The problem of university students tolerance manifestation

Abstract

The article focuses on the problem of university students tolerance psychology as one of the most urgent. The university students, however, must be aware of the necessity of social relations development, based on such qualities as justice, refusal of making violence and causing harm to other people. Only these approaches may lead to the global public space consolidation and incorporation. Therefore, the tolerance development is to be accomplished not only in the secondary schools, but in the higher education institutions as well. The given article aims at all-embracing analysis of the problem of tolerance manifestation in the student environment, and thorough investigation of the main psychological-pedagogical and training means of its development. Essentially, the most important objectives of the article are: 1) to reveal the problem of tolerance amongst the contemporary youth; 2) to represent the results of the tolerance manifestation amongst students of Physics and Mathematics department of the pedagogical university; 3) to substantiate the system of psychological-pedagogical and training means of university students tolerance development. It is the fact the effective solution of all the above-mentioned goals grounds in the complex of investigation methods. Firstly, the theoretical ones are theoretical analysis, generalization, and classification. Secondly, the most efficient empirical methods are testing (survey “Can you be considered a tolerant person?” by Ye. Kailiuk), technique of diagnosing the empathy level (by V. Boiko), and survey (the questionnaire “Personal responsibility” by S. Yalanska). Statistic methods also tend to be effectual. The results of the disquisition of tolerance development among the students of Physics and Mathematics department of pedagogical university have been revealed in succession. It has been proved that the implementation of the program of the person’s tolerance development in educational space is of high necessity now. It provides special teaching-educative environment forming, embodying such parameters as a) tolerance cognitive constituent ascertainment (personal responsibility); b) emotional constituent ascertainment (empathy); c) behavioral constituent sets and development based on constructive interaction with entourage and surroundings. The program is supposed to be effectively inculcated integrating psychological-pedagogical and training means in the teaching-educative process in secondary schools as well as in higher education institutions.