Hour of communication "honest deed". Hour of communication "honest deed" Honest deeds

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Target: to contribute to the education of such a moral quality of the individual as honesty, which is necessary not only for relationships between people, but, above all, for the individual himself.

Tasks:

To form in children an idea of honesty (to be honest with everyone, to be able to admit and correct their mistakes, to follow the rules).
Encourage children to demonstrate honesty in deeds, actions, and statements.
Develop the ability to reason, express your point of view, and participate in discussion.

Preparatory work:

Presentation class hour
Selection of materials (“Deniska’s stories” by V. Dragunsky, situations for discussion in groups, videos).

Equipment: board, computer.

Progress of the event

1. Org moment.

Hello guys! Today we have many guests, and one of them is our old friend (excerpt from the film “Deniska’s Stories”).) Slide2

2. Goal setting.

Teacher: Where is this character from? (from the work of V. Dragunsky “Deniska’s stories”). (shows the book) Slide 3

Teacher: Deniska is a child like you. He does things, sometimes good, sometimes not so good. Here's what Deniska said:

(reads an excerpt from the story “20 years under the bed) Slide4

“Mishka called on the phone and called me to his place, I immediately got dressed and rushed to him. It was light and warm there and a lot of people had gathered, Alenka came, followed by Kostya and Andryushka. We played all the games and it was fun and noisy. And at the end Alenka suddenly said:

Now go hide and seek! Let's go hide and seek!

And we started playing hide and seek. It was great, because Mishka and I were constantly adjusting things so that it would be up to the little ones to lead: Kostya or Alenka, while we ourselves hid all the time and generally led the kids by the nose.”

Teacher: What did the boys do towards Alenka and Kostya? (they did something wrong, they were led by the nose)

Teacher: How can their action be called differently? (dishonest act)

Teacher: What human quality didn't the boys show up? Take small yellow pieces of paper with letters and put the word together (shows an envelope, children collect the word H E S T N O S T).

Teacher: What word did you get? Check (the word on the slide). Slide5

Teacher: What is honesty? (children explain in their own words)

Teacher: What will we talk about at our fellowship hour? (About honesty...)

Teacher: Not just about honesty, but about honest action.

3. Updating knowledge

Teacher: What is an honest act? (children explain the definition in their own words)

4. Generalization and systematization of knowledge

Teacher: Look carefully at the plot from the movie “The Amazing Adventures of Denis Korablev” and tell me who behaved honestly and who behaved dishonestly. (discuss with the guys what we saw in the story) Slide6

Teacher: How honestly should Tolik have acted? (don’t change seats, tell Deniska the truth) Slide7

Teacher: Let's rest a little and do some physical education:

Fizminutka

Teacher: Now try to figure out in the groups who acts honestly and who doesn’t. Take colored sheets with excerpts from Deniskin’s Stories by Dragunsky. Remember the text in pairs and prepare an answer from the group according to the following plan (on the board there is an answer plan:

1. Title of the story

2. Actions of heroes

3. Your attitude towards these actions)

Teacher: 2 minutes for discussion.

Teacher: What kind of work is this?

(Illustrations of stories on the board:)

Situation 1: excerpt from the story “Dymka and Anton” Slide9

Situation 2: excerpt from the story “Main Rivers” Slide 10

Situation 3: excerpt from the story “Everything secret becomes clear” Slide 8

(children express their opinions)

5. Application of knowledge and skills in a new situation

Teacher: You have a good understanding of the actions of Deniska and his friends. Slide 11

What would you do in the following situations: (children discuss in groups

Situation 1: You have a beautiful vase at home that your parents value, but you accidentally broke it. What will you do in this case? Slide 12

Situation 2: Mom allowed you to play on the computer for 30 minutes, and she left. What will you do when the 30 minutes are up? Slide 13

Situation 3: You found someone else's cell phone at school. Do you like him, what will you do? Slide14

(video with an honest act from life) Slide 15

6. Control of assimilation, discussion of mistakes made and their correction.

Teacher: Do you think it is easy to do an honest act? (no) Slide16

Teacher: Why act honestly then? (for peace of mind; to become warmer and brighter in the soul)

Teacher: Have you done honest things? (1 person from the group tells their honest deeds)

Teacher: Write on a piece of paper an honest deed if you have committed one. If not, think about where you could act honestly, show your honesty.

7. Reflection (summarizing the lesson)

Teacher: Each of you is a bright sun. And every sun has its rays. Your honest actions will be your rays. (video “Sun in the Rays”) Slide 17

There are different ways to live in life.
It is possible in sorrow and in joy.
Eat on time and drink on time.
Do nasty things on time.
Or you can do this: get up at dawn
And, thinking about a miracle,
With a burnt hand, reach for the sun
And give it to people!
(Sergey Ostrovsky)

Teacher: Our hour of communication has come to an end. You will attach your rays of honesty to your sun. Thank you for your honest communication!

DYMKA AND ANTON

And we had a dog called Dymka. Her tail is curled and shaggy, and she wears woolen riding breeches on her legs.

When I looked at Dymka, I was surprised that she had such beautiful eyes. Yellow-yellow and very intelligent. I gave Haze sugar and she always wagged her tail at me. And two houses away lived the dog Anton. He was Vankin. Vanka’s last name was Dykhov, and so Anton was called Anton Dykhov. This Anton had only three legs, or rather the fourth leg did not have a paw. He lost it somewhere. But he still ran very fast and kept up with everything. He was a tramp, he disappeared for three days at a time, but always returned to Vanka. Anton loved to steal whatever came his way, but he was extremely smart. And that's what happened one day.

My mother gave Dymka a big bone. Dymka took it, put it in front of her, squeezed it with her paws, closed her eyes and was about to start gnawing, when suddenly she saw Murzik, our cat. He didn’t bother anyone, he walked home calmly, but Dymka jumped up and ran after him! Murzik wanted to run, and Dymka chased him for a long time until she drove him behind the barn.

But the whole point was that Anton had been in our yard for a long time. And as soon as Dymka was busy with Murzik, Anton quite deftly grabbed her bone and ran away! I don’t know where he put the bone, but only a second later he hobbled back and sat there, looking around: “Guys, I don’t know anything.”

Then Dymka came and saw that there was no bone, but only Anton. She looked at him as if asking: “Did you take it?” But this impudent one only laughed at her in response! And then he turned away, looking bored. Then Smoky walked around him and looked him straight in the eyes again. But Anton didn’t even bat an eyelid. Haze looked at him for a long time, but then she realized that he had no conscience and walked away.

Anton wanted to play with her, but Dymka completely stopped talking to him.

THE SECRET BECOMES CLEAR

I heard my mother say to someone in the hallway:

The secret always becomes clear.

And when she entered the room, I asked:

What does this mean, mom: “The secret becomes clear”?

“And this means that if someone acts dishonestly, they will still find out about him, and he will be ashamed, and he will be punished,” said my mother. - Got it?.. Go to bed!

I brushed my teeth, went to bed, but did not sleep, but kept thinking: how is it possible that the secret becomes apparent? And I didn’t sleep for a long time, and when I woke up, it was morning, dad was already at work, and mom and I were alone. I brushed my teeth again and started eating breakfast.

First I ate the egg. This is still tolerable, because I ate one yolk, and chopped the white with the shell so that it was not visible. But then mom brought a whole plate of semolina porridge.

Eat! - Mom said. - Without any talking!

I said:

I can’t see the semolina porridge!

But mom screamed:

Look who you look like! Looks like Koschey! Eat. You must get better.

I said:

I'm choking on her!..

Then my mother sat down next to me, hugged me by the shoulders and asked tenderly:

Do you want us to go with you to the Kremlin?

Well, of course... I don’t know anything more beautiful than the Kremlin. I was there in the Chamber of Facets and in the Armory, I stood near the Tsar Cannon and I know where Ivan the Terrible was sitting. And there’s a lot of interesting stuff there too. So I quickly answered my mother:

Of course, I want to go to the Kremlin! Even more!

Then mom smiled:

Well, eat all the porridge and let's go. In the meantime, I'll wash the dishes. Just remember - you have to eat every last bit!

And mom went into the kitchen.

And I was left alone with the porridge. I spanked her with a spoon. Then I added salt. I tried it - well, it’s impossible to eat! Then I thought that maybe there was not enough sugar? I sprinkled it with sand and tried it... It got even worse. I don't like porridge, I tell you.

And it was also very thick. If it were liquid, then it would be a different matter; I would close my eyes and drink it. Then I took it and added boiling water to the porridge. It was still slippery, sticky and disgusting. The main thing is that when I swallow, my throat itself contracts and pushes this mess back out. It's a shame! After all, I want to go to the Kremlin! And then I remembered that we have horseradish. It seems you can eat almost anything with horseradish! I took the whole jar and poured it into the porridge, and when I tried a little, my eyes immediately popped out of my head and my breathing stopped, and I probably lost consciousness, because I took the plate, quickly ran to the window and threw the porridge out onto the street. Then he immediately returned and sat down at the table.

At this time my mother entered. She looked at the plate and was delighted:

What a guy Deniska is! I ate all the porridge to the bottom! Well, get up, get dressed, working people, let's go for a walk to the Kremlin! - And she kissed me. ....

MAIN RIVERS

And I was so busy with this kite and space that I completely forgot about everything in the world. I was so interested in playing that I stopped even thinking about any lessons. It completely slipped my mind. But it turned out that there was no way to forget about your affairs, because it turned out to be a shame.

I slept a little in the morning, and when I jumped up, there was just a little time left... But I read how deftly firefighters dress - they don’t have a single extra movement, and I liked it so much that I spent half the summer practicing how to dress quickly . And today, as soon as I jumped up and looked at my watch, I immediately realized that I had to dress as if there was a fire. And I got dressed in one minute and forty-eight seconds, all properly, only I laced my laces through two holes. In general, I got to school on time and also managed to rush to class a second before Raisa Ivanovna. That is, she walked quietly along the corridor, and I ran from the locker room (there were no more guys). When I saw Raisa Ivanovna from afar, I ran at full speed and, not reaching the classroom some five steps, walked around Raisa Ivanovna and jumped into the classroom. In general, I won her a second and a half, and when she came in, my books were already in the desk, and I myself was sitting with Mishka as if nothing had happened. Raisa Ivanovna came in, we stood up and greeted her, and I greeted her the loudest so that she could see how polite I was. But she didn’t pay any attention to this and said as she walked:

Korablev, to the board!

My mood immediately deteriorated because I remembered that I had forgotten to prepare my homework. And I really didn’t want to get out from behind my desk. It was as if I was glued straight to her. But Raisa Ivanovna began to rush me;

Korablev! What are you doing? Am I calling you or not?

And I went to the board. Raisa Ivanovna said:

So that I can read the poems that are assigned. But I didn’t know them. I didn’t even know very well what the tasks were. Therefore, I instantly thought that Raisa Ivanovna, too, might have forgotten what was asked and would not notice that I was reading. And I cheerfully started:

.......................................

Everyone laughed. Raisa Ivanovna said:

Enough, Korablev!.. Don’t try, it won’t work. If you don’t know, don’t be ashamed. - Then she added: - Well, what about your horizons? Do you remember that yesterday we agreed as a whole class that we would read interesting books beyond the curriculum? Yesterday you decided to learn the names of all the rivers in America. Have you learned?

Of course I didn't learn it. This snake, damn it, completely ruined my whole life. And I wanted to confess everything to Raisa Ivanovna, but instead I suddenly, unexpectedly even for myself, said:

Of course I learned it. But of course!

Well, correct this terrible impression that you made by reading Nekrasov’s poetry. Tell me the largest river in America and I'll let you go.

That's when I felt bad. Even my stomach hurt, honestly. There was amazing silence in the class. Everyone was looking at me. And I was looking at the ceiling. And I thought that now I would probably die. Goodbye, everyone! And at that second I saw that in the last left row Petka Gorbushkin was showing me some kind of long newspaper strip, and on it there was something scrawled in ink, thickly scrawled, he probably wrote with his finger. And I began to peer at these letters and finally read the first half.

And here Raisa Ivanovna again:

Well, Korablev? What is the main river in America?

I immediately had confidence and said:

Misi-pisi.

Psychologists have long assumed that the evolution of cooperation and altruism in humans should have led to the development of special adaptations for remembering fellow tribesmen who are not trustworthy. Experiments, however, have shown that the names and faces of deceivers are no better remembered than the names and faces of honest people. The difference is that facts that discredit the reputation of personalities known to us are remembered much better than information about good or neutral actions.

Cooperation, mutual assistance and altruism play a huge role in the life of human groups. Long gone are the days when the development of altruism seemed difficult to explain from a natural scientific perspective. Under certain conditions, genes (more precisely, genetic variations - alleles) that provide a tendency towards cooperative and altruistic behavior spread throughout the population even if it is more profitable for each individual to behave selfishly and not help anyone. Elements has already written more than once about how this happens (see the selection of links in the note Intergroup wars - the cause of altruism?, Elements, 06/05/2009). As a matter of fact, from the point of view of an individual, egoism is simply by definition always more profitable than altruism.

However, it is more correct to consider any adaptations from the point of view of their benefits not for the individual, but for gene spread, which are responsible for the formation of these adaptations. Natural selection can go to different levels, but its results are recorded (“remembered”) only at the level of genes - and nothing else. The “altruism gene” can literally doom its carriers to death, but will still spread - for example, thanks to the mechanism of “kin selection” (by sacrificing itself, an individual saves its relatives, many of whom carry copies of the same “altruism gene” "). The selfless care of parents for their offspring is the most widespread result of kin selection.

Therefore, usually “genes of altruism” are distributed in the gene pool of a population in close collaboration with “genes for fighting deceivers” (see: Altruism of social insects is supported by police methods, “Elements”, 11/08/2006).

Reciprocal altruism presupposes the ability of individuals to single out from among their relatives those who have proven themselves to be selfish, and not have anything to do with them. In this way, two goals are achieved at once: selfishness is “punished” (the profitability of selfish behavior decreases), and an individual who avoids communicating with egoists increases its chances of not being deceived. Based on these considerations, evolutionary psychologists suggest that natural selection should have developed in our ancestors special psychological adaptations that helped identify and remember deceivers. This hypothesis has a number of testable implications. In particular, she predicts that our ability to remember deceivers may be stronger than other similar abilities, such as remembering people with good or unknown reputations.

Several studies have previously been conducted to test this prediction. In general it was confirmed; however, some unexpected details were discovered and new questions arose.

“Remembering a deceiver” consists of two parts: firstly, you need to remember the person himself, and secondly, that he is a deceiver. These are two fundamentally different tasks, which do not necessarily have to always be performed simultaneously and in concert. It is possible, for example, to remember a person’s face, but at the same time forget under what circumstances we saw him and what his reputation is. Theoretically, these two aspects of deceiver memory may be developed to varying degrees in people, although distinguishing them experimentally is not easy (and has not generally been done so far).

Recently, German psychologists from Dusseldorf showed that people remember the faces of deceivers no better and no worse than the faces of respectable citizens. However, information about dishonest deeds committed by deceivers is imprinted in our memory more effectively than information about good deeds. good people or about neutral actions of persons with an unknown reputation (see: Axel Buchner, Raoul Bell, Bettina Mehl, Jochen Musch. // Evolution and Human Behavior. 2009. V. 30. P. 212-224). In principle, this makes sense, given that our memory capacity is not infinite, and numerous and varied social contacts are vital. If we remembered bad people first, there would be less memory space to remember those we can deal with. But if, for one reason or another, we remember a certain person, and we know that we cannot trust him, then it is very important to put the appropriate “tick” in our memory so that in the future, if possible, we do not contact him.

In an article published June 22 in the magazine Evolutionary Psychology, the same authors reported a new series of experiments in which it was shown that remembering people's names, depending on their reputation, follows the same pattern as remembering faces. Thus, on the one hand, the previously identified pattern was confirmed, on the other hand, an argument was obtained against the popular hypothesis, according to which the mechanism for remembering deceivers has a particularly close specific connection with the face recognition system.

The experiment involved 193 people (111 women and 82 men) aged from 18 to 52 years. The same technique was used as in the previous work, with the difference that instead of faces, the subjects were presented with names. Testing was carried out individually. First, the subject was given a list of 36 common male names to read, with each name accompanied by brief information about the type of activity of this person. A third of the people were characterized as deceivers, a third - as honest people, and neutral information was reported about the remaining third, from which it was impossible to draw a conclusion about the moral qualities of the person. For example, the following stories were used as “compromising” information: “HE sells old cars and at the same time often hides information from buyers about serious defects in his product.” An example of a positive characteristic: “He sells cheese, but he always allows customers to try the cheese and does not try to sell stale goods.”

All features were of the same length (21 words in German) and all had previously been tested in independent tests. It has been shown that “negative” characteristics actually cause a negative reaction, while positive ones cause a positive reaction.

For each subject, the names and characteristics used were randomly combined. Participants had to indicate, on a six-point scale, how much they liked the person. As you might expect, deceivers received the lowest scores, while honest people received the highest.

At the second stage, the subject was shown 72 names in random order - 36 “old” ones, already familiar to him from the first stage of testing, and the same number of “new” ones. The names this time were not accompanied by any additional information. The subject had to indicate whether the given name was old or new. If he believed that the name was old, then the next question was: is this person a deceiver, honest, or nothing definite can be said about his reputation.

The results obtained were subjected to rather complex statistical processing, which made it possible to divide the act of memorization into two components: remembering the name itself and remembering the moral qualities of its bearer. Naturally, the probability of random guessing was taken into account.

It turned out that remembering the names themselves does not depend at all on the reputation of their bearers. In other words, the names of deceivers, honest people and people with an unknown reputation were remembered by the subjects with equal efficiency. However, information about the moral character of deceivers was remembered much better than similar information about honest and “neutral” individuals. Thus, we are not inclined to selectively remember deceivers, but if it so happens that we remember a given person, then the facts that discredit his reputation will be remembered with special care.

The results suggest that the mechanism for remembering deceivers appears to be more universal and less “specific” than previously thought. Some experts have suggested that to selectively remember information about deceivers, there is a special module in the brain that is closely related to the facial recognition system. This was facilitated by the fact that until now, in most of these experiments, subjects were asked to remember faces. Now, however, it has become clear that it’s not about faces - names “work” just as well. Therefore, if a special “deceiver memory module” exists, it is not strictly tied to the facial recognition system and can use other “personal identifiers,” including names.

Perhaps the increased efficiency of remembering compromising information about people is due to the fact that such information evokes in us a stronger emotional response (indignation, anger) than information about good deeds. Such a differentiated emotional response, in turn, can also be interpreted as an evolutionary adaptation. It is beneficial for us to react more sharply to antisocial actions than to good ones, and to remember them better because they are more informative. In human society, “good” behavior (cooperative, altruistic) in many cases is simply more profitable than antisocial behavior. Therefore, even people who are naturally very prone to deception and fraud often behave honestly, pursuing their own selfish interests - this doesn’t say much. Antisocial actions, on the contrary, betray a selfish person.

- [sn], aya, oh; che/sten, honest/, honest 1) About the properties, qualities of a person: truthful, straightforward. Honest journalist. ...Although he is an unknown person, he is certainly an honest fellow (Pushkin). Synonyms: good/dignified, decent/dignified Antonyms... Popular dictionary of the Russian language

act- With a positive assessment. Unselfish, fearless, plausible, prudent, noble, godly (obsolete), generous, highly moral, heroic, heroic, civil, humane, kind, soul-saving (obsolete), wonderful... Dictionary of epithets

honest- oh, oh; ten, tna, tno, honest and honest. 1. Distinguished by the inability to lie, openness, directness (about a person); characteristic of such a person; sincere, truthful (about a person, his character, thoughts, actions). What a nature. Ch. character. Ch... ... encyclopedic Dictionary

honest- oh, oh; ten, tna/, tno, honest/ and honest. see also honestly, honesty, to be honest, to be honest, to be honest 1 ... Dictionary of many expressions

honest- oh, oh; ten, tna, tno. 1. Truthful, direct and conscientious. [The sailor] was efficient and honest, he would not deceive anyone. Herzen, Duty First. There is nothing more offensive to an honest fighter than an enemy's offer to surrender. Novikov Surf,... ... Small academic dictionary

MORAL QUALITIES- the concept of moral consciousness, with the help of which the most typical traits of human behavior are distinguished in public life and characterized from a moral point of view. K. m. (for example, generosity, truthfulness, treachery, stinginess, generosity, arrogance, ... ... Ethics Dictionary

Vasilchikov Alexander Illarionovich- Vasilchikov Alexander Illarionovich, prince, famous Russian public figure and writer, son of Illarion Vasilyevich Vasilchikov. Born on October 26, 1818, died in 1881. In 1835, Vasilchikov entered the Faculty of Law... ... Biographical Dictionary

Vasilchikov, Prince Alexander Ilarionovich- son of Prince Hilarion Vasilyevich, famous Russian public figure and writer; genus. October 27, 1818, died October 2, 1881. In 1839, V. completed a course at St. Petersburg University with a candidate of laws degree. Having the opportunity as a son... ... Large biographical encyclopedia

Vasilchikov Alexander Ilarionovich- (prince) son of Prince Hilarion Vasilyevich, famous Russian public figure and writer; genus. October 27, 1818, died October 2, 1881. In 1839, V. completed a course at St. Petersburg University with a candidate of laws degree. Having the opportunity... ...

Vasilchikov, Prince. Alexander Ilarionovich- son of Prince Hilarion Vasilyevich, famous Russian public figure and writer, b. October 27, 1818, d. October 2, 1881. In 1839, V. graduated from a course at St. Petersburg University with a candidate of laws degree. Having the opportunity as a son... ... Encyclopedic Dictionary F.A. Brockhaus and I.A. Ephron

Vasilchikov, Alexander Ilarionovich- Prince Alexander Ilarionovich Vasilchikov Date of birth: October 26 ... Wikipedia

Books

Country Sasha, Uzryutova Gala. “I’m that type. I’m like a small country that has its own customs and traditions. Country Sasha.” Sasha, didn’t you already learn at sixteen that this is true for everyone? And the customs and traditions of others... Buy for 695 rubles
Country Sasha, Uzryutova Gala. `I'm that type. I am like a small country that has its own customs and traditions. Country Sasha`. Sasha, didn’t you already learn at sixteen that this is true for everyone? And the customs and traditions of others...

Cooperation, mutual assistance and altruism play a huge role in the life of human groups. Long gone are the days when the development of altruism seemed difficult to explain from a natural scientific perspective. Under certain conditions, genes (more precisely, genetic variations - alleles) that provide a tendency towards cooperative and altruistic behavior spread throughout the population even if it is more profitable for each individual individual to behave selfishly and not help anyone. Elements has already written more than once about how this happens (see the selection of links in the note Intergroup wars - the cause of altruism?, Elements, 06/05/2009). As a matter of fact, from the point of view of an individual, egoism is simply by definition always more profitable than altruism.

However, it is more correct to consider any adaptations from the point of view of their benefits not for the individual, but for gene spread, which are responsible for the formation of these adaptations. Natural selection can occur at different levels, but its results are recorded (“remembered”) only at the level of genes - and nothing else. The “altruism gene” can literally doom its carriers to death, but will still spread - for example, thanks to the mechanism of “kin selection” (by sacrificing itself, an individual saves its relatives, many of whom carry copies of the same “altruism gene” "). The selfless care of parents for their offspring is the most widespread result of kin selection.

Several studies have previously been conducted to test this prediction. In general it was confirmed; however, some unexpected details were discovered and new questions arose.

Recently, German psychologists from Dusseldorf showed that people remember the faces of deceivers no better and no worse than the faces of respectable citizens. However, information about dishonest acts committed by deceivers is imprinted in our memory more effectively than information about the good deeds of kind people or the neutral acts of persons with an unknown reputation (see: Axel Buchner, Raoul Bell, Bettina Mehl, Jochen Musch. // Evolution and Human Behavior. 2009. V. 30. P. 212–224). In principle, this makes sense, given that our memory capacity is not infinite, and numerous and varied social contacts are vital. If we remembered bad people first, there would be less memory space to remember those we can deal with. But if, for one reason or another, we remember a certain person, and we know that we cannot trust him, then it is very important to put the appropriate “tick” in our memory so that in the future, if possible, we do not contact him.

The experiment involved 193 people (111 women and 82 men) aged from 18 to 52 years. The same technique was used as in the previous work, with the difference that instead of faces, the subjects were presented with names. Testing was carried out individually. First, the subject was given a list of 36 common male names to read, with each name accompanied by brief information about the person's occupation. A third of the people were characterized as deceivers, a third - as honest people, and neutral information was reported about the remaining third, from which it was impossible to draw a conclusion about the moral qualities of the person. For example, the following stories were used as “compromising” information: “HE sells old cars and at the same time often hides information from buyers about serious defects in his product.” An example of a positive characteristic: “He sells cheese, but he always allows customers to try the cheese and does not try to sell stale goods.”