Life-Meaning Orientations as a Criterion for Law Enforcement Officers’ Personal Development in Lifelong Education

Introduction. The problem of the development of a law enforcement officer’s personality is determined by a range of social and professional factors, and reflects the contradictions between the traditional system of unified orientation of education towards the professional instrumental component of the result, on the one hand, and the scientific achievements of modern pedagogy demonstrating the multiple, poly-subject nature of relations in designing humane-oriented educational goals, with regard to the individual’s desire for self-substantiation, reflection on the meaning of education, creative self-development, on the other hand. Materials and Methods. The ascertaining pedagogical experiment, testing, questioning (the method of diagnostics of life-meaning orientations developed by Crumbaugh J., Maholik L. and adapted by Leontiev D. A.) were used. The pilot study involved 51 male police officers who are graduates of an educational organization in the areas of master’s degree training. Results and Discussion. The features of diagnostics of professional and personal development of law enforcement officers during lifelong education are revealed on the basis of interpretation of life-meaning orientations. The author specifies the values of the development of life-meaning regulation, the subjectivity of individual history, life choices and goal-setting. Four homogeneous groups (clusters) were identified according to the intensity of significant personal qualities related to the value-semantic block of the personal organization. Clusters are characterized by the typical subject interaction of a learning adult in a lifelong learning environment of the system of the Russian Ministry of Internal Affairs. A qualitative analysis of the composition of the clusters showed a number of officers with personal manifestations typical for a development orientation, as well as the officers with a low level of intensity of actively transforming activities. Conclusions. The results of the study indicate the necessity of developing technologies for targeted pedagogical support and pedagogical maintenance for the personal development of students in lifelong education