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

There is a 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 is greatly narrowed, hence chaos and arbitrariness in unregulated areas of life.

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

In the scientific literature, there are two main points of view 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 relations in which both the individual interests of society and the interests of general social are concluded;
• b) in these relations, the mutual interests of their participants are realized, each of which goes to some kind of infringement of its interests in order to satisfy the interests of the other;
• c) these relations are built on the basis of agreement to comply with certain rules, recognition of the binding nature of these rules;
• d) these relations require observance of rules, the obligation of which is backed up by sufficiently effective force. Practice has shown that the scope of legal regulation includes three groups of public relations that meet the listed criteria:

The relations of people on the exchange of values ​​(tangible and intangible).

Relations on the imperious 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 bounds are defined. The upper limit is a possible limit of legal regulation. The lower limit is determined by the importance of public relations for the state and society 24 .

The effectiveness of the mechanism of legal education.

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

Improving law-making, it is necessary to create, with the help of appropriate legal and informational-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 the goal facing it. The objectives of the mechanism of legal regulation are as follows: Firstly, it is the improvement of lawmaking. In this process, legal norms most fully express public interests and patterns within which they will function.

It is necessary to create such a situation, with the help of legal and informational-psychological means, when compliance with the law becomes more profitable than its violation. It is also necessary 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 law of application, which complements the effectiveness of the mechanism of legal regulation.

The functioning of normative regulation and the right to apply together is simply necessary, since these elements taken separately begin to show vulnerabilities: normative regulation without discretion turns into formalism, and the right to use without general rules into arbitrariness. That is why the mechanism of legal regulation is obliged to interconnect the 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 stops in its functioning. From best choice legal means ultimately depends on the achievement of the goals of legal regulation, and hence the effectiveness of law as a whole. But any wrong choice of legal means, techniques incorporated in the normative basis of legal regulation leads to failures in the implementation of the law, inhibition of the legal effect.

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

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

The optimal combination of different management approaches in one mechanism gives it flexibility and versatility, minimizes failures and stops in its work. "From right choice legal means depends, in the final analysis, the achievement of the goals of legal education, and therefore the effectiveness of law as a whole. Underestimation, incorrect choice of legal means, methods laid down in the normative basis of legal education, leads to failures in the implementation of the law and a decrease in the legal effect.

One of the important elements of legal education in the internal affairs bodies is the full compliance of the employee with the requirements this kind activities. A conscientious attitude to service, honesty, incorruptibility, adherence to principles, civil courage, justice are the inalienable qualities of a police officer. Issues of discipline are constantly relevant for the activities of the internal affairs bodies. First of all, the task is to prevent violations of official discipline. The oath obliges to observe 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 and not violate 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, actions that are contrary to the rule of law, makes it necessary and justified the existence of a mechanism of state coercion. This also plays an important role in the mechanism of legal education, since each 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 it is not ideal in our country either, but thanks to the mechanism of legal regulation in our state, the interests of citizens are protected, human rights and freedoms are approved.

diploma

State and law, jurisprudence and procedural law

Designate 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, scientific and practical problem; designate the 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"

(FGBOU VPO "ChelGU")

Department ______________

Indicators of the effectiveness of legal education

Graduate work

Is done by a student

academic group ______, course ____

full-time / part-time education

directions of training (specialty)

___________________________________

___________________________________

"____" _______________________ 2015

scientific adviser

FULL NAME._____________________________

Job title__________________________

Academic degree______________________

Academic title _______________________

___________________________________

"_____" ______________________ 2015

Chelyabinsk

2015

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

Chapter I . GENERAL CHARACTERISTICS OF THE EFFICIENCY 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 EFFICIENCY OF LEGAL EDUCATION……………………………………………………………………….21

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

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

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

LIST OF SOURCES AND LITERATURE……………………………………….47

INTRODUCTION

The relevance of the theme of the diploma research is due to the changes taking place in the economic, political and legal spheres of life in Russian society. At present, when social relations are being reformed, the problems of legal education, raising its level are becoming urgent and require the adoption of cardinal 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 negatively affects the implementation of political and legal reform, the state of law 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 in 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, has been formed and is being formed at the time of the 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 sense of uncertainty about the future. At the same time, the attitude of citizens to the current system of law is deformed. There is a negative attitude towards laws that cannot ensure the legal protection of a citizen, his personality, honor, dignity.

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

The solution of urgent tasks of state policy in the field of legal education is possible only on the basis of a purposeful, 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 foregoing predetermined the choice of the topic of this thesis research, its object, subject, purpose and objectives.

The object of the diploma research is the social relations that develop in the sphere of organization and implementation of legal education in the Russian Federation.

The subject of the research 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 the legal education of citizens.

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

Designate the definition of the effectiveness of legal education;

Analyze the effectiveness and goals of legal education;

Identify other properties of legal education;

Analyze questions andmeasuring the effectiveness of legal education as a social, scientific and practical problem;

Designate to criteria and indicators of the effectiveness of legal education;

The methodological and theoretical basis of the study is the dialectical-materialistic method of cognition, which allows us to consider the 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, the methods of historical, systemic and comparative analysis, the statistical method 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. Vitruk, V.I. Goiman, N.L. Garnet, V.P. Kazimirchuk, D.A. Kerimova, N.M. Keyzerova, 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. Farber, B.N. Chicherina, T.M. Shamba, V.A. Shegortsova, L.S. Yavich.

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

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

Chapter I . GENERAL CHARACTERISTICS OF THE EFFICIENCY OF LEGAL EDUCATION

1.1 Determining the effectiveness of legal education

In the legal literature, as well as in everyday practice, the term "efficiency" has become used very often, and its content seems at first glance quite definite and clear. However, in the scientific interpretation of this concept, we often encounter difficulties related to how sufficiently and accurately it is possible to determine the content invested in it. It should be stated 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, 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 concepts: the effectiveness of the management of legal education, the effectiveness of legal propaganda, the effectiveness of legal education of citizens, etc. And yet, highlighting the various areas of efficiency research, it must be borne in mind that all of them are closely related to each other and the emerging problem, in essence, comes down to understanding, interpreting and evaluating 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 public consciousness, and the central object of legal educational influence is a person whose consciousness, beliefs and behavior reflect the effectiveness of this influence. All forms of legal propaganda and agitation, legal education, the media, the system of legal education in civil society, the work of state authorities 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 jurisprudence, a fairly extensive literature has appeared on the issue of efficiency research, which pays 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 concludes that the category “purpose” is used to address issues of effectiveness.

Efficiency research was actively conducted in all branches of law.

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

Supporters of the second position agree in principle with the definition of efficiency in this way. But they attribute the latter to belonging to the category of "optimality", which, in their opinion, is broader than the concept of "efficiency" 5 .

It should be noted that for 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 philosophy, economists, sociologists, put the same elements into the concept of "efficiency": "purpose" and "result". Moreover, the relationship between them is usually considered from the point of view of the effectiveness of a certain kind of social activity, and some authors even specifically emphasize that “the effectiveness of legal norms can be clarified only when considering law in action” 6 .

In relation to legal education, this approach seems to be especially valuable, since legal education is also a kind of social activity that is carried out for specific purposes. Therefore, the effectiveness of legal education can be viewed as the ratio between the actually achieved result of legal education and the 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 present its goals and be able to compare the actually achieved results with them.

From the standpoint of determining the effectiveness of legal education, it seems appropriate to consider the admissibility of subdividing the effectiveness of legal education into actual and revealed 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 revealed effectiveness is a generalized idea of ​​the subjects of legal education about the actual level of effectiveness 7 .

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

The effectiveness of legal education means its ability to really, in optimal terms and at the lowest cost positively influence the assimilation of legal knowledge by citizens, 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, a clear definition of goals provides a reliable basis for solving a number of methodological problems, serves as a starting point for defining the concept of efficiency, developing its scientifically based criteria and indicators. Abstracting from the socially determined goals for the sake of which legal educational activities are carried out, it is impossible to find the cumulative result of this activity, to give reasonable recommendations for its improvement.

First of all, formation of a system of legal knowledge among citizens. In connection with the implementation of a broad program of updating and improving modern legislation, the establishment of 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 should be displayed in the mind, acting as a criterion for evaluating actions. 8 . According to this provision, the issue 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 from the point of view of the requirements of the law of the behavior of members of society, it is necessary to study and know those regulations of public authorities that establish generally binding rules of conduct .

In reality, however, the situation is much more complicated. The difficulty, first of all, is that legal norms are not the only regulator of human behavior. The question of selecting the normative material necessary for the educate is not easy. In reality, there is a huge number of legal norms that regulate the most diverse areas of public life.

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

a) the rights and obligations 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 obligations of a citizen as a person (in this case, we believe that these are the rights and obligations 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 related to the study of the levels of knowledge of law, it seems appropriate to prepare uniform programs or guidelines that establish an approximate minimum and amount 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 the objective necessity, the true value of the legal requirements and regulations imposed on him. 10 .

The formation of 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 convictions, 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 law, for the law is formed, the social, ideological and political value of law, its basic principles are more deeply realized.

Persuasion is characterized by the presence of subjective confidence in the truth of the acquired knowledge, the willingness 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. First, beliefs can be expressed in assessments of the analyzed legal phenomena. Evaluation is a link between legal knowledge and beliefs, reflecting both the level of knowledge about the law and the attitude towards it.

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

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

The system of legal convictions of the individual, which legal education seeks to achieve and which should be taken into account when identifying its effectiveness, provides for: the desire to independently resolve issues of a legal nature that arise in everyday life; the ability to understand a specific legal situation and make a choice of such a variant of behavior that would meet the requirements of the legal norm; the ability to apply the acquired legal knowledge, ideas as a guide in solving their own problems; intransigence to any offenses and the ability to defend their legal views from the standpoint of the approval of Russian law; awareness of the need for unconditional implementation of the rule of law.

Persuasion as an action, as a method is a purposeful impact that should 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 adherence to existing legal norms, the lawful, socially active behavior of each member of society 12 . The purpose of persuasion is to achieve the result in which the person would know the laws or understand the law, but also to bring him to internal perception and agreement with the legal norms. Persuasion affects, first of all, the mind of a person, his sense of justice. But it also affects feelings, causes experiences that contribute to a stronger fixation in the human mind of the basic ideas, principles, specific prescriptions formulated in legal norms.

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

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

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

Habits formed by legal education are not the same in their structure and content. Some people can only be taught to comply with the rule of law, others to execution, third to use, fourth, to simultaneously comply with, execute and use. Consequently, the composition of habits that create an image of lawful behavior and express actual relation personality to law and to 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 norms of law and legal obligations (committing positive actions);

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

The purpose 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 distinguished: education of citizens in the spirit of high respect for the laws, their strict observance and execution; increasing the level of legal literacy and public awareness and awareness; strengthening the rule of law and the rule of law.

Thus, the purpose of legal education is an ideologically formulated result that reflects the expectations of society; the main direction in accordance with which all law-educational activities are carried out; the scale of evaluation of 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 ongoing educational activities. 14 . This is an expression of a certain ratio of the beneficial effect of legal education measures 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 are associated with material costs. The means through which these methods receive their formalization are of a pronounced economic nature, and society is far from indifferent to what material costs are invested in the organization and conduct of legal education.

Economic methods include not only methods of material incentives, but also various ways organizational and educational activities that are directly related to economic impact and calculation. 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 a spirit of respect for law, for the law, contributes to the transformation of lawful, socially active behavior into a vital necessity. 15 .

The costs of the state for the implementation of such measures in relation to legal education are difficult to quantify, since they are only a part of the costs within the overall program of socio-economic transformation of society. However, 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.

Improvement of legal education work associated with the conduct of mass concrete sociological research, experiments, the introduction of new forms and methods of educating citizens, expanding the circle of subjects of legal education sometimes requires significant material costs.

Lasting success and high economy of legal education is achieved when the measures of persuasion are skillfully combined with the measures of coercion, supported by the 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 education. It is determined by the specific conditions of the "external environment" (the contingent of students, the level of general and legal culture of the population, the availability 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 principle of using not a lot of time, but a little, but within reasonable, rational limits, is important here. As rightly noted in the literature, improving the efficiency of law-education work involves the rational use of time and effort. Education in a group or at the same time the broad masses is much more economical 17 .

The expenditure of time, material resources and human energy can refer either to the entire system of legal education, or to its individual elements and characterize, respectively, either one side of the cost-effectiveness of an event, or the ratio of economic costs itself.

In this regard, the position of V.V. 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 the scheme: 1) the activity of subject A is effective, since the goal is achieved; 2) the activity of subject B is more efficient, since the goal is achieved in a shorter time with less cost; 3) the activity of subject B is negatively effective, because the production costs exceed the value of the result achieved 18 .

Thus, the cost-effectiveness of legal education implies a constant accounting of the funds spent on it in order to reduce costs to the 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 meeting the national interests. In legal education, usefulness characterizes the activity of subjects in terms of its expediency to achieve positive results. However, the importance of legal education in the life of society cannot be reduced only to benefits, to one-sided benefits. 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 observance of the laws of the state, i.e. in the positive attitude of people to state-legal reality, their active participation in social and legal practice.

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

Among the useful ones can also be attributed the possible positive social and economic consequences that will become possible due to the effectiveness of legal education. Such consequences can be a reduction in offenses, violations of safety regulations at work, an increase in the social and legal activity of citizens, etc. Such changes are predominantly qualitative in nature, it is difficult to link them directly with legal education, since the materialization of the consequences of legal education does not occur immediately, but after a certain period of time, the duration of which is different and indefinite. 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 ideological process, determined by the objective laws of building a society, transforming, 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 due to 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 expediencythese 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 correlation between the goals and the content of law-educational activity is considered. In this plane, legal education is the more effective, the more reasonable and expedient its content.

The expediency of legal education can also be considered as one of its positive properties, which leads to a result conceived 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 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 the lawful behavior of people.

Any law-educational activity corresponding to the goals being achieved, meeting the conditions of the given moment, the main directions of social development, is expedient and justified.

With this in mind, we can conclude that effectiveness is closely adjacent to, in contact with it or branch off from it a number of other concepts, social and legal properties and phenomena that give legal education additional "strength". Studying them helps to penetrate more deeply into the content of efficiency itself, to correctly understand its theoretical and methodological essence.

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

CHAPTER II . MEASURING THE EFFICIENCY OF LEGAL EDUCATION

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

The need for and measurement of the effectiveness of the work of state authorities and public organizations was paid attention to in the early 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 requirements, based on the number of offenses committed. That is, based on the facts of unlawful behavior of citizens, which can be calculated and expressed in numbers, only one of the functions of legal education was evaluated - the prevention of offenses.

It should be noted that this is a really important specific social function possessed by legal education. Thanks to a system of systematic, targeted reports, publications, television and radio programs, films that, by revealing the causes, conditions and motives of offenses, affect the legal consciousness of the general population, citizens develop an internal respect for the law, applicable laws, the rule of law, and conviction in the need to comply with them. requirements mobilize members of society to take active steps to prevent the occurrence of adverse events. Thus, legal education makes a significant contribution to the prevention of offenses.

However, in order to assess the real achievements of law-educational activities in this regard, the usual ascertainment of the facts of offenses and the number of events is still clearly not enough.

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

1) the 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) the study of positive social phenomena and processes that prevent antisocial behavior, the mechanism of their counteraction to negative phenomena, the neutralization of the actions of the latter and their elimination from the life of society;

4) the study of the personality of the violator of legal norms, the mechanism of formation in the structure of the personality 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 the strengthening of 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 is subject to clarification. It is necessary 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 a person is little accessible to direct observation.

The question of the possibility of identifying and selecting for research the bulk of persons who are prone to unlawful behavior seems to be very difficult. Criminologists rightly believe in this regard that to investigate deviant behavior it is very difficult and highly doubtful to imagine whether such a quantity as "criminal inclinations" can be identified and measured at all. 22 .

On a general theoretical scale, the solution of the issue is complicated by the fact that far from all aspects of a person's life, its features can be established and expressed in clear, comparable or even description categories.

One can only assume that various factors with a greater or lesser degree of intensity affect the legal consciousness of an individual, but to 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, it is extremely difficult. Or, on the contrary, to what extent can the existence of, for example, offenses and, moreover, crime be explained by poor formulation 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 impact it has on human behavior, and through it on the activities of the whole society.

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

The problem of legal information and knowledge of law is being intensively studied. In this regard, sufficiently detailed and valuable results have been obtained, allowing legal education and legal propaganda to be carried out on a deeply scientific basis.

In addition, methods for measuring legal beliefs and attitudes of the individual are proposed. 23 .

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

Increasingly and quite justifiably, the question is raised about the possibility of changing the effectiveness of legal education with the help of 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.

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

Through sociological observation, it is possible to establish the relationship between the intensity of legal education and the increase in social and legal activity, the strengthening of legal discipline and the rule of law 24 . Cybernetic methods used by legal science, modeling of the studied phenomena, 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 the measured values, their genetic and functional heterogeneity suggest the use, taking into account the specifics of the phenomenon under study, a set of methods used by scientists to study social and legal practice and theoretical problems of jurisprudence. With their help, you can get not always accurate, approximate, but the weight is some kind of knowledge, and they are much more useful than complete ignorance 25 .

2.2 Criteria and indicators of the effectiveness of legal education

Clarifying the meaning of the concepts "criterion" and indicator "it seems appropriate to proceed from the following.

First, common for "criteria" and "indicator" is that both of them are evaluative terms and are directly related to such a concept as evaluation. Guided by them, the researcher characterizes the level of efficiency of a certain type of activity.

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

With regard to evaluating 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 “binding” them to different categories of the population and based on which it would then be possible to characterize the whole problem as both quantitatively and qualitatively, i.e. find benchmarks.

The solution of 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) features. 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 interconnected with such spiritual and semantic formations as legal knowledge, legal views and ideas, legal needs, beliefs, motives, habits, skills, ideas about what is due, ideal rights, etc. Different individuals, social groups and strata of the population have differences in the levels of legal consciousness, their behavior in everyday life and in legal spheres is not the same.

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

Finally, along with repetitive, stable, one can observe episodic, rarely and accidentally manifesting signs and reactions of individuals to one or another educational influence.

It seems that there is no need to evaluate the effectiveness of each objectively existing feature. 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 highlight the most typical, often repeated, stable characteristics. Of greatest interest are the effective characteristics (signs), that is, such qualities and properties of legal consciousness that have a causal 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 the qualities and properties of the individual, formed due to legal education from episodic manifestations caused by side circumstances, random situations and events directly related to legal education.

The latter has not only theoretical, but also practical significance, if we are talking, for example, about evaluating the effectiveness of legal education in a work collective.

The need to select for the criteria signs of only such manifestations of legal consciousness and behavior of the individual, which are characterized by the most pronounced qualitative stability, is obvious. Therefore, it would be logical to assume that the total result of legal education assessed by them can be clarified, concretized with the help of other criteria - standards that reflect individual aspects or levels of effectiveness. The more additional criteria standards are determined, the more objective and versatile it will be to evaluate the effectiveness of legal education. Being a component of criterion of a sign, the standard criterion in this case is a specific and typical expression of one of the most essential characteristics by which one can judge the level of development of legal consciousness, 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 her stable ties with social and legal reality and clearly express the results of her usual actions in the legal sphere. These can be: knowledge of law, attitude to specific legal norms, social and legal activity, etc.

If criteria-signs are filled with the results of a mass study of legal awareness, compared with the results of the same criteria-standards with the results of previous studies, and then perform the appropriate mathematical operations, then it is possible to obtain total indicators of the effectiveness of legal education at the level of the labor collective, territorial unit, 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, the criteria-attributes are more obvious, more comparable, if they are supplemented and disclosed by criteria-standards or indicators. The latter are 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 practice. These can be various calculated percentages, indices, coefficients, as well as conceptual definitions, terminological formulations, conclusions, conclusions, etc.

At the societal level, performance indicators are the following achievements. In our country, in recent years, the legal literacy of the population has increased. The patriotic movement of Russian citizens is gaining wide 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, in familiarization with the current legislation, its norms and principles, with the activities of public authorities designed to ensure the protection of their rights and legitimate interests.

A number of requirements are imposed on the 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 education work. Each indicator should 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 law-education activities, exclude the chance of achieving a result.

3) Comparability. The indicators should provide an opportunity for objective comparison of results for each of the performance criteria.

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

Having established the general requirements for criteria and indicators, let us consider the criteria for the effectiveness of evaluating legal education.

As the main criteria for the effectiveness of legal education, scientists have identified the following:

c) legitimacy 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 the further practical activity of the individual.

Cognitive activity in the field of legal norms is a complex phenomenon. Its main feature is purposefulness, but whether the goals of the future activity (behavior) of a person coincide with the goals of the legal norm or diverge from them, the attitude of legal knowledge to social and legal activity or its recognition as anti-legal or non-legal activity will probably depend 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 the individual, otherwise we are dealing with an antisocial manifestation, with the desire, having studied the law, to act in the future contrary to its requirement.

Cognitive-legal activity is a kind of social activity that manifests itself 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 and legal activity are: the quantity and quality of the studied legal material, cognitive interest in the field of law, the formation of methods of mental activity, the level of preparedness for teaching law at this level, the number of legal sources used in training and self-education,independenceand initiative in learning, in knowledge.

The manifestation of information and cognitive activity in the field of law, that is, the perception of the content of a legal norm by a person, 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 the 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 person's conviction in fidelity and fairness of the normative requirement increases. The reasons for the discrepancy can be either the antisocial orientation of other attitudes of the individual, or insufficient awareness of the legal norm, which often operates in conjunction with a whole system of rules unknown to this person, or, finally, the lag of law from rapidly developing social relations. In order for the law to be constantly 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 due to the strengthening of law-making activity of citizens.

The activity of the 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 state bodies: the practical need to change or create a rule of law often arises in the minds of individual citizens, public 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 legislation), which, under certain conditions, can serve as an impetus for a citizen to manifest law-making activity.

Law-making activity can manifest itself in different ways: it is activity in state-organizational forms (participation in the discussion and adoption of bills), it is also an independent activity of a person 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 evaluating the effectiveness of the law education process.

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

The main purpose of persuasion measures is to prevent destructive
phenomena in the social and legal sphere, the 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
tort prevention 32 .

The structure of a legal belief includes:
legal knowledge; subjective recognition by a person of the truth of legal knowledge, the absence of doubts about the correctness of legal knowledge; clarification of 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 persuasion, assessment becomes of primary 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 the logically justified argumentation of the subject of communication, changes its value judgments.

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

Conviction is understood to be based on the assessment of evidence.
sense of confidence of the decision maker in the legitimacy of their
actions. At the same time, the concept of "confidence" is revealed as a special
personality trait that determines the general direction of its entire
activities and value orientations and acting as a regulator of its
consciousness and behaviour.

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

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

Legal conviction is expressed in the subjective attitude of the individual to his actions and legal convictions, associated with a deep and justified confidence in the truth of the knowledge of law, legal principles and ideals by which it is guided. Realized on the basis of legal conviction, personal needs, value orientations and legal norms 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 legally enshrined, which is closely intertwined with the will, constitute the content of the motives of activity, form 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 social and legal activity.

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

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

Based on faith in 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 according to the law.

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

Law reacts only to human activity expressed outside. However, there is a certain limitation here as well. The fact is that behavior regarding 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 illegal behavior are legally significant varieties 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 observes legal prescriptions. This is a formal legal criterion of behavior. Often lawful behavior is interpreted as behavior that does not violate the law. 37 . However, such an interpretation does not quite accurately reflect the content of this phenomenon, because behavior that does not contradict legal prescriptions can be carried out outside the scope of legal regulation, not be legal.

Second, lawful behavior is usually socially beneficial. These are actions that are adequate to the way of life, 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, legitimate interests are protected.

Thirdly, lawful behavior has a sign that characterizes its subjective side, which, like any other action, consists of motives and goals, the degree of awareness of the possible consequences of an act and the individual's internal attitude towards them. At the same time, motives reflect not only the direction (violates or not the norms of law), but also the nature, degree of activity, independence and intensity of behavior in the course of 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 conduct is the most important factor solutions to the problems facing society. However, the social role of lawful behavior is not limited to the satisfaction of social needs. Its no less 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 and stimulate it. Acts of subjects that prevent the commission of lawful actions are suppressed by the state.

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

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

The subjective side of lawful behavior, as well as the subjective side of illegal behavior, is characterized by the intellectual-volitional attitude of the subject to his act and its consequences. However, if the subjective side of the 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, it is possible to divide lawful behavior into types.

So, as the first type, one can name lawful behavior, in which the subject is aware of the necessity, validity, fairness of the requirements of legal norms, is aware of the usefulness of his behavior and desires the onset of a socially useful result. Thus, this type of lawful behavior is characterized by conscious attitude subject to 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 prescriptions only for the reason that "everyone does it." This type of lawful behavior is typical for social groups with insufficiently developed legal culture and sense of justice (for example, for minors).

And the third type is when the subject fulfills and complies with legal requirements under the threat of state enforcement measures or already as a result of their application. The literature rightly notes that this is an “unreliable” kind of lawful behavior. 42 . In the event of a weakening of control by the state, it is quite likely that behavior will change from lawful to unlawful.

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 relationship between them, only for lawful behavior everything goes 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 to the law, its principles and norms, their observance, since it is the negative or indifferent attitude to the law that is the most common cause of violation of the requirements of the rule of law.

Equally important 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 evaluating legal education, it should be noted that the higher the level of legal education in society, the higher the level of lawful behavior.

In order for the behavior of the subject to be lawful, it is necessary to avoid the main problems in the way of the legal process, which are:

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

Strengthening in the minds of "everyday" views on the law;

The unwillingness of the 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 programs of legal education at different stages of education (preschool education, school, university education) and programs of education of the adult population.

Legal education is also carried out at the state level and is expressed through tasks that need to 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 young students in the process of preparing for the chosen labor activity;

Early crime prevention.

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

Socio-legal activity, i.e. purposeful initiative activity of the subject to suppress offenses, counteract lawlessness, maintain law and order and law abidance in society, overcome legal nihilism, is one of the characteristic features (component) 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 transfer one's own legal experience to others (ownership of the analysis of one's own and other legal situations, possession of skills and abilities to transfer one's experience to others).
3. the social and legal activity of the individual should be considered as an intensive activity of the individual in the field of law, which includes both positive (approved by the state and society) and negative (negatively perceived by the state and society) factors.

Socio-legal activity is characterized by a number of features.

Firstly, the social and legal activity of a person 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 "a guarantee that each of us can do something without interference from the other, forbidding to do it, or forcing us to do something else" 45 .

Thirdly, these actions take place in the sphere of law and can be both legal and illegal. Illegal behavior is also legal behavior (but not lawful), so the illegal nature, like lawful, is its component.

Fifth, social and legal activity in the process of its functioning should be guided by close interaction with universal values ​​and come from the subjects appropriate to it.

It seems that the social and legal activity of a person can manifest itself in the field of cognition of legal phenomena, in the field of lawmaking, in activities directed against violations of the law.

When determining the significance of social and 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 the social activity of the individual;

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

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

Before obtaining legal information, it is necessary to form (develop) the attitude of the individual to receive such an option for solving a legal problem that would be in full compliance with the norms and principles of law and morality, i.e. installation on activity, but not pseudo-activity (or anti-social 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 a particular group belongs to - workers, engineers, doctors, teachers, executives, students, pupils, etc.

The social and legal activity of a person 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 field of law, including in the political life of society, the level (state) of her legal education is also determined.

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

Socio-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 legitimate way. But in real legal life there are numerous cases of manifestation of legal activity in the direction that lies next to the official ways of human behavior in society or does not coincide with the officially recognized and permissible. 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 really, in optimal time and at the lowest cost positively influence the assimilation of legal knowledge by citizens, their beliefs, motives and attitudes in accordance with the needs of society.

The goals of legal education are as follows.

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 seen if we examine other positive properties of legal education, such as:

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

b) utility, i.e. the degree of his "positivity";

c) ideological value;

d) validity and others.

An analysis of the correlation 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 the narrow or "target" sense is determined by the relationship between the actually achieved result of legal education and the social goals for which this activity is undertaken.

In a broad, or qualitatively-targeted, sense, the effectiveness of legal education is: a) the ability of legal education activities to really give a socially useful result in optimal time and at the lowest cost; b) progressive success, an important achievement of state authorities, public organizations, labor, educational groups, mass media in the formation of deep and stable knowledge and ideas about law, beliefs, motives and attitudes among the population that meet the requirements of the 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 the current law.

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

There can be several or even many performance indicators. Among them, first of all, include:

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

b) the time spent on obtaining a certain result;

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

d) tendencies towards the strengthening of law and order;

e) public satisfaction with the quality of legal information;

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

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

The most important indicator of the effectiveness of legal education is the correspondence of the achieved results to the tasks arising from the decisions of state authorities.

As the main criteria for the effectiveness of legal education in the framework of this thesis, the following were considered:

a) knowledge of law, cognitive and legal activity;

b) legal conviction, a sense of legality;

c) legitimacy of behavior;

d) social and legal activity 47 .

In conclusion, it should be noted that in modern Russian society, the process of improving legal education is actively underway.

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

The data obtained and their comparison will allow more evidence-based planning of the necessary legal topics, forms and methods of legal education of citizens.

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8. Gavrilov, O. A. Mathematical methods and models in social and legal research [Text]. M., Nauka, 1980. 119 p.
9. Glushakova, S.I. Human rights in Russia [Text]. M., Yurist, 2005. 350 p.
10. Golovchenko, VV Theoretical issues of the effectiveness of legal education [Text]: Diss.. cand. legal Sciences. Kyiv: Institute of Law, 1982. 182 p.
11. Dolgova, A. I. The effectiveness of legal education and the problems of its assessment: Issues of combating crime [Text]. M.: Nauka, 1978. Issue. 28. 137 p.
12. Zarubaeva, E. Yu. Lawful Behavior: Approaches to Definition Definition, Social Significance and Typology [Text] // Siberian Legal Bulletin. 2005. №1. S. 12-14.
13. Zatonsky, V. A. A strong state and an active personality: a theoretical and legal aspect [Text]. Saratov: SGU, 2005. 227 p.
14. Zenin, V. I. Forms, methods and system of legal education [Text]. Kyiv: KGU, 1979. S. 216.
15. Ivannikov, I. A. The concept of legal culture [Text] // Jurisprudence. 1998. No. 3. P.44-47.
16. Kaminskaya, V. I., Mikhailovskaya, I. V., Radushnaya, I. V. The study of the legal consciousness of citizens and the 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]: Abstract of the thesis. 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 correlation [Text] // History of State and Law. 2009. No. 7. S. 28-30.
21. Lazarev, V. V. The effectiveness of law enforcement acts [Text]. Kazan: KGU, 1975. 211 p.
22. Leist, O. E. Essence of law. Problems of the 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. №4. S. 74-76.
24. Pavlov, A. S. Legal education [Text]. M.: Legal literature, 1972. 202 p.
25. Pevtsova, E. A. Modern definitive approaches to legal culture and legal consciousness [Text] // Journal of Russian Law. 2004. №3. С.70-81.
26. Pyanov, N.A. Legal Behavior: Concept and Types [Text] // Siberian Legal Bulletin. 2004. No. 2. S. 11-13.
27. Ratinov, A. R., Efremova, G. Kh. Legal psychology and criminal behavior. Theory and methodology of research [Text]. Krasnoyarsk: KGU, 1988. 256 p.
28. Samotsenko, I. S., Nikitinsky, V. I. The study of efficiency current legislation[Text] // Soviet state and law. 1970. No. 3. pp. 3-12.
29. Samoshchenko, I. S., Nikitinsky, V. I., Vengerov, A. B. On the 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 a legal state [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: perspectives of category research [Text] // Russian Journal of Law. 2010. №6. S. 45.
33. Tumanova, A. S. Public Organizations and the Russian Public at the Beginning XX in. [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 activity of governing bodies. M, 1979. S.118-120.

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

6 Lazarev VV Efficiency of law enforcement acts. Kazan, 1975. S. 90-93.

7 Dolgova AI The effectiveness of legal education and the problems of its assessment: Issues of combating crime. M., 1978. Issue. 28. p. 53.

8 Kaminskaya V. I., Mikhailovskaya I. V., Radushnaya I. V. The study of the legal consciousness of citizens and questions of legal education. M.: Legal literature, 1972. S. 19.

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

10 Baranov VN Legal awareness, 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 methods of teaching law: Methodological recommendations for students. Tomsk, Center for Educational and Methodical Literature of the TSPU, 2003. P. 9.

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

14 Strelyaeva VV Legal education in the conditions of the formation of the rule of law: Dis. ... cand. legal Sciences. Moscow, RSL, 2006, p. 77.

15 Kornev A. A. Sociology of Law: Textbook. M., Prospekt, 2015. S. 72

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

17 Zenin VI Forms, methods and system of legal education. Kyiv, KGU, 1979. S. 216.

18 General Theory of State and Law: Textbook / Ed. V. V. Lazareva. M., Lawyer, 2012. S. 214.

19 Golovchenko VV Theoretical questions of the effectiveness of legal education: Diss. legal Sciences. Kyiv, Institute of Law 1982. S. 68.

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

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

22 Luneev VV Criminology: Textbook for bachelors. M., Yurayt, 2013. S. 287.

23 Gavrilov OA Mathematical methods and models in social and legal research. M., Nauka, 1980. S. 82.

24 Syrykh V. M. Sociology of Law: Textbook. M., Yustitsinform, 2012. S. 98.

25 Shubkin VN Sociological experiments. M.: Legal literature, 1970. S. 75.

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

27 Golovchenko VV Theoretical questions of the effectiveness of legal education: Diss. legal Sciences. Kyiv, Institute of Law 1982. S. 72.

28 Zatonsky V. A. A strong state and an active personality: a theoretical and legal aspect. Saratov, SGU, 2005. P. 23.

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

30 Barulin V. S. Social Philosophy: A Textbook for High Schools. M.: FAIR-PRESS, 2012. S. 38.

31 Askerova L.A. Legal conviction as a category of law // Order of society: actual problems of social and legal theory: interuniversity scientific collection. M., MGYuA, 2011. S. 14.

32 Askerova L.A. Essence and legal nature of legal conviction // Order of society: problems of legal theory and legal practice in Russia. M., Moscow State University, 2011. S. 39.

33 Askerova L. A. Legal convictions: theoretical and legal aspect:
Abstract diss. cand. legal Sciences. Krasnodar, KGU, 2012. P. 11.

34 Baitin M. I. Essence of law. 3rd ed. revised and additional M., Eksmo, 2010. S. 18.

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

36 Leist O. E. Essence of law. Problems of theory and philosophy of law. M., Prospekt, 2002. S. 89.

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

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

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

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

41 Pyanov N.A. Legal Behavior: Concept and Types // Siberian Legal Bulletin. 2004. No. 2. S. 11.

42 Zarubaeva E.Yu. Lawful Behavior: Approaches to Definition Definition, Social Significance and Typology // Siberian Legal Bulletin. 2005. No. 1. S. 12.

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

44 Teplyashin IV Legal Activity of Russian Citizens: Prospects for Category Research // Russian Journal of Law. 2010. №6. S. 45.

45 Krupenya E. M. Political and legal activity of the individual and the Russian state: on the issue of civilizational correlation // History of State and Law. 2009. No. 7. S. 28.

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

47 Golovchenko VV Theoretical questions of the effectiveness of legal education: Diss. legal Sciences. Kyiv, Institute of Law 1982. S. 89.

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1. Pedagogy is the science of

AND) teacher preparation for work in the school

C) ways of scientific knowledge

WITH) psychological features personalities

D) physiological patterns of personality development

E) education of a person modern society

2. Translated from Greek, pedagogy means

AND) repetition

B) playback

C) management

D) fastening

E) child-guiding

3. The development of pedagogy as a science determines

A) the need to transfer social experience

C) managing the work of teachers-practitioners

C) the level of scientific and technological progress

D) legacy of previous civilizations

E) increasing the role of the individual in public life

4. Tasks of pedagogical science

AND) studying the abilities of students

C) control and assessment of students' knowledge

C) cooperation between teachers and parents

D) revealing the laws of education and upbringing

E) the formation of a children's team

5. The system of pedagogical sciences includes

AND) interscientific communications of philosophy and psychology

C) principles of training and education

WITH) branches of sciences on the upbringing and education of children and adults

D) results of sociological research

E) a system of methods of pedagogical research

6. The object of pedagogy is

AND) psychological characteristics of personality

C) methods of pedagogical research

WITH) pedagogical process

D) the doctrine of the principles of constructing a theory

E) interdisciplinary connections of human knowledge

7. Tasks are set for general pedagogy

AND) studying the problems of population migration

C) analysis of foreign pedagogical experience

C) the study of patterns of perception

D) coverage of development history pedagogical theories

E) education and training of the next generation

8. Questioning is

AND) a means of educating the individual in a team

C) monitoring the behavior of children on excursions

C) activation of cognitive activity of students

D) the teaching technique used by the teacher

E) method of mass collection of material using questionnaires

9. Methods of pedagogical research is

AND) ways of assimilation of new knowledge

C) ways to consolidate the studied material

C) ways to solve problematic problems

D) ways of forming personal qualities

E) ways of knowing objective reality

10. The need to transfer social experience arose

A) at the same time as the emergence of society

C) with the advent of technical means of education

C) in the course of developing the content of education

D) with the development of pedagogy as a science

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

11. Education is

AND) communication of people in informal associations

C) the impact of the environment on the 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

AND) reliance on positive

AT) problematic learning

C) personal approach

D) consciousness of pupils

E) education in a team

13. Factors influencing the setting of the goal of education

A) society's need for human resources

C) the ideals of parents in relation to children

C) the possibilities of educational institutions

D) interests of teachers of a general education school

E) the desire of students to acquire a profession

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

A) the commercialism of the teacher

C) respect for the personality of the child

C) the purposefulness of the activities of the subjects

D) the bilateral nature of the pedagogical process

E) reliance on positive personality traits

15. educational standard- it

AND) teaching method

AT) object valuation rate

C) teacher work plan

D) way of studying personality

E) the purpose of education

16. The purpose of education is

AND) form of student learning

AT) end result of personality formation

C) the level of civilization of society

D) Student Achievement

E) preparation for choosing a profession

17. Subjective factors of education

AND) 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) the influence of the media

18. Development is

AND) preparation for choosing a profession

C) an increase in the height and weight of the child's body

C) a spontaneous process independent of the will of man

D) adaptation to living conditions

E) quantitative and qualitative changes in the human body

19. Factors of personality development

A) heredity, environment, education, self-education

C) interest in learning, level of achievement

C) the level of knowledge in academic disciplines

D) the status position of the individual in the team

E) methods of training and education

20. Driving Forces of the Education Process

AND) cognitive interests of the individual

AT) contradictions arising in the development of personality

C) the process of accumulation of quantitative changes

D) established forms of relationships

E) the requirements of parents for children

21. Qualities transmitted from parents to children:

AND) ways of thinking

C) character traits, abilities

C) ability to 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

AND) interest in the learning process

C) individual characteristics of a person

C) natural inclinations and abilities

D) the financial situation of a person

E) the social essence of man

23. The position of the teacher is

AND) scientific and theoretical training

AT) system of relations to pedagogical activity

C) readiness for pedagogical activity

D) the 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) conformity

D) interesting interlocutor

E) indifference

25. The object of the teacher's activity is

AND) learning task

AT) pedagogical process

C) parents of students

D) forms of education

E) teaching methods

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

AND) knowledge, skills and abilities

B) performance

WITH) student behavior

D) individual characteristics of the student

E) adaptation to conditions

27. The main driving force behind education is

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

C) the contradiction of social development

C) the contradiction between mental and physical labor

E) the contradiction of individual moral consciousness

E) divergence of value orientations

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

AND) understanding of the essence of the process of education by educators

C) the presence of specially trained people for the transfer of knowledge

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

D) the formation of skills and communication skills

E) improving knowledge in practice

29. Requirement of a personal approach

A) taking into account age and individual features students

C) participation of pupils in a joint discussion of educational programs

C) rejection of centralized school education

D) complete freedom of action for pupils

E) coordination of the efforts of the school, family and community

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

AND) solving all educational problems based on real life

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

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

D) taking into account age and individual characteristics

E) coordinating mass media with the school

31. The pattern of education is

AND) 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

E) managing student activities through a variety of repetitive tasks

E) conditions and prerequisites for the educational process

32. The principle of humanization characterizes

AND) permissiveness

AT) respect for the human right to be oneself

C) the development of the cognitive forces of students

D) education of diligence

E) education of accuracy, frugality

33. The principle of the connection of education with life, work involves

AND) the relationship of methods, means and forms of education

C) coordination of actions of educators and parents

C) the fight against bad habits, laziness, sloppiness

D) mastering the content of education

E) obligatory participation of all children and adolescents in feasible productive labor

34. moral education-it

A) experience of behavior of schoolchildren

C) the formation of aesthetic taste

C) the scientific outlook of the individual

D) knowledge of the humanities

E) assimilation of universal values

35. The core of civic education is

AND) no conflicts between pupils

C) purposeful activity of schoolchildren

C) polytechnic education

D) encyclopedic knowledge

E) patriotism

36. Purpose environmental education- it

AND) the formation of a dialect-materialistic worldview

AT) formation of ecological culture

C) the formation of a comprehensively developed personality

D) formation healthy lifestyle life

E) development various kinds activities

37. The purpose of physical education is

AND) worldview formation

AT) formation of physical culture

C) the formation of conscious discipline

E) the formation of chaste behavior of boys and girls

E) the formation of aesthetic culture

38. Purpose aesthetic education- it

AND) education of a rational thinking person

C) the formation of a free personality

C) spiritual self-improvement

D) the formation of spiritual needs

E) formation of aesthetic culture

39. The school shapes the worldview of students

AND) worldly

AT) scientific

C) religious

D) ordinary

E) artistic

40. The effectiveness of legal education depends on the degree

AND) punishment for breaking the law

C) the formation of legal knowledge

C) control of society over the observance of laws

D) compliance needs

E) formation of legal consciousness, severity

41. Methods of education are

AND) general starting points that guide the teacher

AT) ways of influencing the consciousness, will, feelings, behavior of pupils

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

D) external expression of the process of education

E) options for organizing a specific educational process

42. Punishment is

A) a way of influencing the pupil in order to stop his negative actions

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

C) requests, stimulation, good deeds

E) managing the student's activities with the help of a variety of repetitive tasks

E) impact on students' knowledge in order to clarify the facts and phenomena of life

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

A) formative activity

B) educational activities

C) learning activity

D) play activity

E) social work

44. Encouragement is

AND) emotional and verbal impact on pupils

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

C) involvement of pupils in the development of correct assessments and judgments

D) way pedagogical impact on the pupil in order to stimulate positive behavior

E) a vivid, emotional presentation of specific facts and events

45. Forms of education

AND) amount of educational work

AT) options for organizing a specific educational act

C) a system of expedient organization of collective and individual activities of pupils (methods)

E) lesson-panorama of mastering new knowledge

E) expected results of education

46. ​​You received a class manual. How to get started

AND) getting to know the students, assigning an asset to the class, getting to know the rules of conduct and the requirements of the class management

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

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

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

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

47. The developing function of extracurricular work is:

A) revealing hidden abilities, developing inclinations, interests of the child

C) the formation of needs for self-improvement

C) efficiency individual work

D) understanding the inner world of the child

E) taking into account the age characteristics of children

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

AND) promotion of joint projects

C) high tact in a conversation with parents

C) a conversation in the presence of a student

D) complaint about a student

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

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

B) folklore

WITH) national traditions, customs

D) material reward

E) the spiritual climate of the family

50. Developing function of educational work:

AND) study of educational opportunities of students

AT) development of individual abilities

C) the formation and foundations of worldview and behavior

D) student management

E) organization of independent activities of students

51. Re-education is

AND) fostering a sense of national dignity

C) specially organized cognitive activity

C) human adaptation to different values

D) education of good manners and culture of behavior

E) restructuring of attitudes and behaviors that are contrary to ethical standards

52. Self-education is

AND) elimination of circumstances conducive to the formation of the right of violating behavior

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

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

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

E) conscious, purposeful, independent activity leading to improvement

53. Self-education is

A) the acquisition of knowledge about the world on the basis of independent knowledge

B) activation techniques mental activity

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

D) specially organized recreational activities

E) the process of suggestion addressed to oneself

54. The principle of personality behavior based on worldview attitudes, ideals and norms is called

AND) 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

AND) in infancy

AT) in adolescence

C) in adulthood

D) in old age

E) in adolescence

56. The main methods of self-education are

AND) situations of trust, control, self-regulation

C) self-order, criticism, comments

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

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

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

57. Main function families

AND) socialization

AT) upbringing

WITH) physical development child

E) development of intellectual initiative

E) training

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

AND) declining standard of living

AT) all answers are correct

C) moral decline

D) aggravation of the conflict of the generation

E) social regression

59. The main task of parent associations

AND) financial support for schools

C) organized educational influences on schoolchildren

WITH) organization and implementation of pedagogical general education

D) stimulating the interest of students

E) the formation of a culture of educational and intellectual work

60. The educational influence of the family in modern period

AND) impossible to assess reliably

B) remained unchanged

C) increased

D) decreased

E) negative

61. Not passed on from parents to children

AND) ways of thinking

B) personality traits

C) type of nervous system and temperament

D) skin color

E) social experience

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

AND) moral and material incentives

B) organization of joint work

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

D) transferring the experience of parents

E) permanent and temporary home assignments

63. Family is

AND) education in which a person is fully manifested in all respects

C) marriage of two people

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

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

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

64. The crisis of the modern family is characterized by

AND) 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 contraction and dissolution of marriage

65.Main areas family education are

AND) political, sexual, education of culture of behavior

C) economic, environmental, professional

WITH) physical, moral, aesthetic, labor, intellectual

D) social, mental education at work

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

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

AT) education system

C) the concept of education

E) the essence of education

E) educational space

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

AND) Plato

C) K.D. Ushinsky

WITH) Ya.A.Komensky

D) Socrates

E) V.A. Sukhomlinsky

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

AND) teaching

AT) education

C) training

D) upbringing

E) scientific knowledge

69. Didactics is

AND) branch of pedagogy that studies education

C) personality formation theory

C) the science of the laws of personality development

D) branch of pedagogy that studies learning and education

E) the theory of personality socialization

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

AND) school science

B) dialectic

C) Dianetics

D) the theory of education

E) didactics

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

AND) understanding

B) perception

C) comprehension

D) assimilation

E) teaching

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

AND) consultation

B) educational discussion

WITH) lesson

D) learning dialogue

E) optional lesson

73. To determine the content of learning is to answer the question

AND) how much to teach

c) who to teach

C) why study

D) how to teach

E) what to teach

AND) purpose of education

C) moral development

WITH) learning process

D) socialization of the individual

E) upbringing

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

AND) demonstration

B) visual

C) practical

D) illustrative

E) verbal

76. Consciousness and activity in learning is

AND) teaching method

AT) didactic principle

C) research method

D) receiving training

E) pattern of learning

77. From the standpoint of pedagogy, teaching means

A) control the correctness of the assimilation of the subject

B) speak clearly educational material

WITH) to achieve the acquisition of knowledge, skills, abilities by students

D) force to learn

E) seek the accumulation of scientific knowledge

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

A) links 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

AT) training

C) knowledge

D) education

E) good manners

80. A learning tool is called

A) part of the reception of training

C) the components of the teaching method

C) technical equipment

D) that by which the teacher teaches and the student learns

E) a way of mastering knowledge, skills and abilities

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

A) its shape

AT) his method

C) self-education

E) his remedy

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

A) what to teach

B) where to study

C) why study

D) when to teach

E) how to teach

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

A) education and upbringing

C) student and class

C) families and schools

D) self-education and teaching

E) teaching and learning

84. The starting position, which the teacher is guided in practical activities, is

C) pattern

D) principle

85. Basic components of education

A) skill, inclinations, inclinations

C) knowledge, ability, thinking

WITH) knowledge, skills, abilities

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

AT) learnability

C) education

D) giftedness

E) ability

87. A truly objective indicator of student learning success is

A) the number of textbooks

C) no negative marks

C) the number of marks in the subject

D) mastering educational and cognitive skills

E) number of friends

88. The driving force behind the learning process is

A) didactic abilities of the teacher

C) volitional qualities of the teacher

WITH) the contradiction between the educational and actual level of knowledge of students

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

E) students' awareness of the need to acquire knowledge, skills and abilities

89. The essence of problem-based learning is

A) studying the cognitive capabilities of students

AT) management of cognitive activity of students

C) posing an educational problem to students

D) problem posing and assimilation of ready-made conclusions

E) organization of independent search activities of students

90. Independent study work of students is

AND) educational activity of the student on the instructions of the teacher

C) extracurricular educational work

69. The main sign of the effectiveness of the upbringing process are:

R C) student behavior

70. The main driving force behind education is:

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

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

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

72. Requirement of 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 impacts 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 the human right to be himself

76. The principle of the connection of education with life, work involves:

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

77. Moral education is: R E) the 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 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:

R E) 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 way of influencing the pupil in order to stop his negative actions

85. The organized interaction of the pupil with the objects of the surrounding world in order to form social and value relations to them is:

R A) formative activity

86. Encouragement is:

R E) a method of pedagogical influence on the pupil 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) the principle of education

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

R С) manage the hierarchy of needs and motives

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

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

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

104. Methods of education allow you to answer the question: R E) how to educate

105. The bilateral nature of education is manifested in the mutual influence of:

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

106. The starting position, by which the teacher is guided in practical activities, is: R D) principle

107. Individual indicator of response to educational influence from the outside:

R B) upbringing

108. A truly objective indicator of the success of educating students is:

R D) mastering the skills of social behavior

109. The driving force behind the educational process is:

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

110. The principle of education is: R C) naturalness

111. Understanding the conformity of education with the customs and traditions of the people refers to the principle:R B) couture

112. The process of education is:

R B) a set of consistent 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 С) public orientation

115. The term "principle of education" means:

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

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

R A) scientific

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

R B) individual approach

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

119. The purpose of pedagogical suggestion is:

R E) getting an idea of ​​their personal qualities

120. The forms of organization of the process of education include: R E) discussion

121. Repeated performance of actions in order to develop skills and behavioral skills 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 E) the process and result of purposeful human activity in the pursuit of excellence

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 achievements of science

126. Punishment is a method: R A) corrections

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

128. Patterns of education are:

R B) objective, essential, stable, recurring connections between the constituent components, parts of the upbringing process

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

130. Purposeful activity designed to form a system of personality traits, attitudes and beliefs: R Parenting

131. Visually observed and implemented in practice, the knowledge, skills and behaviors developed by schoolchildren: R Education

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

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

R Patterns of education

134. One of the patterns of education is:

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

135. Methods for stimulating and correcting behavior and activities include:

R reward, punishment, competition

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

R conversation, dispute, example, discussion

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

R principle of accounting for motive and action

138. Formation of ideas, worldview of a person is possible by methods:

R persuasion and suggestion

139. Complete

The principles of education are pedagogical process education

Correct answer options: requirements;

140. Education means:

R the process of organizing sustainable interaction between the pupil and the educator

141. Patterns of education are:

R stable, repetitive and significant connections in the educational process

142. Select 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. Alekseev, in particular his monographs “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 other purposes, as “law-making mechanism”, “legal management mechanism”, etc.

According to I.P. Slobodyanyuk, E.V. Makagon, at present, the concept of "mechanism of legal education" is used as a way 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 a productive, regulatory and organizational impact on social relations carried out with the help of a system of legal means (legal norms, legal relations, individual prescriptions, etc.) in order to streamline, protect, and develop them in accordance with social needs. As you can see, S.S. Alekseev defines legal regulation through legal influence. However, not every legal impact is the 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 the impact includes both regulation with the help of 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, 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, introduces it into the general framework of civilized social relations.

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

“However, the level of the mechanism of legal education depends not only on the state of the legislation,” A.I. Bobylev believes. - It is also important to implement the adopted laws in practice. Therefore, the question of the mechanism for implementing the norms of law arises sharply. 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 mechanism of legal education is to ensure the unimpeded movement of the interests of subjects to 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 way in order to overcome the 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 ordering of social relations is carried out in accordance with the goals and objectives of the rule of law.

Analyzing what has been said, 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 wants.

In the mechanism of legal education S.S. Alekseev singles out the structure of legal regulation, which is characterized, first of all, by methods and methods 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 used in the field of private law industries; 2) the method of centralized, imperative regulation, based on the relationship of subordination between the participants in public relations and used in public law sectors. Ways of legal education - ways of legal influence, expressed in legal norms and other elements of the legal system. S.S. Alekseev identifies the following ways of legal education: a) permission - granting 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 persons 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”, “legal substance” that makes up the method.

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

Essential for understanding legal education is its subject or area of ​​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) the relations of people in the exchange of values; 2) relations on the imperious management of society; 3) law enforcement relations arising from the violation of the rules governing human behavior in the two above-mentioned 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 content and nature of the subject largely determine the content of legal education, and hence the structure of law. They can be property, land, management, organizational and other relations. B.B. Lazarev clarifies the issue of the scope and limits of legal education. He notes that their correct definition is necessary in order to exclude the use of legal instruments in the areas of human interaction that require other means of social regulation.

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

• - not only to bring together the phenomena of legal reality - norms, legal relations, legal acts, etc., participating in the legal impact,
• - and appeal against them as integrity, but also present them in a working, systemic-acting form, which characterizes the effectiveness of legal regulation;
• - to highlight in this regard the specific functions that certain legal phenomena perform in the legal system, to 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, mechanisms requires considering the object under study, the phenomenon in interconnection, the interaction of its constituent parts. Only with this approach it is possible to establish how effectively the components operate, what are their functions and how effective is the work of the mechanism as a whole as a single holistic entity. The study of the structure of the mechanism at the level of its constituent parts is incomplete. Therefore, in order to get the right idea about 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 interconnection and interaction. With such methodological requirements, the mechanism of legal regulation can be considered as a complex system consisting of legal means, entities that carry out legal regulation or legal activities, and legally significant results of their activities. At the same time, a single mechanism of legal regulation, according to 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 enforcement.

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