THEORETICAL JUSTIFICATION OF THE STRUCTURE OF SOCIAL RESPONSIBILITY FOR SENIOR STUDENTS

Abstract

The article substantiates the necessity for developing a versatile, spiritual, and active personality, a citizen, who has a high consciousness and responsibility for the modern Ukrainian society. The authors analyze scientific works in the field of psychology, where the responsibility is considered as one of the generalizing qualities, as a result of the integration of all mental functions of the individual and its objective perception of the surrounding world, the emotional attitude to duty, as well as the research of educators, where the ways of the development are offered. It is proved that the problem of social responsibility of senior students is not the target of a special pedagogical study. The purpose of the paper is to provide a theoretical justification of the structure of senior students’ social responsibility. In the structure of social responsibility of high school students, emotional, cognitive and practical components are allocated. In order to develop the emotional component of senior students’ responsibility, it is first of all appropriate to develop the skills and needs of senior students to understand the experiences of other persons, to sympathize them, to develop a positive attitude towards moral norms and the desire to act in accordance with them. The cognitive component of social responsibility involves understanding the very subject of responsibility, expanding and deepening knowledge about the rules of responsible behavior by young people and girls, awareness of how important they are to their rules, responsibilities, obligations on the level of society, groups, as well as individual need. The practical component in the structure of social responsibility of high school students represents deliberately regulated behavior on the basis of personally significant norms, rules, and ability to work, organize their activities and discipline. Characterized by social responsibility as an integral quality, which concentrates on the socially significant obligation of a person, the implementation of their generally accepted norms, the prediction of the results of their own activities, as well as the readiness to act in accordance with the general requirements and the ability to be responsible for their own actions against themselves, other people and the state. It is theoretically substantiated that the important condition for the development of high school students’ social responsibility is to improve their practical activity, to meet the basic personal needs for self-affirmation, self-determination and self-realization.

Keywords

• social responsibility
• senior pupils
• structure
• extra-curricular activity