young people who know the traditions, history and culture of their country are a high potential for the future of Russia.

Remember, young citizen,

Book - growth vitamin!

The great Russian writer A. M. Gorky wrote: “I owe everything good in life to books.”

Today, more than ever, it is important to familiarize children and adolescents with the world of spiritual values ​​of history and culture. Russian classical literature, striving for harmony and the search for the meaning of life, for resolving eternal issues, makes it possible to use the richest material for the formation of a culture of personality. For example, the books “Alive” by B. Mozhaev, “The Usual Business” by V. Belov, “Farewell to Mother” by V. Rasputin help to rethink the essence of human relations and actions in a new way. They affirm the ideals of reason, beauty, harmony, they speak of a person's responsibility for every step on earth.

Modern youth needs to read and read the best of the classics in order to understand themselves, who you are, what you want to achieve. The moral problems of the individual can be traced in the works of such writers as Chingiz Aitmatov, B. Vasiliev, V. Astafiev, V. Rasputin, Yu. Bondarev and many others.

But the most important thing that the book gives is wise advice.

A teenager, observing the thoughts, feelings, experiences and actions of literary characters, learns not to make their mistakes in his life, tries to take an example only from positive characters.

Books teach the younger generation to think, imagine, experience and empathize. Sometimes they just help them have a good time, and sometimes they become indispensable friends and advisers. Books teach how to act correctly in this or that situation, they seem to ask their readers to be better, they help to navigate in life.

An important role in the development of a teenager's personality is played by books about outstanding people both in our country and in other countries of the world. The history of mankind over the millennia of its existence has accumulated a lot of life experience, and it would be nice to study this experience for our children. A series of books "The Life of Remarkable People" will reveal the details of the biographies of prominent personalities.

Reading books about outstanding people helps readers to worthily walk life's paths, shape their character, and achieve their goals. These books are a great motivator for those who have met with obstacles on the way to their dreams. Books educate the moral qualities of a person, teach to think and reason, help to develop the inner world.

• The book teaches you to think.
• The book teaches to speak.
• The book teaches to understand people.

I consider Vladimir Vysotsky's poems "The Ballad of the Struggle" to be the best poems dedicated to children's and teenage reading. A summary of the ballad in a poem by V. V. Radin:

Books teach children

All the wisdom of life -

How to be human

And to be needed by the Fatherland,

And how truth from lies

Everyone must be different.

How to deal with the enemy

And how to overcome evil.

I want to finish my thoughts with the words of A. M. Gorky: “Love a book, it will make your life easier, it will help you sort out the motley and stormy confusion of thoughts, feelings, events in a friendly way. It will teach you to respect the person and yourself, it inspires the mind and heart with a feeling of love for the world, for the person.

Literature:

1. Spiritual and moral education of children and adolescents in the modern library environment / ed. comp. E. M. Zueva. - M.: Russian School Library Association, 2008. - 336 p.
2. Kagan M.S. Philosophical theory of value. - St. Petersburg, 1997.
3. Komensky Ya. A. On the skillful use of books - the first tool for the development of natural talents / School Library - 2000. - No. 5 - p.58-62