Transformative activity. Human activity and its main forms

Option 1

A1. A single representative of the human race, a bearer of social and mental traits

A. Man in. Personality

b. Citizen of the city Individual

A2. The motivation for activity related to the satisfaction of needs is called

A. Goal c. Motive

b. Result d. Ability

A3. Activities that result in the creation of new material and spiritual values are

A. Communication into creativity

b. Understanding d. cognition

A4. Are the following statements about human freedom true?

A. Human freedom is synonymous with permissiveness.

B. Human freedom is impossible in conditions of social connections and interactions.

A5. Are the following statements about human activity true?

A. Human activity transforms the world around us and changes the person himself.

B. A person does not always manage to plan and control his activities.

A. Only A is correct. both judgments are correct

b. only B is true d. both judgments are incorrect

A6. The theory of the origin of man, which considers the process of his emergence and development, is called

A. Sociogenesis c. Anthropogenesis

b. Egocentrism d. Dualism

A7. Are the following statements true?

A. Outside of society, an individual cannot become a person.

B. A newborn baby is a person.

A. Only A is correct. both judgments are correct

b. only B is true d. both judgments are incorrect

A8. A farmer cultivates the land with special equipment. The subject of this activity is

A. land in. cultivated crop

b. farmer's equipment

A9. Are the following judgments about human life in society true?

A. Only A is correct. both judgments are correct

b. only B is true d. both judgments are incorrect

A10. Agents of primary socialization are

A. television employees production colleagues

b. officials parents

Q1. Below are the names of the needs. All of them, with the exception of one, are names under which natural human needs are presented in various classifications.

Biological, physiological, social, organic, natural, primary.

1) social attitudes	2) communication
3) interests
5) needs.	6) beliefs

Q3. Read the text below, each position of which is numbered.

1. Avicenna, Mozart, Beethoven, Chopin - these are a few names of child prodigies whose genius has revealed itself to its full potential over the years. 2. Ufologists consider the appearance of child prodigies to be the intervention of aliens. 3. According to biophysicists, prodigies are “made” by geomagnetic waves that affect the fetus. 4. The Earth’s geomagnetic field varies and its intensity depends on the Sun and other planets.

Determine which provisions of the text are

A) factual nature B) nature of value judgments.

B6. Read the text below, in which a number of words (phrases) are missing. Select from the list of words (phrases) that need to be inserted in place of the gaps.

The simplest, most accessible type of activity is ______________ (1). It bears a conditional ___________(2) and fulfills the child’s need for activity and knowledge of the world around him based on the assimilation of human forms of behavior. More complex look activity is __________(3), aimed at mastering scientific ______(4) and acquiring relevant skills and abilities. The most important activity is considered___________ (5). It ensures not only the existence of human __________(6), but is also a condition for its continuous______(7). Among its types, they distinguish between objective-practical and abstract-theoretical, or the first is often called physical, and the second - mental.”

G) development

I) society

K) sign

(Give a detailed answer to the tasks in part C.)

“Psychic properties are not an initial given; they are formed and developed in the process of individual activity. Just as an organism does not develop first and then functions, but develops while functioning, so a personality does not form first and then begins to act: it is formed, acting, in the course of its activity. In activity, personality is both formed and manifested. Being, as a subject of activity, its prerequisite, it is at the same time its result.<...>In work, learning, and play, all aspects of the psyche are formed and manifested. But not all the mental content of a person’s action or deed, not every mental state can equally be attributed to any stable properties of a person that would characterize some aspect of his mental appearance. Some acts in their mental content rather characterize the circumstances of some transitory situation, which is not always significant and indicative of the individual.

Therefore, the question especially arises of how relatively stable mental properties of an individual are formed and consolidated.

The mental properties of a person - his abilities and character traits - are formed in the course of life. The innate characteristics of the body are only inclinations - very ambiguous, which determine, but do not predetermine the mental properties of a person. Based on the same inclinations, a person can develop different properties - abilities and character traits, depending on the course of his life and activity, not only manifest themselves, but are also formed. In work, study and labor, people’s abilities are developed and developed; Character is formed and tempered in life's deeds and actions. This way of action, in unity and interpenetration with the objective conditions of existence, acting as a way of life, significantly determines the way of thoughts and motives, the entire structure, makeup, or mental appearance of the individual.”

NW. What two mental properties of personality does the author name? Indicate any two features of the process of their formation.

C4. Do, in your opinion, the objective conditions of a person’s existence influence his mental appearance? How does the author justify his opinion? Based on your knowledge of the course and your own experience, give two arguments that support the author’s opinion.

Final work on the topic “MAN”

Option 2

A1. Characterizes a person as a person

A. type of temperament c. belonging to a certain race

b. features appearance d. ability to communicate with other people

A2. A conscious image of the expected outcome towards which human activity is aimed is called

A. Goal c. motive

b. Result d. Need

A3. Self-knowledge is aimed at

A. knowledge of social norms and values c. awareness of one's capabilities

b. reflection of objective reality d. knowledge of the laws of beauty

A5. Are the following judgments about human life in society true?

A. The ability to live in society is inherent in man by nature itself.

B. Personality can only be formed in human society.

A. Only A is correct. both judgments are correct

b. only B is true d. both judgments are incorrect

A4. Human needs, determined by his biological nature, include the needs for

A. Self-preservation c. self-knowledge

b. Self-realization d. self-education

A5.. Are the following judgments correct?

A. Socialization represents the process of a person’s spontaneous assimilation of a certain system of knowledge, norms, and values that allow him to act as a full member of a given society.

B. Socialization acts as a process and a result of the child’s inclusion in society.

A. Only A is correct. both judgments are correct

b. only B is true d. both judgments are incorrect

A6. Personality qualities are manifested in

A. a person's traits biological organism V. characteristics of temperament

b. hereditary predisposition d. socially transformative activity

A7.Musical theater artists perform a classic performance. The objects of this activity are

A. Decorations in. musical instruments

b. Performers and spectators

A8. Agents of secondary socialization are

A. close relatives c. teachers

b. parents d. friends

A9. Constructing in your mind the desired outcome of an activity

A. Fantasy c. motivation

b. Intuition d. imagination

A 10. . Are the following statements about human activity true?

A. Human activity is predominantly conscious.

B. Human activity is always creative.

A. Only A is correct. both judgments are correct

b. only B is true d. both judgments are incorrect

B1. Below are a number of human qualities. All of them, with the exception of one, are social qualities of the individual.

Decency, intelligence, hard work, humanity, law-abidingness.

Find and write down the name of another type of need that “falls out” from this series.

Q2. Find the motives for activity in the list below and write down the numbers under which they are indicated.

1. social attitudes	2. communication
3. interests
5. needs.	6. beliefs

B3. Read the text below, each position of which is numbered.

I. Art uses an artistic image for knowledge and expresses an aesthetic attitude to reality. 2. Hesiod argued that the muses tell lies that resemble the truth. 3. The fact is that in an artistic image two principles are combined: objective-cognitive and subjective-creative. 4. An artistic image is a reflection of reality through the subjective perception of it by the artist himself and those who perceive the work of art.

Determine which provisions of the text are: A) factual in nature; B) the nature of value judgments.

Q4. Read the text below, in which a number of words (phrases) are missing. Select from the proposed list of words (phrases) that need to be inserted in place of the gaps

“Abilities have natural prerequisites -_______(1), but their manifestation depends on individual development __________-(2). Much also depends on the environment, because gifted children can spend hours doing what they love, which is both work and (3) for them. But adults sometimes use coercive measures that only cause feelings of resentment and reduce ________(4) to this activity. Totality

a person’s mental abilities and his ability to apply them in different situations are called _____________ (5). If a person has achieved such results in his activities that influenced the entire history of mankind, became world famous, and constituted an entire era in the life of society or the development of culture; then in such cases they talk about _________(6).”

A) Talent B) inclinations

B) Personality D) person

D) genius E) game

G) intelligence 3) interest

Part C

Give a detailed answer to the questions in Part C.

“Every individual of Homo sapiens is endowed at birth with the constitution of a primate animal, but lacks any culture. Culture is acquired in the process of individual development, as a result of learning in a broad sense. In the first years of development, each individual passes from the state of a humanoid animal (at birth) through the barbarian stage (child) to the human state. And this mental development of the individual occurs as a result of the formative influence of social factors and education<...>

In the light of evolutionary biology, man is a mammal, more precisely a primate, even more precisely an anthropoid, even more precisely a representative of a very highly developed anthropoid type. These successive stages, or grades, of organic evolution are inherent in the human body. But man is more than an animal; it is a product not only of organic but also of cultural evolution. Cultural evolution adds another layer , or, if you like, a series of layers, to human nature. The dual constitution - partly biological, and partly cultural - is laid down in humanity through the process of its evolutionary development. Most top layer the stratified constitution of man, the layer superimposed by cultural evolution, is the decisive layer by which man differs from the animal. Man is an animal endowed with culture<...>

Cultural heritage, or inheritance of traditions, is the entire body of knowledge, ideas, arts, customs and technological skills that a given human society has at its disposal at any time. at the moment its history. This entire sum of knowledge and traditions is the result of discoveries and inventions made by previous generations. It is and will be transmitted from generation to generation through education in the broadest sense of the word. Each generation can contribute to cultural heritage something new, and all these contributions will also be passed on to subsequent generations through the same learning process<...>The differences between twentieth-century man and Stone Age man in morphological characteristics, including cranial capacity, are relatively small. However, the differences in their culture are huge. The changes that have occurred with Homo sapiens from the time of the Paleolithic to the present stage of its development are caused mainly by cultural evolution."

C2. What factors shaping the human condition does the author name?

NW. How does evolutionary biology define humans? What definition does the author give to a person?

C4. What is the role of learning in the development of humanity in a person?

Answers


social
intelligence,

C - 1 option

C1. A) People are not born with personality.

§ personality is not formed first and then begins to act:

§ Being, as a subject of activity, its prerequisite, it is at the same time its result.

C2. " In activity, personality is both formed and manifested.”

“In work, learning, and play, all aspects of the psyche are formed and manifested.”

C3 . Mental properties: abilities, character traits

Process Features :

· People's abilities develop in work, study and labor

· Character is formed in actions and actions

· Abilities are not innate, they are formed during life

· Inclinations develop into abilities during the course of life.

person.

Rationale : “The way of actions in unity and interpenetration with the objective conditions of existence, acting as a way of life, significantly determines the way of thoughts and motives, the entire structure, makeup, or mental appearance of the individual.”

Arguments: Mowgli cannot develop like people,

in dysfunctional families, children's deviations in mental development are more significant.

C - option 2

· « endowed at birth with the constitution of an animal"

· « this is a mammal, more precisely a primate, even more precisely - an anthropoid, even more precisely - a representative of the anthropoids of a very highly developedlike"

Rationale:

· "process indievisual development,

§ result of trainingVin a broad sense."

C2.Factors:

· « Culture is acquired through the process ofvisual development as a result of trainingVin a broad sense.»

· “the mental development of an individual occurs as a result of the formative influence of social factors and education<...>

· « IN in the light of evolutionary biology, man is a mammal, more precisely a primate, even more precisely an anthropoid, even more precisely a representative of the anthropoids of a very highly developedlike."

· « These successive steps, or grades, of organic evolution are embedded in

human body."

C4.assumptions:

· allows you to accumulate knowledge, ideas, develop art, preserve customs...

· Contributes to the transfer of knowledge

· Provides renewal and replenishment of culture

§ 1 Features of practical and spiritual activity

From birth, a person actively transforms the world around him, that is, he is engaged in activity. Activity is the process of a person’s conscious and purposeful change of the world and himself. It is in it that a person can show his abilities and develop as a person.

The activities of people have changed the world around us, society beyond recognition, and improved humanity itself. It affects different spheres of society and is very diverse. Scientists identify several classifications of activities. According to the method of implementation, activities are divided into practical and spiritual.

In practical activity, the object of transformation is nature and society; it is divided into material-production and social-transformative. Activities whose object is nature and whose result is material wealth are called material production. And activity, the object of which is society, and the result is change public relations, is called socially transformative. Spiritual activity shapes human consciousness. Its subtypes include: cognitive (the result of which is knowledge), value-oriented (as a result of which a person’s worldview is formed) and prognostic (planning or anticipating possible changes in reality).

These activities are interconnected. For example, the results of spiritual activity (music, scientific achievements etc.) are captured through practical activities (printing notes, publishing books). In turn, practical activity is impossible without initial spiritual activity - a certain idea.

§ 2 Work, play, learning as the main activities

Another classification of activities is based on the way a person is formed as an individual. Scientists who adhere to this typology include the following types of activities: work, play, learning, creativity, communication.

Labor is the interaction of a person with the outside world, aimed at producing a socially useful product. The components of labor are the knowledge and skills of a person, as well as his skill. Labor is carried out out of necessity, but at the same time transforms the world around us. It is aimed at obtaining a practically useful result, in contrast to a game in which the main thing is the process.

A game is an activity during which knowledge of the surrounding world is carried out through imitation of reality. The game is conditional in nature, that is, it offers a solution to an imaginary situation; it is based on the implementation of certain rules and regulations. In it, a person plays a predetermined role. This is the only type of activity that is characteristic not only of people, but also of animals.

The process of cognition is carried out not only during the game. IN to a greater extent a person learns new things through training.

Learning is an activity aimed at acquiring different knowledge, skills and abilities. It uses specific means (textbooks, books, computers, etc.), it may not necessarily be purposeful, a person sometimes acquires them spontaneously. For example, new knowledge is acquired from books, films, television shows, and the Internet. Learning involves the interaction of two parties - the teacher and the student, and is reproductive in nature, since the student does not create knowledge, but masters what already exists. The latter does not exclude elements of creativity in teaching.

§ 3 Features of creativity and communication as types of activity

Creativity is an activity aimed at creating a qualitatively new result. It is distinguished by originality, uniqueness and originality of ideas. For creativity, important components are intuition (anticipation of the result), imagination and fantasy.

Creativity is included in almost all types of human activity, as well as communication - an activity aimed at exchanging information, emotions, feelings, assessments and specific actions. The features of this type of activity include the mandatory presence of a partner - an equal subject of communication, and the use of speech (language) in the process of this activity.

Communication forms an emotional community, mutual understanding of subjects that complement each other’s positions. Communication fulfills important social functions: communicative (information exchange), regulatory (management joint activities), compensatory (comforting) and educational (personal socialization).

Different types of activities cover the entire social reality. A person changes the world around him, his needs increase, and after this his transformative activity increases.

§ 4 Brief summary of the lesson topic

Human activity transforms the world around us. According to the method of implementation, activities are divided into practical and spiritual. In practical activities, the object of transformation is nature and society. Spiritual activity shapes human consciousness. The types of activities according to the way a person is formed include work, play, learning, creativity, and communication. Work is aimed at obtaining a practically useful result, in contrast to a game in which the main thing is the process. The game is conditional in nature, it is based on following rules, and is characteristic not only of people, but also of animals. Teaching involves interaction between teacher and student, is reproductive in nature, and can be carried out spontaneously. Almost all types of human activity include creativity and communication. The features of the latter include the mandatory presence of a partner - an equal subject of communication, the use of speech (language) in the process of activity.

List of used literature:

Social science. 10th grade: textbook. for general education institutions: profile level / [L.N. Bogolyubov, A.Yu. Lazebnikova, N.M. Smirnova and others]; Russian Academy of Sciences, Russian Academy of Sciences education, publishing house "Prosveshcheniye". – 4th ed. – M.: Education, 2010. – 416 p.
Grechko P.K. Introduction to social studies. – M.: Unicum-Center, 1999.
Didactic materials for the course “Man and Society”: grades 10-11: Teacher’s Manual / L.N. Bogolyubov, Yu.A. Averyanov and others; Ed. L.N. Bogolyubova, A.T. Kinkulkina. – M.: Education, 2014.
Methodical recommendations on the course “Man and Society”: In 2 hours / Ed. L.N. Bogolyubova. – M.: Education, 2011.
Nikitin A.F. Large school dictionary: social studies, economics, law. – M.: AST-PRESS SCHOOL, 2006. – 400 p.
School Dictionary of Social Studies / Ed. L.N. Bogolyubova, Yu.I. Averyanova. – M., 2006.
Dedova I.A. Social science. Preparation for the Unified State Exam: a manual for applicants / I.A. Dedova, I.I. Tokareva. – Yoshkar-Ola, 2008. – 388 p.
Klimenko A.V. Social science. For high school students and those entering universities / A.V. Klimenko, V.V. Romanian. – M.: Bustard, 2003. – 442 p.
Kravchenko A.I. Sociology in questions and answers: Textbook. – M.: TK Webley, Prospekt Publishing House, 2004.
Kravchenko A.I., Pevtsova E.A. Social studies: Textbook for 10th grade. – M.: LLC “TID” Russian word- RS", 2011.
Social studies: 10 – 11 grade: Textbook. for general education institutions / A.Yu. Lazebnikova., O.O. Savelyeva and others; Ed. A.Yu. Lazebnikova. – M.: AST Publishing House LLC: Astrel Publishing House LLC, 2012.
Social science: training manual/ V.V. Baranov, A.A. Dorskaya, V.G. Zarubin and others - M.: AST "Astrel", 2005. - 334 p.
Social studies: textbook for schoolchildren and applicants / V.I. Anishina, S.A. Zasorin, O.I. Kryazhkova, A.F. Shcheglov. – M.: Continent-Alpha, 2006. – 220 p.
Social science. 100 exam answers: a textbook for applicants entering economic and legal specialties / ed. B.Yu. Serbinovsky. – Rostov n/d: MarT, 2001. – 320 p.

Definition environment must proceed from the goals pursued by human society and enshrined in its worldview. A socialist society aims to satisfy the material and cultural needs of its members, and not just certain sections. The path to achieving this goal is to increase productivity and social efficiency of human labor. This is directly related to rational use natural, material resources, i.e., again, the immediate environment as part of the material world. Change and transformation of the environment in a socialist society must be balanced, providing for both meeting the needs of society and rational use natural resources, and therefore protecting the environment from “wasting” and waste. In capitalist society, there is a clear predominance of forms of appropriation and consumption of the environment by the ruling class and layers of the population close to it.[...]

IN modern world environmental problems have taken one of the first places in their social significance, pushing aside even the danger nuclear war. The rapid development of human economic activity has led to intense, often destructive, impacts on the environment. Human influence on nature occurs both through the transformation of existing patterns over thousands of years. natural systems and as a result of soil, water, and air pollution. This has led to a sharp deterioration in the state of nature, often with irreversible consequences. The environmental crisis is a real danger; In almost every region we are witnessing the rapid development of crisis situations.[...]

Let us finally consider the world around us with hidden surfaces. An open environment is projected into the eye of a moving observer as a continuous, fluid pattern, which is not the case with an environment that is filled with objects. The presence of overlapping edges leads to the fact that the surfaces either close or open, and the corresponding optical textures either decrease or increase. This type of change is neither a flow nor a transformation, because some elements of the previous structure are not reflected in the elements of the subsequent structure. Consequently, the invariants that determine the layout of the real environment are not simply invariants of projective transformations. We will talk about this in more detail in the third part of the book.[...]

The growth of the world population, the rapid increase in its needs, the steady expansion of the use of Earth's resources, the introduction of new technologies and the expansion of production in the energy sector, industry, agriculture, transport, anthropogenic transformation of the world's landscapes, the complication and expansion of interethnic economic relations - these and many other factors have led to an increasing anthropogenic load on the human environment, with increased interaction between the environment and society. In the 20th century, and especially in the second half, the anthropogenic load increased exponentially, becoming one of the the most important factors existence of society.[...]

Significant changes occurring in the natural environment are causing serious concern to the general public around the world. Surrounding a person Wednesday in recent years became the subject of study, debate, and numerous publications. Every resident of a city or village, to one degree or another, feels the relevance of this problem, since the natural or human-transformed environment surrounds us at home, at work and at leisure. [...]

Radical organizational and economic transformations are aimed at the protection and scientifically based and rational use of the land, its subsoil, water and forest resources, flora and fauna, improvement of natural resources and the environment. Among natural resources special meaning has land as the universal means of production and the spatial basis for all spheres of human activity and the main means of production in agriculture. Russian Federation has huge land resources, the area of which, according to the State Land Cadastre, is 1709.8 million hectares. Agricultural land covers 221.2 million hectares, or 13% total area, and arable land - 126.5 million hectares, which is 8% common territory and 57% of the area of agricultural land.[...]

ACTIVITY - specific human form relationship to the surrounding world, the content of which is its expedient change and transformation. D. human operator - the process of achieving the goals set for the “man-machine” system, consisting of an ordered set of actions of a human operator.[...]

The concept of “nature conservation” includes not only the natural environment, but also the environment transformed by humans (cities, parks, gardens, recreational complexes, industrial zones, etc.), i.e. the entire environment as a set of biotic, abiotic and social environments, natural and man-made material world (Tetior A.N., 1992), the latter is sometimes understood as “second nature.”[...]

In the future, this should lead to the fact that a person’s attitude to the environment and to nature in general will be conscious, purposeful, and active. Scientific knowledge objective reality of the material world is carried out primarily in order to change it for the benefit of man, for the sake of ensuring life on Earth. Subjectivist theories, which rely when studying the material world, and especially the environment, on the feelings of individual individuals and on the attitude of an individual person to the environment, lead to the conclusion that a person cannot change the material objectivity around him. Guided by these theories, people come to pessimistic conclusions, disarm and demobilize themselves in the struggle to transform and improve the environment. At best, their arguments end with general calls to protect the environment and nature from negative impacts and the intervention of human society. In contrast, the materialist worldview emphasizes the role of human society in creating an environment worthy of a developed socialist society.[...]

According to ancient Greek thinkers, one of the four “elements” that made up the world was fire. They were the first to analyze the world around them, although their analysis depended too much on direct observation. They identified earth, air, water and also fire. Today, looking from the heights of modern chemical science, we understand that fire is simply a rapidly flowing chemical reaction oxidation, but nevertheless we continue to perceive fire as such. It can hardly be classified as an object, it is not a substance either, and it has a very unusual surface. Fire is an event occurring on land that has a beginning and an end and during which fuel is consumed and heat is released. Natural fire in a forest or on a plain inspired and still inspires fear in animals, but our ancestors very early learned to control fire - to start it (for example, through friction), maintain it (by throwing fuel), preserve it (in a separate slowly smoldering hearth) and extinguish it . Fire control is a wonderful human skill. Our primitive hunter ancestors mastered it perfectly. And when they looked at the fire, they became acquainted with the simplest example of constancy under change, invariance under transformation.[...]

Activity is a universal characteristic of living beings, their own dynamics as a source of transformation or maintenance of vital connections with the outside world.[...]

Behavior is the broadest concept that characterizes the interaction of living beings with the environment, mediated by their external (motor) and internal (mental) activity. The fundamental components of behavior are reactivity and activity. If reactivity makes it possible to basically adapt to the environment, then activity is to adapt the environment to oneself. The higher the level of organization of a living organism, the higher value gains activity compared to reactivity. In humans highest level activity is the activity of the individual, which allows him to solve complex problems associated with the transformation of not only the objective material world, but also the ideal, spiritual, internal world.[...]

It is obvious that in the last definition the defining part is broader than the defined part: the words “natural environment” appear in it. The word “nature” refers more to the natural world, while “environment” implies not only the natural, but also the world created or transformed by man: it includes man-made landscapes, residential areas, and industrial complexes. Therefore, along with the concept of “nature conservation”, another term is now more often used - “environmental protection”.[...]

The hypothesis that information for the perception of a rigid, unchanging object is formed by invariance under optical transformations originates in experiments with moving shadows (Gibson and Gibson, 1957). This experiment gave results that were paradoxical for those times - the changing shape was perceived as constant, but its slope was perceived as changing. Trying to comprehend the results obtained, we assumed that unchanging objects correspond to certain invariants of the optical structure, which themselves are devoid of any form, and any movement of the object corresponds to its own special perturbation of the optical structure - a perspective transformation. The difference between physical and optical motion (that is, between events in the external world and in the optical system) needed to be fixed terminologically, but since none of the concepts known to us were suitable for these purposes, we had to introduce our own terminology. For the same reason, it was necessary to introduce some special terms to designate invariants both in the changing world and in the changing optical system - the geometric concept of form was not suitable for this. Apparently best solution These terminological problems could consist in using the terms constancy and change in relation to the surrounding world, and conservation and disturbance in relation to the optical structure.[...]

As a result of human impact on nature, redistribution occurs on Earth water resources, changes in local climate, transformation of some relief features. The scale of pressure on the environment is also growing. The growing scale of anthropogenic impact on natural environment does not pass without a trace. Serious economic and social problem in the world it becomes, for example, the receipt carbon dioxide, nitrogen and sulfur oxides into the atmosphere, as well as excesses of their compounds in environmental components.[...]

Scientific and technological progress and the associated enormous scale of human production activity have led to great positive transformations in the world - the creation of powerful industrial and agricultural potential, the widespread development of all types of transport, irrigation and reclamation of large land areas, and the creation of artificial climate systems. At the same time, the state of the environment has deteriorated sharply. Pollution of the atmosphere, water bodies and soil with solid, liquid and gaseous waste is reaching alarming proportions, and non-renewable natural resources are being depleted - primarily minerals and fresh water. Further deterioration of the ecosphere could lead to far-reaching negative consequences for humanity. Therefore, nature conservation, protecting it from pollution has become one of the most important global problems.[ ...]

For our research great value has the fact that a generally rigid and motionless environment may turn out to be partially non-rigid and mobile, that the world in some of its aspects is unchanged and in some others changeable, but never completely freezes in one of the extremes and does not turn into chaos in the other . This fact will become obvious later when we discuss the geometry of the surrounding world and its transformations.[...]

Human ecology (anthropoecology) is a complex science (part of social ecology) that studies the interaction of man as a biosocial being with a complex, multicomponent environment, with an ever-increasingly complex dynamic habitat. Its most important task is to reveal the patterns of production, economic, targeted development and transformation natural landscapes under the influence of human activity. The term was introduced by American scientists R. Park and E. Burgess (1921). In our country, systematic research in the field of human ecology began in the 70s. this century. According to WHO estimates, three quarters of human diseases are caused by the ecologically unfavorable state of the environment, disruption of natural connections in nature due to its pollution by the products of civilization. Various diseases are associated with increased concentrations of various anthropogenic toxicants in the environment, in particular in Japan, such diseases as “Minamata” (excess of mercury compounds), “Itai-Itai” (excess of cadmium), Yusho (PCB poisoning), Chernobyl disease (radioisotope iodine-131), etc. Residents of large cities and industrial centers in many regions especially suffer from environmental pollution globe.[ ...]

Larger and more complex equipment is often installed by the manufacturer. Depending on the product, the installation phase may present the potential for environmental degradation. Examples include underground liquid storage tanks, liquid and gas pipelines, and the laying of intercontinental communications cables. Most simple recommendation in these situations, minimize environmental disruption and avoid considering sensitive areas as sites for large projects, especially those that would result in significant emissions. The ideal solution to industrial ecology, however, remains product development or design social networks, which avoid such transformations altogether. An example is the rapidly developing cellular telephone service. Using radio signals, designers are moving towards a world in which communication does not require wires and cables buried in the ground or raised above it.

Activity- a form of activity aimed not only at adapting to the surrounding world, but also at change, transformation external environment; to obtain a new product or result.

Target- a conscious image of the anticipated result towards which the activity is aimed.

Motives for activity- motives related to the satisfaction of needs.

Needs- a person’s perceived need for what is necessary for life.

Classifications of needs :

1. Natural;

2. Social;

3. Spiritual.

According to Maslow:

Beliefs- stable views on the world, ideals and principles, as well as the desire to bring them to life through one’s actions and deeds.

Interests- values characteristic of a certain group of people.

Creation- an activity that generates something qualitatively new, never existing before.

1. What definition is missing in the following phrase: “Only human activity is characterized by ... character”?

a) instinctive; c) joint;

b) gun; d) transformative.

2. Are the following judgments about human activity true?

A. Changing and transforming the world in the interests of people is a characteristic of human activity.

B. Human activity is characterized by a focus on creating something that does not exist in nature.

a) only A is true; c) both A and B are true;

b) only B is true; d) both judgments are incorrect.

3. What term can be used to define common feature activities of an artist, writer, inventor, teacher?

a) cognition; c) teaching;

b) creativity; d) image.

4. A student for a teacher is:

a) the subject of the activity; c) a competitor;

b) object of activity; d) colleague.

5. Existential needs include:

a) in comfort; c) communication;

b) food; d) self-esteem.

6. Write the corresponding letters in ascending order. The biological needs of a person may include the following needs:

c) creation;

d) air;

e) communication;

e) creativity.

1. Are the judgments correct?

A. Tool activity is inherent only to man.

B. Animals use natural objects as tools and even make them.

a) only A is true; c) only B is true;

b) A and B are correct; d) both are incorrect.

2. Man transforms the world around him with the help of:

a) activities; c) religious rites;

b) communication; d) fantasies.

3. Are the judgments correct?

A. Activity promotes adaptation to the environment.

B. Activity transforms nature.

B. The activity does not affect the environment.

D. The activity is goal-setting in nature.

a) AB; c) BG;

b) ABCG; d) ABG.

4. Spiritual activities include:

a) construction of a cinema; c) filming;

b) production of tools; d) work of the printing house.

5. Affective action is due to:

a) a clearly thought-out goal; c) habit;

b) concepts of debt; d) emotional state.

6. Labor as a purposeful human activity began:

a) from hunting; c) agriculture;

b) making tools; d) mastery of fire.

M. E. Saltykov-Shchedrin in his famous fairy tale “The Tale of How One Man Fed Two Generals” talks about two honored officials who ended up on a desert island

Hungry to the point of insanity, they looked at each other: an ominous fire shone in their eyes, their teeth chattered, and a dull growl came out of their chests. They began to slowly crawl towards each other and in an instant they became frantic. Shreds flew, squeals and groans were heard; the general... took a bite of the order from his comrade and immediately swallowed it. But the sight of flowing blood seemed to bring them to their senses.

The power of the cross is with us! - they both said at once, “we’ll eat each other this way!”

What was the basis for the actions described?

a) conscious motive;

b) the goal set;

c) instinctive impulse;

d) the need for communication.

In another famous fairy tale by M.E. Saltykov-Shchedrin portrays a stupid landowner, through whose prayer God cleared all his possessions of peasants. This landowner enjoyed the air, freed from the smell of chaff and sheepskin, and dreamed about what kind of fruit garden he would plant: “Here there will be pears, plums: here there will be peaches, here there will be walnuts!” I thought about what kind of cows he would breed, that there would be no skin, no meat, but all milk, all milk, what kind of strawberries he would plant, all double and triple, five berries per pound, and how many of these strawberries he would sell in Moscow. How much or how much time has passed, only the landowner sees that in his garden the paths are overgrown with thistles, snakes and all sorts of reptiles are teeming in the bushes, and wild animals are howling in the park, “the welts and regalia have stopped, and it has become impossible to reach not a pound of flour or a piece of meat in the market.”

What were the landowner's goals? What means did he choose to achieve them? Did the means correspond to the ends? Did the landowner's actions lead to the results he sought?