Everything should not be subject to regulation, even if it is legal; the limits of such regulation should be clearly defined. If this does not happen, then the following situations are possible:

There is the concept of a “night watchman state”; such a state regulates only the most important social relations, as a result of which the scope of legal regulation turns out to be greatly narrowed, hence chaos and arbitrariness in unregulated spheres of life.

If the situation is the other way around, i.e. the scope of legal education is too expanded, then it is nothing more than a totalitarian state (which controls every step of its citizens), hence the social passivity of citizens.

In the scientific literature, two main points of view can be distinguished on the method of determining the limits of legal education:

The scope of legal education should include only social relations that have certain characteristics:

• a) these are relationships that contain both individual interests of society and general social interests;
• b) in these relations the mutual interests of their participants are realized, each of whom goes to some extent to infringe on their interests in order to satisfy the interests of the other;
• c) these relations are built on the basis of agreement to follow certain rules, recognition of the binding nature of these rules;
• d) these relationships require compliance with rules, the binding nature of which is supported by sufficiently effective force. Practice has shown that the scope of legal regulation includes three groups of social relations that meet the listed criteria:

Relations between people in the exchange of values ​​(material and intangible).

Relations regarding the power management of society.

Law enforcement relations.

The scope of legal education is determined from the position of possible and necessary legal regulation.

The upper and lower boundaries are determined. The upper limit is the possible limit of legal regulation. The lower limit is determined by the importance of social relations for the state and society 24 .

The effectiveness of the legal education mechanism.

This is the relationship between the result of legal education and the goal facing it. Ways to increase the efficiency of legal regulation in modern conditions are as follows.

To improve law-making, it is necessary to create, with the help of appropriate legal and information-psychological means, a situation where compliance with the law will be more beneficial than its violation. In addition, it is important to strengthen the legal guarantee of legal means operating in the mechanism of legal education.

The effectiveness of legal regulation means the relationship between the result of legal regulation and its goal. The goals of the legal regulation mechanism are the following: Firstly, it is the improvement of law-making. In this process, legal norms most fully express public interests and the laws within which they will function.

It is necessary to create such a situation, with the help of legal and information-psychological means, when compliance with the law becomes more profitable than its violation. You also need to increase the level of probability in achieving value and significantly reduce the level of probability in establishing obstacles to this process.

The next, no less significant, goal is to improve the application of law, which complements the effectiveness of the legal regulation mechanism.

The functioning of normative regulation and the right to apply together is simply necessary, since taken separately these elements begin to show vulnerabilities: normative regulation without discretion turns into formalism, and the right to apply without general rules turns into arbitrariness. That is why the mechanism of legal regulation is obliged to interconnect various legal means that represent different types legal regulation, which gives the management process additional opportunities.

The best combination of various management methods in one mechanism gives it flexibility and versatility, reduces failures and interruptions in its functioning. From best choice legal means ultimately depend on the achievement of the goals of legal regulation, and therefore the effectiveness of law as a whole. But any incorrect choice of legal means, techniques embedded in the normative basis of legal regulation leads to failures in the implementation of the law and inhibition of the legal effect.

Such a goal as increasing the level of legal culture of subjects of law certainly affects the quality of the entire mechanism of legal regulation, strengthening the rule of law and order.

The main guideline for the development and improvement of elements of the legal regulation mechanism are human interests. The mechanism of legal regulation must always be socially valuable in nature, create favorable conditions for the realization of the legitimate goals of an individual, and strengthening his legal status.

The optimal combination of different management approaches in one mechanism gives it flexibility and versatility, minimizes failures and interruptions in its work. "From right choice Legal means ultimately depend on the achievement of the goals of legal education, and therefore the effectiveness of law as a whole. Underestimation and incorrect choice of legal means and techniques embedded in the normative basis of legal education lead to failures in the implementation of the law and a decrease in the legal effect.”

One of the important elements of legal education in internal affairs bodies is the employee’s full compliance with the requirements this kind activities. Conscientious attitude to service, honesty, incorruptibility, integrity, civic courage, justice are the essential qualities of a police officer. Issues of discipline are constantly relevant for the activities of internal affairs bodies. First of all, the task is to prevent violations of official discipline. The oath obliges us to comply with the Constitution and laws Russian Federation, respect and observe the rights and freedoms of man and citizen, conscientiously carry out the orders of superiors (except for those that are clearly contrary to the law - Part 3 of Article 25 of the Law of the Russian Federation “On the Police”).

Thus, we come to the conclusion that legal education streamlines social relations, thanks to which one can live without violating the rights of other citizens. Thanks to the mechanism of legal education, armed with knowledge of the current rules of law, citizens decide to use the rights granted to them by entering into specific legal relations.

The presence in society of offenses and actions contrary to the rules of law makes the existence of a mechanism of state coercion necessary and justified. This also plays an important role in the mechanism of legal education, since every offender must know what awaits him if he commits an offense.

We consider it necessary to note that thanks to the mechanism of legal education, we live in our country with such a political system. But ours is not ideal, but thanks to the mechanism of legal regulation in our state, the interests of citizens are protected, human rights and freedoms are affirmed.

Diploma

State and law, jurisprudence and procedural law

Outline the definition of the effectiveness of legal education; analyze the effectiveness and goals of legal education; identify other properties of legal education; analyze the issues of measuring the effectiveness of legal education as a social and scientific-practical problem; identify criteria and indicators of the effectiveness of legal education.

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

federal state budgetary educational institution

higher professional education

"Chelyabinsk State University"

(Federal State Budgetary Educational Institution of Higher Professional Education "Chemical State University")

Department ______________

Indicators of the effectiveness of legal education

Graduate work

Is done by a student

academic group______, course____

full-time/correspondence courses

areas of training (specialties)

___________________________________

___________________________________

"____" _______________________ 2015

Scientific director

FULL NAME._____________________________

Job title__________________________

Academic degree______________________

Academic title_______________________

___________________________________

"_____" ______________________ 2015

Chelyabinsk

2015

INTRODUCTION………………………………………………………………………………..……3

Chapter I . GENERAL CHARACTERISTICS OF THE EFFECTIVENESS OF LEGAL EDUCATION..……………………………………………………………………………………….6

1.1 Determining the effectiveness of legal education………………………….6

1.2 Efficiency and goals of legal education……………………………......9

1.3 Efficiency and other properties of legal education…………………..15

CHAPTER II . MEASURING THE EFFECTIVENESS OF LEGAL EDUCATION……………………………………………………………………………………….21

2.1 Measuring the effectiveness of legal education as a social and scientific-practical problem ……………………………………………………………21

2.2 Criteria and indicators of the effectiveness of legal education..................................25

CONCLUSION………………………………………………………………………………..44

LIST OF SOURCES AND REFERENCES…………………………………….47

INTRODUCTION

The relevance of the topic of the thesis research is due to the changes taking place in the economic, political and legal spheres of life in Russian society. At present, when reforming social relations is carried out, the problems of legal education and raising its level are becoming urgent and require the adoption of drastic measures, the successful implementation of which largely determines the success of state-legal construction in the Russian Federation.

However, the system of legal education in Russia has not yet been formed; its absence has a negative impact on the implementation of political and legal reform, the state of legality and order. In these crisis conditions, there is an increase in the number of crimes and other offenses, which are based not only on the difficult economic situation, the decline of morals in society, but also in many ways on the low level of legal education of the population.

The legal consciousness of the bulk of Russians, especially the younger generation, was formed and is being formed at the time of crisis. Serious upheavals that occurred in the political and economic systems of Russian society led to a significant change in the quality of life. The immediate result of the lack of legal education is a crisis of values ​​that society was guided by. There is a growing feeling of uncertainty about the future. At the same time, the attitude of citizens towards the current legal system is deformed. A negative attitude arises towards laws that cannot ensure the legal protection of a citizen, his personality, honor, and dignity.

The ongoing transformations of the economic and political system of Russia require the creation of a legal system adequate to them and legislative support for reforms. Society at present; more than ever, it needs a new value consciousness that meets modern realities. There is an urgent need to form a positive legal consciousness.

Solving current problems of state policy in the field of legal education is possible only on the basis of a targeted, fundamental and comprehensive study of theoretical and practical problems in this area. In particular, the study of indicators of the effectiveness of legal education is of great importance.

The above predetermined the choice of the topic of this thesis research, its object, subject, purpose and objectives.

The object of the thesis research is social relations developing in the sphere of organization and implementation of legal education in the Russian Federation.

The subject of the study is the criteria and indicators of legal education in Russia.

The purpose of the diploma research is a comprehensive theoretical study of the effectiveness of legal education of citizens.

In accordance with the purpose of the study, it is planned to solve a number of interrelated problems:

Outline the definition of the effectiveness of legal education;

Analyze the effectiveness and goals of legal education;

Identify other properties of legal education;

Analyze the issues andmeasuring the effectiveness of legal education as a social and scientific-practical problem;

Designate to criteria and performance indicators of legal education;

The methodological and theoretical basis of the study is the dialectical-materialistic method of cognition, which allows us to consider phenomena and processes in the area under study as being in a social relationship that determines the circumstances and trends in the organization of legal education in Russia.

In order to obtain reliable results and their scientific substantiation, methods of historical, systemic and comparative analysis, statistical methods and methods of specific sociological research were used.

The degree of development of the research topic. Various aspects related to the research topic are reflected in the works of E.V. Agranovskaya, P.P. Baranova, A.B. Vengerova, N.V. Vitruka, V.I. Goymana, N.L. Garnet, V.P. Kazimirchuk, D.A. Kerimova, N.M. Keizerova, B.A. Kistyakovsky, V.N. Kudryavtseva, E.V. Kuznetsova, E.A. Lukasheva, N.I. Matuzova, A.V. Mickiewicz, B.C. Nersesyants, V.V. Oskamytny, M.F. Orzikh, T.N. Radko, A.R. Ratinova, I.F. Ryabko, V.P. Salnikova, A.P. Semitko, E.N. Trubetskoy, I.E. Farbera, B.N. Chicherina, T.M. Shamba, V.A. Shegortsova, L.S. Yavich.

The works of such scientists as V..IN. Golovchenko, I.V. Teplyashin, A.S. Tumanova, V.N. Shubkin, V.A. Yusupov.

The structure of the work corresponds to the logic of the research and consists of an introduction, two chapters combining six paragraphs, a conclusion and a list of sources and literature.

Chapter I . GENERAL CHARACTERISTICS OF THE EFFECTIVENESS OF LEGAL EDUCATION

1.1 Determining the effectiveness of legal education

In legal literature, as in everyday practice, the term “efficiency” has begun to be used very often, and its content seems at first glance to be quite definite and clear. However, when interpreting this concept scientifically, we often encounter difficulties related to how sufficiently and accurately the content contained in it can be determined. It should be noted that a unified approach to understanding the effectiveness in general and the effectiveness of legal education in particular has not yet been achieved.

The term “efficiency” finds its roots in the Latin term, it means “result”, a consequence of any causes or actions.” 3 .

The effectiveness of legal education is a complex and multifaceted problem, mediated by the action of many conditions and factors. Some of its directions can become the subject of independent research. There are grounds for the implementation of the concepts: the effectiveness of legal education management, the effectiveness of legal propaganda, the effectiveness of legal education of citizens, etc. And yet, when highlighting various areas of effectiveness research, it is necessary to keep in mind that they are all closely interconnected and the emerging problem, in essence, comes down to the comprehension, interpretation and evaluation of the results of a specific, but not isolated from others social phenomena activities aimed at the formation of legal consciousness one of the forms of social consciousness, and the central object of legal educational influence is the individual, in whose consciousness, beliefs and behavior the effectiveness of this influence is reflected. All forms of legal propaganda and agitation, legal education, the media, the system of legal education in civil society, the work of government bodies and public organizations, various forms of involving citizens in law enforcement and law enforcement activities are aimed at this. Thus, it is necessary, first of all, to develop a general definition of the concept of the effectiveness of legal education.

Within the framework of legal science, a fairly extensive literature has appeared on the issue of efficiency research, paying considerable attention to the issues of the effectiveness of state legal phenomena. In the works of D.A. Kerimova, A.S. Pashkova, A.B. Vengerova, V.V. Lazarev substantiates the general theoretical concept of the effectiveness of law, and draws a conclusion about the use of the category “goal” to resolve issues of effectiveness.

Effectiveness research has been actively conducted in all areas of law.

Summarizing ideas about efficiency in legal science, it can be noted that they are based on at least two main approaches. One of them is that efficiency is considered only as effectiveness and the degree of correlation between the achieved actual result and the set social goal is measured. 4 .

Proponents of the second position agree in principle with defining efficiency in this way. But they classify the latter as belonging to the category “optimality,” which, in their opinion, is broader than the concept of “efficiency.” 5 .

It should be noted that in formulating the concept of the effectiveness of legal education, these provisions are important, since they allow us to state that representatives of legal science, as well as philosophies, economists, and sociologists, put the same elements into the concept of “effectiveness”: “goal” and "result". Moreover, the relationship between them is usually considered from the perspective of the effectiveness of a certain type of social activity, and some authors even specifically emphasize that “the effectiveness of legal norms can only be clarified by considering law in action.” 6 .

In relation to legal education, this approach seems especially valuable, since legal education is also a type of social activity that is carried out for certain purposes. Therefore, the effectiveness of legal education can be considered as the relationship between the actually achieved result of legal educational activities and those social values ​​for the achievement of which this activity was carried out. In other words, in order to judge the effectiveness of legal education, it is necessary to clearly understand its goals and be able to compare the actual results achieved with them.

From the standpoint of determining the effectiveness of legal education, it seems advisable to consider the issue of the admissibility of dividing the effectiveness of legal education into actual and identified effectiveness. Actual effectiveness is the real effectiveness of legal education, objectively reflecting the level of legal awareness and behavior of citizens achieved to date, and the identified effectiveness is a generalized understanding of the subjects of legal education about the actual level of effectiveness 7 .

Thus, the above allows us to formulate the following definition.

The effectiveness of legal education means its ability to actually, in an optimal time frame and with the least cost, have a positive impact on citizens’ assimilation of legal knowledge, their beliefs, motives and attitudes in accordance with the needs of society.

1.2 Effectiveness and goals of legal education

The theoretical substantiation of the concept of the effectiveness of legal education requires a special analysis of its goals.

In theoretical terms, clearly defined goals provide a reliable basis for solving a number of methodological problems and serve as the starting point for defining the concept of efficiency and developing its scientifically based criteria and indicators. Abstracting from the socially conditioned goals for which legal educational activities are carried out, it is impossible to detect the overall result of this activity and give reasonable recommendations for its improvement.

Firstly, formation of a system of legal knowledge among citizens. In connection with the implementation of a broad program of updating and improving modern legislation, establishing the boundaries of legal awareness of citizens acquires important theoretical and practical significance.

In science, there is, in our opinion, the correct opinion that the rule of law as an external regulator is not capable of causing a certain volitional activity without passing through consciousness. The requirements of the norm must be reflected in the mind, acting as a criterion for evaluating actions. 8 . According to this provision, the question of the boundaries of legal awareness of citizens, at first glance, seems quite clear: in order to achieve a high level of legal awareness, impeccable behavior of members of society from the point of view of the requirements of the law, it is necessary to study and know those normative acts of public authorities that establish generally binding rules of behavior .

In reality, the situation is much more complicated. The difficulty, first of all, is that legal norms are not the only regulator of human behavior. The issue of selecting the normative material necessary for students is not easy. In reality, there are a huge number of legal norms that regulate a wide variety of spheres of public life.

Considering the objective impossibility of a citizen knowing the law in full, legal education should be aimed at mastering:

a) the rights and responsibilities of Russian citizens in the sphere of socio-economic life;

b) the rights and obligations of a Russian citizen as a subject of public, socio-political activity;

c) the rights and responsibilities of a citizen as an individual (in this case, we believe that these are the rights and responsibilities that are enshrined in the current Constitution of the Russian Federation 9 ).

In order to increase the effectiveness of legal education, solve methodological and methodological problems associated with the study of levels of knowledge of law, it seems advisable to prepare unified programs or methodological recommendations that establish an approximate minimum and volume of legal knowledge for various categories citizens. The development of such documents could be led by the Ministry of Education and Science of the Russian Federation.

Secondly, formation of legal conviction. Without legal conviction, the legal behavior of an individual is impossible, based on a deep awareness of objective necessity, the true value of the legal requirements and regulations imposed on him 10 .

Forming a firm conviction of citizens in the need to comply with legal norms is not only the goal of legal education, but also the most important way to implement the law. On the basis of personal legal beliefs, a person develops the ability to exercise moral self-control. In other words, internal legal beliefs act as an integral part of individual legal consciousness. On their basis, respect for the law, for the law is formed, the social, ideological and political value of the law and its basic principles are more deeply realized.

Persuasion is characterized by the presence of subjective confidence in the truth of acquired knowledge, readiness to act in accordance with the idea of ​​​​the truth of certain knowledge 11 .

Characterizing the content of legal beliefs from the point of view of their connection with the cognitive basis, we can distinguish three elements inherent in them. Firstly, beliefs can be expressed in assessments of the legal phenomena being analyzed. The assessment represents a link between legal knowledge and beliefs, reflecting both the level of awareness of the law and attitude towards it.

Secondly, beliefs include criteria for personal assessments of law, emotional and behavioral attitudes towards them.

Third, beliefs are characterized by awareness. Levels of legal conviction may vary. One person can only state his position, another can justify it, a third can defend his position, proving and supporting it with appropriate behavioral acts.

The system of legal beliefs of an individual, which legal education strives to achieve and which must be taken into account when identifying its effectiveness, provides for: the desire to independently resolve legal issues that arise in everyday life; the ability to understand a specific legal situation and make a choice of behavior that would meet the requirements of the legal norm; the ability to apply acquired legal knowledge and ideas as guidance in solving one’s own problems; intransigence to any offenses and the ability to defend one’s legal views from the standpoint of approval of Russian law; awareness of the need for unconditional compliance with the law.

Conviction as an action, as a method is a purposeful influence that must prove to the subjects of legal education the social conditionality and necessity of law for the normal functioning of society, the general social significance of strict compliance with existing legal norms, lawful, socially active behavior of each member of society 12 . The purpose of persuasion is to achieve a result in which a person knows the laws or understands the law, but also to lead him to internal perception and agreement with legal norms. Conviction affects, first of all, the human mind, his sense of justice. But it also affects feelings, causes experiences that contribute to a more durable fixation in the human consciousness of basic ideas, principles, specific regulations formulated in legal norms.

The stability and longevity of legal conviction largely depend on the material conditions of a person’s life, on the entire reality surrounding him.

Thirdly, the purpose of legal education isformation of motives and habits of lawful, socially active behavior. The task of legal education is to achieve such a level of legal consciousness of citizens when every member of society would follow the established rules of behavior and comply with legal norms solely due to internal needs, their own convictions, and not under fear of coercion. However, it cannot be categorically stated that even a norm of behavior that correctly reflects the interests of a particular individual and is internally approved by him is able to automatically provide motives for the lawful behavior of such an individual, since in addition to legal ones, in reality there are other factors that influence the choice of specific behavior options in no less than legal regulations.

Developing the habit of observing legal norms and socially active lawful behavior is the most important and most difficult task of the behavioral goals of legal education.

The need to comply with the rule of law, which has become a habit, is an expression of an internal strong-willed position formed on the basis of a high ideological and legal awareness of the individual and a willingness to act in accordance with the requirements of the law. The process of developing habits involves cultivating beliefs in the necessity and social value of law, high legal awareness that turn into a habit. 13 .

The habits formed by legal education are not the same in their structure and content. Some people can be taught only to comply with the rules of law, others - to comply, others - to use, and others - to simultaneously comply, execute and use. Consequently, the composition of habits that create an image of lawful behavior and express actual attitude of the individual to the law and to the social values ​​protected by law, it is advisable to include:

a) the habit of observing the rules of law, refraining from committing actions prohibited by law;

b) the habit of fulfilling the rules of law and legal obligations (committing positive actions);

c) the habit of using the rules of law (initiative and creative implementation of the law, flawless fulfillment of duties to society, the ability to apply legal knowledge in practice.

The goal of legal education is to strive for the simultaneous formation of all these types of habits.

Achieving the goals of legal education is carried out by solving a number of tasks, among which the following can be highlighted: educating citizens in the spirit of high respect for the laws, their strict observance and execution; increasing the level of legal literacy and public awareness; strengthening law and order.

Thus, the goal of legal education is an ideologically formulated result that reflects the expectations of society; the main direction in accordance with which all legal educational activities are carried out; the scale of assessing the effectiveness of this activity.

1.3 Efficiency and other properties of legal education

c) ideological value;

d) validity and others.

The cost-effectiveness of legal education should be considered in terms of the amount of material resources spent on it, human energy, time and other indicators characterizing the costs of society in connection with the ongoing educational activities 14 . This is an expression of a certain ratio of the beneficial effect of legal educational activities and the costs of their implementation.

Legal education in itself does not require special investments. At the same time, it is carried out on an economic basis, its goals are achieved not only by ideological methods, but is associated with material costs. The means through which these methods receive their formalization have a pronounced economic nature, and society is far from indifferent to what material costs are invested in organizing and conducting legal education.

Economic ones include not only methods of material incentives, but also various ways organizational and educational activities that are directly related to economic impact and calculation. By encouraging the social and legal activity of citizens, combining material and moral incentives, spending certain material resources on all this, the state thereby educates members of society in the spirit of respect for the law, for the law, and contributes to the transformation of lawful, socially active behavior into a vital necessity 15 .

It is difficult to quantify the costs of the state for the implementation of such measures in relation to legal education, since they are only part of the costs within the overall program of socio-economic transformations of society. At the same time, these costs characterize the cost-effectiveness of legal education.

In recent years, the arsenal of means of influencing students has become much richer. Forms and methods of law educational work enriched with new content and are applied not only to specific individuals (groups of individuals), but also to all categories of the population. This means that among the many means, forms and methods it is necessary to select only the most essential for solving the problems of legal education.

Improving legal educational work associated with conducting mass concrete sociological research, experiments, introducing new forms and methods of educating citizens, and expanding the range of subjects of legal education sometimes requires significant material costs.

Lasting success and high cost-effectiveness of legal education are achieved when persuasion measures are skillfully combined with coercive measures, supported by joint actions of planning and financial authorities 16 .

The cost-effectiveness of legal education is directly correlated with the human and material resources actually spent in the process of legal educational activities. It is determined by the specific conditions of the “external environment” (the population of those being educated, the level of general and legal culture of the population, the provision of technical means, etc.). A different ratio between the result and the costs incurred can give different levels of effectiveness of legal education.

If we talk about saving time in legal education, then the important principle here is to use not a lot of time, but a little, but within reasonable, rational limits. As rightly noted in the literature, increasing the effectiveness of legal educational work requires the rational use of time and effort. Education in a group or at the same time of the general public is much more economical 17 .

The expenditure of time, material resources and human energy can relate either to the entire system of legal education, or to its individual elements and, accordingly, characterize either one aspect of the efficiency of the event, or the ratio of economic costs itself.

In this regard, the position of V.V. seems correct. Lazarev, who believes that due to the dialectical unity and interdependence of the goals of social activity and the means leading to their achievement, the economy of the latter should be a measure of efficiency. He supports his position with a diagram: 1) the activity of subject A is effective, since the goal has been achieved; 2) the activities of subject B are more effective, since the goal is achieved in less time and at lower costs; 3) the activity of subject B is negatively effective, because production costs exceed the value of the achieved result 18 .

Thus, the cost-effectiveness of legal education requires constant accounting of the funds spent on it in order to reduce costs to objectively possible limits in reducing social losses.

Utility this is one of the forms of manifestation of the social significance of legal education, its positive role in satisfying national interests. In legal education, utility characterizes the activities of subjects in terms of its appropriateness for achieving positive results. However, the importance of legal education in the life of society cannot be reduced only to benefit, to one-sided benefit. Therefore, the usefulness of legal education should be considered from the point of view of a socially justified, actually achieved effect. Usefulness, as the degree of positive effectiveness of legal education, is one of the main manifestations of its social value.

The usefulness of legal education is manifested in the social and legal activity of citizens, in their compliance with the laws of the state, i.e. in the positive attitude of people towards state-legal reality, their active participation in social and legal practice.

It should be noted that in modern Russian society all the necessary conditions for legal education to be highly effective and bring useful results, i.e. so that lawful, socially active behavior becomes a mass phenomenon and is of a conscious nature.

Possible positive social and economic consequences that will become possible thanks to the effectiveness of legal education can also be considered useful. Such consequences may be a reduction in crime, violations of safety rules at work, an increase in the social and legal activity of citizens, etc. Such changes are predominantly qualitative in nature; they can be difficult to link directly with legal education, since the materialization of the consequences of legal educational activities does not occur immediately, but after a certain period of time, the duration of which can be different and uncertain. Therefore, in this case, it is more convenient to use the term “usefulness”, implying that in achieving positive results there is a certain contribution of legal education.

Ideological valueLegal education consists, first of all, in the fact that it is a socially necessary, conditioned by the objective laws of the construction of society, ideological process that transforms, together with other areas of education, the consciousness and psychology of a person, forming the type of personality of a new formation 19 .

The value of legal education in this sense is determined by its ability to bring significant benefits to society in solving such problems of national importance as the formation of a legal worldview among members of society, the development of democracy, and the strengthening of the legal basis of state and public life.

Validity and feasibilitythese are the conditions and requirements, the implementation of which is necessary to unite the efforts of the subjects of legal education and to mobilize them to achieve high results. According to this criterion, the relationship between the goals and content of legal educational activities is considered. In this area, legal education is more effective the more justified and expedient its content.

The expediency of legal education can also be considered as one of its positive properties, which leads to a result intended as a goal in the broad sense of the word. The specificity of the manifestation of expediency is that it eliminates incorrect, outdated, obsolete ideas about the law, about the law and forms a qualitatively new, more progressive type of legal consciousness of citizens, develops their social and legal activity, and provides motivation for lawful behavior of people.

Any legal educational activity that corresponds to the goals being achieved, that meets the conditions of a given moment, the main directions of social development, is expedient and justified.

Taking this into account, we can conclude that a number of other concepts, socio-legal properties and phenomena are closely related to efficiency, touching it or branching off from it, which give legal education additional “forces”. Studying them helps to penetrate more deeply into the content of effectiveness itself and to correctly understand its theoretical and methodological essence.

Thus, the concept of the effectiveness of legal education can be represented by two definitions: in a narrow and broad sense.

CHAPTER II . MEASURING THE EFFECTIVENESS OF LEGAL EDUCATION

2.1 Measuring the effectiveness of legal education as a social and scientific-practical problem

Attention was drawn to the need and measurement of the effectiveness of the work of government bodies and public organizations in the first years of Soviet power 20 .

Until relatively recently, the effectiveness of legal education was determined mainly by the extent to which citizens comply with legal regulations, based on the number of offenses committed. That is, based on the facts of unlawful behavior of citizens, which can be counted and expressed in numbers, only one of the functions of legal education was assessed - crime prevention.

It should be noted that this is a really important specific social function which legal education has. Thanks to a system of systematic, targeted reports, publications, television and radio broadcasts, films, which, by revealing the causes, conditions and motives of offenses, influence the legal consciousness of broad sections of the population, citizens develop internal respect for the law, existing laws, the rule of law, and the conviction of the need to comply with them requirements mobilize members of society to take active action to prevent the occurrence of adverse events. Thus, legal education makes a significant contribution to the prevention of crime.

However, in order to evaluate the real achievements of legal educational activities in this regard, the usual statement of facts of offenses and the number of activities is clearly not enough.

Research into the problem of preventing antisocial behavior, as correctly noted in the scientific literature, should have several aspects:

1) study of the entire set of antisocial acts, their structure, dynamics and development trends;

2) study of the causes and conditions of antisocial behavior;

3) study of positive social phenomena and processes that prevent antisocial behavior, the mechanism of their counteraction to negative phenomena, neutralizing the effects of the latter and eliminating them from the life of society;

4) study of the personality of the violator of legal norms, the mechanism of formation in the personality structure of negative properties that manifest themselves under certain conditions in antisocial behavior 21 .

From the point of view of the effectiveness of legal education and strengthening its preventive role, the fourth aspect is of the greatest interest. That is, first of all, the question of the level of legal consciousness of those members of society who retain negative legal views and are prone to illegal behavior must be clarified. You need to know the evaluative attitude of such persons: to the law, its principles and specific norms; to illegal behavior; to law enforcement agencies and their activities; to your own behavior. Meanwhile, it is precisely in these parameters that personality is little accessible to direct observation.

The very question of the possibility of identifying and selecting for research the bulk of people who are prone to illegal behavior seems very difficult. Criminologists rightly believe in this regard that research deviant behavior It is very difficult and seems highly questionable to imagine whether it is even possible to identify and measure such a value as “criminal inclinations” 22 .

On a general theoretical scale, the solution to the issue is complicated by the fact that not all aspects of a person’s life and its features can be established and expressed in clear, comparable or even describable categories.

One can only assume that various factors influence the legal consciousness of an individual with a greater or lesser degree of intensity, but establish to what extent the assimilation of legal culture, legal knowledge and their implementation in real behavior can be associated with legal education, and to what extent - with others factors is extremely difficult. Or, on the contrary, to what extent can the existence of, for example, offenses and, moreover, crime, be explained by poor presentation of legal information, if it is known that the causes of crimes are not only and not in themselves defects in the legal consciousness of individual citizens.

It is especially difficult to determine the effectiveness of legal education by the influence it has on human behavior, and through it on the activities of the entire society.

It should be noted that the search for ways to solve the problem of measuring socio-legal effectiveness, carried out in recent years, and the results of specific research have turned out to be quite fruitful and give grounds for optimistic forecasts.

The problem of legal information and knowledge of law is intensively studied. In this regard, quite detailed and valuable results have been obtained that make it possible to carry out legal education and legal propaganda on a deeply scientific basis.

In addition, methods for measuring legal beliefs and attitudes of an individual have been proposed. 23 .

Based on sociological research conducted in our country on the problems of legal education of the population and its individual groups, a number of general conclusions have been formulated.

Increasingly and quite reasonably, the question is being raised about the possibility of changing the effectiveness of legal education using quantitative methods. Socio-legal phenomena provide an opportunity for the application of mathematical methods. This is due, in particular, to the fact that such phenomena can have not only qualitative, but also quantitative characteristics.

The development of mathematical techniques is associated with the wider use of methods for static processing of factual material. The necessary basis for the use of statistical techniques are mass facts of social life, identified through appropriate reporting, mass observations, surveys, questionnaires, etc. Static groupings, coefficients, etc. allow us to find certain patterns behind the repetition of facts.

Through sociological observation, it is possible to establish a relationship between the intensity of legal education and the increase in socio-legal activity, the strengthening of legal discipline and law and order 24 . Of certain value in this regard may be the cybernetic methods used by legal science, modeling the phenomena being studied, scaling the effect of various factors on human behavior, their formalization, the use of logical and mathematical methods of processing, information, testing, expert assessments etc.

The complexity and diversity of measured values, their genetic and functional heterogeneity suggest the use, taking into account the specifics of the phenomenon under study, of a set of methods used by scientists to study socio-legal practice and theoretical problems of jurisprudence. With their help you can obtain not always accurate, approximate, but still some kind of knowledge, and it is much more useful than complete ignorance 25 .

2.2 Criteria and indicators of the effectiveness of legal education

In clarifying the meaning of the concepts “criterion” and indicator,” it seems appropriate to proceed from the following.

Firstly, what “criterion” and “indicator” have in common is that they are both evaluative terms and are directly related to the concept of assessment. Guided by them, the researcher characterizes the level of effectiveness of a certain type of activity.

Secondly, if you turn to encyclopedic sources, you will find that the term “criterion” is explained as “a sign on the basis of which something is assessed, defined or classified; measure of judgment 26 . That is, the word “criterion” has two close, but still unequal meanings: “criterion-sign” and “criterion-measure”. Sign is a qualitative property characteristic of different objects combined into one class, or a qualitative property that distinguishes one degree of development of an object from another. A measure is equivalent to the concept of a standard, a sample.

In relation to assessing the effectiveness of legal education, it should be noted that the approach to such an assessment should begin with identifying the most general, main concepts that would be suitable for “linking” them to different categories of the population and, based on which, the entire problem could then be characterized as from both quantitative and qualitative sides, i.e. find benchmark criteria.

The solution to this problem is associated with a number of difficulties arising, first of all, from the very essence of the process being measured and its results. It is known, for example, that the legal consciousness of citizens, which is the object of legal educational influence, in addition to its qualitative heterogeneity, has many general and particular (individual) characteristics. It reflects in its structure all the elements of legal reality, various behavioral orientations of the individual, etc.

The results of legal education are directly related to such spiritual and semantic formations as legal knowledge, legal views and ideas, legal needs, beliefs, motives, habits, skills, ideas about what should be, ideal rights, etc. Different individuals, social groups and segments of the population have differences in the levels of legal awareness, and their behavior in everyday life and in the legal sphere varies differently.

In addition, there are many factorial features that characterize outside legal education is the legal educational activity itself, carried out by government bodies and public organizations with the help of the means at their disposal. Each such means also has its own characteristic features, has a certain degree of intensity and power of influence on the legal consciousness of various social groups.

Finally, along with repeatable, stable ones, one can observe episodic, rarely and randomly appearing signs and reactions of individuals to one or another educational influence.

It seems that there is no need to evaluate effectiveness for each objectively existing characteristic. It is quite obvious that the number of such characteristics (features) should be limited to certain limits. To do this, taking into account the specific circumstances and objectives of the study, it is necessary to identify the most typical, frequently repeated, stable characteristics. Of greatest interest are the effective characteristics (signs), that is, those qualities and properties of legal consciousness that have a cause-and-effect relationship with legal education, are the cumulative result of the latter, and on the formation of which legal education can have a transformative effect. This approach allows, to a certain extent, to distinguish between the qualities and characteristics of a person formed due to legal educational influence from episodic manifestations caused by secondary circumstances, random situations and events directly related to legal education.

The latter has not only theoretical, but also practical significance when it comes, for example, to assessing the effectiveness of legal education in the workforce.

The need to select for criteria signs of only such manifestations of legal consciousness and behavior of an individual that are characterized by the most pronounced qualitative stability is obvious. Consequently, it would be logical to assume that the overall result of legal education assessed by them can be clarified and specified using other criteria - standards, reflecting individual aspects or levels of effectiveness. The more additional criteria and standards are defined, the more objective and versatile the assessment of the effectiveness of legal education will be. Being a component of criterion of a feature, the standard criterion in this case is a specific and typical exponent of one of the most significant characteristics by which one can judge the level of development of legal consciousness and the legal culture of citizens.

Among the criteria-signs that reflect the specifics of the effectiveness of legal education, an important place belongs to such recurring qualities and properties of the individual that characterize its stable connections with socio-legal reality and clearly express the results of its habitual actions in the legal sphere. This could be: knowledge of the law, attitude to specific legal norms, social and legal activity, etc.

If the criteria-signs are filled with the results of a mass study of legal consciousness, compare these results according to the criteria-standards of the same name with the results of previous studies, and then carry out the corresponding mathematical operations, then it is possible to obtain summary indicators of the effectiveness of legal education at the level of the work collective, territorial unit, and society as a whole. Such indicators can be simple or complex, depending on the empirical values ​​used for operational concepts and mathematical methods for analyzing primary sociological information.

Consequently, criteria-signs are more obvious, more comparable if they are supplemented and revealed by criteria-standards or indicators. The latter represent not only a summary expression of the degree of achievement of goals, but also abstract relative values ​​formulated based on the results of studying legal educational practice. These can be various calculated percentages, indices, coefficients, as well as conceptual definitions, terminological formulations, conclusions, conclusions, etc.

At the societal level, the performance indicators are the following achievements. In our country, the legal literacy of the population has increased in recent years. The patriotic movement of Russian citizens is gaining widespread development, this is especially important in connection with the unstable political situation in the international arena.

Indicators of the effectiveness of legal education are also successes in the fight against crime, the growth of the social need of citizens for legal information, for familiarization with the current legislation, its norms and principles, with the activities of government bodies designed to ensure the protection of their rights and legitimate interests.

There are a number of requirements for indicators of the effectiveness of legal education. They must have the following basic properties:

1) Representativeness. The number of indicators should be sufficient to describe the results of legal educational work. Each indicator must adequately reflect the work in this direction and be provable.

2) Reliability. Indicators should serve as a barrier against attempts to distort the results of legal educational activities and exclude the accidental achievement of results.

3) Comparability. Indicators should provide the possibility of objective comparison of results for each of the performance criteria.

4) Objectivity. Indicators should characterize different levels of performance. The sustainability of the achieved result will be an indicator of effectiveness, and vice versa legal education cannot be considered effective if its results turned out to be short-term.

Having established the general requirements for the criteria and indicators, we will consider the criteria for the effectiveness of assessing legal education.

Scientists have identified the following as the main criteria for the effectiveness of legal education:

c) legality of behavior;

27 .

Let's look at each of these criteria.

cognitive activity, being included in the general system of social activity, acts as a condition for further practical activity of the individual.

Cognitive activity in the sphere of legal norms is a complex phenomenon. Its main feature is purposefulness, but whether the goals of a person’s future activity (behavior) coincide with the goals of a legal norm or diverge from them will probably depend on the relationship of legal cognition to socio-legal activity or whether it is recognized as anti-legal or non-legal activity 28 . From this point of view, the value of legal information is determined.

It should be emphasized that only a positive goal characterizes the legal cognitive activity of an individual, otherwise we are dealing with an antisocial manifestation, with the desire, having studied the law, to act in the future contrary to its requirements.

Cognitive-legal activity is a type of social activity manifested in relation to the process of cognition 29 . It is formed in educational activities and self-education and determines the intensity and character the course of learning and the result of learning.

The criteria for cognitive-legal activity are: quantity and quality of the legal material being studied, cognitive interest in the field of law, the formation of mental activity techniques, the level of preparedness for teaching law at a given level, the number of legal sources used in training and self-education,independenceand initiative in learning and cognition.

The manifestation of information and cognitive activity in the field of law, that is, an individual’s perception of the content of a legal norm, is the first step towards the formation of attitudes towards other types of social and legal activity. This is an outwardly subtle process 30 .

The life experience of an individual, its principles, concepts, ideas about law, moral values can, long before receiving information about a new rule of law, contribute to the development of attitudes that either coincide with legal requirements or contradict them.

If the attitude coincides with the requirements of the norm, the individual’s conviction in the fidelity and fairness of the normative requirement increases. The reasons for the discrepancy may be either the antisocial orientation of other individual attitudes, or insufficient awareness of the legal norm, which often operates in conjunction with a whole system of rules unknown to a given person, or, finally, the lag of law from rapidly developing social relations. In order for the law to constantly be at the level of the requirements of society, it is necessary to promptly and accurately reflect in the law all changes in social relations, which can be achieved to a large extent by strengthening the law-making activity of citizens.

The activity of an individual in the law-making sphere as a type of cognitive-legal activity, along with activity in the information-cognitive sphere, is an expression of legal awareness of reality.

A legal norm is not always “born” in government bodies: the practical need to change or create a legal norm often arises in the minds of individual citizens, social groups, and collectives. The presence of a positive legal attitude based on extensive life experience, knowledge of specific social relations gives rise to disagreement with an outdated rule of law or the absence of a rule (a gap in the law), which, under certain conditions, can serve as an impetus for a citizen to demonstrate law-making activity.

Law-making activity can manifest itself in different ways: this is activity in state organizational forms (participation in the discussion and adoption of bills), this is also independent activity of an individual in the field of law (voting in a certain way during referendums).

Legal conviction and sense of legitimacyare important in the process of legal education of the individual. These categories are one of the criteria for assessing the effectiveness of the legal educational process.

Persuasion in legal science is considered as a method of legal education or legal influence on the consciousness of a subject of law in order to induce him to useful legal activity (lawful behavior) or to slow him down unwanted behavior(illegal behavior) 31 .

The main goal of persuasion measures is to prevent destructive
phenomena in the social and legal sphere, development of legal means,
techniques and methods of legal persuasion, legal education of legal
awareness of the population, as well as the creation of measures to prevent and
prevention of tort 32 .

The structure of legal persuasion includes:
legal knowledge; subjective recognition by a person of the truth of legal knowledge, the absence of doubts about the correctness of legal knowledge; understanding the correspondence of this legal knowledge to the legal interests of the individual, awareness of the vital importance of legal knowledge for a person and
their necessity for practical activities; subjective readiness
act in accordance with the acquired legal knowledge.

It should be noted that knowledge and belief differ mainly on a functional basis: if the predominant function of knowledge is reflection, then in belief the assessment takes on the main importance 33 .

The process of legal persuasion is a complex system of interaction between people, during which the object of communication, under the influence of logically sound argumentation of the subject of communication, changes his value judgments.

The process of persuasion includes the following elements: the subject of persuasion; object of belief; means of persuasion; persuasion procedure.

Conviction is understood as based on an assessment of evidence.
the decision maker's feeling of confidence in the legality of his
actions. At the same time, the concept of “conviction” is revealed as a special
quality of a person that determines the general direction of his entire
activity and value orientations and acting as a regulator of it
consciousness and behavior.

Legal conviction has a rather complex content which includes: a rational component, an emotional component, and a volitional component.

Legal conviction is a special quality of a person that determines the legal direction of all his activities and value orientations and acts as a regulator of his legal consciousness and lawful behavior.

Legal conviction is expressed in the subjective attitude of an individual to his actions and legal beliefs associated with deep and well-founded confidence in the truth of knowledge of law, legal principles and ideals that guide him. Personal needs, value orientations and legal norms, realized on the basis of legal conviction, are organically included in the objective content of the forms of a person’s life activity and determine his lawful behavior.

Legal conviction depends on the experience of the individual and his relationship with society. Legal conviction is based on legal knowledge, primarily legislated, which is closely intertwined with the will, constitutes the content of the motives of activity, and forms the legal attitudes of the individual.

The adoption by the subject of law of a sufficiently motivated volitional decision corresponding to the legal opportunities and requirements provided to him crowns the formation of legal conviction. This opens the way to his socio-legal activity.

In Russian legislation, there is a legislative definition of a concept that is hyponymic to the concept of persuasion, namely “inner conviction.” This concept is contained in the norms of all procedural codes devoted to the assessment of evidence.

In legal science, internal conviction is traditionally considered as, firstly, the cognitive, mental, mental activity of subjects in assessing evidence and, secondly, the result of such an assessment 34 .

At the same time, internal conviction is an individual category, depends on the generally accepted attitude to legal knowledge, concepts and ideas and can be differentiated only depending on the amount of professional experience.

Sense of legitimacythis is an internal urge formed in the personality structure to act in accordance with the law in any situation. In this case, a lawful variant of behavior is chosen even if it in some sense does not suit the addressee of the norm, does not meet his interests at the moment (say, under the condition of imperfect instructions).

Based on faith in the law, respect for human rights and freedoms, the sense of legality is an irresistible and strong attraction of the person applying the norm to act always and only in accordance with its requirements, to act not contrary to, but in accordance with the law.

Lawful Conductthis is conscious, socially useful behavior of individual and collective subjects, consistent with the rules of law 35 .

Law reacts only to human activity expressed externally. However, there is a certain limitation here too. The fact is that behavior regarding the law can be lawful, unlawful (illegal) and legally neutral (indifferent, indifferent). The latter is not regulated by law and legal consequences does not call. After all, as you know, law does not penetrate (and should not penetrate) into some spheres of public life. Lawful and unlawful behavior are legally significant types of behavior and can be combined into one phenomenon - legal behavior 36 .

Lawful behavior has the following characteristics.

First, lawful behavior complies with the requirements of legal norms. A person acts lawfully if he strictly complies with legal regulations. This is a formal legal criterion of behavior. Lawful behavior is often interpreted as behavior that does not violate the rules of law. 37 . However, such an interpretation does not entirely accurately reflect the content of this phenomenon, because behavior that does not contradict legal regulations may be carried out outside the scope of legal regulation and may not be legal.

Second, lawful behavior is usually socially beneficial. These are actions that are adequate to the lifestyle, useful (desirable), and sometimes necessary for the normal functioning of society. It also plays a positive role for the individual, because thanks to it freedom is ensured and legitimate interests are protected.

Thirdly, lawful behavior is characterized by a feature that characterizes its subjective side, which, like any other action, consists of motives and goals, the degree of awareness of the possible consequences of the act and the individual’s internal attitude towards them. At the same time, motives reflect not only the direction (violates the law or not), but also the nature, degree of activity, independence and intensity of behavior during implementation. The subjective side indicates the level of legal culture of the individual, the degree of responsibility of the person, his attitude to social and legal values 38 .

The social role of lawful behavior is extremely high. It represents the most effective implementation of the law, which is protected by the state. It is through lawful behavior that the ordering of social relations is carried out, which is necessary for the normal functioning and development of society, and a stable legal order is ensured. Lawful behavior is the most important factor solving problems facing society. However, the social role of lawful behavior is not limited to satisfying social needs. Its equally important function is to satisfy the interests of the subjects of legal actions themselves. 39 .

Since society and the state are interested in such behavior, they support it with organizational measures, encourage it, stimulate it. Acts of subjects that interfere with the commission of lawful actions are suppressed by the state.

At the same time, the social significance various options lawful behavior is different. Their legal status is also different.

Some types of lawful actions are objectively necessary for the normal development of society. Variants of such behavior are enshrined in mandatory legal norms in the form of duties. Their implementation is ensured (in addition to the organizational activities of the state) by the threat of state coercion 40 .

Other behavior options, while not so necessary, are desirable for society (participation in elections, marriage, appealing against unlawful actions of officials, etc.). This behavior is consolidated not as an obligation, but as a right, the nature of the implementation of which largely depends on the will and interests of the person authorized. 41 . Many variants of such behavior are enshrined in dispositive norms.

Lawful behavior, like illegal behavior (and like any other behavior), has two sides - objective and subjective.

The subjective side of lawful behavior, like the subjective side of illegal behavior, is characterized by the subject’s intellectual and volitional attitude towards his act and its consequences. However, if the subjective side of an offense is characterized by a specific intellectual-volitional state of the offender, which is called guilt, then the behavior of a law-abiding subject is characterized by a different motivation. And depending on the nature of the latter, lawful behavior can be divided into types.

Thus, the first type can be called lawful behavior, in which the subject realizes the necessity, validity, fairness of the requirements of legal norms, realizes the usefulness of his behavior and desires a socially useful result. Thus, this type of lawful behavior is characterized by conscious attitude subject to the law and his behavior.

The second type of lawful behavior from the point of view of its subjective side is conformal (or conformist) behavior, when the subject subordinates his behavior to legal regulations only for the reason that “everyone does it.” This type of lawful behavior is typical for social groups with an insufficiently developed legal culture and legal consciousness (for example, for minors).

And the third type is when the subject fulfills and complies with legal requirements under the threat of government coercive measures or as a result of their use. The literature rightly notes that this is an “unreliable” type of lawful behavior 42 . If state control is weakened, it is likely that behavior will change from legal to illegal.

The objective side of lawful behavior can be considered on the basis of the same elements (categories) as the objective side of illegal behavior. We are talking about behavior, a certain result and a causal connection between them, only for lawful behavior everything comes with a “plus” sign, that is, the behavior and its result must be socially useful, in any case not harmful to society 43 .

On the objective side, lawful behavior can be divided into two types:

a) necessary;

b) socially acceptable.

It seems that an important role in ensuring the rule of law is played by the attitude towards the law, its principles and norms, and their observance, since it is the negative or indifferent attitude towards the law that is the most common reason for violating the requirements of the rule of law.

Of no small importance are legal skills and abilities, as well as stereotypes of lawful behavior, the absence of which is a fairly common reason for committing offenses.

Considering lawful behavior as a criterion for the effectiveness of assessing legal education, it should be noted that the higher the level of legal education in society, the higher the level of lawful behavior will be.

In order for the subject’s behavior to be lawful, it is necessary to avoid the main problems along the path of the legal educational process, which are:

Lack of access to legal information at different stages of education;

Strengthening in the consciousness of “everyday” views on law;

Reluctance of citizens themselves to legal self-education (lack of motivation, lack of faith);

Restatement of legal information by the media, its incorrect interpretation and presentation;

Lack of unified legal education programs at different stages of education (pre-school education, school, university) and education programs for the adult population.

Legal education is carried out at the state level and is expressed through tasks that must be implemented in the behavior of the subject of law. These tasks are:

Formation of high citizenship of a person, his general legal culture and social activity;

Obtaining special legal knowledge by students in the process of preparing for their chosen labor activity;

Early crime prevention.

Thus, acting as a criterion for assessing the effectiveness of legal education, lawful behavior is the conscious, socially useful behavior of individual and collective subjects that complies with the rules of law.

Social and legal activity, i.e. purposeful proactive activity of the subject to suppress offenses, counteract lawlessness, maintain law and order and law-abiding in society, overcome legal nihilism, is one of the characteristic features (components) of the legal culture of the individual 44 .

Socio-legal activity as a personal quality includes a combination of the following elements.

1. legal behavior the presence of initiative in the application of legal norms, reliance on the requirements of laws, various legal acts in their actions.
2. legal relations the ability to generalize and convey one’s own legal experience to others (possession of analysis of one’s own and other legal situations, possession of skills and abilities to convey one’s experience to others).
3. the socio-legal activity of an individual should be considered as an intensive activity of an individual in the field of law, including both positive (approved by the state and society) and negative (negatively perceived by the state and society) factors.

Social and legal activity is characterized by a number of characteristics.

Firstly, the socio-legal activity of an individual is always manifested in actions, since the essence of activity lies precisely in action, in the active behavior of a person.

Secondly, actions are performed by free individuals. Freedom in this case is seen as “the guarantee that each of us can do something without interference from another, prohibiting us from doing it, or forcing us to do something else.” 45 .

Thirdly, these actions occur in the field of law and can be both legal and illegal. Illegal behavior is also legal behavior (but not lawful), therefore the illegal nature, like the lawful one, is its component.

Fifthly, socio-legal activity in the process of its functioning should be oriented towards close interaction with universal human values ​​and come from the subjects appropriate to it.

It seems that the socio-legal activity of an individual can manifest itself in the field of knowledge of legal phenomena, in the field of law-making, in activities directed against violations of the law.

When determining the significance of socio-legal activity in the information and cognitive sphere, the following circumstances should be taken into account:

Activity in the knowledge of legal phenomena is the most important part of an individual’s social activity;

This type of activity is the implementation of the cognitive (cognitive) component of the legal attitude;

Social activity in the field of law is a fundamental factor that predetermines the nature of the legal activity of an individual as a whole;

Before receiving legal information, it is necessary to form (develop) an individual’s attitude towards obtaining such a solution to a legal problem that would be in full compliance with the norms and principles of law and morality, i.e. orientation towards activity, and not pseudo-activity (or antisocial activity) in the sphere of legal reality;

In order to form an attitude towards social and legal activity in the information and cognitive sphere, it is necessary to take into account which social stratum this or that group belongs to: workers, engineers, doctors, teachers, managers, students, students, etc.

The social and legal activity of an individual can be considered not only as an element of legal life, but also as an indicator, a criterion for the effectiveness of legal education. Because how much more actively a person behaves in the sphere of law, including in the political life of society, the level (state) of his legal education is also determined.

Since the level of legal activity of an individual is currently very low, the level of legal education of Russian society is low. This can be confirmed, for example, by the low electoral activity of citizens.

Social and legal activity is one of the most important characteristics of a person in the legal sphere. In most cases, such activity is aimed at achieving a legitimate goal in a lawful manner. But in real legal life there are numerous cases of manifestation of legal activity in a direction that lies next to the official ways of human behavior in society or does not coincide with what is officially recognized and acceptable. This is the so-called “negative legal activity” 46 , which usually manifests itself in illegal actions.

CONCLUSION

As part of this thesis, a comprehensive theoretical study of the effectiveness of legal education was carried out.

The effectiveness of legal education is a complex and multifaceted problem, mediated by the action of many conditions and factors. Some of its directions can become the subject of independent research.

The effectiveness of legal education means its ability to actually, in an optimal time frame and with the least cost, have a positive impact on citizens’ acquisition of legal knowledge, their beliefs, motives and attitudes in accordance with the needs of society.

The goals of legal education are the following.

1) formation of a system of legal knowledge among citizens

2) formation of legal conviction

3) formation of motives and habits of lawful, socially active behavior.

In general theoretical terms, effectiveness can be more clearly imagined if we examine other positive properties of legal education, such as:

a) efficiency (i.e. the ratio of the means of legal education to the practically achieved result;

b) utility, i.e. the degree of its “positivity”;

c) ideological value;

d) validity and others.

Analysis of the relationship between the effectiveness of legal education and its listed properties made it possible to define the concept of the effectiveness of legal education in the narrow and broad sense of the word.

The effectiveness of legal education in a narrow, or “target” sense is determined by the relationship between the actually achieved result of legal educational activity and the social goals for which this activity was undertaken.

In a broad, or qualitative-targeted, sense, the effectiveness of legal education is: a) the ability of legal educational activities to actually produce a socially useful result in an optimal time frame with the least cost; b) progressive success, an important achievement of government bodies, public organizations, labor, educational groups, and the media in the formation of deep and sustainable knowledge and ideas about law, beliefs, motives and attitudes among the population that meet the requirements of modern legal development of society, instilling citizens of a high legal culture, skills and habits of active, socially useful behavior that complies with the norms of current law.

Measuring the effectiveness of legal education is not so much a legal problem as a socio-legal one.

There may be several or even many performance indicators. These include, first of all,:

a) the degree of achievement of the goal (or goals);

b) time spent to obtain a certain result;

c) the volume of organizational, material and spiritual costs;

d) trends towards strengthening law and order;

e) public satisfaction with the quality of legal information;

f) the ability of citizens to apply acquired knowledge in life;

j) positive public opinion about the rules of law, etc.

The most important indicator of the effectiveness of legal education is the compliance of the achieved results with the tasks arising from the decisions of public authorities.

The following were considered as the main criteria for the effectiveness of legal education within the framework of this thesis:

a) knowledge of law, cognitive-legal activity;

b) legal conviction, sense of legality;

c) legality of behavior;

d) social and legal activity 47 .

In conclusion, it should be noted that in modern Russian society there is an active process of improving legal education.

Assessing the effectiveness of legal education is not an end in itself, but a kind of way to identify weak links in this activity and improve its effectiveness.

The data obtained and their comparison will make it possible to more convincingly develop the planning of the necessary legal topics, forms and methods of legal education of citizens.

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11. Dolgova, A. I. The effectiveness of legal education and problems of its assessment: Issues in the fight against crime [Text]. M.: Nauka, 1978. Vol. 28. 137 p.
12. Zarubaeva, E. Yu. Lawful behavior: approaches to defining the definition, social significance and typology [Text] // Siberian Legal Bulletin. 2005. No. 1. P. 12-14.
13. Zatonsky, V. A. Strong state and active personality: theoretical and legal aspect [Text]. Saratov: SSU, 2005. 227 p.
14. Zenin, V.I. Forms, methods and system of legal education [Text]. Kyiv: KSU, 1979. P. 216.
15. Ivannikov, I. A. Concept of legal culture [Text] // Jurisprudence. 1998. No. 3. P.44-47.
16. Kaminskaya, V. I., Mikhailovskaya, I. V., Radushnaya, I. V. Studying the legal consciousness of citizens and issues of legal education [Text]. M.: Legal literature, 1972. 188 p.
17. Kvasha, A. A. Legal attitudes of citizens [Text]: Dis.... Cand. legal Sciences. Volgograd, 2002. 160 p.
18. Kozhevnikov, S. N. Legal activity: concept and essence [Text] // Jurisprudence. 1979. No. 4. P. 33.
19. Kozhevnikov, S. N. Social and legal activity of the individual and the conditions for its effectiveness [Text]: Author's abstract. dis. ... cand. legal Sciences. M.: RSL, 1992. 44 p.
20. Krupenya, E. M. Political and legal activity of the individual and the Russian state: on the issue of civilizational relevance [Text] // History of state and law. 2009. No. 7. P. 28-30.
21. Lazarev, V.V. Efficiency of law enforcement acts [Text]. Kazan: KSU, 1975. 211 p.
22. Leist, O. E. The essence of law. Problems of theory and philosophy of law [Text]. M.: Prospekt, 2002. 167 p.
23. Nekhaeva, U. I. Lawful behavior as a value of the legal order [Text] // Philosophy of Law. 2009. No. 4. P. 74-76.
24. Pavlov, A. S. Legal education [Text]. M.: Legal literature, 1972. 202 p.
25. Pevtsova, E. A. Modern definitional approaches to legal culture and legal consciousness [Text] // Journal of Russian Law. 2004. No. 3. P.70-81.
26. Pyanov, N.A. Legal behavior: concept and types [Text] // Siberian Legal Bulletin. 2004. No. 2. P. 11-13.
27. Ratinov, A. R., Efremova, G. Kh. Legal psychology and criminal behavior. Theory and methodology of research [Text]. Krasnoyarsk: KSU, 1988. 256 p.
28. Samotsenko, I. S., Nikitinsky, V. I. Study of effectiveness current legislation[Text] // Soviet state and law. 1970. No. 3. pp. 3-12.
29. Samoshchenko, I. S., Nikitinsky, V. I., Vengerov, A. B. Towards a methodology for studying the effectiveness of legal norms [Text] // Soviet State and Law. 1971. No. 9. S. 70-78.
30. Strelyaeva, V.V. Legal education in the conditions of the formation of the rule of law [Text]: Dis. ... cand. legal Sciences. Moscow, RSL, 2006. 183 p.
31. Theoretical foundations of crime prevention [Text]. M., 1977. 254 p.
32. Teplyashin, I. V. Legal activity of Russian citizens: prospects for studying the category [Text] // Russian legal journal. 2010. №6. S. 45.
33. Tumanova, A. S. Public organizations and the Russian public at the beginning XX V. [Text] M.: New Chronograph, 2008. 167 p.
34. Shubkin, V. N. Sociological experiments [Text]. M.: Legal literature, 1970. 136 p.
35. Yusupov, V. A. Law enforcement activities of government bodies [Text]. M, 1979. 277 p.

3 Great Soviet Encyclopedia. 1957. T. 49. S. 284

4 Yusupov V.A. Law enforcement activities of government bodies. M, 1979. P.118-120.

5 For example, see: Samotsenko I.S., Nikitinsky V.I. Study of the effectiveness of current legislation // Soviet State and Law. 1970. No. 3. pp. 3-12; Samoshchenko I. S., Nikitinsky V. I., Vengerov A. B. Towards a methodology for studying the effectiveness of legal norms // Soviet State and Law. 1971. No. 9. pp. 70-78.

6 Lazarev V.V. Efficiency of law enforcement acts. Kazan, 1975. pp. 90-93.

7 Dolgova A.I. The effectiveness of legal education and problems of its assessment: Issues in the fight against crime. M., 1978. Issue. 28. P. 53.

8 Kaminskaya V.I., Mikhailovskaya I.V., Radushnaya I.V. Studying the legal consciousness of citizens and issues of legal education. M.: Legal literature, 1972. P. 19.

9 NW RF. 2014. No. 31. Art. 4398.

10 Baranov V.N. Legal consciousness, legal culture and legal education // Theory of state and law; / Ed. V. K. Babaeva. M., Lan, 2003. P.301.

11 Vitruk N.V. law, legal consciousness, worldview // Soviet state and law. 1975. No. 7. P.44.

12 Nazarova O. Yu. Theory and methodology of teaching law: Methodological recommendations for students. Tomsk, Center for Educational and Methodological Literature of the TSPU, 2003. P. 9.

13 Pevtsova E. A. Modern definitional approaches to legal culture and legal consciousness // Journal of Russian Law. 2004. No. 3. P.70.

14 Strelyaeva V.V. Legal education in the conditions of formation of a legal state: Dis. ... cand. legal Sciences. Moscow, RSL, 2006. P. 77.

15 Kornev A. A. Sociology of law: Textbook. M., Prospekt, 2015. P. 72

16 Pavlov A. S. Legal education. M.: Legal literature, 1972. P. 47.

17 Zenin V.I. Forms, methods and system of legal education. Kyiv, KSU, 1979. P. 216.

18 General theory of state and law: Textbook / Ed. V. V. Lazareva. M., Lawyer, 2012. P. 214.

19 Golovchenko V.V. Theoretical issues of the effectiveness of legal education: Diss. legal Sciences. Kyiv, Institute of Law 1982. P. 68.

20 Tumanova A. S. Public organizations and the Russian public at the beginning XX V. M., New Chronograph, 2008. P. 43.

21 Theoretical foundations of crime prevention. M., 1977. P. 65-66.

22 Luneev V.V. Criminology: Textbook for bachelors. M., Yurayt, 2013. P. 287.

23 Gavrilov O. A. Mathematical methods and models in social and legal research. M., Nauka, 1980. P. 82.

24 Syrykh V. M. Sociology of law: Textbook. M., Justitsinform, 2012. P. 98.

25 Shubkin V.N. Sociological experiments. M.: Legal literature, 1970. P. 75.

26 Ozhegov S.I. Explanatory dictionary. 6th, stereotype., M., Encyclopedia, 1995. P. 522.

27 Golovchenko V.V. Theoretical issues of the effectiveness of legal education: Diss. legal Sciences. Kyiv, Institute of Law 1982. P. 72.

28 Zatonsky V. A. Strong state and active personality: theoretical and legal aspect. Saratov, SSU, 2005. P. 23.

29 Ikonnikova G.I. Philosophy of Law: Textbook. 2nd ed., revised. and additional M., Yurayt, 2011. P. 48.

30 Barulin V. S. Social philosophy: Textbook for universities. M.: FAIR PRESS, 2012. P. 38.

31 Askerova L. A. Legal persuasion as a category of law // The order of society: current problems of social and legal theory: interuniversity scientific collection. M., Moscow State Law Academy, 2011. P. 14.

32 Askerova L. A. The essence and legal nature of legal persuasion // The order of society: problems of legal theory and legal practice in Russia. M., Moscow State University, 2011. P. 39.

33 Askerova L. A. Legal beliefs: theoretical and legal aspect:
Abstract diss. Ph.D. legal Sciences. Krasnodar, KSU, 2012. P. 11.

34 Baitin M.I. The essence of law. 3rd ed. reworked and additional M., Eksmo, 2010. P. 18.

35 Theory of State and Law: Textbook / Ed. M. N. Marchenko. M., Zertsalo, 2013. P. 112.

36 Leist O. E. The essence of law. Problems of theory and philosophy of law. M., Prospekt, 2002. P. 89.

37 Nekhaeva U. I. Lawful behavior as a value of the legal order // Philosophy of Law. 2009. No. 4. P. 74.

38 Ivannikov I. A. Concept of legal culture // Jurisprudence. 1998. No. 3. P.44.

39 Bainiyazov R. S. Legal consciousness and Russian legal mentality // Jurisprudence. 2000. No. 2. P. 113.

40 Glushakova S.I. Human rights in Russia. M., Yurist, 2005. P. 292.

41 Pyanov N.A. Legal behavior: concept and types // Siberian Legal Bulletin. 2004. No. 2. P. 11.

42 Zarubaeva E. Yu. Lawful behavior: approaches to defining the definition, social significance and typology // Siberian Legal Bulletin. 2005. No. 1. P. 12.

43 Vasilyeva T. A. Human rights. M., Norma: Infra-M, 2001. P.492.

44 Teplyashin I.V. Legal activity of Russian citizens: prospects for studying the category // Russian Legal Journal. 2010. No. 6. S. 45.

45 Krupenya E. M. Political and legal activity of the individual and the Russian state: on the issue of civilizational relevance // History of state and law. 2009. No. 7. P. 28.

46 Kozhevnikov S.N. Legal activity: concept and essence // Jurisprudence. 1979. No. 4. P. 33.

47 Golovchenko V.V. Theoretical issues of the effectiveness of legal education: Diss. legal Sciences. Kyiv, Institute of Law 1982. P. 89.

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Building codes.

The column spacing along the width of the plot is 6 m. or 9 m., along a length of 6 m, or a multiple of 3 m. you can install a partition. Columns measuring 400x400 500x500 600x600. Doors (openings) 1000 – 1200; Gate – 3 m; Windows from 2m; external walls 520 mm; partitions 250mm.

1. Pedagogy is the science of

A) preparing teachers for school work

C) methods of scientific knowledge

WITH) psychological characteristics personalities

D) physiological patterns of personality development

E) education of a person in modern society

2.Translated from Greek, pedagogy means

A) repetition

B) playback

C) management

D) consolidation

E) child breeding

3. The development of pedagogy as a science determines

A) the need to transfer social experience

C) management of the work of practicing teachers

C) level of scientific and technological progress

D) the legacy of previous civilizations

E) increasing the role of the individual in public life

4.Tasks of pedagogical science

A) studying student abilities

C) control and assessment of students’ knowledge

C) cooperation between teacher and parents

D) revealing the laws of training and education

E) formation of a children's team

5.The system of pedagogical sciences includes

A) interscientific communications of philosophy and psychology

C) principles of training and education

WITH) branches of science on upbringing and education of children and adults

D) results of sociological research

E) a system of pedagogical research methods

6.The object of pedagogy is

A) psychological characteristics of personality

B) methods of pedagogical research

WITH) pedagogical process

D) the doctrine of the principles of theory construction

E) interdisciplinary connections of human science

7. General pedagogy is faced with tasks

A) studying the problems of population migration

C) analysis of foreign teaching experience

C) study of patterns of perception

D) development history coverage pedagogical theories

E) education and training of the younger generation

8. Questioning is

A) a means of educating individuals in a team

C) observing the behavior of children on excursions

C) activation of students’ cognitive activity

D) teaching method used by the teacher

E) method of mass collection of material using questionnaires

9. Methods of pedagogical research are

A) ways to acquire new knowledge

C) ways to consolidate the studied material

C) ways to solve problematic problems

D) ways to form personal qualities

E) ways of knowing objective reality

10. The need to transfer social experience has arisen

A) simultaneously with the emergence of society

B) with the advent of technical teaching aids

C) during the development of educational content

D) with the development of pedagogy as a science

E) as a result of the creation of a class-lesson system

11. Education is

A) communication between people in informal associations

C) the impact of the environment on personality

WITH) transfer of social experience

D) educational activity schoolchildren

E) preparing a person for a profession

12. A concept that is not a principle of education

A) rely on the positive

IN) problematic learning

C) personal approach

D) consciousness of students

E) education in a team

13. Factors influencing the setting of educational goals

A) society's needs for human resources

C) parents' ideals for children

C) opportunities of educational institutions

D) interests of secondary school teachers

E) the desire of students to acquire a profession

14. An expression that does not reveal the essence of the educational process

A) commercialism of the teacher

C) respect for the child’s personality

C) purposefulness of the subjects’ activities

D) the two-way nature of the pedagogical process

E) reliance on positive personality traits

15. Educational standard- This

A) teaching method

IN) object valuation norm

C) teacher’s work plan

D) a way of studying personality

E) the purpose of education

16. The purpose of education is

A) form of student education

IN) the end result of personality formation

C) level of civilization of society

D) student performance indicator

E) preparation for choosing a profession

17. Subjective factors of education

A) features of the manifestation of heredity

C) the level of development of science and technology

WITH) influence family relations

D) influence of climate and natural factors

E) influence of the media

18. Development is

A) preparation for choosing a profession

C) an increase in the height and weight of the child

C) a spontaneous process independent of human will

D) adaptation to living conditions

E) quantitative and qualitative changes in the human body

19. Factors of personality development

A) heredity, environment, upbringing, self-education

C) interest in learning, level of achievement

C) level of knowledge in academic disciplines

D) status position of the individual in the team

E) methods of training and education

20. Driving forces of the education process

A) cognitive interests of the individual

IN) contradictions arising in the development of personality

C) the process of accumulation of quantitative changes

D) established forms of relationships

E) parents’ requirements for children

21.Qualities passed on from parents to children:

A) ways of thinking

C) character traits, abilities

C) ability for a certain type of activity

D) social experience

E) eye color, skin color, blood type, type of nervous activity, temperament

22. The concept of personality characterizes

A) interest in the learning process

B) individual characteristics of a person

C) natural inclinations and abilities

D) the person’s financial situation

E) social essence of man

23. The position of a teacher is

A) scientific and theoretical training

IN) system of relations to pedagogical activity

C) readiness for teaching activities

D) ability to plan the learning process

E) orientation in various branches of science

24. Requirements for the personality of the teacher

A) professional competence

B) a good family man

C) conformism

D) an interesting conversationalist

E) indifference

25. The object of a teacher’s activity is

A) learning task

IN) pedagogical process

C) parents of students

D) forms of training

E) teaching methods

26. The main sign of the effectiveness of the education process is

A) knowledge, skills and abilities

B) academic performance

WITH) student behavior

D) individual characteristics of the student

E) adaptation to conditions

27. The main driving force of education is

A) the contradiction between the existing level of development and new, higher needs

B) contradiction in social development

C) the contradiction between mental and physical labor

D) contradiction of individual moral consciousness

E) divergence of value orientations

28. An important sign of the effectiveness of the education process is

A) understanding the essence of the education process by educators

C) the presence of specially trained people to transfer knowledge

WITH) knowledge by pupils of norms and rules of behavior in accordance with their age

D) development of communication skills

E) improving knowledge in practical activities

29. Requirement for a personal approach

A) taking into account age and individual features students

C) participation of pupils in joint discussion of educational programs

C) refusal of centralized school education

D) complete freedom of action for students

E) coordination of efforts of school, family and community

30. The essence of the principle of unity of educational influences is:

A) solving all educational problems based on real life

C) the reliance of educators on the family, taking into account the individuality of the child

WITH) in coordinating the educational influences of school, family and community

D) taking into account age and individual characteristics

E) coordination of mass communications with the school

31. The pattern of education is

A) a general guideline requiring a sequence of actions under different circumstances

C) an adequate reflection of the objective reality of the educational process, which has stable properties

C) options for organizing a specific educational process

D) managing student activities through a variety of repetitive tasks

E) conditions and prerequisites of the educational process

32. The principle of humanization characterizes

A) permissiveness

IN) respect for a person's right to be himself

C) development of students’ cognitive powers

D) education of hard work

E) education of accuracy and thrift

33. The principle of the connection between education and life and work presupposes

A) relationship between methods, means and forms of education

C) coherence between teachers and parents

C) the fight against bad habits, laziness, sloppiness

D) mastering the content of education

E) mandatory participation of all children and adolescents in feasible productive work

34. moral education-This

A) experience of schoolchildren’s behavior

C) formation of aesthetic taste

C) scientific worldview of the individual

D) knowledge of humanities

E) mastering universal human values

35. The core of civic education is

A) absence of conflicts between students

C) purposeful activities of schoolchildren

C) polytechnic education

D) encyclopedic knowledge

E) patriotism

36. Goal environmental education- This

A) formation of a dialect-materialistic worldview

IN) formation of ecological culture

C) formation of a comprehensively developed personality

D) formation healthy image life

E) development various kinds activities

37. The purpose of physical education is

A) formation of worldview

IN) formation of physical culture

C) the formation of conscious discipline

D) formation of chaste behavior of boys and girls

E) formation of aesthetic culture

38. Goal aesthetic education- This

A) raising a rational person

C) formation of a free personality

C) spiritual self-improvement

D) formation of spiritual needs

E) formation of aesthetic culture

39. School shapes students’ worldview

A) everyday

IN) scientific

C) religious

D) ordinary

E) artistic

40. The effectiveness of legal education depends on the degree

A) penalties for breaking laws

C) the formation of legal knowledge

C) control of society over compliance with laws

D) the need to comply with laws

E) formation of legal consciousness, rigor

41. Methods of education are

A) general starting points that guide the teacher

IN) ways to influence consciousness, will, feelings, behavior of students

C) objects of material and spiritual culture that are used to solve pedagogical problems

D) external expression of the educational process

E) options for organizing a specific educational process

42. Punishment is

A) a method of influencing a student in order to stop his negative actions

C) a method of education, manifested in the form of demands

C) requests, stimulation, good deeds

D) managing the student’s activities through a variety of repetitive tasks

E) influencing students’ knowledge in order to clarify the facts and phenomena of life

43. Organized interaction of a pupil with objects of the surrounding world in order to form social and value relations towards them is

A) formative activity

B) educational activities

C) educational activities

D) gaming activity

E) social activity

44. Encouragement is

A) emotional and verbal impact on students

C) disapproval and negative assessment of the actions and actions of the individual

C) involving students in the development of correct assessments and judgments

D) a method of pedagogical influence on a student in order to stimulate positive behavior

E) vivid, emotional presentation of specific facts and events

45. Forms of education

A) volume of educational work

IN) options for organizing a specific educational act

C) a system for the expedient organization of collective and individual activities of students (methods)

D) lesson - panorama of learning new knowledge

E) expected results of education

46. ​​You received a cool tutorial. Where to start

A) getting to know students, assigning a class asset, becoming familiar with the rules of behavior and requirements of class management

IN) studying the list of students, social status of parents, place of residence

C) studying students, drawing up a work plan, bringing this plan to the attention of students

D) studying students, identifying their interests, drawing up and discussing a work plan

E) getting to know students, assigning an asset, conducting parent meeting

47.The developmental function of extracurricular activities is:

A) identifying hidden abilities, developing the child’s inclinations and interests

C) the formation of needs for self-improvement

C) efficiency individual work

D) understanding the child’s inner world

E) taking into account the age characteristics of children

48. What should be excluded class teacher when visiting students at home

A) promotion of joint projects

C) high tact when talking with parents

C) conversation in the presence of a student

D) complaint against a student

E) emphasizing one’s interest in the fate of the pupil

49. Which solutions to educational problems in the family are not effective:

B) folklore, word

WITH) national traditions, customs

D) material reward

E) the spiritual climate of the family

50. Developmental function of educational work:

A) studying the educational capabilities of students

IN) development of individual abilities

C) formation of the foundations of worldview and behavior

D) student activity management

E) organization of independent activities of students

51. Re-education is

A) instilling a sense of national dignity

C) specially organized cognitive activity

C) human adaptation to different values

D) education of the rules of good manners and culture of behavior

E) restructuring of attitudes and behavior that contradict ethical standards

52. Self-education is

A) elimination of circumstances conducive to the formation of law-violating behavior

C) purposeful activity as a result of active interaction of the individual with the environment

C) experience in the formation of consciousness, feelings and behavioral skills

D) transformation of negative behaviors that complicate the process of personality formation

E) conscious, purposeful, independent activity leading to improvement

53. Self-education is

A) acquiring knowledge about the world based on independent knowledge

B) activation techniques mental activity

C) self-knowledge, overcoming the shortcomings of previous upbringing

D) specially organized recreational activities

E) the process of suggestion addressed to oneself

54. The principle of personal behavior based on ideological attitudes, ideals and norms is called

A) self-awareness

B) introspection

WITH) life position

D) self-regulation

E) self-control

55. Intensive manifestation of the need for self-education, as a rule, occurs

A) in infancy

IN) V adolescence

C) in adulthood

D) in old age

E) in adolescence

56. The main techniques of self-education are

A) situations of trust, control, self-regulation

C) self-order, criticism, comments

WITH) self-analysis, self-esteem, self-control, self-regulation, self-judgment

D) competitions, showing samples and examples, creating situations of success

E) persuasion, suggestion, narration, proof, appeals, well-being

57. Main function families

A) socialization

IN) upbringing

WITH) physical development child

D) development of intellectual initiative

E) training

58. The reason for the decline in the educational influence of the family is

A) decline in living standards

IN) all answers are correct

C) decline in morality

D) worsening generational conflict

E) social regression

59. The main task of parent associations

A) financial support for schools

C) organized educational influences on schoolchildren

WITH) organization and implementation of pedagogical universal education

D) stimulating student interest

E) formation of a culture of educational and intellectual work

60. Educational influence of family in modern period

A) impossible to estimate reliably

B) remained unchanged

C) increased

D) decreased

E) negative

61. Qualities are not passed on from parents to children.

A) ways of thinking

B) character traits

C) type of nervous system and temperament

D) skin color, eyes

E) social experience

62.The system of raising children in a family is characterized

A) moral and material incentives

C) organizing joint work

WITH) creating conditions for the formation of the child’s personality, behavior and parents’ own style

D) transferring the experience of parents

E) permanent and temporary household assignments

63. Family is

A) education in which the whole person is manifested in all respects

B) marriage of two people

WITH) initial, structural unit of society, laying the foundations of personality

D) a socio-pedagogical group of people designed to meet the needs

E) small group based on consanguinity, the members of which are related to each other

64.Crisis modern family characterized

A) predominance civil marriages

C) narrowing the horizons of parents

WITH) abrupt change social background and slow adaptation of the family to new socio-economic conditions

D) freedom of marriage and divorce

65.Main directions family education are

A) political, sexual, education of a culture of behavior

C) economic, environmental, professional

WITH) physical, moral, aesthetic, labor, intellectual

D) social, mental education in work

E) education of conscious discipline, physical education and comprehensive development of personality

66. The set of institutions designed to solve educational problems is

IN) education system

C) concept of education

D) the essence of education

E) educational space

67.The creator of the classroom-lesson education system is

A) Plato

B) K.D. Ushinsky

WITH) Y.A. Komensky

D) Socrates

E) V.A. Sukhomlinsky

68. The system of knowledge, abilities, skills, and ways of thinking acquired during the learning process is

A) teaching

IN) education

C) training

D) education

E) scientific knowledge

69. Didactics is

A) branch of pedagogy that studies education

B) theory of personality formation

C) the science of the patterns of personality development

D) branch of pedagogy that studies learning and education

E) personality socialization theory

70. Studying as a means of education, upbringing and human development

A) school studies

B) dialectics

C) dianetics

D) education theory

E) didactics

71. Teaching is one of the sides of learning, and the other side is

A) understanding

B) perception

C) comprehension

D) assimilation

E) teaching

72. The leading form of organization of education at school is

A) consultation

B) educational discussion

WITH) lesson

D) educational dialogue

E) optional activity

73. Determining the content of training means answering the question

A) how much to teach

C) who to teach

C) why teach

D) how to teach

E) what to teach

A) purpose of education

B) moral development

WITH) learning process

D) socialization of the individual

E) education

75. Teaching methods in which the source of knowledge is the spoken or printed word is

A) demonstration

B) visual

C) practical

D) illustrative

E) verbal

76. Consciousness and activity in learning are

A) teaching method

IN) didactic principle

C) research method

D) teaching method

E) pattern of learning

77. From the standpoint of pedagogy, teaching means

A) control the correct mastery of the subject

B) express it clearly educational material

WITH) to ensure that students acquire knowledge, skills, and abilities

D) force you to study

E) strive to accumulate scientific knowledge

78. The rule: “from simple to complex” refers to the principle of learning

A) connections between theory and practice

B) visibility

C) scientific

D) accessibility

E) strength

79. Possession of ways to apply acquired knowledge in practice is called

A) skills

IN) training

C) knowledge

D) education

E) good manners

80. A learning tool is called

A) part of the reception of training

C) components of the teaching method

C) technical equipment

D) something with which the teacher teaches and the student learns

E) way of acquiring knowledge, skills and abilities

81. The way to achieve the goal and objectives of learning is

A) its shape

IN) his method

C) self-education

E) its remedy

82. Teaching methods in didactics allow you to answer the question

A) what to teach

C) where to study

C) why teach

D) when to teach

E) how to teach

83. The two-way nature of learning is manifested in close interaction

A) education and upbringing

B) student and class

C) families and schools

D) self-education and learning

E) teaching and learning

84. The starting position that guides the teacher in practical activities is

C) regularity

D) principle

85. Basic components of education

A) skill, inclinations, inclinations

C) knowledge, abilities, thinking

WITH) knowledge, abilities, skills

D) skills, abilities, consciousness

E) thinking, psyche, memory

86. An individual indicator of the speed and quality of a person’s assimilation of knowledge, skills and abilities in the learning process is

A) good manners

IN) learnability

C) education

D) giftedness

E) ability

87. A truly objective indicator of student learning success is

A) number of textbooks

B) absence of negative marks

C) the number of marks in the subject

D) mastering educational and cognitive skills

E) number of friends

88. The driving force of the educational process is

A) the teacher’s didactic abilities

C) strong-willed qualities of the teacher

WITH) contradiction between educational and current levels of knowledge of students

D) consistent change in the leading types of educational activities of students

E) students’ awareness of the need to master knowledge, skills and abilities

89. The essence of problem-based learning is

A) studying the cognitive capabilities of students

IN) management of students' cognitive activity

C) posing an educational problem to students

D) posing the problem and assimilation of ready-made conclusions

E) organizing students’ independent search activities

90. Independent educational work of students is

A) educational activity of a student on the instructions of the teacher

B) extracurricular work

69. The main signs of the effectiveness of the education process are:

R C) student behavior

70. The main driving force of education is:

R A) contradiction between the existing level of development and new, higher needs

71. An important sign of the effectiveness of the education process is:

R C) knowledge by pupils in accordance with their age of norms and rules of behavior

72. Requirement for a personal approach:

R A) taking into account the age and individual characteristics of students

73. The essence of the principle of unity of educational influences is:

R C) in coordinating the educational influences of the school, family and community

74. The pattern of education is:

R B) an adequate reflection of the objective reality of the educational process, which has stable properties

75. The principle of humanization characterizes: R B) respect for a person’s right to be himself

76. The principle of the connection between education and life and work presupposes:

R E) mandatory participation of all children and adolescents in feasible productive work

77. Moral education is: R E) assimilation of universal human values

78. The core of civic education is: R E) patriotism

79. The purpose of environmental education is: R B) formation of an ecological culture

80. The purpose of physical education is: R B) formation of physical culture

81. The purpose of aesthetic education is: R E) formation of aesthetic culture

82. The effectiveness of legal education depends on the degree of:

R E) the formation of legal consciousness, rigor

83. Methods of education are: R B) ways to achieve the goal of education

84. Punishment is:

R A) a method of influencing a student in order to stop his negative actions

85. Organized interaction of a pupil with objects of the surrounding world with the aim of forming social and value relations towards them is:

R A) formative activities

86. Encouragement is:

R D) a method of pedagogical influence on a student in order to stimulate positive behavior

87. Forms of education: R B) options for organizing a specific educational act

88. Self-education is:

R E) conscious, purposeful, independent activity leading to improvement

89. Consciousness and activity in education are: R B) principle of education

100. From the standpoint of educational psychology, to educate means:

R C) manage the hierarchy of needs and motives

101. Possession of ways of behavior in society, applying acquired knowledge in practice is called: R B) good manners

102. A means of education is called: R D) that with the help of which the teacher educates

103. The way to achieve the goals and objectives of education is: R B) his method

104. Educational methods allow us to answer the question: R E) how to educate

105. The two-way nature of education is manifested in mutual influence:

R B) the personality of the student and the personality of the teacher

106. The starting point that guides the teacher in practical activities is: R D) principle

107. Individual indicator of responsiveness to educational influence from outside:

R B) educational ability

108. A truly objective indicator of the success of student education is:

R D) mastery of social behavior skills

109. The driving force of the educational process is:

R C) the contradiction between the socially acceptable and current level of education

110. The principle of education is: R C) conformity with nature

111. Understanding the compliance of upbringing with the customs and traditions of a nationality relates to the principle:R B) cultural conformity

112. The process of education is:

R B) a set of sequential actions of the teacher and the students led by him

113. Basic concepts of the theory of education:

R C) education, self-education, re-education, mutual education

114. The principle that regulates the nature and content of education is:

R C) social orientation

115. The term “principle of education” means:

R D) guiding ideas, regulatory requirements for the organization and conduct of the educational process

116. If the content of education acquaints students with objective facts, phenomena, and reflects the current state of social processes, then this corresponds to the principle:

R A) scientific

117. If education takes into account the developmental characteristics of students and excludes intellectual and moral overload, then this is the implementation of the principle:

R B) individual approach

118. The form of education when the teacher, relying on the knowledge and experience of students, with the help of questions, leads them to master new knowledge, is called: R D) conversation

119. The purpose of pedagogical suggestion is:

R D) getting an idea of ​​your personal qualities

120. Forms of organizing the educational process include: R E) discussion

121. Repeated performance of actions in order to develop skills and behaviors is: R A) exercise

122. Education is:

R E) the process of personality formation in order to prepare for social, industrial and cultural activities

123. Self-education is:

R D) the process and result of purposeful human activity in the pursuit of perfection

124. Subjective factors of education: R A) mass media

125. The principle of scientific education is:

R A) providing students with a system of knowledge based on modern scientific achievements

126. Punishment is a method: R A) corrections

127. Encouragement is a method: R A) stimulating behavior

128. The laws of education are:

R B) objective, significant, stable, repeating connections between the constituent components, parts of the education process

129. Basic elements of citizenship: R A) moral and legal culture

130. Purposeful activity designed to form a system of personality qualities, views and beliefs: R Education

131. Visually observable and practically implemented knowledge, skills and behaviors developed by schoolchildren: R Good manners

132. The responsiveness of a person to educational influences from the outside is: R Educationability

133. Stable, repeating and significant connections in the educational process are:

R Patterns of education

134. One of the laws of education is:

R education is carried out in the team and through the team

135. Methods of stimulation and correction of behavior and activity include:

R reward, punishment, competition

136. Persuasion is often used along with such methods as:

R conversation, dispute, example, discussion

137. Which of the following principles is not a principle of education:

R principle of taking into account motive and action

138. Formation of ideas and worldview of an individual is possible using the following methods:

R by persuasion and suggestion

139. Complete

The principles of education are to pedagogical process education

Correct answer options: requirements;

140. Education means:

R process of organizing sustainable interaction between the student and the teacher

141. The laws of education are:

R stable, repeating and significant connections in the educational process

142. Identify a pedagogically inappropriate method of education: R coercion

The study of the mechanism of legal education occupies scientists long time. The works of S.S. were of significant interest for the development of this problem. Alekseev, in particular his monograph “The mechanism of legal education in a socialist state” and “Theory of law”, where it was noted that the category “mechanism of legal education” is defined in the theory of state and law to show the moment of movement, the functioning of the legal form. But over time, the category “mechanism of legal education” began to be used for another purpose, as “mechanism of law-making”, “legal management mechanism”, etc.

According to I.P. Slobodyanyuk, E.V. Makagon, currently the concept of “mechanism of legal education” is used as a method of functioning and a system of means of influence, as a legal superstructure in a systemic “working” form.

The concept of “mechanism of legal education” is derived from the concept of legal education. S.S. Alekseev defines legal education as an effective, normative and organizational impact on social relations carried out with the help of a system of legal means (legal norms, legal relations, individual regulations, etc.) with the aim of streamlining, protecting, and developing them in accordance with social needs. As you can see, S.S. Alekseev defines legal regulation through legal influence. However, not every legal influence constitutes a mechanism of legal education. The concept of the mechanism of legal education is already the concept of the mechanism of legal influence. The concept of “Impact” is broader in scope than “regulation,” notes M.N. Marchenko, because influence includes both regulation through a certain legal norm, and other legal means and forms of influence on people’s behavior. S.A. Komarov includes in the mechanism of legal influence, along with the mechanism of legal regulation, legal consciousness, legal culture, legal principles, and the law-making process.

The difference between legal influence and legal education is that legal influence is part of social influence. As a cultural and informational value, law determines the direction of human activity and introduces it into the general framework of civilized social relations.

It is in this sense that legal influence is broader than the legal regulation of social relations. The peculiarity of legal regulation lies in the implementation by the state through the publication of generally binding norms of behavior. Here the art of law-making bodies is manifested, their ability to take into account real possibilities and anticipate upcoming consequences.

“However, the level of the mechanism of legal education depends not only on the state of the legislation,” believes A.I. Bobylev. - It is also important to implement the adopted laws in practice. Therefore, the question of the mechanism for implementing the rules of law arises acutely.” In our opinion, this is one of the pressing problems of Russian law, in the solution of which every member of society should be interested. A.V. Malko points out that the purpose of the legal education mechanism is to ensure the unimpeded movement of subjects’ interests towards values, i.e. guarantee of their fair satisfaction. Based on this, he defines the mechanism of legal education as a system of legal means organized in the most consistent manner in order to overcome obstacles that stand in the way of satisfying the interests of subjects of law.

V.N. Khropanyuk more briefly gives the concept of the mechanism of legal education - this is a system of legal means by which the orderliness of social relations is carried out in accordance with the goals and objectives of the rule of law state.

Analyzing the above, in our opinion, the mechanism of legal education is understood as a set of legal means, taken in unity, with the help of which the state exercises legal influence on social relations in the direction it desires.

In the mechanism of legal education S.S. Alekseev identifies the structure of legal regulation, which is characterized, first of all, by methods and means of regulation. Each branch of law has its own method or calculation of methods of legal regulation. In the theory of legal regulation, it is customary to distinguish two methods of legal influence: 1) the method of decentralized regulation, built on the coordination of goals and interests in public relations and applied in the field of private law industries; 2) a method of centralized, imperative regulation, based on relations of subordination between participants in public relations and used in public law sectors. Methods of legal education are ways of legal influence, expressed in legal norms and other elements of the legal system. S.S. Alekseev identifies the following methods of legal education: a) permission - giving individuals the right to their own active actions; b) prohibition - imposing on persons the obligation to refrain from committing actions of a certain kind; c) positive obligation - imposing on individuals the obligation of active behavior (to do something, transfer, pay, etc.).

B.B. Lazarev names the same methods of legal education, but in a slightly different sequence: a) positive obligation; b) permission; c) prohibition. Moreover, he clarifies that the method is a set of legal methods of legal education, and the methods are a kind of “building material”, the “legal substance” that makes up the method.

Consequently, the process of legal education in each specific case is different - depending on the fulfillment of legal duties - voluntarily or under duress.

The subject or scope of legal education is essential for understanding legal education. The subject of legal education is a variety of social relations, which, objectively, by their nature, can be subject to regulatory and organizational influence. The sphere of legal education includes various groups of social relations: 1) relations between people in the exchange of values; 2) relations regarding the power management of society; 3) relations to ensure public order, arising from violation of the rules regulating the behavior of people in the two above areas. The sphere of legal education is not immutable and constant; it can expand due to the emergence of new relations (relations in the field of ecology) or become due to the refusal to use law in certain areas of social relations. The features of the content of legal education, and hence the features of the structure of law, largely depend on the content and nature of the subject. They can be property, land, managerial, organizational and other relations. B.B. Lazarev clarifies the question of the scope and limits of legal education. He notes that they correct definition necessary in order to exclude the use of legal instruments in areas of interaction between people that require other means of social regulation.

From the above we can conclude that the concept of the mechanism of legal education allows:

• - not only bring together the phenomena of legal reality - norms, legal relations, legal acts, etc., involved in legal influence,
• - and appeal against them as an integrity, but also present them in a working, systemically impacting form, which characterizes the effectiveness of legal regulation;
• - in this regard, highlight the specific functions that are performed by certain legal phenomena in the legal system, show their connection with each other and interaction.

The considered position of understanding the mechanism of legal education as a set of legal means used in the process of legal regulation of social relations is debatable, according to V.M. Raw. He substantiates his views by the fact that one of the basic principles of scientific analysis of complex systems and mechanisms requires considering the object or phenomenon under study in the interconnection and interaction of its constituent parts. Only with this approach can it be established how effectively the components operate, what their functions are and how effective the work of the mechanism as a whole is as a single integral entity. The study of the structure of the mechanism at the level of its constituent parts is incomplete. Therefore, in order to obtain the correct understanding of the mechanism of legal education, its ability to act in this capacity, all its components should be considered as fully as possible, and also taken in their interrelation and interaction. With such methodological requirements, the mechanism of legal regulation can be considered as a complex system consisting of legal means, subjects carrying out legal regulation or legal activities, and legally significant results of their activities. At the same time, the unified mechanism of legal regulation, in accordance with the stages of legal regulation, is divided into three components: the law-making mechanism, the mechanism for implementing the rules of law and the mechanism of state coercion.

Thus, each mechanism operates at its own stage of legal education - lawmaking, legal implementation and application of legal responsibility - and is characterized by specific legal means inherent only to it.