Психолого-педагогічні детермінанти дослідження гуманістичних компонентів виховання екологічної культури особистості.
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У статті представлено фрагмент дослідження психолого-педагогічних детермінант формування гуманістичних екологічних ціннісних ставлень, визначення ролі в цьому процесі когнітивного та емоційного компонентів. На відміну від традиційного підходу, наголошено на багатовимірності досліджуваних категорій, на уявленні про три рівні самосвідомості. Оцінено поведінку за двома змінними, аналіз яких здійснювався в трьохвимірному просторі, утвореному трьома вісями: домінування–підкорення, дружелюбність– ворожість, емоційність–аналітичність.The article highlights psychological and pedagogical foundations of value-oriented attitudes in terms of a person’s ecologic culture forming based on the component analysis. It substantiates the role of cognitive and emotional components in the process of a person’s development. Humanistic values play a very important role in the process of analyzing the structure and detailed characteristics of all value components of a person’s ecologic culture. We consider value-oriented attitude and a person’s role as component parts of ecologic culture. The article presents a fragment of the study of psychological and pedagogical conditions of the humanistic environmental values formation process, determining the role of cognitive and emotional components. Understanding of ecological humanistic moral categories allows individuals to decide whether they are formed in their consciousnesses in the situations where they can become either an obstacle to their own activity or an important prerequisite for effective self-realization. Emotional and value-oriented attitude to oneself is an important component of such a general notion formation as a value-oriented attitude to a person and his environment. Acquired scientific knowledge about a person, the purpose and meaning of his life, moral qualities, how to act in a given situation; adequate self-esteem contributes to the positive development of emotional and value-oriented attitudes. Most studies on dimensionality indirectly state that emotional and value-oriented attitudes are one-dimensional. We emphasize the multidimensionality of the categories under study. According to this statement emotional and value-oriented attitude is regarded as a feeling, and in terms of the problem of dimensionality – as independent components of this phenomenon. In studying this problem, we relied on the idea of three levels of self-awareness: for example, the valueoriented attitude to a person implies an attitude to oneself; attitude to another person and the attitude to another things. Analysis of the dimensionality of emotional and value-oriented attitudes shows that it is regarded as a feeling which is a category that characterizes the psychological characteristics of an individual. The development of such level as self-awareness, communication and interaction with others is also an important factor. However, such communication also acquires an intrapsychic form – it turns into self-communication, a real "personological" structure, which assumes the existence of as many close and distant partners (objects), reproduces its phenomenological structure. We evaluated the behavior of the members of the experimental group by two variables, the analysis being carried out in a three-dimensional space formed by three axes: dominance-submission, friendliness-hostility, emotionality-analyticalness. This methodological technique allows you to study the problem of interaction and compatibility, types of values to others and the environment, to characterize their manifestations in students. Thus, the emotional attitude is not one-dimensional. It can be considered in the projection of three axes of emotional and value-oriented attitude to a person: "sympathy – antipathy", "respect – disrespect", "intimacy – alienation", which do not coincide with the axes or parameters of the behavioral aspect of the relationship. This conclusion follows from the fact that at the first stage the factors of emotional attitude appeared simultaneously with the behavioral ones: "domination – subjugation", "dependence – freedom", "cooperation – competition". It is necessary to speak about the reliability of allocation of axes of emotional attitude. They were obtained as a result of two different experimental techniques (expert evaluation of the attitudes to others, evaluation of their own attitudes), different participants in the experiment (adults and students), as well as two different methods of factor analysis (centroid and principal factors method). The reliability of the selected axes is indicated by the re-factorization of the finally selected scales. The defined three-dimensional structure is characterized by universality. It can be used both to analyze the perception of the pupil's attitudes in the family, and in other situations of friendly communication. Based on the results obtained, we can re-evaluate the emotional component of values. Thus, the data obtained in the course of the study allow us to characterize emotional and value-oriented attitudes much more accurately than if they would have been characterized based on the idea of one-dimensional "positivenegative" nature of attitudes. There is also the possibility of a more differentiated diagnosis of disorders in attitudes and relationships, which is important for the prevention of undesirable behaviors.