Beautiful sayings about the native land. Homeland Quotes

For each Motherland begins with something special. Everyone has their own homeland The homeland is the place where you were born, where you spent your childhood. The most fertile and unforgettable memories are connected with the Motherland.
And for some, the Motherland begins with the family. And what is "Family"? Social scientists say that this is a social institution that has a number of important functions: reproductive, economic, educational, etc. And for me personally, the family is my world, it is my mother, father, grandparents who love me and try to put the most correct features in me. It is with love, mutual assistance, sympathy that the family begins.
Everyone needs family warmth. A child, having been born, finds himself in an environment that loves and protects him. A teenager also needs care, advice, love and understanding. An adult, realizing that it is impossible to live without a family, creates his own. And in old age we are surrounded by those who appreciate, respect, love and honor us. And this means that the FAMILY is the basis of our life!
Why do we need a family in modern society? The family is needed in order to be a basis, support, teacher, helper and guardian for a person. It is in the family that national, estate, professional traditions and values ​​are transmitted, which underlie love for the Motherland. These traditions and values ​​are different for every family. Some have a tradition to gather on memorable dates and holidays, some have to help people, and some have to serve the Motherland and Fatherland.
Each person has his own small homeland - the place where he was born, that is, he first got into the warm environment of his relatives, where he spent his childhood. And if he is far from his homeland, then he always remembers his family, his small homeland, his homeland. In these memories, in this craving for the native, a common feeling for the family and the Motherland is manifested.
In literature, the family is an important characteristic of any character. As a rule, negative characters do not have a family. For example, Shvabrin from the work of A.S. Pushkin "The Captain's Daughter", Pechorin from the novel by M.Yu. Lermontov "A Hero of Our Time", etc. But positive characters, on the contrary, have a family that raised him and gave instructions. One more example can be given: Petrusha Grinev from A. S. Pushkin's story "The Captain's Daughter". At parting, the father gives his son instructions: “Farewell, Peter. Serve faithfully to whom you swear; obey the bosses; do not chase after their affection; do not ask for service; do not excuse yourself from the service; and remember the proverb: take care of the dress again, and honor from youth. And when Petrusha served, he always remembered his father's order. This example proves that it is the family that provides moral guidelines that determine the future attitude towards people, towards society, towards the Motherland.
There are many examples in history that confirm that it is the family that teaches the child patriotism and love for their country, their homeland. An example is the great reigning dynasty of the Romanovs. Peter III, who ruled in the era of palace coups, was brought up in another country from a very young age, that is, national traditions, values, and culture were alien to him. Therefore, having ascended the throne, it was difficult for him to understand the “Russian soul”, that is, he often did those things that a true patriot of his homeland would not have done. But history also knows another, opposite example in the person of Catherine II, who, despite her foreign origin, was still able to join the peculiarities of Russian culture. Based on the foregoing, we can conclude that the feeling of love for the Motherland originates from the family
Over time, many things can be forgotten - dates, events, faces, BUT you cannot forget the warmth of communication, cordiality, moments of joy, empathy that you felt with your loved ones!
How can we learn to take care of what we have: our family, our clan, our home, our family traditions? How to learn to be worthy? It is very simple and easy - do not forget your ancestors, who preserved this world, this country for us. No wonder there is a proverb "Take care of your dear land, like a beloved mother."
And if we remember our beginning, roots, traditions, that is, what the family gave us, we will always love our Motherland! And this means that we will never betray and forget our Fatherland!

Love for the motherland begins with the family.

The most important function of the family is the upbringing and development of children, the socialization of the younger generation. Children receive the first basics of citizenship in the family. The life of every family is part of the life of the country.

The socialization of children in the preschool years occurs mainly in the family, and it is the family that has significant opportunities for educating the child's integral personality on patriotic grounds. In the period of preschool childhood, the main spiritual and patriotic value orientations are formed, the attitude towards religion is laid.

The family has the most powerful potential for natural, humanistically oriented patriotic education of the younger generation. Family education, in contrast to public education, is able to imperceptibly and very effectively form in children human feelings for their parents, grandfather, grandmother, family members and through them to all other people, their people, all of humanity. The child's experience of specific family ties, supported by a powerful factor-instinct, is the most unique means and source for the emergence and strengthening of a sense of connection with society, his people, and all of humanity.

The patriotism of a preschooler as one of the aspects of the moral image of his personality is characterized by the brightness and emotionality of manifestation and, at the same time, insufficient awareness, insufficient connection of patriotic ideas and feelings with the general orientation of the personality.

It should be noted that preschoolers learn the past and the present mainly from the life around them, observing what is happening around them, getting acquainted with historical monuments, making excursions to the local museum, listening to the memories of their relatives about the recent past.

As the analysis of theory and practice shows, one of the most effective areas for the formation of a sense of citizenship and patriotism among preschoolers is civic-patriotic education in the family.

The most important function of the family is the upbringing and development of children, the socialization of the younger generation. Children receive their first lessons in citizenship in the family. The moral norms of society initially appear to the child in the form of demands made by parents, appear embodied in the entire way of life of the family, and, even without being conscious, are assimilated as the only possible way of behavior. It is in the family that habits and life principles are formed. How relationships are built in the family, what values, interests are in the foreground here, it depends on how children will grow up. In families where there are relics of the older generations, and children admire their heroic deeds - the upbringing of the patriotic feelings of the child at a high level.

The main factor in the successful upbringing of children is civic behavior, moral purity, the deeds and deeds of adults who surround them, and, above all, parents and teachers. The origins of citizenship and patriotism of children are in us, adults, in our love for the Motherland, in a sense of pride in its successes and a sincere desire to share all its troubles, to stand up for it, to render all possible assistance to it, to actively, actively share all its worries, in our striving to preserve and increase the spiritual and material culture of their people. Parents themselves must live a full, conscious, moral life as a citizen of their country, and this is an important condition for successful upbringing in the family. The effectiveness of the upbringing of citizenship and patriotism among the younger generation is determined by the unity of the actions of the family and the educational institution, the ideological focus of educational work in general and all its links separately.

The life of every family is part of the life of the country. For the education of citizenship, it is necessary that the family live in a single rhythm with the whole people, so that the goals, aspirations and concerns of the people are also its goals, aspirations and concerns. After all, citizenship and patriotism are feelings of inextricable connection with the people, a sense of responsibility for its security and prosperity. To educate a citizen and a patriot means to prepare a growing person to participate in solving the current and future tasks of our state, to manage its affairs, to defend the Motherland, and, ultimately, to participate in conscious and vigorous activity.

The child gradually enters the world of great social ideas and feelings. At first, it is only a son, a daughter who loves his parents and takes care of them. Step by step, the child develops a sense of duty: to his parents, to the Fatherland. During the formation of a worldview in children, this high feeling acquires completeness and versatility. This is the duty towards the family, the duty of the defender of the Motherland, the duty of the worker.

Respect in the family for the dignity of the child, the rejection of command forms of communication with him are important conditions for the education of citizenship. A citizen is a morally free person. Her behavior is not the result of spontaneous submission to someone else's will. Persuading children to do useful things is an important task for adults. Parents and children can find many interesting joint activities: sports, tourism, collecting, visiting the theater and cinema. So, gradually, in the process of joint activity, citizenship is brought up. The more things parents and children have in common, hobbies, the stronger the influence of adults on sons and daughters, the greater the strength of their example, the stronger the contacts between the older and younger generations, the more successful the upbringing. When parents introduce their children to their native nature, help them to experience the uplifting feeling of beauty, the feeling of beauty, majesty, they prepare the prerequisites for the perception of the idea of ​​the Motherland, the people, the community of civic interests and aspirations.

Strengthening the educational potential of families will increase as a result of assistance in raising children from the older generation - grandparents and other relatives. They serve as a kind of translator of social experience accumulated by generations. A living example of parents is a specific form of social inheritance, the moral and emotional climate is formed by the relationship between mother and father.

It is obvious that the word "Fatherland" comes from "father", at the same time, the phrase "Motherland - mother" is habitually trivial. Here it is advisable to pay attention to the specifics of parent-child relations, which can provide a key to understanding the essence of patriotism. On the one hand, there are subjective children's projections in patriotism:

• gratitude of children in relation to parents (for the birth into the world);
• respect for parents by children (recognition of the authority of the father, the father is the bearer of social norms);
• opportunities for children to receive physical protection, moral support, advice in difficult times (a strong father is a protector, patron, mentor);
• the ability of children to receive warmth, affection, the opportunity to be accepted, despite all the mistakes, insults, delusions (on the part of a loving mother).

On the other hand, within the framework of these relationships, children have the responsibility of caring for their parents in old age, illness, and so on.

In this regard, we can state the component of the relationship between the subject and the country, defined by him as the Motherland or Fatherland - a functional connection: the recipient of good is a debtor who realizes his patriotic duty.

The most complete public education is a joint family education and education in a preschool educational institution. The family with the relationships existing in it between children and parents is the first stage of intellectual, moral, aesthetic and physical education. The spiritual, moral and patriotic wealth of family life is the most important condition for the successful upbringing of a child both at home and at a preschool educational institution. It is important that in the family the child gets the maximum of what he can get, find, see, feel good in human relations.

Love for the motherland begins with the family
dedicated to International Family Day May 15, 2017

The relevance of the lesson lies in the need for patriotic education of the younger generation. The family is the main social unit of society, in which the foundations of the moral, spiritual, cultural, and physical development of the individual are laid. In the family there is a formation of life guidelines and values, attitudes towards oneself, to other people and to the Fatherland. In the family, children receive the first lessons of patriotism. The moral norms of society appear before the child, embodied in the whole way of life of the family and are assimilated as the only possible way of behavior. It is in the family that habits and life principles are formed. How relationships are built in the family, what values, interests are in the foreground, it depends on how children will grow up, how their fate will turn out.

That's why purpose of the lesson is the formation of a conscious perception by students of the influence of the family on the development of a person who has the qualities of a citizen - a patriot of the Motherland and is able to successfully fulfill civic duties.

Tasks solved during the lesson are the following:

1. Formation of ideas about the moral attitudes of the individual, laid down in the family.
2. Formation of a conscious perception of unity with their homeland, a sense of patriotism.
3. Formation of ethical forms of behavior in society and when communicating with each other.
4. The formation of skills to correctly assess the behavior of others, to recognize the positive and negative qualities of a person.

At the lesson, the formation of UUD - personal, cognitive, communicative.

Planned result- Students must:

1. To be able to navigate in interpersonal relationships when discussing a problem, to correlate actions and events with accepted ethical standards, to highlight the moral aspects of behavior, to navigate in moral norms and rules.
2. To be able to consciously and arbitrarily build a verbal statement in oral form, compare and classify objects according to selected features, build a logical chain of reasoning, apply independent work skills, analyze and establish cause-and-effect relationships in the events under discussion, formulate conclusions, summarize information.
3. To be able to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, to learn to hear and listen to each other, to carry out joint activities in a coordinated manner, to negotiate, to lead a discussion, to support each other and to cooperate effectively both with the teacher and with classmates.

During the lesson, the technology of critical thinking is used. Pedagogical reception - research.

Lesson Form– a strategy for solving the IDEAL problem.

The lesson is focused on age group- 14-16 years old.

Equipment- presentation for the lesson "Love for the Motherland begins with the family", video "Where does the Motherland begin".

applied teaching methods:

• verbal - a story, a heuristic conversation, a discussion with elements of a discussion, independent mental activity and presentation by students of its results;
• visual - viewing the presentation.

The stages of the lesson are highlighted:

1. 1. Preparing to identify the problem.

The student reads a poem by L. Gaikevich "Family". Students identify the object of study, generating the maximum possible number of ideas.

1. 2. Formation of the purpose of the lesson.

The teacher's story about the influence of the family on the development of the personality, its moral qualities, the feeling of patriotism leads the students to formulate the purpose of the lesson.

1. 3. Problem identification. The chosen goal is determined in a general way.

The student's story depicts the problem of a family that tried to flee the country by hijacking a plane and putting the lives of hundreds of people at risk. The teacher's questions prompt the generation of hypotheses. Students put forward hypotheses about the possible causes of the tragic situation.

1. 4. Problem identification. The selected target is defined in a particular view.

The student's story reflects the problem of the family from the point of view of the psychological relationship between the family and society, attitudes towards the Motherland.

The teacher's questions encourage students to generate the maximum number of options for the family's moral attitudes, highlighting positive and negative ones; reasons for committing criminal acts, their connection with moral attitudes.

1. 5. Preparing to generate inferences.

It is carried out under the influence of the teacher's story about the role of love for the Motherland in the development of the child's personality and listening to the song "Where the Motherland Begins", watching the video clip.

1. 6. Generation of logical conclusions.

Students generate the maximum number of logical conclusions.

1. 7. Problem solved.

The lesson ends with a poem by O. Fokin "Keep the fire of the native hearth" as a logical conclusion to the research work of students.

Lesson study
"Love for the Motherland begins with the family"

Lesson progress

Student 1: (preparation for problem identification)

Family is a source of joy and happiness,
Love is an inexhaustible spring.
Both in clear weather and in bad weather
The family keeps and appreciates the moment of life.

The family is the bulwark and strength of the state,
Keeping the traditions of centuries.
In a family, a child is the main wealth,
A beam of light is like a beacon for sailors.

Rays grow, become brighter
And people eagerly reach for the light.
The soul of the family becomes richer
When love reigns in her and advice.

When understanding reigns
Then the whole world lies at your feet.
Love in the family is the basis of the Universe.
May God bless all our families!

L. Gaikevich

Teacher: Guys! What will be the object of study in our training session?

Student responses: (preparation for problem identification)

1. The family and the relationship of all family members and the child in it.
2. The family is the backbone of our state.
3. A family in which the age-old traditions of the people are kept.

Teacher: (formation of the goal of the lesson)

The family has a significant educational influence on the formation of the child's personality. The family is the first social step in a person's life. From early childhood, she directs the consciousness, will, feelings of the child. Under the guidance of parents, children acquire their first life experience, skills and habits of life in society. At the same time, it is the parents - the first educators - who have the strongest influence on children. More J.-J. Rousseau argued that each subsequent educator has less influence on the child than the previous one. His first teachers and educators are his father and mother. From the very first birthdays, when a child is still helpless and needs elementary care, he learns parental intonations, perceives the emotional atmosphere of the family, learns to listen and hear, respond to affection, appreciate beauty. The child receives the first life lessons in the family. It has long been established that for a child, common family everyday joys and sorrows, successes and failures are a source that gives rise to kindness and sensitivity, a caring attitude towards people. The family gives the child the first ideas about good and evil, about the norms of morality, about the rules of the hostel, the first labor skills. It is in the family that life plans and ideals of a person are formed. Family circumstances in which children grew up leave an imprint on their whole life and even predetermine their fate.

What is the purpose of our lesson?

Student responses ( generating the maximum number of options for possible lesson goals)

So, the purpose of our lesson is to explore the problem of the moral attitudes of the family as the leading force in the formation of the personality and in the fate of a person, in the development of a sense of patriotism in him.

Let us turn to the history of the Ovechkin family, residents of the city of Irkutsk, known throughout the country.

Student 2: (Identification of the problem. The chosen goal is defined in a general way)
(the student's story reflects the problem of the family)

The Ovechkin family is a large family from Irkutsk, which in the 1980s became famous for its family jazz amateur ensemble Seven Simeons. On March 8, 1988, the family made an unsuccessful attempt to hijack a plane in order to escape from the USSR. The Ovechkin family - Ninel and her 10 children - flew from Irkutsk on a Tu-154 plane to Leningrad on tour. When boarding the plane, there was no thorough screening of hand luggage, which allowed the criminals to carry improvised explosive devices and sawn-off shotguns hidden in musical instruments. An attempt to hijack the plane failed: the plane landed at a military airfield and was taken by storm. In this case, a total of 9 people died: five terrorists (Ninel Ovechkina and her four eldest sons), flight attendant T.I. Zharkaya and three passengers; 19 people were injured and injured. The further fate of the surviving Ovechkins developed in different ways. One of the sons was killed in prison by a cellmate, the daughter was killed by her roommate during a domestic drunken quarrel, the other led an asocial lifestyle, tried to commit suicide, became disabled. Only two survivors survived to old age.

Teacher:

What brought the family to ruin? What distorted the fate of gifted children?

Student answers: (hypothesis)

1. Desire to leave your country.
2. The desire to escape from justice, may have committed an irreparable crime.
3. They did not love their homeland - they wanted to have another homeland for themselves.

Teacher: to solve the problem of this family, you need to know the features of family relationships that have been formed in it for many years.

Student 3: (Identification of the problem. The selected goal is defined in a specific way)
(addition to the description of the problem)

Description of the Ovechkin family.

The Ovechkins lived modestly, their father liked to drink, so the mother, Ninel Sergeevna, was mainly involved in raising 11 children. A woman has always been an authority for all members of a large family, but, becoming a widow, she further strengthened her influence over her family. Brothers Vasily and Dmitry beat their own father to death 4 years before the hijacking for drunkenness and cruelty. My father drank heavily and at the same time was very rowdy and even sometimes grabbed a gun. There were cases when the father fired a gun, and the brothers had to fall to the floor in order not to get hit by bullets! The investigation qualified the father's murder as forced self-defense! After the death of his father, the elder brother Vasily became the main man in the Ovechkin family. He obeyed his mother, but raised his brothers ruthlessly and cruelly! Disobedience was severely suppressed. It was a family where the younger unquestioningly obeyed the elders, and all together - the mother. She kept the children to herself, fenced off from the outside world with a palisade of petty-bourgeois and philistine habits. On her instructions, all the boys entered the music school, and the daughters, like a mother, went to the trading part. They did not participate in subbotniks and other school events. But work was always in full swing on their site, the children were all the time swarming in the ground, rushing like frantic for water, repairing the house, taking care of the cattle.

None of the Ovechkins smoked or drank. The whole day was spent at work. And at night, until two o'clock, they beat the drums. They never went to visit, they didn’t let neighbors into the house, they didn’t make friends. Small, self-contained clan. The mother noticed that her boys were incredibly musical. Together with her sons, she organized the Seven Simeons jazz ensemble. The success was enormous. A documentary film was made about gifted musicians. By the way, Ovechkin, especially his mother, did not like the film: "Why did you show us as peasants? My sons are artists! Did you want to humiliate us?" - the woman, already overflowing with pride, thought so narrowly. The state, from whose strong embrace they later want to escape, gave the mother of many children two three-room apartments. The talented seven were admitted to the Gnessin school out of competition, but they didn’t want to study - they were self-taught, they imagined themselves to be real professionals and took their studies lightly, because of the tour and constant rehearsals, Simeons left their studies after a year. Music, jazz were not a way of life for them, creativity was not the essence and meaning of being, but just a way to qualitatively change their lives.

The mother did not pay attention to the education of her daughters, the girls only served the musicians. Only boys were involved in music in the family, the sisters were something of a servant, Olga went on tour with her brothers and acted as a make-up artist, costume designer, and cook. Olga was quiet, humble, even meek. Only once did she try to rebel against family oppression - she fell in love with a guy who was not Russian by nationality. “If you give birth from black, we will kill you, we will tear the child apart,” her beloved brothers promised her. Olga still gave birth - already in prison. In 1987, Ovechkin had an incredible chance for those times - a trip to Japan, where young talents had to perform in front of a huge audience. When they returned, they no longer wanted to live "in a country of queues and shortages." Later, one of the surviving Ovechkins will tell the investigation that during the tour abroad, young people were made a profitable offer - a good contract with an English recording company. Even then, the brothers were ready to say yes and stay in a foreign land. But having done this, they could forever say goodbye to their mother and sisters, who would never have been released from the Soviet Union. Then the musicians decided that in the near future they would leave the Scoop at any cost, and began to prepare to escape from the country. They imagined what fame, wealth and comfort they would receive if they were abroad! They then had not so much to great glory! But the first success turned heads and ruined all the plans of a life that had begun so successfully!

Teacher: The situation before committing a crime is usually a situation of moral choice, it is inextricably linked with a person's worldview. For a person with high moral standards, the very fact of committing a crime is impossible.

What positive moral attitudes were manifested in the Ovechkin family? Why?

Reasoned student responses:

1. Healthy lifestyle.
2. Diligence.
3. Cohesion.
4. Family reunification by a common idea.
5. Love for mother.

Teacher: (incentive to generate hypotheses)

What moral attitudes of the family did you not like in the Ovechkin family? Why?

(generating the maximum number of problem variants)

1. Rigid suppression of the will of younger family members.
2. The desire only to obtain material wealth.
3. Lack of interests outside the family, self-sufficiency.
4. The desire to realize their own interests, regardless of the impact of their actions on the fate and lives of other people.
5. Disregard for the interests of others.
6. Lack of an elementary sense of patriotism, love for the motherland.

Teacher: What personal qualities of the Ovechkins' mother led to the collapse of an undoubtedly promising family, the death of her children?

Reasoned student responses:(generating the maximum number of problem variants)

1. Low level of spiritual culture.
2. Lack of spiritual interests, only a consumer attitude towards life and others.
3. Raising children in strict submission to the mother and eldest son.
4. The predominance of one's own interests, disregard for the interests of others and even their lives.
5. Lack of patriotism, love for the motherland.

Teacher:

The family is the cell of society, the socialization of the younger generation takes place in the family. The life of every family is part of the life of the country. Children receive their first lessons in citizenship in the family. Citizenship, patriotism are feelings of inextricable connection with the Motherland, consciousness of responsibility for its security and prosperity. “The best way to instill in children a love for the Fatherland is for the fathers to have this love,” wrote the French philosopher Charles Montesquieu. Love for the Motherland begins with love for father, mother, grandmother, grandfather, sister, brother and other close people. Love for the Motherland is, first of all, love for the place where you were born, said the first word, took the first step, grew up, stepped into adulthood. Wherever fate throws you, this place will be sacred, to which you always want to return. It is called the small Motherland. Small Motherland merge into a whole country, for which every citizen has lofty feelings - patriotism, pride, admiration. When a child grows up in a natural patriotic environment, from childhood he sees manifestations of patriotic feelings surrounded by loved ones, understands the problems of his Motherland, comprehends its achievements, participates in its creation, his attitude towards the Motherland is uncontested - he grows up as a patriot. And if this is not the case? Then the Fatherland is in danger, as are the people living in it.

Was the Ovechkins' mother a patriot of her country? Did she raise her children as patriots of the Motherland?(incentive to generate options for the causes of criminal actions of the family)

Reasoned student responses: (generating the maximum number of options for the causes of actions)

1. The patriots of their country would not have come up with the idea to leave their homeland in such a criminal way, risking the lives of hundreds of innocent people.
2. No matter how difficult it is to live in the Motherland, everything can be overcome with work, you can live with dignity.
3. Just as the mother did not have a feeling of love for the Motherland, so there was none in the children.

Teacher: K.D. Ushinsky believed: “Just as there is no person without pride, so there is no person without love for the fatherland, and this love gives upbringing a true key to a person’s heart and a powerful support for fighting his bad natural, personal, family and tribal inclinations.” Motherland. Fatherland. In the roots of these words are images close to everyone: mother and father, parents, those who give life to a new being. Love for loved ones, for one's home, for one's native city and native country play a huge role in the formation of a child's personality. Unfortunately, in the Ovechkin family, devotion to his mother and his home coexisted with indifference to the fate of the country, to the fate of its ordinary citizens. And the mother, who was not a patriot of her country, laid the seed for the future death of her family!

(preparing to generate inference)

Songs about the Motherland are composed, in which the theme of the connection between the family and the fatherland also sounds.

The song “Where the Motherland Begins” sounds, watching the video.

Teacher: (inducement to generate logical inferences)

Let's formulate together the basic principles of the family, which will allow children to grow up as happy citizens who love their Motherland!

Reasoned student responses: (generating the maximum number of inferences)

1. Parents, first of all, should be educated patriotic people.
2. It is necessary from childhood to educate in children discipline, collectivism, a sense of camaraderie, the closed world of the family does not allow the individual to develop.
3. The family should not have a cult of consumerism, but of spiritual and intellectual development.
4. Everyone must fulfill family labor duties, join in the real affairs of the family, social work for the benefit of society.
5. Travel together to admire the beauty of native nature, unique and peculiar.

Student 4:(problem solved)

Keep the fire of the native hearth
And do not covet other people's fires -
Our ancestors lived by this law
And bequeathed to us through the centuries:
Keep the fire of the native hearth!
Cherish a patch of paternal land,
No matter how swampy, no matter how stony he is,
Do not reach for the clean black earth,
What others have found before you.
Cherish a patch of paternal land!
O. Fokina "Keep the fire of the native hearth"

Educational work program

"Creation of Personality"

"People are not born
and become that
who they are."

K. A. Helvetius.

I. Explanatory note.

The current Law "On Education" defines the priorities in the construction of the educational process. The state policy in this area puts forward as a top priority "the priority ... of the free development of the individual."

Free personality -

• it is, first of all, a spiritual and moral personality, enriched with spiritual values ​​developed by mankind over millennia;
• this is a physically and intellectually mature person, capable of active creative, transformative and useful activity;
• this is a person who has the needs and abilities for self-knowledge, self-realization, self-development, self-determination.

The latest achievements of domestic and world psychophysiology give every reason to assert that the free development of a child's personality is possible only on the basis of freedom of movement and sensory impressions from the images of the world in free space, as well as freedom of expression of emotional experiences in hand and speech creativity, creative activity in all areas of education and life. Only under such conditions is it possible to liberate the bodily and spiritual potentials of the species.

The true creative activity of every person, and especially in a child, always works on the intuitive algorithm of "insight - insight", forms thinking. The ground for the emergence and rooting of such an ability is the model of the world built by one's thought-creativity. That is why the child is initially the creator of his spiritual nature. But the path of mastering the freedom of creativity for each child is long and difficult. Creativity is the foundation upon which a child's mind is formed.

The creative mind is characterized by:

• brightness and artistic imagery of thinking and speech;
• richness and variety of artistic and constructive creativity, including solutions to any problem situations.;
• ideological search, including the social orientation of the individual, self-awareness as an element of the social community.

The creative mind is not given ready-made: it, like a spiritual graft, is grown by long, painstaking efforts of adults and the child himself.

The program "Creation of Personality" provides a holistic educational impact of the teacher - educator on the formation of the free personality of the child, includes all the ways and methods of active cooperation between the teacher, the child and parents.

II. Program goal:

creation of conditions for the development of personal qualities of students, their socialization and adaptation in modern society.

Program objectives:

1. Creation of conditions for the development of intellectual, creative, moral qualities of students, the formation of a scientific worldview.
2. Provide pedagogical support to students to develop their creative potential.
3. Creation of conditions for the formation of healthy lifestyle skills.
4. Creation of conditions for the social adaptation of each child to modern society.
5. Creation of conditions for strengthening intra-family ties between children and their parents.

Basic principles of educational work on the development of progressive, creative activity of the child.

1. 1. The principle of psychological comfort.

Removing all stress-forming factors, creating an atmosphere of goodwill, security, cooperation, understanding and acceptance of each child as he is. Acceptance of everything that is in the child as natural, in accordance with his nature, even if this does not correspond to cultural ideas and moral principles. Creating an atmosphere of interest around each child, establishing spiritual contact. Formation of motives for various types of his activities and, above all, internal motives for self-improvement and self-development.

1. 2. The principle of holistic development of the child.

Creation of conditions that ensure the overall mental, social and biological development of each child. All these processes proceed in unity and in interconnection. The child matures, being brought up and trained, under the guidance of adults, mastering the content of the culture that mankind has created.

1. 3. The principle of variability.

The development of a child's understanding of the variability of ways to solve cognitive and life problems, tasks, the ability to compare them and find the best option. All independent statements and actions of children are encouraged, their desire to find different solutions to the same problem, to put forward and justify new ideas. Seek the truth with him.

1. 4. The principle of creativity.

To develop in each child the need and ability for creative activity: initiative, ingenuity, readiness to think through, generate ideas, produce them, non-standard problem solving. If in every possible way you help and approve the creative, cultural work of the child, stimulate his ideas, then it is they who will grow and develop in him. The child participates in creative, transformative activities, overcomes stereotypes, realizes his abilities.

1. 5. The principle of a holistic view of the world.

A holistic view of the world "Nature - society - I" forms the orientation of the individual, his motives, values, beliefs, subjective experience.

1. 6. The principle of activity.

Ensuring the child's own active activity, aimed at the independent creation of a new one, the embodiment of the produced ideas. The inclusion of the child in the activity as its main subject.

1. 7. The principle of the optimal combination of group and individual activities of children.

Basic rules of educational work.

• Take into account the interests, desire of the children.
• Always look for the best in children and use in educational work.
• To convince not so much with a word, but with a display of worthy behavior, a visual action.
• Find a reasonable measure of confidence.
• Don't do for students what they can do for themselves.
• Do not put up with mistakes, but do not emphasize the shortcomings of the guys.
• Do not let the guys stop there, encourage them to do better and more.
• Do not impose your opinion, imperceptibly lead them to a correct assessment of events, to a fair decision.

III. Educational process in the classroom.

1. Characteristics and main directions of educational work.

The educational program includes nine blocks, interrelated areas of educational work:

• educational direction;
• legal direction;
• patriotic direction;
• labor direction;
• ethical direction;
• leisure direction;
• aesthetic direction;
• sports direction;
• communication development.

The main directions of educational activity must necessarily be based on and ensured by the creative activity of the child, first with the help of a teacher - educator, and then independently (Appendix 1).

The block of the educational direction under the motto "Life is endless knowledge" (Appendix 2) is the first step in the implementation of the program:

1. The special and practical abilities of students are identified with the help of a psychologist and a social pedagogue.
2. Assistance is provided in choosing a training profile.
3. Assistance is provided to students in successful preparation for the subjects of the school and specialized courses.
4. Gifted children are being prepared for school and city Olympiads in subjects.
5. Students who achieve the best results in learning are encouraged.
6. Correction of learning of children with weak academic performance is carried out.

Expected Result- high level of training, deep knowledge in subjects.

The patriotic direction block under the motto "Roots should not only be in plants" (Appendix 3) provides:

1. Formation of knowledge in children about the history of the country's development.
2. Attraction and creative participation of children in the preparation of class hours dedicated to patriotic themes.
3. Encouragement to participate in the collection of humanitarian aid to Russian servicemen, the poor.
4. Encouraging students to write articles for a combat leaflet dedicated to the Victory, the liberation of the city of Mineralnye Vody from the Nazi invaders, on military and patriotic topics.

Expected Result- a conscious feeling of love for the native Fatherland, the small Motherland.

The block of ethical direction under the motto "You can kill with a word, you can save with a word, you can lead a regiment of stories with a word" (Appendix 4) provides:

1. Assistance to students in the formation of literate, clean speech skills.
2. Assistance in the formation of a rich vocabulary set, literary expressions in the process of communication.
3. Formation of the skills of conducting a discussion, polite treatment of an opponent.
4. Formation of knowledge about the rules and norms of behavior accepted in society.
5. Correction of behavior, relationships and speech of students.

Expected Result- a person with a rich vocabulary.

The block of the aesthetic direction under the motto "Meet and by clothes" (Appendix 5) provides:

1. Formation of knowledge about the rules of personal hygiene - keeping the body clean; length and cleanliness of nails, hair; cleanliness of teeth.
2. Formation of skills for maintaining the cleanliness of clothes and its appearance - accuracy, compliance with school requirements.
3. Formation of knowledge about the appropriateness of the use of cosmetics - facial cosmetics, manicure, rules of use.
4. Formation of knowledge about the socially acceptable level of facial expressions and pantomimics, the pace and height of speech, body posture.

Expected Result- a person with a clearly defined culture of behavior that meets generally accepted standards.

The block of the sports direction under the motto "From a healthy lifestyle to Olympic achievements (Appendix 6) provides:

1. Formation of knowledge about a healthy lifestyle - gymnastics in the morning, tempering procedures, quitting smoking, alcohol .
2. Formation of knowledge about the consequences of an unhealthy lifestyle
3. To ensure the possession of the skills to determine the state of one's health - methods for determining violations of posture, flat feet, development of the chest.
4. Encouraging students to go in for sports, engaging in sports clubs and sections

Expected Result- a physically mature person.

The block of the labor direction under the motto "Labor created a man from a monkey" (Appendix 7) provides for:

1. Encouragement to maintain cleanliness in public places, on the street.
2. Formation of knowledge about the impact of labor activity on the development of the body.
3. Encouragement to clean up the school grounds.
4. Encouragement to participate in subbotniks.
5. Encouragement to participate in the renovation of the school during the summer.
6. Encouragement to help parents.

Expected Result- a person capable of free creative work.

The block of the leisure direction under the motto "Business is time, and fun is an hour" (Appendix 8) is based on

1. Involving students in extracurricular, circle activities
2. Organization of field trips
3. Encouragement to visit the local history museum, theater, cinema.
4. Encouraging students to participate in competitions - erudite, YID units.

Expected Result- a person who spends his free time creatively.

Block of the legal direction under the motto "Know your rights, fulfill your obligations!" (Appendix 9) provides:

1. Assistance in solving acute life problems.
2. Encouragement to comply with the rules and norms of behavior.
3. Ensuring the assimilation of knowledge about rights and obligations.
4. Correction of the development and behavior of students.

Expected Result- a person who obeys the laws of the country.

Block of communication development under the motto "Great and mighty is the Russian language!" (Appendix 10) provides:

1. Encouragement to prepare and conduct class hours.
2. Joint activities in the preparation of wall newspapers, combat leaflets.
3. Encouragement to participate in interclass competitions in subjects.
4. Encouragement to participate in sports.
5. Visiting school discos.
6. Participation in excursions around the cities of the KMV, the outskirts of the city.

Expected Result- a person who communicates freely with elders and peers

2. An arsenal of diagnostic tools.

The educator needs to have knowledge of diagnostic tools in order to guide the moral development of children - to anticipate the course of events, it is advisable to change the direction of the pedagogical plan, and clearly determine the means of its implementation. It is not easy to penetrate into the complex inner world of a person; special methods are needed to help reflect the variety of characteristic shades, which in their totality will help to know the essence.

a) the method of observation - everyday non-fixed vision of school life with a target setting and a predetermined guideline. (Annex 15)

b) the method of conversation - to listen to the opinions of various people who are in direct contact with the child, to compare their assessments, which are not devoid of subjectivity, in order to correctly determine the true essence of the emerging person in the polyphony of opinions. (Appendix 16).

c) ethical disputes - allow you to identify the beliefs, ideals of the guys. Aphorisms are offered, behind which certain life aspirations are hidden, it is necessary to choose those that are more suitable for the child and justify your choice.

d) questioning is an indirect way to the knowledge of the motives of behavior and activity. The questionnaire reveals not only a rich picture of introspection, but a desire to express oneself in a certain way. Along with sincere answers to questions, you can find formal replies that mask true convictions, or the absence of one's own views on the problem (Appendix 17).

e) essays - provide scope for expressing one's own attitude to the moral criteria surrounding them.

3. Motivation in the educational process.

Motivation is a source of human activity, a system of stimuli for any activity and human behavior. It includes all kinds of motives: motives, needs, interests, aspirations, goals, drives, attitudes, ideals.

Social motives are associated with various social interactions of the child with other people. They can be very different:

• Desire to fulfill one's duty, prepare oneself for one's chosen profession.
• The desire to take a certain position in the class, society, a place in relation to other people, to gain approval, to earn authority.
• The desire to be the first, take the place of the leader, dominate the team.
• Awareness, analysis of ways and forms of cooperation, relationships, their improvement.
• The need for group affiliation, the desire to identify oneself with a strong, close-knit group capable of supporting him, where he could show initiative, independence, and express his point of view.

Cognitive motives are associated with the content of the child's activity and the process of its implementation:

• Interest in new facts, phenomena, ideas.
• Interest in the methods of acquiring new information, its implementation in the course of active creative activity.
• The orientation of the child to the independent production and implementation of ideas, the improvement of various methods of activity.

4. Methods of encouraging students to active creative activity.

1. Social (Appendix 11):

• interest in the results of their own and collective activities;
• the impulse to imitate a strong personality;
• the desire to fulfill one's duty, to prepare for the chosen profession;
• developing a desire to be useful.

2. Volitional (application 12):

• presentation of educational requirements;
• information on mandatory performance results;
• assistance in striving for self-realization;
• building a relationship with self-development.

3. Cognitive (Appendix 13):

• reliance on personal experience;
• intellectual stimulation;
• creating problem situations;
• brain attack;
• performance of creative tasks;
• search for an alternative solution.

5. Forms of educational work in the classroom.

(Annex 14)

BUT). Creative activity of children in groups - links.

Runs under the motto:

"Create, search, fantasize more boldly -
The search is for an unusual idea!
Dump your thoughts up a big mountain,
Out of hundreds of simple ones, we will find the golden one!
Don't you dare throw a stone at your neighbor
Throw a stone - there will be no ideas!
Especially appreciated is the complex of ideas,
Ideas have matured - implement them soon!

6. Individual activities to complete tasks.

The student team is created, grows and grows stronger in the process of various joint activities of the children. This activity makes the life of the collective meaningful and interesting, serves as a source of collective interests, experiences, a source of accumulation of life and moral experience. Working in groups - links contributes to the rallying of the children's team, the emergence of a sense of pride in their belonging to the group, responsibility not only for their own activities, but also for the work of their comrades.

Organization of the work of the group.

Getting a job.

Determination of the goal and mastering the tasks.

Ensuring work - conditions, means, performers.

Work planning and distribution of responsibilities.

Operational consulting.

Analysis of efficiency and summing up the results of activities.

Task completion report.

Rules for the guys when doing the task.

When you receive a task, get it right.

Do not neglect the experience and help of others.

Consider the capabilities of your group members.

Make a work plan based on real conditions.

Collectively discuss the progress of the work.

Everyone is personally responsible for their area of ​​work.

Conduct a final analysis of the work performed.

The work of the links takes place under the control and, if necessary, with prompt consultation of the teacher-educator.

The creative activity of groups - links in the class team begins with specific and useful common deeds that require the coordinated work of all participants in the educational process - children, the class teacher.

An extracurricular activity will be successful if the following conditions are met:

• when jointly developing or writing an event scenario, interesting didactic material for a quiz, brain-ring;
• diluting the event with non-standard, unexpected moves, amateur art performances, determining the role of all subjects or those responsible;
• with constant consultation from the teacher, control over the implementation of all parts of the event;
• with the quality of the event.

The list of events held by the class is huge and begins with the choice of the name of the team, the motto, the distribution of the guys in the links and the election of the link, the choice of the name of the links, their motto.

By the end of the year, a progress report is being prepared.

7. Activities that require a creative approach and active participation of all groups - links:

Equipping and decorating the classroom before the start of the school year, before the holidays, preparing class hours - all this helps the children to become more aware of their connection with the team, imbued with a sense of responsibility towards it.

The guys are involved in the performance of labor activities on subbotniks, when cleaning classrooms - here they are full masters, organize their activities, join forces to achieve common success.

The fulfillment of public assignments contributes to team building, the manifestation of the individual abilities of the child. Public assignments are carried out by all students; weak or unorganized children cannot be left without them. industriousness, responsibility to the team are brought up, they are accustomed to organization and self-discipline.

• The educational work of children is a creative collective work directed by a teacher-subject teacher. The success and lag of a student in a friendly team is considered as a personal, but also a public matter. The team organizes active participation in the struggle for the high quality of knowledge, mutual assistance in educational work, requires everyone to take a serious and conscientious attitude to learning.
• The rallying of the guys occurs as a result of the correct organization of the free time of the guys. Fascinating walks, joint sledding, excursions, hiking and traveling, sports competitions, musical evenings - leave a bright indelible impression on the children.
• The traditions of the class are a good custom, a positive experience of activity, fixed in the life of the team. A chronicle of the creative affairs of the class, a class report to parents about class affairs at the end of the school year, participation in the affairs of younger students who replaced the older ones, participation in traditional school holidays - a festive concert on March 8, New Year's mornings, etc.
• Thematic class hours are held by links with the advice of a teacher, they choose the form of conduct, ways to implement the topic, attract children from other links, and jointly develop an original idea.

8. Parents in the educational process.

The effectiveness of educational work largely depends on the influence of parents. The joint activity of the family and the school provides the ground on which the abilities of the student develop, a free personality is formed. The selfish interest of the mother or father only in the successes and failures of his child is overcome.

Forms of communication between parents and students of the class are diverse:

• Participation of parents in school competitions - sports, intellectual, even as spectators.
• Organized excursions to places of military glory, to nature.
• Ensuring the business rhythm of the child's educational work, the sequence of requirements for the implementation of the regimen, the daily routine.
• The participation of parents in thematic class hours creates an educational atmosphere, children's pride in their parents, their high intellectual or professional level.
• Deepening the scientific knowledge of the educational process of parents by holding parent universities, thematic class parent meetings.

9. The main stages in the development of the class team.

With systematic educational work, the class team goes through several stages in its development, in which there is a change in the functions of the class teacher and the class children.

The first stage: the main organizer of the children's creative useful activity is the class teacher, coordinating and guiding. the behavior of the children is spontaneous, unorganized, the stimuli of activity are group and individual needs. The asset of the class is the teacher's assistants.

The second stage - the class asset acts not only as assistants to the class teacher, but as independent organizers of activities. They put forward new perspectives, determine those responsible for different areas of collective work. The role of the class teacher is to ensure the expansion of the asset, to support children with low initiative, to regulate the line of behavior of the class asset, and to expand the field of social activity.

The third stage - the initiative is transferred to student self-government. The class teacher makes adjustments as necessary.

Based on the materials of the Unified Lesson "Family and Fatherland in my life" in 2017. Author: Shamilova Liliana Shamilovna, Secondary school No. 7, Mineralnye Vody, Stavropol Territory.

Every person is aware of his blood ties and spiritual kinship with the Fatherland.

A civilized people has a great dignity - love for the motherland. – Napoleon Bonaparte

The connection with the homeland in the mind of a citizen is a feeling for the living native land and the people who inhabit it in generalization and specificity. – A. A. Blok

Fatherland and Motherland is the land where the soul languishes and suffers. – Voltaire

In the cell of the family, love for the Motherland is born. – F. Bacon

Two feelings that disturb us. In them, the body finds the soul. Love for home. Craving for paternal penates. – Pushkin A.S.

Unlimited freedom and obligatory duty can be given by the true Motherland. – T. Jefferson

The wound inflicted on the homeland is felt by the entire state and each of its individual citizens. – V. Hugo

At the word "Fatherland" the timid become brave, rejecting death and disease. – Lucain

Motherland is a specific person with whom I feel comfortable talking. I. Goethe

A son cannot look calmly at the troubles of his mother, a person worthy of his back to the Fatherland will not turn - N. A. Nekrasov

Read the continuation of the quotes on the pages:

He who does not love his country cannot love anything. — Byron D.

Whoever does not consider himself connected with his fatherland has nothing to do with humanity. – Belinsky V. G.

It is gratifying and honorable to die for the fatherland. – Horace

The love of the sons of Russia strengthens the fatherland, spirit and hand; everyone wants to shed all the blood, from the formidable sound invigorates. – M.V. Lomonosov

A true man and a son of the Fatherland are one and the same... He is downright noble, whose heart cannot but tremble with tender joy at the single name of the Fatherland... - A.N. Radishchev

Patriotism in the national sense is the same as egoism in the individual sense; both flow essentially from the same source and bring the same benefits and the same calamities. Respect for one's society is a reflection of respect for oneself. — Spencer G.

The smoke of the fatherland is so sweet to us and we love it! - Griboyedov A.

You can't be a hero fighting against your homeland. — Hugo W.

There is nothing worse than wandering in foreign lands. – Homer

It is better to die far from the homeland than to live without a homeland in the soul. – V. Delaunay

The defense of the motherland is the defense of one's own dignity. – N. Roerich

Good news about our side is sweet to us: Fatherland and smoke are sweet to us. – Derzhavin G. R.

In places where there are no free rights, there is no homeland of the region. – L. Becherel

Russia - Sphinx. Rejoicing and grieving, And shedding black blood, She looks, looks, looks at you, And with hatred, and with love! .. - Blok A.A.

Rulers should not accuse people of lack of patriotism, but do everything in their power to make them patriots. – T. Macaulay

I fell in love with you, my uncomplaining country! And for what - I can not understand. Your manifestations are cheerful to me with the advent of the spring-blooming season. - Yesenin S.

Love for the fatherland is compatible with love for the whole world. The people, acquiring the light of knowledge, do not harm their neighbors. On the contrary, the more enlightened the states, the more ideas they communicate to each other, and the more the strength and activity of the universal mind increase. — Helvetius K.

There is no higher idea than how to sacrifice your own life, defending your brothers and your fatherland, or even just defending the interests of your fatherland ... - F.M. Dostoevsky

They adore the homeland not because it is huge in size, but because it is close to us. – Seneca

In order to destroy an entire homeland, even one scoundrel may be enough: there are multiple historical examples of this, confirming the death. – Napoleon I

Homeland is where you feel freedom. – Abu-l-Faraj

As long as we burn with freedom, as long as our hearts are alive for honor, my friend, let us dedicate our souls to our homeland with wonderful impulses! – A.S. Pushkin

The best mission is to defend your fatherland. – Derzhavin G. R.

They love their homeland not because it is great, but because it is their own. – Seneca

The smoke of the fatherland is sweet. – Homer

To sacrifice one's life for one's homeland is a happy lot: He who perishes with valor is immortal forever. — Cornell P.

Patriotism, no matter who it is, is proved not by word, but by deed. – Belinsky V. G.

Get only to a foreign land, so you begin to assure that we have fried pigs walking around. – Petronius

I am fully convinced that no nation in the world is gifted with any ability preferentially over others ... - G. Lessing

The good news about our side is dear to us: the fatherland and the smoke are sweet and pleasant to us. – G.R. Derzhavin

For the complete happiness of a person, it is necessary to have a glorious fatherland. - Simonides of Ceos

What is humanly more beautiful, purer than the holy struggle for the homeland? – F. Schiller

The sun does not warm in a foreign land. – T.G. Shevchenko

The historical significance of every Russian great man is measured by his merits to his homeland, his human dignity - by the strength of his patriotism ... - N.G. Chernyshevsky

The best way to instill in children a love for the fatherland is to have this love in the fathers.

But even then, When the enmity of the tribes will pass in the whole planet, Lies and sadness will disappear, - I will sing with all my being in the poet A sixth part of the earth With a short name Russia. – Yesenin S. A.

Treason to the motherland requires extreme baseness of the soul. – Chernyshevsky N. G.

A good name belongs to every honest person, but I concluded a good name in the glory of my Fatherland, and all my deeds tended to its prosperity. Self-love, often a submissive veil of fleeting passions, never controlled my actions. I forgot myself where it was necessary to think about the common good. My life was a harsh school, but my morals were innocent and my natural generosity facilitated my labors: my feelings were free, and I myself was firm. – Suvorov A.V.

A patriot is a person who serves the motherland, and the motherland is, first of all, the people. – Chernyshevsky N. G.

As long as we burn with freedom, As long as our hearts are alive for honor, My friend, let us dedicate our souls to our homeland Beautiful impulses! – Pushkin A.S.

And the month will sail and sail, Dropping oars on the lakes, And Russia will still live, Dancing and crying at the fence. – Yesenin S. A.

For us, Russians with a soul, one Russia is original, one Russia truly exists; everything else is only a relation to it, thought, Providence. We can think and dream in Germany, France, Italy, but we can only do business in Russia. – Karamzin N. M.

You can't understand Russia with the mind, You can't measure it with a common yardstick: She has a special become - In Russia, you can only believe. - Tyutchev F.I.

To betray your country, you must have an extremely low moral spirit. – Chernyshevsky N.

You must dedicate your life to the fatherland, if you want to be an honest person forever. – D.I. Fonvizin

It is permissible, I think, for every true Russian who sincerely loves his Fatherland, at this decisive hour, to be a little annoyed at those who, by their influence, direct or indirect, pushed into a disastrous war, who did not take into account its moral and material resources and took their theories for true policy of the country, his unfinished research - for a genuine national feeling, who, finally, prematurely singing victorious hymns, misled public opinion, when it was not too late to stop on that slippery path along which the country was carried away by frivolity or mediocrity. It is permissible, I think, in the face of our disasters, not to share the aspirations of unbridled patriotism, which has brought the country to the edge of the abyss, which thinks to extricate itself, persisting in its illusions, not wanting to recognize the desperate situation it has created. – Chaadaev P. Ya.

The best way to instill in children a love for the fatherland is to have this love in the fathers. – C. Montesquieu

Love for the fatherland is compatible with love for the whole world. The people, acquiring the light of knowledge, do not harm their neighbors. On the contrary, the more enlightened the states, the more ideas they communicate to each other, and the more the strength and activity of the universal mind increases. – K. Helvetius

Find where your roots are and don't fuss about other worlds. — Toro G.

Parents are dear to us, dear children, relatives, relatives; but all ideas about love for something are combined in one word fatherland. What honest man would hesitate to die for her if he could benefit her by doing so? – Cicero

In a full and healthy nature, the fate of the motherland lies heavily on the heart ... every noble person is deeply aware of his blood relationship, his blood ties with the fatherland. – V.G. Belinsky

The smoke of the fatherland is sweet. – Homer

Without true love for humanity, there is no true love for the motherland ... - A. France

Two feelings are wonderfully close to us - In them the heart finds food: Love for the native ashes, Love for the father's coffins. – Pushkin A.S.

But I love you, meek homeland! And for what - I can not figure it out. Your short joy is merry With a loud song in the spring in the meadow. – Yesenin S. A.

But who will doze alone in his corner when the Great is happening in the homeland? – F. Schiller

Patriotism is one of the deepest feelings, fixed for centuries and millennia of isolated fatherlands. – Lenin

I certainly hate a lot in my fatherland - but I am very sad if a stranger also shares these feelings with me. – A. Pushkin

Moscow, how immeasurably much is contained in this word. So, connecting Russian souls, as if in the hearts of people it calls for something! – Pushkin A.S.

A statesman, more than other fellow citizens, must be animated, moved and guided by love for the Fatherland. He must live with love for the Fatherland, pour it into his subordinates and be an example in it to the whole state. – Derzhavin G. R.

If the holy army shouts: Throw Rus, live in paradise!, I will say: No need for paradise, Give me my homeland. – Yesenin S. A.

The most courageous thing is to defend your state. — Derzhavin G.

There are no small nations in the world ... The greatness of a people is not at all measured by its numbers, just as the greatness of a person is not measured by his height. – V. Hugo

Love feelings for one's homeland give rise to civilized qualities in a person. — Napoleon.

Many tend to confuse two concepts: the Fatherland and Your Excellency. – M. Saltykov-Shchedrin

The best way to instill in children a love for the fatherland is to have this love in the fathers. – Montesquieu

My love for the fatherland does not make me close my eyes to the merits of foreigners. On the contrary, the more I love my fatherland, the more I strive to enrich my country with treasures not extracted from its depths.

(Voltaire)

You can grow old and not know that you love the fatherland; but for this you need to stay in it. We learn the essence of spring in winter, the best May songs are sung behind the stove.

(G. Heine)

The motherland is our second mother, and such a motherland as the Urals, even more so.

(D.N. Mamin-Sibiryak)

Patriotism does not mean only one love for one's homeland. It is much more... It is the consciousness of one's inalienability from the motherland, the inalienability of experiencing together with her her happy and unhappy days.

(A.N. Tolstoy)

Motherland! She is always beautiful. And in the autumn flames of the forests, and in the snowy expanse of January, and in the first spring flowers, and in the golden flood of the grain fields!

(V. Dvoryanskov)

Except for the mother,
There is no mother in the world.
In addition to the homeland - another
There is no native land in the world.

(B. Ukachin)

Russia does not need a revival, but a cleansing and restoration.

(A.V. Shakhmatov)

What is Fatherland? This is the sum of economic, legal, political, etc. facts and ideas bequeathed to us by our fathers.

(N. Mikhailovsky)

The country is not some addition to the population, the individuals who make it up; she herself is the soul, the conscience, the personality, the living force.

(E. Ranan)

There were people before us, now we are, and there will be people after us. A Russian warrior on the Kulikovo field is a warrior at Kunersdorf. A warrior at Kunersdorf is a warrior on the Borodino field. A warrior on the Borodino field is a warrior on Shipka. Warrior on Shipka - This is the defender of the Brest Fortress ...
Ideas have changed, people have changed. But they still have one homeland - this is mother Russia; and at all times blood has been shed in the name of one thing - in the name of the Russian Fatherland. We did not see off the fallen on the Kulikovo field. We were not awakened by Yaroslavna's sobs.
We don't know the names frozen on Shipka... And yet we know them! Yes, we remember them, we see them, we hear them, we will never forget them. For these are our ancestors, reader.
History has the voice of blood. This voice obliges us to a lot. Let's not seek glory for ourselves.

We spoke in the days of Batu,
As in the fields of Borodino:
Let Russia rise
Let our names perish!

(V. Pikul)

And around invincible love
To the villages, pines, to the berries of Russia,
My life revolves invisibly
Like the earth around its axis!…

(N. Rubtsov)

The motherland is the first tested caress, the first conscious thought that dawned on the head, it is the smell of the air of trees, flowers and fields, the first games, songs and dances ...
These are successive impressions of being, childhood, adolescence, youth, youth and maturity.

(A.I. Kuprin)

For most people, the feeling of the motherland in the broad sense - the native country, the fatherland - is supplemented by the feeling of the homeland of the small, original, motherland in the sense of native places, fatherland, district, city or village. This small homeland with its own special appearance, with its own, albeit the most modest and unpretentious, beauty appears to a person in childhood, at the time of life-long impressions of a childish soul, and with it, this separate and personal homeland, he comes over the years to that big The homeland that embraces all the small ones - and in its great whole - is one for all.

(A. Tvardovsky)

You do not yet love Russia: you know how to be sad and irritated by rumors about everything bad that is done in it, all this produces in you only one callous annoyance and despondency. … If you love Russia, you will be eager to serve her..

(N.Gogol)

Russia has always been a philosophical country. But philosophical, not in the German and European sense of the word. The philosophy of Russia has always been a philosophy of the heart, a philosophy of the spirit.

(D. Likhachev)

... Just as a flower grows from a grain, our love for the Motherland has its source in that "corner of the earth" where we were born and grew up.
In early childhood, our world is limited to the rooms of our father's house, later - to the happy realization of our blood involvement in that sacred and lofty thing that is called the name of our native country.
In distant wanderings, I carefully carried the name and image of the Motherland in my heart, as they wear a portrait of their mother in a hidden medallion. I love everything in my great Motherland - its sad tundras, and its rivers, and its new buildings, magically enlivening recently barren deserts, and its dense forests, preserving the original charm of nature.

(N. Smirnov)

In a decent person, patriotism is nothing but the desire to work for the good of one's country, and comes from nothing else but the desire to do good - as much as possible more and as much as possible better.

(N. Dobrolyubov)

The image of the Motherland is always concrete. It cannot be vague, general. They love their native land where they were born and raised. For one, these are boundless expanses of the steppe, for the other - ora, drawing a broken line against the sky. One has a scorching sun overhead, the other has cold flashes of the northern lights. For one, this is the silence of a village afternoon, for the other, the dissonance of a city street.

(V. Pekelis)

Love for the Fatherland is the readiness to defend its independence. This creates patriotism - a great, necessary, beautiful feeling. It incorporates love for the Motherland, devotion to it, the desire to serve its interests with its deeds.

(V. Pekelis)

True patriotism can be defined as love for one's country, respect for all the people living in it, knowledge of the customs and traditions of one's people, devoted service for the good of the country. A patriot is one who, in any situation, puts the interests of the country above his own needs. Patriotism is aimed at the true good and prosperity of the country, which cannot be achieved through immoral acts.

(W. Haynes)

True love for one's people, one's Motherland is impossible without love and respect for other countries and peoples. This is what patriotism consists of - not opposing oneself to the whole world, but respect and deep understanding of one's people, a sense of responsibility for the fate of one's country, which helps to see the true value of any other culture.

(W. Haynes)

The homeland is dear to the heart not by local beauties, but by captivating memories.

(N. Karamzin)

You are not alone in this firestorm Russian people. From the heights of history, our song Yermak, and the wise Minin, and the Russian lion Alexander Suvorov, and the glorious artisan Peter the Great, praised by Pushkin, and Peresvet with Oslyabey, who were the first to fall in the Kulikovo battle, are looking at you from the heights of history. In a difficult moment, ask them, these strict Russian people, who collected our homeland bit by bit, and they will tell you what to do, even left alone among the enemy multitude. With what courage they served her! ... And wherever they went for distant borders, they bowed to the belt of their dear one, and the bitter, wormwood dust of her dears was sweeter than honey to them.
And a handful of native land, sewn into an amulet, was taken to a foreign land, like a mother's blessing, on the chest. And wherever the dictates of history turned out to be, a Russian man, his heart, like a compass needle, was steadily directed in one cherished direction, towards Russia. And they put on clean shirts before a mortal feat, going to military suffering, as to a bright holiday. That was what made the Russian land strong, that was how it stood for centuries.

(L. Leonov)

It is known that the feeling of the Motherland in every citizen is commensurate with his personal creative contribution to the common cause, hence it is easy to explain both the patriotism of a true worker and the political indifference of the tradesman.

(L. Leonov)

... A citizen cannot take place in a person, divorced from the root system of his people. And therefore, the entire upbringing of the young - from the primer to the university bench - must be permeated with an effective master's attachment to the Motherland and its nature, to everything that makes up the grandfather's heritage, on which lies the imprint of the dreams and golden hands of our geniuses.

(L. Leonov)

The feeling of the Motherland cannot be learned, but it is impossible not to teach. This is akin to teaching writing or artistic skills: the teacher may not know whether the creator of brilliant compositions will turn out from his student, but he is able to instill in him a craving for beauty, he believes in it and is obsessed with it. Stone by stone, we are building together a building whose name is love for Russia.

(Yu. Tyurin)

Dear, bright Motherland! All our boundless love is for you, all our thoughts are with you.

(M. Sholokhov)

Oh, bright and beautifully decorated, the Russian land! You are glorified by many beauties: you are famous for many lakes, rivers and local springs, mountains, steep hills, high oak forests, clear fields, marvelous animals, various birds, countless great cities, glorious villages, monastery gardens, temples of God and formidable princes, honest boyars, many nobles. You are full of everything Russian land ...

("Word about the destruction of the Russian land")

The recognition of the Motherland is multilayered and diverse, just as the knowledge of the secrets of art, the study of nature, the comprehension of the laws of life are manifold and multilayered. More than one road leads to the goal, but the main thing is to once set foot on your own road, then you have to go without turning.

To make friends love for the Fatherland with the first impressions of memory.

(K. Ryleev)

History is a powerful factor in the education of conscious patriotism. To belittle one's history, to forget it, means to spit on the graves of one's ancestors who fought for their native land...