Value-sense attitudes as a component of anti-terrorist thinking formation
For developing of the didactic model of directed value-sense attitudes' formation, as the theoretical basis it is necessary to develop the model of convincing communication which allows to the pupil not simply to understand the meanings concluded in education contents which is to be mastered, but also to apprehend it at a level of value-sense acceptance as the process of interiorization of a pedagogical situation contents that leads the pupil to occurrence of actualized motive of the education activity realization. The directed influence of the teacher levels the cognitive dissonance effect in education process, when the pupil overcomes the contradiction between the comprehended education contents and values of individual world.