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The article deals with theoretical foundations concept of harmonious development of personality. The concept of "harmony" characterizes the limiting state of relations: natural - cultural (social); objective - subjective; social - individual. The problem of harmonization in terms of the “natural-social” relationship is that combinations that are unfavorable for socialization are possible. innate properties psychodynamics. In the "objective-subjective" relation, one of the critical issues– theoretical understanding creativity emerging personality. In the aspect of the “social-individual” relationship, harmonious development presupposes the achievement of a unity of external stimulation and intrinsic motivation. The concept of "harmonious development of the personality" is realized in ideas about the goals of education and strategies for individual development. There are three main options for understanding the value of harmonious development: "success", "public benefit", "self-realization". The possibility and conditions for the implementation of a harmonious state are determined by the nature of the links between natural and social properties individual. The article formulates the methodological principles of the harmonizing strategy of education. Among them: the inherent value of harmonious development, reliance on the psychodynamic properties of the individual and his involvement in the process of becoming his own individuality.

individuality

subjectivity

self-realization

harmonious development

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5. Neskryabina, O. F. Individuality: on the border of the Real and the Ideal / O. F. Neskryabina. - Krasnoyarsk: SibYuI, 2001. - 160 p.

6. Rusalov, V. M. The contribution of the biological theory of individuality to the solution of the problem of the social and biological in man / V. M. Rusalov // Biology in the knowledge of man. - M.: Nauka, 1990. - S. 109-125.

"Harmony" is one of the most general concepts in which since ancient times people's ideas about the structure of the world and the place of man in it have been expressed. The ideal of harmonious development is deeply rooted in European culture and demonstrates a variety of forms - from ancient kalokagatiya to the Russian image. intelligent person. "Harmony" connects the idea rationally organized world with the highest human ability - the ability of aesthetic experience. The explanation of beauty through the category of harmony in the anthropological dimension reflects the essence of the relationship between feelings and the human mind. In the most general sense, harmony can be represented by two main variants of states - the consistency of parts and their compensatory. Disharmony fixes the state of disproportion and decompensation.

Passing from the level of "microcosm - macrocosm" to the existential level "man - society", harmony is transformed into the ultimate state of relations: natural - cultural (social); objective - subjective; social - individual. “Limiting state” means that in these relations a problematic contradictory unity is more often realized, and harmony exists as a vector of possible and desirable changes.

In the space of value measurements, "harmony" appears in the form of the goals of education and the choice of strategies for personal development. In the modern world, the idea of ​​the goals and means of harmonious development is changing. These changes, in our opinion, need to be considered.

The article attempts to consider the problem of harmonious development in the unity of the methodological and axiological aspects. The task is to identify the main meanings of harmonious development, to determine in which pedagogical strategies knowledge about the possibilities of achieving harmony in the individual should be embodied.

The ideal of harmonious development expresses the humanistic system of values. Within the framework of this cultural matrix, the meaning of the idea of ​​harmonious development is relatively constant in different historical periods and implies internal and external stability, clarity, "symmetry"; proportionality of the human world to the external world. Greater semantic certainty at this level of abstraction cannot be achieved, which, in particular, is evidenced by the experience of understanding the category of harmony in the theory of aesthetics. Usually, harmonious development implies comprehensiveness, i.e. development of all basic - physical, moral, intellectual, aesthetic - abilities of the individual. Judging by the materials and practical proposals posted on the Internet, this idea is dominant in the professional environment of educational psychologists.

in different cultural contexts The ideal of harmonious development was given peculiar shades of meaning, depending on the value bases of the desire for harmony. Why, in turn, depends on the choice of specific goals and means of forming a harmonious personality.

Three main variants of the value of harmonious development are logically possible and actually realized. Let's call these values ​​"success", "public benefit", "self-realization".

The first option is essentially pragmatic, because harmonious development is an important component life success. From the standpoint of this understanding, the relevance of the problem of harmonious development is due to the growing social need for competitive individuals, since a dynamic and complex world places high demands on the social adaptation of an individual. In this case, specific developmental strategies are built depending on the ideas of the subjects of the educational process about the nature of the social “order” and on the ambitions of the “customers”, which are parents and educators. There is a danger that this ideology can give rise to inflated claims and turn into an overstrain of the physical and mental forces of the educated person, which is important to understand, since the option “success” is especially popular in modern Russian society.

The second option: harmonious development is subordinated to a higher goal than individual well-being. This goal is the public good. In this case, there is a danger of inattention to individual differences in determining specific goals and methods of education. This concept of harmonious development is historically and logically connected with the paradigm of sociology. The latter assumes that a unified system of educational influences should give the same results. Conversely, general final goal education is realized through a single pedagogical system.

The third option is the embodiment of the idea of ​​self-realization of the individual. In this case, harmony is understood as the maximum possible realization of individual inclinations. This representation merges with the concept of self-actualization A. Maslow. It is realized in the definition and implementation of an individualizing approach to personality formation.

This version of harmonious development is ideally preferable, however, it also has internal limitations. Let's consider one of them. The concept of self-actualization, as is known, has a practical implementation in subject-centered pedagogy and psychotherapy. Its most important principle is the creation of conditions for the formation of behavior free from the oppression of external requirements that limit the creative aspirations of the individual. This value orientation, in our opinion, comes from the assumption that human nature contains a natural desire for self-realization, which does not require the development of skills to obey one's own wills. In other words, self-actualization does not require the development of the capacity for self-control. However, this assumption is hardly justified.

The harmony of internal aspirations and external social demands is not predetermined, but it is. necessary condition for self-realization of personality in social environment. In the individual, initially there is no motivation for self-control, for restraining one's bodily impulses, biological motivations, emotions. K. Lorenz substantiated this conclusion in relation to aggressive behavior person. Self-restraint initially arises as a result of reinforcing the motivation of approval from elders - the first level of development of moral judgment according to Kohlberg. Before learning self-discipline and self-control, the individual must comprehend the science of submission to external requirements. If there is no this skill, then the ability to self-control is unformed.

The considered approaches to the harmonization of personality can quite productively coexist. But on condition that the relationship between different pedagogical strategies will be realized. If the process proceeds spontaneously, without proper reflection, then this can lead to inconsistency and to the fact that not strengths, but their weaknesses will be taken from different strategies.

A positive feature of the "self-realization" option is the installation on the inherent value of harmonious development, its subjective significance. What distinguishes it from a pragmatic approach, according to which children's play, or any other activity, is seen primarily as a means of developing useful social skills. Early age- not just a base for further growth of abilities and character. Childhood is, first of all, a time of life, a time that a person remembers and considers his most valuable asset.

The strategy of self-realization affirms subjectness as participation in the creation of one's own individuality. It can be thought that since its inception, thinking has such a quality as creativity. It is expressed not only in children's creativity: language, visual or play. Creativity is manifested in solving behavioral problems, the results of which, being fixed in habits, create a unique pattern of human individuality.

The heterogeneity of the influences and requirements of the external environment is a stimulus for cognitive activity. In conditions of conflicting attitudes, the child is often forced to solve behavioral problems. In the process of such decisions, mental abilities develop, self-regulation skills are developed, character traits are formed. However, the specific mechanisms of these processes elude analysis.

In modern science, the idea of ​​human individuality as an organic system has been established, which means the ambiguity of level relationships and the relative independence of elements. In methodological terms, the ontology of an organic system is expressed in the probabilistic nature of predictions regarding personal development, made on the basis of knowledge about the natural inclinations of an individual. These fundamental provisions, however, have not yet been fully concretized.

The most important problem of modern psychological knowledge the nature of the connections between the psychodynamic properties and the personal qualities of the individual continues to remain. Psychodynamics or temperament is considered responsible for stylistic, i.e. formal characteristics of behavior. At the same time, it is far from always clear how these characteristics affect the content side of behavior and the formation of character or personality. (In this context, the concepts of "character" and "personality" are synonymous).

The question of the relationship between neurodynamic properties and temperament remains unresolved. In the doctrine of temperament, it is recognized as practically indisputable that temperament is an inherited characteristic of the psyche. However, by definition, temperament manifests itself in external features human behavior, therefore, learning can play a significant role in the formation of temperament, since temperament is not reduced to simple reflex forms of response. The mechanism of the relationship between genotype and phenotype for the properties of temperament, apparently, is not yet completely clear.

The insufficiency of our ideas regarding the properties of temperament and their systemic relationships is indirectly evidenced by the difference in the list of features of child and adult temperaments, and most importantly, the lack of substantiation of these differences. Not so long ago, the prevailing opinion was that there are no bad and good temperaments. According to this scheme, each type of temperament has "positive" and "negative" properties, providing advantages in some specific types of mental activity. For example, it was believed that weak mental endurance positively correlated with increased sensitivity and thus compensated. Thus, a kind of “pre-established harmony” was attributed to human nature.

Today it can be considered established that the connections within the system of temperament properties are ambiguous and, therefore, their different combinations are possible. Therefore, there is a possibility of combining properties in one individual that are unfavorable from the point of view of social adaptation. More or less favorable can be both mental and somatic individual data. The ratio of neurodynamics and psychodynamics, on the one hand, and psychodynamics (temperament) and personality, on the other hand... is directly related to identifying opportunities and determining ways for an individual strategy of harmonious development.

Achieving harmony in the "temperament - personality" system is a psychological and pedagogical problem. To solve it, it is necessary to create optimal conditions for the development of desirable physical and psychodynamic qualities and the correction and compensation of unfavorable qualities. At the same time, one should proceed from the premise that full compensation is far from always possible, which means that people have different starting conditions for the implementation of their individual and social goals. In the value aspect, this situation turns into a problem of applying uniform norms and requirements to individuals with different innate properties.

As conclusions from the previous analysis, we formulate methodological foundations on which, according to the authors, the concept of harmonious development of personality should be based. They can basically be summarized as follows:

Firstly, the theory of harmonization is based on the principle of the correspondence of educational influences to the natural individual inclinations of the child. Harmonization as a psychological strategy should be present already in the early stages of life, since individual inclinations begin to manifest themselves in early ontogenesis.

Secondly, the principle of harmonious development involves the development of an individual upbringing strategy that takes into account not only the effectiveness, but also the psychological cost of the results obtained.

Thirdly, the principle of harmonization requires taking into account the characteristics and results of the child's self-development when determining the pedagogical strategy.

The desire for harmony of natural and cultural in the implementation of the educational process is one of the main trends in the development of modern psychology and pedagogy. But the most important thing is that in the system of factors of harmonious development there is the activity of the personality itself, and this real circumstance requires adequate theoretical recognition.

Reviewers:

Kudashov V.I., Doctor of Philosophy, Professor, Head of the Department of Philosophy of the Siberian Institute of Humanities federal university, Krasnoyarsk.

Koptseva N.P., Doctor of Philosophical Sciences, Professor, Head of the Department of Cultural Studies, Institute for the Humanities, Siberian Federal University, Krasnoyarsk.

Bibliographic link

Lyubimova N.N., Neskryabina O.F. HARMONIOUS DEVELOPMENT OF PERSONALITY: METHODOLOGICAL ASPECTS AND VALUE DIMENSION // Modern problems of science and education. - 2013. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=11735 (date of access: 03.03.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The versatile development of the personality involves the formation of various abilities and interests corresponding to various spheres of human life, which, of course, does not exclude the selection by the personality of something one that is most significant for itself.

The versatile development of abilities means that a person successfully participates not only in one highly specialized activity, but different areas of activity are available to her. Such a person should be characterized by a high development of any special abilities (technical, visual, musical, poetic, etc.) against the background of a fairly high general level of development.

When it comes to the ideal of a diversified personality, it is understood that this development will be harmonious. Harmonious relations between the individual and the world mean harmony between what the individual requires from others and what she can give them. A harmonious personality is in unity with the world, people and itself. Such a person is directly a moral person. Violation of moral norms is associated for him with a violation of the integrity of his own personality.

The formation of a harmoniously developed person is associated with the formation of a hierarchical structure of motives and values: the dominance of higher levels over the lower ones. The level of motives and values ​​is determined by the measure of their commonality, starting with personal motives (the lowest) through the interests of close people, the team, society - to universal universal goals. The presence of such hierarchies in a personality does not violate its harmony, since complexity, multiplicity of interests, multidirectionality in the presence of a dominant provide a variety of connections with the world, general stability.

On the contrary, the simplicity of a person (the presence of a single goal, immersion in one activity, judgment of the circle of communication and problems to be solved) often leads to its disharmony. A systemic parameter that characterizes a harmonious personality is a high level of balance between the relations of various personal formations (needs, motives, value orientations, self-esteem, the image of the I-real and I-ideal, etc.).

The harmony of the personality depends on how the dominance of the higher level is in agreement with the lower levels: for example, what is the ratio of conscious and unconscious, direct and intentional, natural and spiritual levels.

The full-fledged formation of a human personality depends on what kind of needs, in terms of their content, will acquire the form of self-movement from him, and the point of education is to form in the student the skills of self-regulation of personal processes.

The structure of the personality acquires harmony as a result of the maximum development of those abilities of a person that create the dominant orientation of his personality, giving meaning to his entire life. Personal harmony is achieved only when the conscious aspirations of a person are in full accordance with his immediate, often even unconscious desires.

The motivating power of such unconscious formations is so great that, in conditions of contradiction with the conscious aspirations of a person, they lead to the most acute affective conflicts that distort and even destroy the personality. Affective experiences that arise as a result of a conflict of differently directed motivational tendencies, under certain conditions, become a source of the formation of a disharmonious personality.

For disharmonic personality various violations of the emotional, cognitive, moral and behavioral spheres are characteristic: causeless fears, isolation (autism), unmotivated aggressiveness, etc. Such violations can lead to hypercompensation, inadequacy of self-esteem and the level of claims.

Psychocorrective and therapeutic effect in this case may have: the inclusion of such a person in activities with an externally regulated level of task difficulty and subject-specific results; using highly empathic relationships; use of intense social approval (“stroking”), etc.

With age, some children have a need to justify their characteristics, then they begin to turn "vices into virtues", i.e. treat them as valuable. In these cases, the "mismatch" between consciousness and behavior remains: such children constantly have conflicts with other people, doubts and a feeling of dissatisfaction associated with a seeming underestimation of the significance of their personality.

Other children continue to learn moral values, which, being in conflict with the characteristics of their personality, cause these children to have a constant internal discord with themselves. As a result, from children with an irresistible affect, people are formed who are always at odds with others and with themselves, possessing many negative character traits. Often these children come out socially unadapted people, prone to crime.

People with a disharmonic personality organization are not just individuals with a focus on themselves. These are people with a dual (or multiple) orientation, in conflict with themselves, people with a split personality, in whom the conscious mental life and the life of unconscious affects are in constant conflict.

The dominance of one or another motivation can be different at the conscious and unconscious levels. As a result, we have a disharmonic personality structure, constantly torn apart by internal conflicts. Such conflicts arise only under certain conditions, which can be external and internal.

The external conditions of the conflict are reduced mainly to the fact that the satisfaction of any deep and active motives and attitudes of the individual is under threat or becomes completely impossible. The internal conditions of psychological conflict are reduced to a contradiction either between various motives and attitudes of the individual, or between the possibilities and aspirations of the individual. It must be borne in mind that internal conditions psychological conflict in a person rarely arises spontaneously, and, above all, due to the external situation, the history of the formation of the personality, its psychophysiological organization.

Another condition for psychological conflict may be the subjective insolubility of the situation. Conflict arises when it seems to a person that he is not able to change the objective conditions that gave rise to the conflict. Psychological conflict is resolved only when a person develops new attitudes to the objective situation that gave rise to the conflict, and new motives for activity.

Development and conflict resolution are sharp shape personality development. AT psychological conflict there are old and new personality relationships are being formed; the very structure of personality changes. Furthermore, internal conflict- a necessary condition for the development of self-consciousness. The very fact of the possibility of such conflicts at all stages of human life is an indispensable element of its functioning, which allows us to speak of harmony as a dynamic state of being of a person.

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educational institution

Grodno State University name

Yankee Kupala”

TEST

Pedagogy

Subject: Harmonic development as a concept and its essence.

Is done by a student

2 courses 4 groups

correspondence department

Venskevich Sergei. L.

PLAN

1. Aspects of the development of a harmoniously developed personality in education and pedagogy

2 . The influence of mental education, the accumulation of cultural and religious values, in the relationship of a harmonious personality

3. The Role and Influence of Physical Culture on the Basis of Harmonious Development

4. Conclusion

Harmony(Greek harmonia - communication, harmony, proportionality) the proportionality of parts and the whole, the merging of various components of an object into a single organic whole. In Harmony, internal order and measure of being are externally revealed. Radical transformations in all spheres of society's life demanded an urgent need for a deep rethinking of the existing system of upbringing and education of the younger generation. Continuing education should become an integral part of every person's lifestyle. Comprehensive development of the personality, the maximum realization of the abilities of each - its main goal. The implementation of this lofty goal is supposed to be at school as an initial stage in the formation of a personality, the formation of a scientific worldview, ideological maturity, and political culture.

Under the influence of socio-economic and political transformation in our country in the last decades of the twentieth century, the school system has undergone major changes, not for the better. And, simply put, almost gave way to learning. Naturally, education, including aesthetic education, has completely passed into the hands of parents, and this best case. Many children were brought up under the influence of the society in which they spent their time free from school, and this is not only, and not so much parents. As it is now customary to say, "they were brought up by the street." Naturally, under such conditions, there can be no talk of any “sensory knowledge”. And as a result, our society has a whole generation of young people who do not know how to build their lives harmoniously, deprived aesthetic taste, with a distorted concept of "beautiful - ugly", deprived of the opportunity to enjoy art. Psychologists have been sounding the alarm for a long time, young people do not know how to relax. The rhythm of modern life requires intense emotional effort, and the ability to admire the beauty of the surrounding world, to “see” the beautiful is the best cure for stress. Target this study to prove that it is the school that is called upon to educate an aesthetically developed, internally handsome man. And modern domestic pedagogy has all the prerequisites to do this. “The essence of aesthetic education is to affirm goodness as beautiful,” this is the task of any teacher, no matter what subject he teaches. Accordingly, the object of this study will be the process of aesthetic education at school, and the subject of the influence of aesthetic education and training on the formation of a harmoniously developed personality. We can safely say that one of the important conditions for the successful socialization of an individual is his aesthetic education, possession of aesthetic culture in any manifestation of life: in work, art, everyday life, human behavior. In this context, the task of aesthetic education resonates with practical social pedagogy, the purpose of which is the harmonization of relations between the individual and the social environment. Another argument in favor of school aesthetic education is the author's observations and the study of psychological and pedagogical experience regarding the social development of the individual. The research was carried out by the method of observation, study of products of activity and theoretical analysis. In Soviet educational and scientific literature, aesthetic education was considered from the standpoint of dialectical and historical materialism. There was too much ideology in textbooks on aesthetics and aesthetic education, but from the point of view of pedagogy, the system of aesthetic education in the Soviet school had a clear structure and scientific justification, and methods and approaches have not lost their relevance to this day. The disadvantages of the system of the Soviet period were: the denial of foreign experience, in capitalist countries alien to the Marxist-Leninist ideology, as well as the subordination of aesthetic education and its results to communist ideals. At the same time, in the literature of the 60s of the last century there are very interesting and relevant for today findings in the development of aesthetic taste in children. To date, the amount of information devoted to aesthetic education at school is clearly not enough, and the problem is quite acute. The life of a child modern society will be truly full and emotionally rich if he is brought up “according to the laws of beauty”, and where, if not at school, will he be able to learn these laws.

It is at school that such qualities of a citizen as social responsibility, self-discipline, respect for the law should be laid, self-government skills should be developed. Before modern school the task becomes to revise the content, improve the methodology and organization of educational work, and implement an integrated approach to the matter of education.

The Austrian psychiatrist Z. Freud (1856-1939) argued that the personal development of a person depends to a decisive extent on libido, i.e. from psychosexual desires. If these drives are not satisfied, it gives rise to neuroses and other mental deviations and affects the spiritual development and behavior of the individual. Appropriate conclusions were drawn from this in pedagogy. One of these conclusions was that if in the development of a person as a person everything is preprogrammed and stable, then, therefore, already in childhood it is possible to identify and measure the intelligence of children, their abilities and capabilities and use these measurements in the process of education and upbringing.

The subject of the study of pedagogy, and the main goal (ideal) of modern education is a comprehensive and harmonious development personality. But some authors, as if forgetting about it, emphasize that education in modern conditions should be different. Such a clarification is devoid of any scientific meaning. In fact, if both the subject of pedagogy and the goal of education are their direct focus on the personal development of a person, then education simply cannot but be personality-oriented. Another thing is that education should be characterized by high efficiency and pedagogical efficiency. Indeed, there are questions here. Naturally for them successful solution it is necessary to know what a person is as a subject of education; how it develops and what factors influencing this development should be taken into account in the process of its formation. These questions are essential both for the development of pedagogical theory and for the practical educational work of the teacher. The problems associated with the harmonious development of a person as a person are covered in philosophy, ethics, psychology and other sciences. Pedagogy, on the other hand, has its own, broader aspect of research, especially when it comes to practical side education. Many deep theoretical and methodological ideas on these issues are contained in the works of Y.A. Komensky, G. Pestalozzi, A. Diesterweg, K. D. A.S. Makarenko, as well as many modern educators. Essential for pedagogy is, first of all, understanding the very concept of personality and other scientific terms related to it.

Harmonious development includes not only the social properties and qualities of a person. In this sense, this concept characterizes the social essence of a person and denotes the totality of his social properties and qualities that he develops during his lifetime. To characterize a person and his essence, the concept of individuality is important. Individuality as a concept denotes that special and outstanding thing that distinguishes one person from another, one form of development from another, which gives each person a peculiar beauty and originality and determines the specific style of his activity and behavior. In the process of life of a person and personality, their development takes place. Development should be understood as the process of interrelated quantitative and qualitative changes that occur in connection with the maturation of a person, in improving his nervous system and psyche, as well as cognitive and creative activity, in enriching his worldview, morality, social views and beliefs.

In connection with the changed conditions of our society, with changes in the economy, attitudes towards work, with the development of the market, this topic is relevant. Since already from school, adolescent children imagine their profession, but be able to help choose this profession, help him find the right path in his life, a very responsible task class teacher, schools, parents. Rapid development productive forces under conditions scientific and technological progress, intensification and automation of production, the need for a radical increase in labor productivity, the penetration of technology into all spheres of life, a rapid change in the technology of all industries, an increase in the role of combination and interchangeability of professions, a sharp increase in the share of intellectual labor, a change in its nature and content, etc. - all this requires more effective and high-quality training of a new type of worker, comprehensively educated, well-mannered and harmoniously developed. Under these conditions, vocational guidance, as the management of the formation of the personality of a new person, grows into an urgent national economic task, acquires an increasingly systemic, complex character, it embodies in reality the interaction of objective conditions of a socio-economic nature and subjective personality traits, the purposeful impact of society on professional self-determination youth.

The key problem of the comprehensive and harmonious development of the personality is mental education. It is only thanks to intellectual activity that man has created all the riches of material and spiritual culture and ensures continuous progress in the field of science, technology and socio-economic relations. Usually mental education is associated with the mastery scientific knowledge, with the development of creative abilities and inclinations. Equally important in this regard is the development of the individual's thinking, ingenuity, memory, and the ability to independently obtain and replenish one's knowledge. Expanding the intellectual outlook, mastering the latest achievements of science and technology and other universal values ​​is especially important at the present time, when the processes of globalization, market competition and the integration of interstate relations are becoming increasingly important in the world.

The role of moral development in shaping the personality is very great. Life in modern society requires a high culture of behavior and communication between people, the ability to maintain benevolent relations and thereby create a comfortable environment for oneself, assert one's dignity and personal self-worth. At the same time, our technogenic and ecologically unstable age is fraught with various dangers, and each person, both at work and in everyday life, needs to be highly demanding of himself, be able to use freedom, strictly observe labor discipline, be responsible for his actions, strengthen the stability of social relations in society.

In the development and formation of a harmonious personality, physical education, strengthening of its strength and health, development of motor functions, physical training and sanitary and hygienic culture are of great importance. Without good health and proper physical hardening, a person loses the necessary efficiency, is unable to show strong-willed efforts and perseverance in overcoming the difficulties encountered, which, of course, can interfere with his harmonious development. In addition, modern production often cultivates hypodynamia (low mobility) and monotonous movements, which can sometimes lead to physical disfigurement of the individual.

The purpose of the system of physical culture: all-round assistance in the formation of a person with the harmonious development of physical and spiritual forces (abilities) on the basis of the comprehensive development of his personal abilities in the process of physical activity (and its types) as the basis for the formation of a person’s physical culture, which is a prerequisite (condition) for his continuous physical culture improvement at all stages of ontogenesis, which is necessary for a full-fledged individual life and the progress of society as a whole.

It is the need to be a comprehensively prepared and educated person. These tasks of the system of physical culture are consistent with the essential side of the process of cultural development of man and society, associated with the production (development, creation), distribution (providing) and preservation of material and spiritual values. At the same time, the tasks are largely related to the implementation of its ideological, scientific and methodological, program-normative and organizational foundations, as well as the conditions for its functioning. The second task is directly related to pedagogical realities, reflecting the main essential features of the organizational forms (components) of physical culture, as well as the continuity of a person's physical culture improvement throughout his individual life. life path.

At the same time, education is primarily understood as a process and a result. creative development person (child), active development directly by him cultural property both in pedagogically organized and in amateur forms, and it is the process of mastering the subject of physical culture as the main means and method of forming a person’s physical culture, which combines somatopsychic and sociocultural components in rational exercises (and, consequently, the formation and satisfaction of both spiritual and material needs), can serve as the basis of physical education, including when teaching schoolchildren motor actions. In the learning process, it is important not only to master the knowledge, skills and abilities required by educational standards (both as a teacher-trainer and students), but also "to create opportunities for a person to achieve the heights of his development (using the methods of acmeological design, affirmation, semantic diversification and reflective organization of self-consciousness). personality).It is necessary to create a space for "developmental communication". in full to adopt the developed theories: the stage-by-stage formation of actions and concepts, the formation of an indicative basis of motor actions, and a number of others that are in textbooks and teaching aids behind rare exception are still insufficiently reflected, although they are closely related to personality-oriented, developing education. At the same time, the leading role in this process should be played by the sociocultural component, which shows the decisive role of consciousness, thinking in the formation of motor actions and harmonious development.

The comprehensive development of a harmonious personality includes two more components. The first of these concerns inclinations, creative inclinations and abilities. Every healthy person has them, and the duty of the school is to identify and develop them, to form in students individual beauty, personal originality, creativity to do any job. The second component relates to productive labor and its great role in the formation of personality. Only it allows to overcome the one-sidedness of a person's personal development, create the prerequisites for his full-fledged physical formation, and stimulate mental, moral and aesthetic perfection.

Thus, as constituent parts comprehensive development of the individual are: mental education, technical (polytechnic) education, physical education, moral education, aesthetic education, which must be combined with the development of creative abilities and inclinations of students and the involvement of the latter in feasible labor activity. But all-round development must be harmonious, (coordinated) in nature. This means that a full-fledged upbringing should be based on the simultaneous and interconnected development of all the above aspects of the personality. If a party, such as a physical or moral development, is carried out with certain costs, this will inevitably have a negative impact on the formation of the personality as a whole.

AT recent times the concept of comprehensive and harmonious development of the personality is sometimes interpreted as a versatile development, since, they say, comprehensive development is not carried out in full. It is unlikely that such a substitution of established concepts is justified. The fact is that the need for the all-round development of the individual acts as the educational ideal of a society with a highly developed technical basis, as its pedagogical trend. The measure and depth of this development depend on the specific socio-economic conditions in which it is carried out. It is important, however, that upbringing should contribute to the mental, technical, moral, aesthetic, and physical formation personality, which meets the objective needs of society and the interests of the individual himself. The concept of diversified development has no such expressive terminological meaning and can be interpreted in any way, which science should usually avoid. Education is not only a science, but also an art. If education as a science gives us answers to questions - what? then the questions - how? how? the method of education gives us the answers, that is, the art of educating mentally developed and harmoniously educated people in society.

CONCLUSION

Pedagogy is not only a science that gives us the knowledge that we would like to learn from one or another source that owns such information. Pedagogy is the main subject of personality education and its harmonious development in various informational and political spheres. The very development of a harmoniously developed intellect consists not only in pedagogical education, but also in other functions adjacent to it. Pedagogical education is a complex of various materials from other topics (psychology, philosophy, physical culture and many other topics). Pedagogy is the promotion of human culture, a harmonious understanding of the world, mental and moral education from nobody to somebody. A person himself must determine in what worldview he will have to live.

LITERATURE

1. Textbook of harmony, M., 1969; Tyulin Y. and Privano N.

2. Theoretical Foundations of Harmony, 2nd ed., M., 1965;

3. Balsevich V.K. Physical culture for everyone and for everyone. - M.: FiS, 1988. - 208 p.

4. Visit N.N. Physical perfection as a characteristic of a comprehensively and harmoniously developed personality (Physical culture and modern problems physical improvement person): Sat. scientific tr. M., 1985, p. 35-41.

5. Lubysheva L.I. The concept of the formation of human physical culture. - M.: GTSOLIFK, 1992. - 120 p.

6. Novikov A.D. Physical education. - M.: FiS, 1949. - 134 p.

7. Fundamentals of pedagogy: textbook. allowance / A.I. Zhuk [and others]; under total ed. A.I. Beetle. - Minsk, 2003.

8. Gershunsky, B.S. The concept of personality self-realization in the system of substantiation of values ​​and goals of education / B.S. Gershunsky // Pedagogy. - 2003. - No. 10. - S. 3 - 7.

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upbringing personality healthy harmonious

Introduction

Theoretical issues of the development of a harmonious personality

1Analysis of the history of the development of the concept harmonious personality

2 Analysis of various approaches to the problem of the formation of a harmonious personality

Practical issues of development of a harmonious personality

1 Formation of a harmoniously developed personality as the goal of education

2 Healthy lifestyle as the most important condition for the formation of a harmonious personality

Conclusion

Bibliography

Introduction

The relevance of the chosen topic of the work is characterized by the fact that a harmonious person is one of the oldest ideas of mankind. Many will call it banal. But how often do we meet in life with people who live in harmony with themselves and the world around them? How often do we see a person whose professional skills are commensurate with personal and human qualities; attractive and dignified appearance - the ability to be pleasant and interesting interlocutor; and social competence - physical and mental health? How vital and useful is the image of a harmonious person today for each of us? It may seem that such a number of requirements for one person is a utopia, a call for a mythical, unattainable perfection in life. Too much work and just a burden. But only as long as we consider them as presented to a person from the outside by society or others. But harmony is agreement, consonance. In a person, it is the balance and correspondence of his abilities, goals and aspirations, opportunities and desires, feelings and consciousness to each other.

Confidence and happiness are achieved through overcoming one's own insufficiency, which everyone has - this or that. And only in this way, on this path, every day a person begins to feel more and more free from the power of his own weaknesses. The road to oneself and self-knowledge is the most rewarding work for a person. From determining the most important for yourself - to finding it. A healthy personality needs a skeleton of its own values, beliefs that are significant enough for itself. To rely on them. These are their own, internal goals and values ​​that can breathe life into generally accepted standards or reduce their significance for a particular person to nothing. And the achievement of such goals will not bring true satisfaction to a person, will not become an incentive for further development, but can only disappoint.

A person also needs the power of knowledge and practical skills - this is the ability of his personality to move, to act. Will gives him energy and purposefulness. Intelligence the best way guides. Emotions are the breath and pulse of his life, the ability to feel and convey living experiences to the outside. Everyone has their own way to a harmonious self: what is easy and natural for one person, like breathing, for another is an unsolvable (yet) problem. But it must be remembered that man is a single and complex whole. And the development of all his abilities, skills, functions is beneficial only when balanced. When some of its sides do not absorb and displace others. The development of one quality does not eliminate the need to support the others, one sphere of life is not able to replace another or make up for its absence, inferiority. A full-fledged life of a harmonious person cannot be reduced to achieving one goal, solving one problem. Therefore, the choice of the right goals and effective methods for achieving them for everyone begins with understanding oneself - at least in the first approximation and in general terms.

The purpose of writing this work is to study the problem of the formation of a harmonious personality based on the analysis of educational and periodical literature.

analysis of the history of the development of the concept harmonious personality;

analysis of various approaches to the problem of the formation of a harmonious personality;

consideration of the process of formation of a harmoniously developed personality as the goal of education;

characterization of a healthy lifestyle as the most important condition for the formation of a harmonious personality.

The object of the study is the way of life of a person.

The subject of the research is the process of formation of a harmonious personality.

The work consists of an introduction, two chapters, a conclusion and a bibliography.

. Theoretical issues of the development of a harmonious personality

.1 Analysis of the history of the development of the concept of a harmonious personality

Often the concepts of "harmonious" and "comprehensively developed" personality are used as synonyms. Meanwhile, being very close, they are still not identical. The conditions for the formation of a harmonious and comprehensively developed personality are also not identical. Moreover, attempts to achieve all-round development, understood only as a commensurate and proportional disclosure of all aspects of the personality without much concern for the formation and satisfaction of its dominant aspirations and abilities, can give rise to many conflicts and lead not to the flourishing of the personality, but to the erasure of its individuality. Therefore, the usual provisions that a harmonious personality is "a harmonious and strict combination of various aspects and functions of consciousness, behavior and human activity", that it is characterized by "a commensurate development of all human abilities", are by no means sufficient to implement the ideal of a harmonious personality in the practice of education. . It is necessary to consider what proportion we are talking about, in other words, to understand the specific psychological content of the concept of a harmonious personality.

Pedagogues and philosophers of the past have written a lot about harmonic development and harmonic education. Already in Ancient Greece(V-VI century BC), in the Athenian slave republic, the task was to educate men who would harmoniously combine physical, mental, moral and aesthetic education. True, Athenian pedagogy did not extend this task to slaves, whose lot was only hard physical labor. But all the so-called "free boys" from 7 to 14 had to study at the "grammatist" school, where they received a general education, and at the "kitharist" school, where they studied music, singing and recitation, and at the age of 14 they entered the Palestra - a wrestling school where they did gymnastics and listened to conversations about politics. Thus, in Athens, in relation to a certain circle of children, the idea of ​​​​harmonious development was realized, understood as a proportionate and proportional combination of individual “sides” of a person.

Somewhat later in Greece, the task of comprehensive education of children was put forward, not only school, but also preschool age. For this (according to Plato's idea), playgrounds were to be organized at the temples, where children (from 3 to 6 years old), under the guidance of women appointed by the state, played outdoor games, listened to fairy tales and stories, practiced music and singing.

In ancient Greece, the task of comprehensive education was not only set, but an attempt was made to substantiate it philosophically and pedagogically (Aristotle). It was here that the idea first arose that the upbringing of harmoniously developed children should be carried out in accordance with their nature, since a person acts as a harmonious part of nature. This principle of "natural conformity" of education was then further developed in the works of Kamensky, Rousseau, Pestalozzi and others.

The principle of conformity to nature was undoubtedly progressive for its time, as it opposed the scholastic and authoritative systems of education with their cruelty and violence against the child.

Pedagogical concepts professing this principle demanded that education be adjusted to age characteristics children, with their abilities, interests and requests. Therefore, they, as a rule, were distinguished by the humanity of their tasks and methods of education. At the same time, they all suffered from a common fundamental drawback - ignoring the social essence of the human personality and its upbringing. It was assumed that the basic personality traits, such as, for example, kindness, the need for communication and work, were given to the child from the very beginning and their natural development would lead to the formation of a comprehensively developed, i.e. harmonious personality.

This idea was expressed most clearly in pedagogical concept Rousseau, who demanded, in the name of the principle of "conformity to nature", to bring up children outside the influence of the "spoiled" human society, away from the "rotten" civilization. He believed that by nature a child is a moral being, that civilization instills bad traits in him, a society that is ugly in its structure.

In accordance with this, he believed that the task of education is to bring the life of the child closer to the life of nature and to assist in free development all the natural abilities of the child. The level of development of public and natural sciences of that time did not allow Rousseau to understand that human "nature" is "social nature" and not a "naturalistic", but a "cultural-historical" approach should be carried out to the human person.

In our time, it is hardly worth proving the utopian nature of the method of educating a harmonious personality proposed by Rousseau: a person is a social being and ceases to be a person outside of society. Harmony, allegedly achieved by withdrawing the child from the normal life of society, no matter how disharmonious it may be, cannot be accepted as a social ideal. Moreover, the method of education defended by Rousseau - the method of natural consequences - essentially appeals to the egocentrism and even egoism of the child, i.e. to the quality (as will be seen from the following presentation), which determines the formation of precisely a disharmonic personality, even with a “commensurate” development of all its abilities.

Thus, neither the concept of "conformity to nature" nor the concept of "proportionality" reveal the essence of the harmonious development of the personality, emphasizing, on the contrary, the need for its scientific disclosure.

The all-round development of a person, which is also called harmonious, appears in the history of pedagogy and not only as a purely pedagogical problem of creating a perfect human personality, but also as a socio-economic problem.

From this point of view, it is of interest pedagogical ideas utopian socialists, who, on the one hand, pointed to the independence of the all-round development of a person from the socio-economic and political conditions of society, and on the other hand, to the dependence of the progressive development of society on the education of a fully developed person. They convincingly substantiated the position that the comprehensive education of all people cannot become the central task of pedagogy as long as there is private ownership of the means of production and exploitation of man by man.

Not limited to the socio-economic approach to the problem of the comprehensive development of man, they made their significant contribution to the pedagogy of this issue. For example, R. Owen spoke not only about the comprehensive development of a person's abilities, but also about the importance of the correct formation of a human character and the inculcation of the "spirit of society" in the young generation in order to achieve true harmony of the individual. He not only denied the innate nature of character, but believed that the makings of a person, like soft clay, can take on various forms depending on social and personal circumstances, and that bad characters are the result of a bad social order and bad education.

Thus, in the history of progressive pedagogical thought, the concept of comprehensive development was gradually enriched and deepened. Initially, in the system of ancient education, the proportionality of the development of all spiritual and physical strength man, creating his beauty and perfection. Then the importance of character education and its relationship to people and society began to be noted.

1.2 Analysis of various approaches to the problem of the formation of a harmonious personality

The study of the process of personality formation confirms the idea that it is impossible to put an equal sign between the concept of harmonious and all-round development of a person. Most often, the education of a harmonious personality in our pedagogical literature is understood as concern for the development of a person's all-round abilities. The flowering of all the gifts of the individual is undoubtedly an extremely important aspect of education. It provides the versatility of a person, the breadth of his interaction with the surrounding reality, creates a wealth of interests, increases his value as a member of society. True, in pedagogy the problem of ways to ensure such education has not yet been sufficiently developed. Perhaps that is why pedagogical thought often follows the most simple, logically clear, and therefore seemingly correct path, which nevertheless raises serious doubts. It implements the following idea: since abilities are formed in activity, a person must take direct participation in all the various activities in which these abilities are formed.

However, this kind of "diversity" of the child's activity may not lead to comprehensive development his personality, but, on the contrary, to instill in him a superficial, formal attitude to numerous types of activities, without even forming the corresponding skills and abilities in the child. After all, it is well known that the performance of any activity without an attitude of interest in it (and it is impossible to take everything seriously and enthusiastically), only out of obligation or coercion, hinders the development of the corresponding abilities, and sometimes develops in children even a persistent dislike for this activity, and to everything connected with it.

At the same time, the correct organization of any one (for example, labor) activity can determine the development of many abilities - both mental, and physical, and moral, and even aesthetic. Consequently, a simple appeal to activity does not solve the problem of the harmonious development of the personality. In addition, at the same time, the harmonization of the personality, identified with the diversity of abilities, is tacitly reduced to the totality of various “sides” of the personality, while, according to L.S. Vygotsky, acts as their "higher synthesis".

From this point of view, the approach of B.I. Dodonov. On the basis of experimental data, he comes to the conclusion that the structure of the personality acquires harmony not on the basis of the “proportional” and “proportional” development of all its sides, but as a result of the maximum development of those human abilities that create the dominant orientation of his personality, giving meaning to all life and human activity. Dodonov argues and proves that such a seemingly one-sided orientation does not prevent, but, on the contrary, stimulates the development of many other interests and abilities and gives them a single personal meaning inherent in this individuality. “The real harmony of a person,” he writes, “cannot be the result of a simple development of all his properties, needs, “sides”. This would give "personalities" without their face, similar to each other like copper nickels. And such personalities, contrary to superficial notions, would turn out to be just disharmonious, because they would inevitably have a multidirectional drive ... ". Therefore, the versatility of a person is fruitful only on the basis of the development of a person's "one-sided" hobbies.

However, not this important pedagogical problem this work is dedicated. We mean to consider the process of the harmonious development of the personality from the other side, in fact psychological side. Based on scientifically established facts, we will try to analyze and understand what a person's harmonious relationship with the outside world and with himself is. Looking ahead, let's say that, from our point of view, such harmony is achieved only when the conscious aspirations of a person are in full accordance with his immediate, often even unconscious desires.

Thus, we will talk about the presence in a person of conscious and unconscious psychological formations, the ratio of which, as we think, primarily determines the harmony or disharmony of the human personality.

For a long time in Russian psychology and pedagogy it was considered odious to turn to his unconscious mental processes to explain certain actions of a person. Meanwhile, in practice, especially in legal and pedagogical practice, it is not possible to bypass the area of ​​the unconscious, since ignoring a person's unconscious actions and the motives that induce these actions does not allow one to understand the behavior of people, the nature of their actions, and their inherent personality traits. As a result, serious and legal, and pedagogical mistakes. I.P. Pavlov wrote in his time: "We know perfectly well to what extent mental mental life is motley composed of the conscious and the unconscious." Moreover, he considered the biggest drawback of contemporary psychology to be precisely the fact that it is limited to the study of only conscious mental phenomena. The psychologist, according to him, finds himself in the position of a man who walks in the dark with a lantern in his hands, bequeathing only small plots. “With such a lantern,” notes I.P. Pavlov, - it is difficult to study the whole area.

True, none of modern psychologists denies such "unconscious" mental processes as, for example, reactions to consciously imperceptible signals, automated actions, habits that manifest themselves apart from human consciousness, a huge store of experience acquired and stored by memory, which is realized by a person only under the conditions of his updates, etc. Only the “area of ​​the unconscious” is denied, which arises as a result of the “repression” of those mental processes (drives, thoughts, experiences) that come into conflict with the norms socially approved and accepted by the subject himself.

It was to this region of the unconscious that Freud attached decisive importance. Rejecting the general theoretical concept of Freud (who considered the biological in a person to be his true essence and thereby opposing a person to social reality and culture), his understanding of the nature of the unconscious in the life of society, we nevertheless recognize the existence of psychological formations belonging to the subject, but existing only in his unconscious sphere. . The motivating force of such formations is so great that in the conditions of contradiction with the conscious aspirations of a person, it leads to the most acute affective conflicts that distort and even break the human personality.

It must be recalled that the existence of such conflicts and their pathogenic influence on a person was first discovered in clinical practice by Breuer and only then became the cornerstone in the theory of Freudism. At present, they are being studied by many scientists (psychiatrists, physiologists) belonging to the most diverse scientific fields.

In our research, we not only often encounter acute affective conflicts in children, but we have also learned to identify them using precise experimental methods.

As an example, let us dwell on studies of personality orientation, in which the possibility of an acute affective conflict between conscious and unconsciously acting motives was clearly revealed. These studies were carried out according to different, but built according to the general principle, methods (“Eye gauge”, “Stopwatch”, “Traffic light”). They used the principle of involuntary change of some psycho-physiological functions under the influence of a change in the motive of the activity in which they were included. These techniques, thus, made it possible to reveal not only the motives hidden by a person, but also the motives that he is not aware of.

The experimental situation consists in the fact that children of different school ages were put in the conditions of choice: to act “in their own favor” or “in favor of cool team”, i.e. clashed between personal and social motives. Most of the subjects consciously made this or that decision and acted in accordance with it. There were also subjects in whom the clash of egoistic and social motives of equal strength led to the rejection of the experiment. But a certain number of students were discovered who consciously made the decision to act in favor of the team, who actively took up the matter, but gradually in their practical activities, without realizing it, who began to act in their favor. As a result, they worked "for themselves."

The fact that this change of motives occurred unconsciously was evident not only from the behavior of the children, but also from the analysis of the process of their activity (by the dynamics of mistakes, by the nature of the amendments made, etc.), especially when comparing their work with the work of those who deliberately changed decision.

The activity of the subjects, who unconsciously changed their minds, essentially had a dual motivation, on the one hand, it was motivated by a consciously accepted intention to work for the benefit of the team, which provided them with moral satisfaction with themselves and their activities, and on the other hand, by an unconscious desire to get a result in their favor.

In addition to these laboratory experiments, other types of research were also carried out, allowing not only to identify awakenings that operate outside of human consciousness, but to analyze and understand psychological nature various internal conflicts leading to the emergence in the unconscious of such sources of motivation that create internal inconsistency in the structure of the personality itself.

So, affective experiences that arise as a result of a conflict of differently directed motivational tendencies, under certain conditions, become a source and indicator of the formation of a disharmonic personality. Let us now follow those studies of the affective sphere of the child, carried out in our laboratory, which, it seems to us, can bring us closer to understanding the process of emergence and the conditions for the formation of a harmonious and disharmonic personality. The study of affective conflicts and related psychological neoplasms has been carried out by our research team for a long time. At the same time, methods of long-term study of individual children and various experimental methods were used.

Initially, attention was drawn to the fact that in some children in the conditions of a pedagogical experiment (conducted by L.S. Slavina), some effective states arise that prevent them from correctly perceiving and correctly responding to certain pedagogical influences. The guys, as it were, do not hear what the experimenter requires of them, and continue to act in the previously adopted direction. This phenomenon has been called the "meaning barrier".

Further analysis showed that the reason for this phenomenon lies in the fact that the adult, influencing the child, does not take into account or does not take into account the presence of needs and aspirations that are actively active at that time. As a result, the child has a conflict between his immediate aspiration and the desire to fulfill what the adult requires of him. Such a conflict of simultaneously acting, but differently directed affective tendencies does not always lead the child to conscious choice direction of their actions. Often a child is not able to consciously give in to a certain desire, and then he has a special defensive reaction: he, as it were, ceases to hear and understand the demand presented to him. If the adult continues to insist, the phenomenon of a semantic barrier can be replaced by an acute emotional reaction and negative behavior aimed at discrediting the demand itself, and even the person making this demand.

Further study of children who constantly exhibit the behavior described above found that it is most characteristic of children who, as a result of past experience, have firmly established an overestimated self-esteem and an overestimated level of claims corresponding to it. These guys at all costs strive to prove to others and, most importantly, to themselves, that their self-esteem is correct, that they are really capable of achieving what they want, including the corresponding assessment of others.

Among affective children there are also schoolchildren with inadequately low self-esteem, who are constantly afraid of discovering imaginary failure. This kind of self-doubt appears, apparently, only reverse side striving for self-assertion and serves as a defense mechanism against the possibility of not being at the level of the child's too high claims.

Sometimes children who find themselves in new environment making unusual demands on them, the fulfillment of which they succeed worse than other children. At the same time, not all children in these circumstances give affective breakdowns, but only those who lose their usual position in the team.

Based on the analysis of all these cases, the researchers came to a preliminary conclusion that the basis of persistent affective behavior in all cases is the same psychological mechanism, namely, the conflict between the two I equally strong but incompatible affective tendencies: the desire of children to preserve habitual for them, but inadequately high self-esteem and the desire to fulfill the super-difficult requirements imposed on them, thereby maintaining their self-esteem.

This conclusion was confirmed and clarified in the conditions of a specially organized laboratory experiment aimed at solving the following tasks: intentionally collide with each other the above multidirectional motivational tendencies, select subjects who exhibit acute emotional reactions, and correlate them with other personality traits of children.

Specifically, the experimental situation consisted in the fact that adolescent students were asked to choose and solve a problem of a certain degree of difficulty, according to their self-assessment. However, the proposed tasks, which allegedly corresponded in their complexity to the age level of the subjects, were in fact of increased difficulty, and attempts to solve the chosen task, as a rule, ended in failure.

It turned out that the reaction to failure was very different in subjects with different self-esteem. Students with stable adequate self-esteem behaved calmly, although sometimes they were annoyed with themselves and upset. But, most importantly, they reasonably correlated their capabilities with the degree of complexity of the chosen task: without solving the chosen one, they lowered their claims, and if they solved it easily, they took on a more difficult one. A completely different pattern of behavior took place in adolescents with high self-esteem: having failed to solve the chosen problem, they took on an even more difficult one, and this could be repeated many times, up to attempts to solve the most difficult problems. In the process of work, these guys got very angry, worried, scolded the tasks, objective circumstances, and blamed the experimenter. Some began to cry, others left, defiantly slamming the door.

Such emotional experiences associated with the fact that the subject does not want to admit the thought of his failure into consciousness and therefore rejects his success, distortedly perceiving and interpreting all the facts that testify to his defeat, received in the laboratory the conditional name "affect of inadequacy". Somewhat later, experiments were carried out using the same methodology with students of the 10th grade. Basically, the results were the same as in experiments with adolescents. Only the outward manifestation of the affect of inadequacy in older children was more restrained and even deliberately concealed.

Thus, the laboratory experiment confirmed and clarified the preliminary conclusion about " psychological mechanism» affective behavior, made on the basis of a «clinical» study of children. He also showed that this is the general "mechanism" of the affective behavior of children of all school ages.

This is evidenced, for example, by the following fact: if the experimenter makes an attempt to explain to the guys the true reason for their failure, they fall into even more affective state and even completely refuse to communicate with the experimenter. L.S. Slavina, on the basis of her experience in the re-education of affective schoolchildren, comes to the conclusion that the whole conflict of differently directed affective tendencies proceeds unconsciously for the children themselves. They really do not understand the real reason for either their failure or their emotional state. Moreover, the affect of inadequacy lasts especially long in those children whose imaginary self-confidence is constantly supported by temporary or partial success.

This is how the disharmonious structure of the child's personality begins to take shape. In the mind - a high self-evaluation, lofty claims that go far beyond the real possibilities, the desire to be at the level of one's imaginary possibilities, both in one's own eyes and in the eyes of other people. In the field of unconscious mental processes - self-doubt, which the child does not want to allow into consciousness.

For the sake of maintaining conscious self-esteem, the entire mental life of the child is distorted: he ceases to adequately perceive the surrounding reality and adequately respond to it (rejection of failure and shifting responsibility for it to other people and objective circumstances). Thus, the affect of inadequacy is also an indicator of "mismatch" in the structure of the child's personality and, as we shall see later, the source of its distorted formation.

Observations of children "suffering" from the affect of inadequacy have shown that a long stay in such a state is by no means indifferent to the subsequent formation of their personality. The child becomes blind and deaf in relation to experience and is even more established in a false idea of ​​himself and his abilities. Inappropriate behavior affective children are irritated by others, frequent reprimands, punishments, the desire to prove them wrong. These reactions reinforce the inadequacy of children, encourage self-assertion. Constant fixation on oneself creates in affective children a stable orientation of the personality "on oneself", on one's own interests and opposes them to other people, to the children's team. At the same time, the focus “on oneself” is not necessarily consciously accepted by the child. It manifests itself in behavior, although the circle of values ​​recognized by the child may include, first of all, the interests of the team.

Affective children also have many other personality traits. Most often they are selfish, touchy, stubborn, suspicious; they are characterized by a distrustful attitude towards other people, isolation, arrogance, etc. In other words, the initially inherent affective forms of behavior are fixed as habitual, and then as character traits.

With age, some children have a need to justify their characteristics, and then they begin to "turn vices into virtues", i.e. treat them as valuable. In these cases, the "mismatch" between consciousness and behavior would seem to disappear. However, in reality, it remains, because such children constantly have conflicts with other people, doubts and a feeling of dissatisfaction associated with a seeming underestimation of the significance of their personality. Other children continue to consciously accept the moral values ​​they have learned, which, being in conflict with the characteristics of their personality, cause these children to constantly discord with themselves. As a result, from children with unresolved affect, on which, like a snowball, their entire subsequent life experience, people are formed who are always at odds with others and with themselves, possessing many negative character traits, a special worldview and worldview. Often these children come out socially unadapted people, prone to crime.

T.A. Florenskaya, on the basis of empirical material obtained in the process of experimental and clinical research by scientists from different scientific directions and schools (N.G. Norakidze - belonging to the Uznadz school of attitude psychology: K. Horney - a representative of the psychoanalytic direction in America), came to the conclusion that in At present, it is quite reasonable to assert the existence of a special structure of a harmonious personality and a conflicting, disharmonious personality.

She compared the data obtained by these scientists and found that affective, socially unadapted people, unlike non-affective people, are characterized by some common features. They are characterized by a different attitude towards themselves and others (public in the first, personal, egoistic, in the second), a different ratio of internal mental components(for example, self-esteem and claims), different characteristics of their emotional sphere: constant dissatisfaction with themselves and others in people with a disharmonic personality structure, dominance of bad mood, depression, anxiety, etc., and the absence of these features in other people.

In addition, T.A. Florenskaya rightly emphasizes that all these features are not juxtaposed. The central link, from her point of view, is egocentrism and the egoism associated with it. This position seems to us fair, since it is the orientation of the individual (on himself or on others) that constitutes the central characteristic of a person as a social individual.

True, not always an egoistic orientation leads a person to an internal conflict and an affect of inadequacy, just as self-confidence in itself does not cause acute emotional breakdowns in cases of failure; only inflated self-esteem, accompanied by an unconscious feeling of self-doubt, leads to them. A personal, egoistic orientation, if it is consciously accepted by the subject and does not contradict his moral feelings and beliefs, does not lead to the internal inconsistency of the personality, and, consequently, to the conflict of the person with himself. Experiments on the study of personality orientation (to which we have already referred) confirm this position. Recall that in the course of the experiment, adolescents were identified who quite consciously and openly made the decision to act in their favor. Without embarrassment, announcing this out loud, they acted according to their decision and were satisfied with themselves and with the result. The main dominant motive of these children was a conscious decision to act in their own favor. Other teenagers also differed by one dominant motive - to act in favor of the team.

But there were subjects who were prompted simultaneously by two opposite motives - one that dominated the consciousness of the subjects, the other that dominated in the sphere of their unconscious motivation. It is in these cases that a “mistake” of conscious and not allowed motives occurs, leading to a strong internal conflict and intensifying the affect of inadequacy.

Thus, people with a disharmonic personality organization are not just individuals with a focus on themselves. They are dual-minded people in conflict with themselves, split-personalities in whom the conscious psychic life and the life of unconscious affects are in constant conflict. In other words, these are people, as it were, “split” within themselves. No wonder F.M. Dostoevsky gave the character with just such a personality the surname Raskolnikov.

The disharmonious structure of personality, as experience shows, is difficult to restructure. The fact is that dual motivation is a consequence of the emergence in a person in the process of his formation of certain psychological neoplasms, special psychological systems that always carry a motivating force. After all, each systemic neoplasm, whether it is a character trait, a moral feeling, a conviction, or even just a habit, is some objective essential reality that, like a reality outside a person, performs a certain motivating function and thereby regulates a person’s behavior and his inner self. mental life.

2. Practical issues of development of a harmonious personality

.1 Formation of a harmoniously developed personality as the goal of education

The fundamental reform of education and upbringing is an important direction of state policy. Raising the level of education and upbringing is the main task of teachers, since mental development and personality development affect the level of culture, worldview and human intelligence. From the first steps along the path of independence, great importance is attached to the revival and further development of spirituality, the improvement of the system of national education, the strengthening of its national foundation, raising them to the level of world standards in harmony with the requirements of the time, since a truly educated person can highly appreciate the virtues human being, to preserve national values, to raise national self-awareness, to fight selflessly in order to live in free society so that our state takes a worthy, authoritative place in the world community.

The main goal and driving force realizable transformations is a person, his harmonious development and well-being, the creation of conditions and effective mechanisms for the realization of the interests of the individual, the change in obsolete stereotypes of thinking and social behavior. An important condition for development is the formation of a perfect system of personnel training based on the rich intellectual heritage of the people and universal values, the achievements of modern culture, economics, science, technology and technology. We set ourselves the goal of creating the necessary opportunities and conditions for our children to grow up not only physically and spiritually healthy, but also comprehensively and harmoniously developed people with the most modern intellectual knowledge that fully meets the requirements of the 21st century.

Education should be not only comprehensive, but also harmonious (from the Greek harmonia - consistency, harmony). This means that all aspects of the personality must be formed simultaneously and in close relationship with each other. Since personal qualities are formed in vivo, it is quite clear that in some people they can be expressed more clearly, in others - weaker. The question arises: by what criteria can one judge the extent of a person's personal development? Psychologist S. L. Rubinshtein wrote that a person is characterized by such a level of mental development that allows her to consciously control her own behavior and activities. That is why the ability to think about one's actions and be responsible for them, the ability to autonomous activity is essential feature personality.

The famous philosopher V.P. Tugarinov considered 1) reasonableness, 2) responsibility, 3) freedom, 4) personal dignity, 5) individuality among the most important characteristics of a person. Man is directly a natural being. As a natural being, he is endowed with natural forces, inclinations and abilities that cannot but influence the social development of a person, his formation as a person. How, however, does this influence manifest itself? Let's point out a few provisions.

First. For the formation of man as a social being, his natural ability to develop is of paramount importance. Experiments carried out on the simultaneous upbringing of human and monkey cubs showed that the monkey develops only according to the “biological program” and is not able to learn speech, upright walking skills, labor, norms and rules of behavior. Its development is limited by biological possibilities, and it cannot go beyond these possibilities.

The child, along with biological maturation, is able to master many things that are not biologically “programmed” in him: straight gait, speech, work skills, rules of behavior, that is, everything that ultimately makes him a person. . Second. The biological effect in the formation of a person is also in the fact that people have a certain natural predisposition to one or another activity. For example, many people by nature have a keen ear for music, good voice data, the ability for poetic creativity, a phenomenal memory, mathematical inclinations, special physical properties, expressed in growth, muscle strength, etc. Third. Of no less importance is also the fact that biologically a person has a very great opportunities to development, that it uses its potential in this respect only by 10-12%.

Finally, the fourth. It is impossible not to take into account that the biological can manifest itself in the development of personality in the most unexpected way. There is, however, another factor that influences the personal development of a person. It is, of course, about education. In modern conditions, it is already difficult to imagine the introduction of a person to life without a long and special organized learning and upbringing.

It is upbringing that is essential tool, with the help of which the social program for the development of the personality, its inclinations and abilities is implemented. Thus, along with the environment and biological inclinations, upbringing acts as an essential factor in the development and formation of personality. However, recognizing the role of these three factors - the environment, biological inclinations (heredity) and upbringing - in human development, it is essential to correctly understand the relationship in which these factors are located among themselves.

If, for example, we compare the formative influence of the environment and upbringing on the personality, it turns out that the environment influences its development to a certain extent spontaneously and passively. In this regard, it acts as an opportunity, as a potential prerequisite for the development of personality. Moreover, external environmental influences in modern conditions are not in themselves able to provide a solution to those most difficult tasks that are associated with the formation of personality and its preparation for life.

In order for a person to master science, methods of professional activity and form the necessary moral and aesthetic qualities in himself, special and long-term education is required. The same applies to the creative inclinations of a person. In order for these inclinations to manifest themselves, not only appropriate social conditions and a certain level of development of society are needed, but also appropriate education, special training in one or another sphere of social activity.

Emphasizing this position, the outstanding Russian physiologist and psychologist I. M. Sechenov wrote: “In the immeasurable majority of cases, the nature of the psychological content of 999/1000 is given by education in the broad sense of the word, and only 1/1000 depends on individuality.” All this makes it possible the most important conclusion: upbringing plays a decisive role in the development and formation of personality. Only with the help of upbringing is the social program of human development realized, and his personal qualities are formed.

The importance of this concept lies in the fact that the education of a harmoniously developed personality by society, instilling in it social norms, rules, values, customs and traditions is an important factor in the development of a harmonious society as a whole. A harmoniously developed personality (in the broad sense of the term) is one of cornerstones man's worldview. It can serve as a kind of basis, over which other moral principles of a person are built over time, which determine his relationship with the people around him, and that is why the right choice in this case is extremely important.

In psychology, the interpretation of the concept of "personality" is ambiguous. So, E. V. Ilyenkov believed that in order to understand what a person is, it is necessary to study the organization of "the totality of human relations", their "socio-historical, and not natural character." The outstanding Russian educator and thinker K. D. Ushinsky spoke about the relationship between society and the individual, about the independence of the latter: with its independence. Aristotle very aptly said that a person who does not need the company of people is not a person, he is either an animal or a god. To this, however, it should be added that a person who cannot stand his independence in society is equal to zero, standing on the left side of the numbers, and a person who does not recognize anything in society except his own thought, wants to be a unit alone, in order to so that all others remain zero, on the right side of the one. The point of education in this regard is precisely to educate such a person who would enter as an independent unit into the figure of society ... Society is a combination of independent individuals, in which, according to the principle of division of labor, the strength of society is increased by the strength of each and the strength of each by the strength of society " .

The upbringing of modern youth should be focused on the formation in their minds of the desire for self-improvement, for a certain life goal. In choosing a life path, the worldview plays a leading role. Under the worldview understand the system of views of man on society, nature and himself. Worldview is formed in the process of practical activity and cognition. It goes without saying that with the so-called pedantic knowledge, that is, based on mechanical, non-critical assimilation, a person does not develop a scientific worldview, and knowledge remains a dead weight. When a person tries to understand life, to comprehend it, then practical experience and theoretical knowledge serve as building blocks in the construction of a scientific worldview.

Worldview is a generalized system of views, beliefs and ideals in which a person expresses his attitude to his natural and social environment. The worldview of the individual, being a generalization of knowledge, experience and emotional assessments, determines ideological direction of her life and work. It is known that an individual first sensually cognizes the world, then, on the basis of the acquired knowledge, an individual worldview (consciousness of the world) is formed, on the basis of which the consciousness of oneself is formed. All acquired knowledge about the world is combined and a whole worldview is formed.

The expansion of the scientific worldview of students affects the development of the personality, which gives positive pedagogical results, and the assimilation of universal human values ​​by future specialists in the process of forming their scientific worldview serves as the basis for the formation of spirituality.

So, the formation of a harmoniously developed, independently thinking free personality is the main goal of education in a modern democratic society. Whatever the moral norms, rules and attitudes of the state and society do not influence the individual, that is, the social unit - the individual, the truth lies only within itself. Only the choice of the personality itself depends on the choice of its path, its harmony with the outside world, its creative role and usefulness to society.

2.2 Healthy lifestyle as the most important condition for the formation of a harmonious personality

One of the highest human values ​​is health. Health is a state of complete well-being, which includes the following components: high performance, resistance to diseases; self-confidence based on the ability to control your feelings and thoughts; the desire and ability to manage their own health and build their behavior without compromising the well-being of other people. Researchers consider a healthy lifestyle to be the most important factor in maintaining and strengthening health. A healthy lifestyle is an individual system of human behavior that provides him with physical, mental and social well-being in a real environment and active longevity.

In the system of universal cultural values, health is the basic one, because it determines the possibility of mastering all other values ​​by a person, is the key to the viability and progress of society. A number of scientific works establish a direct relationship between health and a happy full life, while health is considered as an enduring value.

However, it is well known that the harmonious development of the individual involves not only the achievement of a high level of education. One of essential prerequisites harmonious development is the preservation and strengthening of human health. The activity of students in education is associated with high loads, often leading to overload, which determines the need to take into account the health factor in its organization.

Thus, the health of children is an important condition for their effective participation in education, and various deviations and deterioration of it create obstacles for students to achieve a given level of education that corresponds to the State Educational Standard. At the same time, statistical data on the state of children's health show that health saving measures taken in the practice of education are not effective enough. Analysis of scientific literature shows that the formation of a healthy lifestyle is associated with physical education.

The development of physical culture and sports at school brings a reasonable economic effect to the entire state, allows you to educate patriotic healthy youth, able to preserve the values ​​of the nation in the future, solve state problems of protecting the fatherland and socio-economic transformation of society. In his annual address to the Federal Assembly of the Russian Federation, President of Russia V.V. Putin noted that a new approach to sports at school is one of the basic parameters of school modernization, which should result in the national educational strategy "Our New School".

What can a physical education teacher do to solve this problem? Through the lesson and the system extracurricular activities promote:

formation of motivation for health, awareness of social norms of a healthy lifestyle;

development of motor abilities, teaching vital motor skills and skills;

acquisition necessary knowledge in the field of physical culture and sports;

education of the need and ability to independently engage in physical exercises, consciously apply them for the purpose of relaxation, training, increasing efficiency and strengthening health, moral and volitional qualities, the development of mental processes and personality traits.

physical education school-age children are recognized to be engaged by the family and teaching staff of the school. And still special place in this educational process is assigned to the teacher of physical culture.

The body of the child, as shown by the studies of L.I. Stepanova, is simultaneously exposed to many environmental factors: environmental, anthropogenic and man-made factors, socio-economic, socio-psychological, etc. children and their parents.

This information is of particular importance if the child is at risk, if the deviations he has are in direct proportion to the way of life. The formation of motivation for a healthy lifestyle is, of course, the most difficult pedagogical task that can be solved only on the basis of a sound psychological theory. Modern psychological science has outlined the general principles of understanding and interpreting health as an object of study. To achieve the integration of biomedical, psychological and socio-pedagogical knowledge, orienting to the spiritual and moral formation of the child's personality, humanitarian style of thinking is possible only in the conditions of a culture-oriented educational system.

Researchers (V.Yu. Pityukov, E.N. Shchurkova and others) note that the creation of a favorable psychological climate in a preschool educational institution is the basis for the well-being and health of children. The psychological climate is a condition that ensures not only the harmonious development of the individual, but also the guarantor of maintaining health. So, in a favorable climate, the child opens up, shows his talents, actively interacts with the teacher and other children, while in an unfavorable one, on the contrary, he becomes passive, withdrawn, detached, which further leads to serious psychosomatic disorders.

An effective lever for the formation of a healthy lifestyle should be hygienic education of the population. Territorial health centers, medical and physical education dispensaries (departments, offices), cosmetology clinics (departments, offices), healthy lifestyle promotion offices of various medical institutions (Healthy Lifestyle Formation Service) must make promotion of the principles of healthy lifestyle formation, education of the system behavioral responses that have a beneficial effect on the health of all people from infancy.

Abdulmanova L.V. defines the content of the concept of "health culture" as a child's awareness of himself as a part of nature, his unique and perfect creation, the implementation of certain rules, movements, actions that contribute to maintaining the integrity of the "man - nature" system and signaling to others his emotional disposition and openness to the world.

At present, the most urgent problems of strengthening and maintaining people's health have become biological and psychological aspects a healthy lifestyle, and, above all, because the problem of health remains one of the most important and unresolved for mankind. Until now, there is no generally accepted, scientifically based theory of health, and there is no single concept of human health as an integral state of the body. In the study of O.A. Akhverdova, V.A. Mashna defines the culture of health, which is considered as an integrative personal education, which is an expression of the harmony, wealth and integrity of the personality, the universality of its connections with the outside world and people, as well as the ability for active creative life.

The health of the younger generation is currently a matter of national importance. The health problem is particularly acute among students in tertiary schools and colleges. The effectiveness of the upbringing and education of adolescents depends on health. Health is an important factor in the performance and harmonious development of a young organism.

The main reasons for the deterioration of the state of health are the low standard of living, irresponsible attitude towards one's health, low material support of health care institutions, sports and educational institutions.

In pursuit of intellectual development, high education is lost fundamental basis for the full and harmonious development of the individual - her physical and spiritual health. New means and technologies of education are being actively introduced into the mass school. The researchers note that at all levels of education of young people there is no training in a healthy lifestyle, the development of skills for its observance, the motivation for adequate behavior is reduced.

The formation of a healthy lifestyle is a nationwide task, and health workers who stand at the outpost of this nationwide program should themselves be an example of a healthy lifestyle. However, practice does not confirm this (no more than 10% of doctors regularly do morning hygiene exercises, at least 40% of doctors smoke). The main methods of forming a healthy lifestyle that are accessible to all involve the eradication of bad habits, the development of a culture of communication, behavior, nutrition, compliance with the regime of work and rest, systematic physical education and sports, and an increase in general sanitary culture and hygiene knowledge.

A healthy lifestyle is aimed not only at protecting and strengthening health, but also at the harmonious development of the individual, the optimal combination of physical and spiritual interests, human capabilities, and the prudent use of his reserves.

According to Adam Smith, a Scottish thinker, “... Life and health is the main subject of care inspired by nature in every person. worries about own health, about our own well-being, about everything that concerns our security and our happiness, and are the subject of a virtue called prudence. It does not allow us to risk our health, our wealth, our good name. In a word, prudence aimed at maintaining health is considered a respectable quality.

Conclusion

In conclusion, let us briefly summarize the main content of our work.

The harmony of the personality from its inner psychological side implies a high consistency between a person's consciousness and his unconscious. mental processes. Such harmony is ensured by the social, in its essence, moral orientation of the personality, the motivating forces of which are subordinated to a single motive, which dominates both on a conscious and unconscious level.

A personality with such a hierarchy of motives also presupposes a corresponding structure of its moral and psychological qualities: a social orientation, the presence of moral feelings and conviction, certain character traits.

The most important source of disharmonic development is the conflict relationship between the direct, often unconscious aspirations of the subject and the social requirements that are significant for him. As a result, as a rule, there is an affect of inadequacy, and then there is a consolidation of the forms of behavior generated by them, which ultimately turn into the corresponding traits and qualities of the personality.

A harmonic or disharmonious warehouse of a personality begins to form very early. Therefore, personality education should begin from the first year of a child's life. The main thing in this case is such a method of pedagogical influence, in which the educator specifically organizes the activity of the child, and not just suppresses its undesirable forms. The basis of the organization of education should be the management of the motives of the behavior and activities of the child.

From this point of view, the most important task of education is the formation of moral motivation. By virtue of its affective significance for the subject, it will non-violently, without internal conflict, overcome aspirations that are undesirable for him.

The formation of moral feelings is at the center of the education of a harmonious personality. Without them, there is not and cannot be any moral convictions or a moral worldview.

It is they who ensure the unity of consciousness and behavior, prevent a possible split between them, the upbringing of the unity of the personality involves the organization of such a way of life for the child, in which his moral feelings and moral consciousness are formed in the practice of his social behavior.

Literature

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16.

Ecology of life. People: Only a harmonious personality is capable of Love. A person in disharmony does not love, he expects love. If we are in a waiting mode, a deficit, then getting something we are not satisfied with it.

Only a harmonious personality is capable of Love. A person in disharmony does not love, he expects love. If we are in a waiting mode, a deficit, then getting something we are not satisfied with it. All blessings, spiritual and material: health, wealth, relationships, true happiness, absolute knowledge come to a person when he is in harmony. The Vedas say: just become harmonious, and everything will open to you from the inside, enlightenment will come to you by itself.

A harmonious person develops at 4 levels:

The physical level reflects physical and mental health.

Physical health is an important factor for spiritual development. If you don't have health, you won't be able to enjoy material world and make spiritual progress. The physical layer consists of the following elements:

Body care. Regular cleanings internal organs(intestines, liver and kidneys).

Proper nutrition. Our physical and mental health depends on nutrition: what we eat, where, how, with whom and, most importantly, when and at what time of day.

Water. Our body and brain must receive clean water regularly. It is water, not tea and various drinks. It is advisable to drink about 2 liters during the day. Yogis who live long and healthy lives drink several sips every 15 minutes.

Spine. The whole body depends on the state of the spine. AT oriental medicine it is said that the flexibility of the spine indicates how long a person will live. It also depends on thinking. For example, if you walk straight and smile, your mood involuntarily improves.

Breath. In Eastern culture, there are various breathing techniques that help to form strong immunity, be energetic, and recover quickly in case of a serious illness. For example, in Vedantism it is pranayama, in Chinese culture it is qigong gymnastics, wushu, etc. It is important to have a calm, peaceful breathing. Yogis say: the more often you breathe, the less you live, and, accordingly, vice versa.

Dream. It is important to have proper adequate sleep. You should know that the most useful sleep is from 9 pm to 5 am.

Posts. It is important to fast regularly, consciously refrain from eating. For the body and mind, and for the development of character, it is important to abstain from food.

Sex life. All sexual perversions, and simply indulgence of one's lust, take a lot of subtle energy, worsen the general condition of a person. In our age, everything is aimed at turning a person into a slave of the penis, making him a primitive sexually preoccupied consumer.

Physical exercise. It is very important for both the body and the mind to move a lot. The best is brisk walking, swimming. Dancing and yoga are also helpful.

Nature. You need to be in nature as much as possible. Just being there, especially in the mountains, at the sea, can quickly put your mental state in order, dramatically strengthen your immune system. It is better, of course, to live in nature in general.

Elimination of all bad habits: smoking and alcohol, including beer, kill beauty, youth, and age a lot. Having bad habits, a person cannot be physically and mentally healthy and happy. Regular good rest. Complete withdrawal from all affairs, at least once a week and once every few months for a week or two.

The social level includes the following:

Find your purpose and live according to it. Just as every cell or organ in our body has a purpose, every living being has a purpose in this life. It is very important to understand and follow it.

To take place as a man or a woman. A man should develop masculine qualities. First of all - to be able to take responsibility, to be bold, logical, consistent. If a man is not a monk, he must take responsibility for a woman and children for life, make them happy and secure. For a woman - the development of femininity, the ability to care, an intuitive approach to life, to become a good mother and wife.

Fulfillment of one's duty in the family (husband-wife; parent-child). The universe stops helping a person who does not serve his family. Especially if a person leaves family responsibilities, does not want to start a family and children. The exceptions are those who have completely renounced the world and live very ascetically. But in the family, in the service of society, one can learn the highest wisdom no less.

Improving the fate of one's kind, serve one's kind, honor one's ancestors, whatever they may be.

Ability to earn money. This applies to men. But the right attitude to money is important to everyone. Money should be treated as the energy of God, respectfully, but without greed. In addition, you need to be able to live happily and peacefully, regardless of the amount of money.

Build and maintain relationships with other people. To be able to arrange a happy and harmonious personal life. How we can love is shown in relationships. Everything we put above relationships, we lose.

To bring good to the world with your life, first of all to your loved ones. We must feel and see that we do not live in vain, that thanks to our life, at least someone becomes happier and healthier and, most importantly, loving.

The intellectual level reflects the wisdom and intelligence of a person.

In modern culture, it is customary to consider a person as intellectual, depending on how many books he has read, how many languages ​​​​he knows, how many scientific degrees he has. But to the definition given word this practically does not apply. About such a person it is more correct to say that he is smart. A truly intelligent person:

Sets goals (for a day, a week, a year, and several years) and purposefully achieve them. This is especially important for men. For the three main qualities of a harmonious and successful man are purposefulness, fearlessness and generosity.

Knows that the goal of life can only be on a spiritual level - this Divine Love. And for him this is the main value of the life to which he goes.

Knows that we are a soul, a spirit, and not a physical or mental body.

Distinguishes the temporary from the eternal, choosing the path that is favorable for harmonious development, increasing love in the soul and rejecting everything that is unfavorable for this.

Able to concentrate, achieve peace of mind and control of the five senses.

The ability to change your destiny. Only a person with a strong, spiritualized mind, as well as with great willpower and the ability to achieve his lofty goals, is able to change his fate and go his own way, thanks to the ability to change his character and form the right worldview.

Keeps track of your emotions and thus does not fall under their influence.

Spiritual level is the basis of everything

That is where the true reality is. If a spiritual level poorly developed, then all levels will collapse and cause suffering. This is inner fullness, spiritual and moral values, knowledge about the Soul.

The most important thing that matter cannot give, and what is the main treasure of the eternal spiritual world, is unconditional love. This world can only endow a person with fears, attachments and addictions, the desire to consume. The soul is unconditional love. Therefore, the main indicator of a person's "spiritual advancement" is how much he lives with unconditional love. True spirituality is love. Take away love, and everything will lose its meaning, it will bring great suffering: food, sex, social life, and intellectual games, etc.

As far as a person can live here and now, that is, in reality, he is so spiritualized. The soul is outside of time and space - for it there is no past and future, but only the present. Only in the here and now is it possible to experience unconditional love. The perfection of life is simply to be a loving presence.

Unselfishness. The soul, our higher self, is love. Getting into this world, a person is covered with a false ego, selfishness, which destroys his life, because the ego wants to consume and live for itself. It is pleasant to be in the spiritual world or in the company of saints, because there everyone serves each other. Love can only be felt when we give, give, care in a humble state of mind without expecting anything in return. Therefore, it can also be said that true spirituality is both selflessness and service, without expectation of reward.

The most important indicator of spirituality is the ability to see the Divine in everything and everyone. After all, there is nothing outside of this. Seeing and feeling the Divine in everything, you feel more and more oneness with everything and everyone. Everything in this world is connected: every event, every living being.

Service. Everything in nature serves, fulfills some role. Man has a choice: serve himself or serve all. For real spiritual man- disinterested and, therefore, serves more. This includes service to one's family and community.

The absence of condemnation, harsh assessments, as well as fanatical confidence in some philosophical or religious doctrine. In a harmonious person, love is constantly increasing, more and more profound knowledge, understanding and vision of the world are revealed to him. But when a person believes in some kind of frozen concept and believes that it can only be so, he abruptly stops in his development. published