1. T HE P ROBLEM OF P ERSONALITY ’ S R ESPONSIBILITY IN THE C ONTEXT OF V ALUES S YSTEM IN L ATVIA Marina Marchenoka Rezekne Higher Education Institution (Latvia) Anna Liduma Riga Teacher Training and Educational Management Academy (Latvia) The 10th International PERL Conference: Preparing, Engaging, Responding and Learning about Responsible Living 10-11 March 2015, UNESCO, Paris

2. The aim of the research paper are:  to consider the problem of responsibility as a value quality of teenager’s personality;  to define the grade of ‘responsibility’ in the hierarchical system of value orientations of teenagers in Latvia. The theoretical base of the research includes: The theoretical base of the research includes: philosophical ideas about the meaning of values, about the role of the person’s spiritual value potential in his/her personal development (H. Jonas, Е. Fromm, V. Tugarinov), the conception of the moral, spiritual value nature of the personality (К. Abulkhanova – Slavskaja, A. Maslow, V. Frankl), the theory of values (M. Rokeach). The empirical research includes: The empirical research includes: the complex of pshychodiagnostics methods: diagnostics of attitude to life values “Value orientations” (RVS) (M. Rokeach); “Value survey” (S. Schwartz); the method of social inquiry “Distribution of significance of values in teenagers’ personal characteristics”

3. E MPIRICAL RESEARCH No Values Rati ng 1. active, energetic life (life completeness and emotional richness) 10.311 2. life wisdom (maturity of judgement and common sense, obtained with life experience) 12.416 3. health (physical and mental) 10.010 4. interesting work 9.58 5. nature and art beauty (feeling the beautiful in nature and art) 12.918 6. love (spiritual and physical intimacy with a beloved) 4.73 7. stable financial welfare (absence of financial difficulties) 3.11 8. good and trustful friends 8.06 9. public recognition (respect from the surrounding people, colleagues) 9.37 10. cognition (possibility to improve education level, to enlarge the mental outlook, general standards, intellectual development) 11.913 11. productive life (maximal usage of one’s possibilities, forces and skills) 11.212 12. development (self-cultivation, permanent physical and mental perfection) 12.014 13. entertainment (pleasant, easy time spending, absence of obligations) 4.52 14. freedom (independence, self-dependence in judgements and actions) 7.84 15. happy family life 8.05 16. others’ happiness (welfare, other people’s, the entire nations’, the humanity’s development and perfection) 12.717 17. creative work (possibility of creative work) 12.215 18. self-confidence (internal harmony, freedom of internal doubts, contradictions) 9.99 Value orientations 1.The method “Value orientations” (SAV) by M. Rokeach (2002) Table 2: Teenagers’ instrumental values in Latvia No Values Rati ng 1. neatness (cleanliness), ability to keep things in order, order in actions 8.27 2. good manners9.18 3. high demands (high requirements to life and high pretensions) 9.39 4. cheerfulness (sense of humour)6.13 5. diligence9.611 6. independence (ability to act independently, resolutely)5.72 7. implacability to one’s and other people’s weaknesses6.74 8. education (breadth of mind, high general culture)9.510 9. responsibility (feeling of duty, ability to keep one’s word) 12.916 10. rationalism (ability to think reasonably and logically, take well-considered and rational decisions) 7.15 11. self-control (reserve, self-discipline)14.717 12. courage in defending one’s opinion, views3.01 13. strong will (ability to have one’s way, not to recede when facing difficulties) 7.46 14. tolerance (to others’ opinions and views, ability to forgive others’ faults and mistakes) 15.918 15. breadth of opinions (ability to understand others’ opinion, to respect others’ tastes, customs and habits) 10.312 16. honesty (truth, sincerity)12.815 17. efficiency in business (diligence, productivity in work)10.413 18.sensitiveness (attention)11.214 Table 1: Teenagers’ terminal values in Latvia

4. T HE METHOD OF SOCIAL INQUIRY D ISTRIBUTION OF SIGNIFICANCE OF VALUES IN TEENAGERS ’ PERSONAL CHARACTERISTICS 2.T HE METHOD OF SOCIAL INQUIRY “D ISTRIBUTION OF SIGNIFICANCE OF VALUES IN TEENAGERS ’ PERSONAL CHARACTERISTICS ” Table 3: Distribution of significance of values in teenagers’ personal characteristics No. Value characteristics Average indicators of significance Rating 1.Educated person31.03 2. Person, which is capable of achieving everything in his/her life 63.21 3. Person, which is capable of ensuring welfare for himself/herself 38.62 4.Creative, qualified specialist27.54 5.Conscientious, disciplined employee19.05 6.Critically thinking person4.210 7. Person, which is able to take responsibility 5.88 8.Reliable defender of the country12.57 9.A man of principle, not making compromise3.411 10Romantic and enthusiast4.69 11Person having a subtle perception of the beautiful3.212 Person, which is capable of building a strong family18.76

5. 3. The method “Value survey” by S. Schwartz (1992) Table 4: Average indicators of significance of value types on the level of standard ideals Table 5: Average indicators of value types on the level of individual priorities Values 8 th grade 9 th grade 10 th grade 11 th grade Average indicator Restrictive conformity 3.004.033.092.813.14 Tradition1.842.993.073.352.81 Benevolence4.034.493.833.984.00 Universalism2.934.284.154.523.75 Self-Direction3.954.273.874.033.93 Stimulation3.604.364.084.384.09 Hedonism4.724.794.294.514.54 Achievement3.864.294.474.574.29 Social Power4.384.774.504.754.52 Security2.693.643.693.903.40 Values 8 th grade 9 th grade 10 th grade 11 th grade Average indicator Restrictive conformity 1.931.991.741.681.83 Tradition1.611.561.141.051.29 Benevolence2.232.352.502.522.35 Universalism2.532.462.092.162.19 Self-Direction2.342.472.292.592.36 Stimulation2.132.362.492.912.39 Hedonism2.332.682.472.172.37 Achievement2.452.462.762.552.51 Social Power2.592.442.602.302.40 Security0.901.301.681.651.33 Table 6: Ranking of significance of values on the level of standard ideals Values 8 th grade 9 th grade 10 th grade 11 th grade Average indicator Restrictive conformity 79999 Tradition109 Benevolence46555 Universalism86447 Self-Direction67556 Stimulation51564 Hedonism22111 Achievement55223 Social Power15252 Security88988 Table 7: Ranking of significance of values on the level of individual priorities Values 8 th grade 9 th grade 10 th grade 11 th grade Average indicator Restrictive conformity 108888 Tradition9910 Benevolence67366 Universalism86757 Self-Direction33675 Stimulation45243 Hedonism54534 Achievement21111 Social Power12422 Security710999

6. C ONCLUSION The theoretical analysis of the given issue allows establishing that responsibility is a multisided concept, which is expressed in interrelation of all spheres of activity of the society supposing such individual’s decisions, actions, results and sequences, which correspond to the interests and values of the society development; As a personal feature, responsibility is one of the parts of the life position, uncovering the individual’s attitude, first, to his/her role and place in the society, and directs his/her actions in accordance with regulations of the society and his/her responsibilities, which are incumbent on him/her. Thus responsibility depends on values and is a value feature of an individual, integrating spiritual, moral and socially psychological functions; The results of evaluation of the terminal values are rather interesting. Such values as ‘ stable financial life ’, ‘ entertainment ’, ‘ love ’, ‘ freedom ’ and ‘ happy family life’ take the leading positions in the rating top five places. It appears that these categories of values are the society’s social priorities reflection by teenagers. It is worth paying attention to the value category, which is in the last five categories: ‘ development’, ‘ creative work’, ‘ life wisdom’, ‘ other people’s welfare’, ‘ beauty of nature and art’. The given category is very significant at the moment of choice of the personal life trajectory; Analysing the results of the instrumental values list, it is possible to conclude that such values as ‘ courage in defending one’s opinion’, ‘ independence’, ‘ cheerfulness’, ‘ implacability to one’s and other people’s weaknesses’ and ‘ rationalism’ take the first five places in the list. Relevant and important value at the given period time is education, but it ranks 10. It appears that honesty and efficiency in business (diligence) are the result of influence of common human values. Special attention should be drawn to the fact that ‘ tolerance’, ‘self-control’, ‘responsibility’, ‘honesty’ and ‘sensitiveness’ take one of the last positions in rating; Analysing the results of the social inquiry “Distribution of significance of values in teenagers’ personal characteristics”, it is possible to conclude that teenagers are oriented to personal achievements, strive for social and material welfare, we can observe the pragmatic orientation in parallel with the decrease of significance of civil, professional and family positions, which are not priorities in teenagers’ opinion. Such a feature as ‘ Person, which is able to take responsibility ’ ranks only 8; Analysing the results of the method “ Value survey ” we can conclude that both on the level of beliefs and on the level of individual priorities almost the same values remain the most significant ( Achievement, Social Power, Stimulation and Hedonism ). The least important are such values as Tradition, Restrictive conformity, Security and Universalism ; In general, the results of the correlation analysis certify that results of the research are almost identical despite the difference in methods of value measurement; Nowadays teenagers’ value orientations represent a complicated and contradictory system, where “ Person, which is able to take responsibility ” is ranked very low in the hierarchy of values with prevailing tendency towards value of material welfare transforming from values-means into values-goals.

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