STIMULATION AND ITS STRUCTURE: THE PROBLEM OF PEDAGOGICAL STIMULATION OF THE READINESS OF FUTURE LAWYERS FOR LAW-MAKING ACTIVITIES
L. Yu. Naumova1, P. Yu. Naumov2, S. N. Sorokoumova3
1Head of the legal department LLC TD Mirograd, Novosibirsk, Russian Federation
2The main military clinical hospital of the national guard of the Russian Federation, Balashikha, Russian Federation
3Russian State Social University, Moscow, Russian Federation
Keywords: стимул, стимулирование, педагогическое стимулирование, правотворчество, правотворческая деятельность, готовность, stimulus, stimulation, pedagogical stimulation, law making, law-making activities, readiness
Abstract
On the basis of a consistent study of scientific sources, the article discusses pedagogical stimulation and its structure when forming the readiness of future lawyers for law-making activities. The authors provide the opinions of scientists and practitioners on this issue, analyze its relevance. The types of stimulation, which include value, pedagogical, psychological, moral, material, active and passive stimulation, direct or indirect, are studied. It is aimed at stimulating, for example, mental cognitive processes (sensation, perception, memory, imagination, thinking, attention, etc.), performing certain actions or mastering given information, and practicing practical tasks. The structure of readiness for lawmaking activities, which must be formed by future lawyers in the process of training in an educational institution of higher education, is examined in detail. It is noted that pedagogical stimulation takes place under certain conditions (pedagogical conditions: the use of sign-contextual teaching in the educational process of pedagogical technology; design of modules for solving typical professional law-making tasks; refinement of the program and orientation of military training and legal practice for solving typical professional law-making problems; creation of pedagogical accompanying the stimulation of the formation of readiness for law-making ti), (psychological conditions: to stimulate the motivation of subjects of educational activity on formation of readiness for legislative activity, the identification of psychological and pedagogical features to stimulate students' willingness to legislative activity; comprehensive diagnosis of mental readiness to legislative activity). The readiness of future lawyers for lawmaking appears before us isomorphic to lawmaking itself, however, it has its own specific emotional-communicative and value-semantic content, which is conditioned on the one hand by the level of functional psychomotor readiness to solve law-making problems and the corresponding level of intellectual and creative aspirations, based not only on cumulatively accumulated knowledge and experience, but also on the value attitude to the future profession, on the other hand it is caused by emotional-volitional interaction and communication of some subjects of carriers of readiness for law-making activity with others.
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