Zhurbа K. Theoretic-methodic principles of educating life sense values in main and high school students.

In the thesis, theoretic substantiation and experimental research of life sense values education of main and high school students have been carried out. On the basis of analysis of philosophic sources, the development of life sense values education idea in different periods of humanity has been traced; the main methodologic approaches (system, synergetic, axiological, humanistic, personality-oriented, competence) and principles (system, holism, connection with life, individualization, choice freedom, subject-subject interaction, development and self-development centeredness of students), the development state of the problem under research in philosophy, psychology, and education has been analyzed. The essences of the notions ‘sense of the personality’s life’, ‘sense of life values’, ‘sense of life values as a subject of education’ have been specified. Freedom, love, justice, dignity are the most significant life sens values for students of main and high school. Structural components (cognitive, emotional-value, arbitrary promt, behavioral-praxical); psychological mechanisms of life sense values education of main and high school students (self-cognition, reflection, self-evaluation, self-realization), functions (cognitive, axiological, sense-creative, life-creativity, reflexive), the criteria (cognitive, emotional-value, arbitrary promt, activity-behavioral) and indices have been described. The four groups of main and high school students have been distinguished: with active, constructive, depending and passive levels of life sense values. The efficiency of the structural-functional model and educational conditions of life sense values education of main and high school students has been substantiated, experimentally tested, and proved.