Reflection (S.L. Rubinshtein, L.I. Antsiferova, K.A. Abulkhanova-Slavskaya, I.S. Kon, etc.), self-acceptance and self-prediction (V.G. Maralov) are considered as mechanisms of self-development.
The researchers point out that reflection allows a person to go beyond the limits of his own life, activity and designate his thoughts, emotional states, actions, relationships and himself as a whole as the object of his research, analysis, evaluation and practical relationship. Reflection is considered as the ability for value self-orientation, semantic self-regulation. It is indicated that reflection is, as it were, built into the very mechanism of self-development of the individual.
I.S. Kon, showing the role of reflection as a mechanism and means of self-development, analyzes the model of "reflexive I", in which the lower levels psychological functions are the basis of self-development of higher levels. According to this model, the individual first becomes the observer own feelings, thoughts, actions. Then he can realize the orientation of his own consciousness to his own " I”, overcome the preoccupation with the current life and take a position above it. This helps a person to realize the inconsistency and inconsistency of some of his thoughts, actions, principles and activates his internal dialogue, turning self-knowledge into self-education, into the conscious formation and consolidation of new, desirable elements of behavior. Reflexivity determines a high level of volitional regulation of the individual in the context of activity and communication and ensures self-organization and self-assertion of the individual in accordance with life goals and values.
Reflection as a mechanism of human self-development is studied by Yu.N. Kulyutkin, referring to the problems of reflexive self-regulation as a process of conscious, purposeful management by a person of his activities and behavior, which are characteristic of a socially responsible maturing personality, are carried out on the basis of value orientations and personal meanings. Interesting are the ideas of V.P. Zinchenko, who considers the problem of self-development as a creative self-building on its own "scale" on the basis of reflection, correlated with social expectations. Reflection is understood as a process of cognition and modeling by a person of someone else's and his own consciousness.
self-acceptance as a mechanism of self-development, according to V.G. Maralov, is manifested through the recognition by a person in himself of all aspects and qualities of a personality that cause both positive and negative emotions. Self-acceptance is the recognition of the right to existence of all aspects of one's own personality, as well as the personality as a whole. How strengths, and weak, both positive and negative - they all have equal right on existence, functioning, whatever negative emotions and experiences these weaknesses, negative traits we were not called.
Another mechanism for self-development is self-prediction- makes it possible for a person to go beyond the limits of today's self, to anticipate the events of external and internal life, to set tasks for future activities and self-development. Self-forecasts can be analyzed in terms of their content, direction, certainty-uncertainty, stability, location on the time axis.
Orientation to certain events of the life path (actions, events of inner life, environment);
the orientation of self-forecasts to anticipate the events of the environment and oneself in them, one's actions, events of one's inner life;
· self-predictions associated with self-image at different stages of life, at different stages of mastering activities, aimed at creating ideas about the development of one's qualities in the future.
Certainty–uncertainty self-predictions. This parameter can be judged by the clarity of ideas or judgments of the individual about himself in the future. When assessing the degree of certainty of self-forecasts, it is important to analyze their argumentation, conclusiveness, and realism.
Sustainability self-predictions is determined by the frequency of the person's appeals to the same image of himself in the future. Sustainable self-projections are gradually turning into perspectives for the development of the individual.
Temporary characteristics of self-forecasts are determined psychological age as a measure of realized psychological time.
From a practical point of view, it is quite acceptable to operate with three groups of self-predictions: situational(forecast for the near future, based on their capabilities and the current situation); promising(forecast of achievements, performance results after a certain period of time); vital(distant prospects associated with the formulation and implementation of the tasks of self-improvement and self-realization).
The mechanisms of self-acceptance and self-prediction are interdependent. Their combination creates different self-development strategies. Moreover, as V.G. Maralov, self-forecasting as the basis for developing a strategy for self-development in more is determined by the level of self-acceptance of the individual, the reverse trend is also possible, but less likely.
One of the most obvious and understandable strategies for self-development is the following: a person fully understands in himself own personality, advantages and disadvantages, he does not see the need to predict any other changes in himself, he does not have the desire to be better, more perfect, he does not even need to assert himself, in his opinion. This leads to the fact that the personality becomes self-sufficient, but such self-sufficiency is false and marks not development, but stagnation of the personality: “I am good, everything is fine with me, and I am satisfied with this, satisfied, it makes no sense to develop further.”
Another strategy of self-development is determined, on the contrary, by conscious dissatisfaction with any of their qualities, characteristics of personality and behavior. Therefore, self-prediction will work towards anticipating the image I, rid of the deficiency. It is good if a person in the process of hard work on himself really manages to get rid of shortcomings, realize this and be satisfied. And if not? In these situations, one’s own shortcomings and traits are even more rejected, a feeling of extreme dissatisfaction with oneself arises, a person begins to constantly reproach himself for being weak-willed, unable to cope with his shortcomings - this, of course, will not ease tension, but will increase it. .
The essence of the third strategy is that a person, not always realizing the reasons for his personal discomfort, instead of building a psychologically healthy personality capable of taking responsibility, due to inability and ignorance, begins to see himself in the future as a fully protected personality by building up more and more new and new psychological defenses and protective behavior. As a result, an illusion is created - the problems have disappeared, you have become different, more perfect. In fact, everything is different, and problems, personal shortcomings are not eliminated, but are intensified many times over.
The fourth strategy is suboptimal and occurs when a person is subject to the attitude: “I am bad”, “I am worse than others”. Here there is a tendency not to reduce the level of tension, but, on the contrary, to increase it. Self-development takes the form of self-abasement and self-flagellation, and a person can experience satisfaction from this: “I am bad, that’s how I need it.”
As an optimal strategy, one should recognize a strategy when a person, taking in himself both positive and negative qualities, nevertheless sets real tasks of personal growth and change that are permanent and sustainable by self-forecasting. Without denying himself, he asserts himself; without destroying himself, he improves himself; taking into account all the circumstances of his life path, he fully realizes himself, builds such an image of himself that actually expresses not his appearance, but his true essence.
Forms of self-development
Characteristics of self-development as a specific process unfolding in time and space of human life are ambiguity and diversity. This is due to many reasons, the most important of which is the existence of various forms of self-development. There are many terms in the Russian language that fix various nuances of the process of self-development: self-presentation, self-expression, self-affirmation, self-improvement, self-actualization, self-realization, etc. characterizes the specificity, originality of activity: to express oneself, to establish oneself, to be realized, to improve.
V.G. Maralov identifies the following main forms, which are the most important and describe self-development in their totality quite fully: self-affirmation, self-improvement and self-actualization. Self-assertion makes it possible to declare oneself fully as a person. Self-improvement expresses the desire to get closer to some ideal. Self-actualization is to reveal a certain potential in yourself and use it in life. All three forms allow you to express yourself and realize in varying degrees. Therefore, they adequately characterize the process of self-development as a whole, where the internal moment of movement is the self-building of the personality.
These three main forms of self-development are closely related to each other. Primary, on the one hand, is self-affirmation. In order to be perfected and actualized to the full extent, it is first necessary to establish oneself in one's own eyes and in the eyes of others. On the other hand, a self-improving and self-actualizing personality is objectively self-affirming, regardless of how the person himself at these stages of development feels the need for self-affirmation. At the same time, acts of primary assertion of oneself are also acts of self-actualization.
self-affirmation as a form of self-development characterizes the direction of a person to independently assert himself as a person, so that this quality is not shaken by circumstances, other people, or the asserting subject himself. Or in other words, self-affirmation is a specific activity within the framework of self-development aimed at discovering, confirming one's certain personality traits, character traits, ways of behavior and activity.
This activity is based on the need for self-affirmation, which is synthesized from the primary needs of competitive existence among other representatives of the living world. In a person, it takes the form of three motives: to be like everyone else; be better than others; and negatively - to be the worst. The first two motives characterize self-affirmation, the last - self-denial.
The goals of self-assertion can be different. Depending on the characteristics of the spheres of self-affirmation, motives and needs, they can vary significantly. For one person, the goal is to gain confidence, for another - to prove that he is no worse than others, for the third - to experience a sense of superiority, his exclusivity, and hence the validity of the right to lead others.
Ways of self-affirmation are also diverse. They depend on the chosen spheres and types of self-affirmation. The spheres of self-affirmation can be practically all types of life activity that acquire personal significance for a person. An important role is played by the one in whose eyes a person is affirmed: in his own or close and significant people, strangers, etc. Ways can be classified depending on the leading motive. The motive "to be like everyone else" defines such ways as to do what others do, not to take actions that go beyond the expectations of this group. The mechanism of conformity works here, i.e. dependence on the group, compliance with the group. The motive “to be better than everyone else” gives rise to such methods as taking leadership positions, asserting oneself in will, mind, resourcefulness, etc. The motive "to be worse than everyone else" leads to ways of self-denial of personality, when a person demonstrates that he is not worthy of the attention of others, does not have talent, is the worst. Such a position often leads to the fact that a person begins to feel sorry for, sympathize with, provide him with certain advantages, but at this time he is affirmed through such self-abasement.
The results of self-affirmation are obvious - they give a person a sense of their need, usefulness, justify in his eyes the meaning of his own life and activity; the attitude “I am no worse than others” or a feeling of superiority, one’s exclusivity, overcoming any actions and actions, begins to work. In the case of self-denial, a person is affirmed in his worthlessness, uselessness, baseness, which can sometimes also give its advantages.
Other high (in the context of society, civilization) spheres of self-affirmation are also possible, when a person sets more significant goals of self-improvement and self-actualization. In this case, the personal need for self-affirmation recedes into the background, although it does not completely lose its potential, and self-affirmation becomes an objective process that depends not only on how and in what way the person asserts himself, but also on how and in what way others affirm personality, recognizing its dignity.
Self improvement- this is a form of self-development, which means that a person himself (on his own) strives to be better, strives for some ideal, acquires those personality traits and qualities that he does not yet have, masters those types of activities that he did not own. Self-improvement is a process conscious control personal development, their qualities and abilities. Although the ideal, as a rule, is unattainable and is understood by each person in his own way, nevertheless, the tendency to development, if any, gives meaning to life, saturates it with fullness, stability and certainty.
Self-improvement can go in different ways: in one case, the acquisition of socially significant properties and qualities; in the other, the mastery of negative ways of life and activity. The reverse process of self-improvement is also possible, which is called self-destruction, when, due to various reasons a person makes special efforts, leading not to the improvement of the personality, the achievement of the ideal, but, on the contrary, to degradation and regression, the loss of achievements, personality traits and qualities that were inherent in him before.
In modern psychological literature there are many concepts that describe the features, originality, goals of the positive aspect of self-improvement, which is called personal growth.
In psychoanalysis, this is a tendency towards individuation, or self-development, understood as a movement towards greater freedom (K. Jung); movement from self-centeredness for the purpose of personal superiority to constructive mastery of the environment, understood as a movement towards perfection (A. Adler). In Gestalt therapy - the transition from relying on the environment to relying on oneself and self-regulation (F. Perls). In humanistic psychology, personal growth means the acquisition of ever greater autonomy, independence of the individual, the desire for maturity and psychological health (K. Rogers) or the consistent satisfaction of ever higher needs (A. Maslow).
In general, we can say that the basis of the desire for self-improvement, to personal growth there is a certain need, on the basis of which the motives of self-improvement are formed (the motive of self-realization is the limiting one), the motives of personal growth. Self-improvement is necessary in order to fully realize oneself in this life, and through self-realization to understand and find the meaning of one's existence, the meaning of life, which is already characteristic of a higher form of self-development - self-actualization.
The goals of self-improvement are not only and not so much the goals of self-affirmation - to be no worse than others, to be better than others, but the goals - to be better than you were; achieve more significant results than you achieved.
There are many ways to improve yourself. They can be defined in a wide variety of activities. For example, mastering new knowledge, new types of activity, a person becomes one step higher in his development. By setting a specific goal - not to conflict with others - and achieving it, he also rises to new level. By giving up bad habits, he also takes a step in his development. As a means of self-improvement are the means of self-education. These include competition with oneself, self-commitment, self-order, etc.
The results of self-improvement include, first of all: satisfaction with yourself, with your achievements, with the fact that you are coping with your own requirements; satisfaction with life, activities, relationships with other people.
Self-actualization is the highest form self-development and includes to a certain extent the two previous forms, especially the form of self-improvement, having in many respects with it common goals and motives. The difference between self-actualization and previous forms is that here the highest semantic motives of human behavior and life are actualized. According to the definition of the author of the theory of self-actualization A. Maslow, self-actualization is the ability of a person to become what he is capable of becoming, i.e. he is obliged to fulfill his mission - to realize what is in him, in accordance with his own higher needs: Truth, Beauty, Perfection, etc. According to A. Maslow, the need for self-actualization is the top in a series of human needs, it cannot arise and be realized if the needs of a lower order are not realized.
On the basis of the need for self-actualization, motives are born that direct a person to the realization of the higher meanings of his existence. According to another representative of humanistic psychology, V. Frankl, the meanings of life are not given to a person initially, they must be specifically sought. In his opinion, there are three most common ways to search for meaning: what we do in life (creativity, creation); what we take from the world (experiences); the position we take in relation to a destiny that we cannot change. Accordingly, he distinguishes three groups of values: creation, experience and relationships. Meaning is determined by the person who asks the question, or by the situation that also implies the question. V. Frankl calls the method by which meanings are found conscience. Conscience is an intuitive search for the only meaning of a given specific situation. The meaning of life is not in the search for pleasure, the pursuit of happiness, but in the comprehension and realization of values: creation, experiences, relationships.
On the basis of the need for self-actualization, motives are born in search of the meaning of one's own life as a whole. These motives determine the specific form of self-development called self-actualization. The goal of self-actualization is to achieve a full sense of life, to experience the highest satisfaction with oneself and one's life, to be active, to rejoice at successes and the fact that something has been done.
In the process of self-actualization, two lines of human existence come close - self-knowledge and self-development. To know oneself as far as possible means to acquire the basis for self-actualization as the ability to use one's talents, abilities, and possibilities to the fullest. Self-actualization - to find the meaning of life, to realize oneself, thereby fulfill one's mission, one's destiny and, as a result, feel the fullness of life, the fullness of existence.
A. Maslow identifies eight ways (ways) of behavior leading to self-actualization:
· living and disinterested experience with full concentration and immersion; at the moment of self-actualization, the individual is wholly and completely human; this is the moment when I realizes itself;
Life is a process of constant choice: promotion or retreat; self-actualization is continuous process when given multiple separate choices: to lie or tell the truth, to steal or not to steal, etc.; self-actualization means choosing the possibility of growth;
The ability of a person to listen to himself, i.e. focus not on the opinions of others, but on your own experience, “listen to the voice of impulse”;
the ability to be honest, the ability to take responsibility;
the ability to be independent, to be ready to defend positions independent of others;
not only the final state, but also the process of actualizing one's capabilities;
· moments: supreme experiences, moments of ecstasy that cannot be bought, cannot be guaranteed and cannot even be sought;
The ability of a person to expose their own psychopathology - the ability to identify their defenses and then find the strength to overcome them.
The most important result of self-actualization is the feeling of meaningfulness of life and the fullness of your being, that everything is done correctly, despite private mistakes and mistakes, that others recognize you as a person, your unique individuality and at the same time universality.
The process of self-development is associated with certain difficulties, which are consciously or unconsciously perceived by a person as barriers to self-development. The most serious and insurmountable barrier to self-development, from the point of view of V.G. Maralov, is the barrier of lack of responsibility for one's own life (a combination of random events and circumstances when a person is not able and cannot objective reasons take responsibility for everything that happens to him). In addition, many difficulties are determined by: underdevelopment of the ability to self-knowledge; the influence of existing stereotypes and attitudes; unformed mechanisms of self-development; obstacles that other people create, for whom self-development, self-improvement of someone other than them, causes a reaction of opposition, complicated by a sense of envy and the desire for personal superiority.
In this way, self-development is a complex, non-linear, multifaceted process that can go both in a positive direction and in a negative direction in terms of compliance with the highest standards and ideals developed by mankind. As a process, it has its own goals, motives, methods, results, which are determined by the forms of self-development.
conclusions
Self-development is the fundamental ability of a person to become and be a true subject of his life, to turn his own life activity into an object of practical transformation.
Self-development is carried out within the framework of human life in the process of manifestation of activity, determined by the ability to carry out personal choices based on self-knowledge.
Self-development expresses in an active form the features of the inner world of the individual. The inner world, or subjective reality, is in the process of constant becoming.
· Mechanisms (reflection, self-acceptance, self-prediction), forms of self-development (self-affirmation, self-improvement, self-actualization), as well as barriers that can restrain a person's transformative activity are singled out.
Issues for discussion
1. What is the interdisciplinary nature of the problem of self-development?
2. What are the main philosophical models of development that created the prerequisites for the formation of ideas about human self-development?
3. How is self-development of a person considered in foreign psychology in the context of the problem of "determination - freedom" of a person?
4. What is the principle of self-development from the standpoint of the cultural-historical theory of personality development?
5. How is self-development viewed from the standpoint of the subjective approach?
6. How is self-development viewed in the anthropological model of subjective reality?
7. What are the mechanisms of self-development?
8. What are the forms of self-development?
9. How do the processes of self-knowledge and self-development correlate?
10. What is the significance of self-development in human life?
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Course work
in personality psychology
Personal self-development mechanisms
Completed:
Novikov A.A.
Supervisor:
Lubenets E.V.
Smolensk, 2014
Introduction
1. The essence of the concept of personality
3. Stages of personality development
Conclusion
Introduction
How does the formation of a personality take place, how does it develop, how a personality is born from "non-personality" or "yet non-personality". A baby, obviously, cannot be a person. An adult, no doubt, a person. How and where did this transition, transformation, leap to a new quality take place? This process is gradual, step by step we move forward towards becoming a person. Is there any regularity in this movement or is it all purely random? This is where you have to go to the starting points of a long-standing discussion about how a person develops, becoming a personality.
The personal development of a person bears the stamp of his age and individual features which must be taken into account in the process of education. Age is associated with the nature of human activity, the features of his thinking, the range of his requests, interests, as well as social manifestations. At the same time, each age has its own opportunities and limitations in development. So, for example, the development thinking abilities and memory most intensively occurs in childhood and adolescence.
If the possibilities of this period in the development of thinking and memory are not duly used, then more later years it is already difficult, and sometimes impossible, to catch up.
At the same time, attempts to get ahead of themselves, carrying out the physical, mental and moral development of the child without taking into account his age capabilities, cannot give the effect.
Many teachers drew attention to the need for in-depth study and skillful consideration of the age and individual characteristics of children in the process of education.
These questions, in particular, were raised by Ya.A. Comenius, J. Locke, J.J. Rousseau, and later A. Diesterweg, K.D. Ushinsky, L.N. Tolstoy and others. Moreover, some of them developed a pedagogical theory based on the idea of natural education, that is, taking into account natural features age development, although this idea was interpreted by them in different ways. However, they all agreed on one thing: you need to carefully study the child, know his characteristics and rely on them in the process of education.
1. The essence of the concept of personality
Being the highest creation of nature, in the part of the Universe known to us, man is not something frozen, given once and for all. It changes and develops. In the process of development, he becomes a person who is fully responsible for his actions and actions.
Essential for pedagogy is the understanding of the very concept of "personality". What is the relationship between this concept and the concept of "man"? The concept of "personality" expresses the totality social qualities acquired by the individual in the process of life and manifests them in various forms of activity and behavior. This concept is used as a social characteristic of a person.
Is every person an individual? Obviously not. Was not a person in tribal system, since his life was completely subordinated to the interests of the primitive collective, dissolved in it, and his personal interests had not yet gained due independence. A person who has gone mad is not a person. The human child is not a person. It has a certain set biological properties and signs, but until a certain period of life is devoid of signs social order. Therefore, he cannot perform actions and actions, driven by a sense of social responsibility. Personality is a social characteristic of a person, it is one who is capable of independent (culturally appropriate) socially useful activity.
In the process of development, a person reveals his internal properties, inherent in him by nature and formed in him by life and upbringing, that is, a person is a dual being, he is characterized by dualism, like everything in nature: biological and social.
Personality is self-awareness outside world and places in it. This definition of personality was given by Hegel in his time. And in modern pedagogy, the following definition is considered the most successful: a person is an autonomous, distanced from society, self-organized system, the social essence of a person. The famous philosopher V.P. Tugarinov attributed to the number of the most important signs of personality:
1. reasonableness;
2. responsibility;
3. freedom;
4. personal dignity;
5. individuality.
Personality is the social image of a person as a subject of social relations and actions that reflect the totality of social roles that he plays in society. It is known that each person can act in many roles at once.
In the process of performing all these roles, he develops the corresponding character traits, behaviors, forms of reaction, ideas, beliefs, interests, inclinations, etc., which together form what we call a personality.
The concept of "personality" is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which differs from all other material systems only in its inherent way of life.
“If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects too,” - so K.D. Ushinsky understands one of the conditions pedagogical activity: to study the nature of the child. Pedagogy should have a scientific understanding of the personality of the student, since the student is both an object and at the same time a subject. pedagogical process.
Depending on the understanding of the essence of the personality and its development, pedagogical systems are built. Therefore, the question of the nature of personality is methodological in nature and has not only a theoretical, but also a great practical value. In science, there are concepts: a person, an individual, an individuality, a personality.
Human - species, a highly developed animal capable of consciousness, speech, and labor.
An individual is a separate individual, a human body with peculiarities inherent only to it. The individual relates to man as the particular relates to the typical and universal. The concept of "individual" in this case is used in the meaning of "concrete person".
With such a formulation of the question, it is not fixed as the features of the action of various biological factors (age features, gender, temperament), and differences in the social conditions of human life. The individual in this case is considered as the starting point for the formation of a person's personality, personality is the result of the development of the individual, the most complete embodiment of all human qualities.
Individuality also correlates with the concept of personality, reflecting the characteristics of a particular personality.
Personality (the central concept for the human sciences) is a person as a carrier of consciousness, social roles, a participant public processes, as a social being and formed in joint activity and communication with others.
The word "personality" is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say "personality of the newborn", understanding it as an individual. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from social environment. Therefore, personality is not a product of the intersection of biological and social factors.
Split personality is by no means a figurative expression, but a real fact. But the expression "bifurcation of the individual" is nonsense, a contradiction in terms. Both are integrity, but different. A personality, unlike an individual, is not an integrity determined by a genotype: one is not born a personality, one becomes a personality. Personality is a relatively late product of socio-historical and ontogenetic development person.
A.N. Leontiev emphasized the impossibility of putting an equal sign between the concepts of "personality" and "individual" due to the fact that personality is a special quality acquired by an individual through social relations.
Personality is a special systemic quality of a person, which is acquired during life among people. You can become a person among other people. Personality is a systemic state that includes biological layers and social formations based on them.
Hence the question of the structure of personality. Religious teachings see in the individual the lower layers (body, soul) and the higher - the spirit. The essence of man is spiritual and was originally set by the supreme supersensible forces. Meaning human life- approaching God, salvation through spiritual experience. Z. Freud, standing on natural science positions, singled out three spheres in the personality:
Subconscious ("It");
Consciousness, mind ("I");
Superconscious ("super-I").
Z. Freud considered sexual desire to be a natural and destructively dangerous basis of personality, giving it the character of a driving force that determines human behavior.
Behaviorism (from the English behavior - behavior), a direction in psychology, reduces the personality to the "stimulus-reaction" formula, considers the personality as a set of behavioral reactions in response to situations, incentives and excludes its self-awareness from the personality structure, which is the basis personality. AT domestic psychology(K.K. Platonov) there are four substructures of personality:
Biopsychic properties: temperament, gender, age characteristics;
Mental processes: attention, memory, will, thinking, etc.;
Experience: skills, knowledge, habits;
Orientation: worldview, aspirations, interests, etc.
From this it can be seen that the nature of the personality is biosocial: it has biological structures on the basis of which mental functions and the personal principle itself develop. As you can see, different teachings distinguish approximately the same structures in a person: natural, lower, layers and higher properties (spirit, orientation, super-I), however, they explain their origin and nature in different ways.
The concept of personality shows how socially significant features are individually reflected in each personality, and its essence is manifested as the totality of all social relations.
Personality is a complex system capable of perceiving external influences, selecting certain information from them and influencing the world for social programs.
2. Personal development and its factors
“We are constantly learning new things about ourselves. Year after year, something is revealed that we did not know before. Every time it seems to us that now our discoveries have come to an end, but this will never happen. We continue to discover in ourselves this and that, sometimes experiencing upheavals. This suggests that there is always a part of our personality that is still unconscious, that is still in the making. We are incomplete, we grow and change. Although the future personality that we will once be is already present in us, it just remains in the shadows for now. It's like a running frame in a movie. The future personality is not visible, but we are moving forward, where its outlines are about to begin to emerge. These are the potentials of the dark side of the ego. We know what we were, but we do not know what we will become!
Personal development is understood as a process of quantitative and qualitative changes under the influence of external and internal factors. Development leads to a change in personality traits, to the emergence of new properties, psychologists call them neoplasms. The change in personality from age to age proceeds in the following directions:
Physiological development (musculoskeletal and other body systems);
Mental development (processes of perception, thinking, etc.);
Social development (the formation of moral feelings, the assimilation of social roles, etc.).
Development takes place:
1. In the unity of the biological and social in man;
2. Dialectically (the transition of quantitative changes into qualitative transformations of the physical, mental and spiritual characteristics of the individual), development is uneven (each organ develops at its own pace), intensively in childhood and adolescence, then slows down.
There are optimal terms for the formation of certain types of mental activity. Such optimal periods are called sensitive (Leontiev, Vygotsky). The reason is the uneven maturation of the brain and nervous system. (Age from 6 to 12 years old is optimal for developing problem-solving skills. Foreign language - 3-6 years old, reading - from 2 to 5 years old, swimming - up to a year, developmental education - 1-2 years old - excellent students in grades 1-2 ).
Plasticity of the nervous system: weak functions can be compensated by strong ones (weak memory - high organization of cognitive activity):
1. by resolving contradictions (between the needs and the possibilities for their satisfaction, the child's capabilities and the requirements of society, between the goals that he sets himself and the conditions for their achievement, etc.);
2. through activity (play, work, study).
Disputes in science raise the question of what drives the development of the individual, under the influence of what factors it proceeds. The analysis of development factors was started by ancient scientists. Everyone was interested to know the answer to the question: why do different people achieve different levels of development? What influences personality development?
Development is determined by internal and external conditions. Environmental influences and upbringing refer to external factors of development, while natural inclinations and drives, as well as the totality of a person’s feelings and experiences that arise under the influence of external influences (environment and upbringing), refer to internal factors.
The development and formation of personality is the result of the interaction of these two factors.
From the point of view of biologically oriented directions, development is understood as the deployment of the body's genetic programs, as the hereditarily programmed maturation of natural forces.
This means that the determining factor in development is the inclinations - the anatomical and physiological characteristics of the body, inherited from the ancestors. A variant of this position is a view of individual development (ontogenesis) as a repetition of all the stages that a person went through in the process of his historical evolution (phylogenesis): in ontogenesis in compressed form phylogeny is repeated. According to Z. Freud, human development is also based on biological processes, manifestation in various forms of libido - sexual desire.
Many psychologists and biologists argue that the development of a child is predetermined by innate instincts, special genes of consciousness, carriers of permanent inherited qualities.
This gave rise at the beginning of the 20th century to the doctrine of diagnosing personality traits and the practice of testing children in elementary school, dividing them according to test results into groups that should be trained in different programs in accordance with the abilities given by nature.
However, science does not have a clear answer to the question of what exactly a person biologically inherits.
Sociologically oriented directions consider the environment as the determining source of human development. The environment is everything that makes up the human environment. Scientists distinguish some groups of environmental factors (A.V. Mudrik):
Macro factor - space, world, climate, society, state;
Mesofactors - separate social groups of people and institutions, school, mass media;
Microfactors - family, peers.
The development and formation of a person under the influence of all environmental factors in sociology is usually called socialization. In pedagogy, as was said, it is close to the concept of education in a social sense.
Russian science understands the problem of the correlation of the influence of various factors on the development of the individual in the following way.
Biologically inherited features of the individual only create the basis for the development of personality. They develop under the influence of the environment and education (one of the institutions of socialization).
At birth healthy people have relatively the same inclinations and capabilities. And only social inheritance, that is, the lifetime influence of the environment and upbringing, ensures development. Education favorably differs from environmental factors in that it is a controlled process that regulates, deliberately creates conditions for development and adaptation.
The same applies to learning as part of a holistic pedagogical process: learning leads to development. This main law of personality development, formulated by L.S. Vygotsky, means that through joint activities and communication, the mental functions of the child, social skills, ethical standards, self-consciousness, etc. are formed.
Education among all the factors of socialization is interpreted as the most significant in the development of the individual precisely because of its orientation and organization.
Therefore, personality development is a process that is determined by internal and external factors. It happens:
First, depending on the inner world of the individual, her inner motives, her inherent subjective needs, interests and motives;
Secondly, depending on the changing conditions of the external environment and the circumstances of her life.
A person develops continuously from the moment of birth to death, passing through a series of successively changing stages: infancy, childhood, adolescence, youth, maturity, old age. All of them leave their mark on his lifestyle and behavior.
Each person lives, as it were, in a reality that is constantly expanding for him. Initially, the sphere of life for him is a narrow circle of people, objects and phenomena that directly surround him. But further in the natural and social world, more and more new horizons open up for him, expanding the field of his life and activity. The relations that bind him to the world acquire not only a different scale, but also a different depth. The more reality is revealed to him, the richer his inner world becomes. The development of the personality is manifested in the changes that occur in its inner world, in the system of its external connections and relations. In the process of personality development, its needs and interests, goals and attitudes, incentives and motives, skills and habits, knowledge and skills, desires and aspirations, social and moral qualities, the sphere and conditions of its life activity change. In one way or another, her consciousness and self-consciousness are transformed.
All this leads to changes in the structure of the personality, which acquires a qualitatively new content.
Personal development can be progressive or regressive. Progressive development is associated with its improvement, the rise to a higher level.
This is facilitated by the growth of knowledge and skills, the improvement of qualifications, education and culture, the rise of needs and interests, the expansion of the sphere of life, the complication of forms of activity, etc.
Regressive development, on the contrary, manifests itself in the degradation of the individual as a person. Here, on the basis of the "narrowing" of needs and interests, the individual loses his former skills, knowledge and skills, the level of his qualifications and culture decreases, the forms of activity are simplified, etc.
The living space of a personality and its inner world can thus both expand, push its boundaries, and become impoverished. This impoverishment can be ignored, but it can be experienced as a misfortune.
In the process of personality development, some qualities come to it, are acquired, occupying their niche in its structure, others leave, losing their meaning, others remain, often opening up from a new, sometimes unexpected side. Such changes occur constantly, causing a reassessment of established values and stereotypes.
The process of personal development is deeply individual. It proceeds differently for different people. Some are faster, others are slower. It depends on the socio-psychological characteristics of the individual, his social position, value orientations, concrete historical conditions of life. Specific life circumstances impose their stamp on the course of personality development.
Favorable conditions contribute to the flow of this process, and various kinds of life obstacles, barriers hinder it.
For development, a person must be provided with both material goods and spiritual food. Without one or the other full-fledged development cannot be.
The parameters of development are the child's abilities, the values to which he has joined with the help of adults, development funds, the "I can" and "I want" funds (at the point of their intersection, the harmony of competence and activity is born).
The task of the teacher is to create conditions conducive to development and eliminate obstacles:
1. fear, giving rise to self-doubt, an inferiority complex, resulting in aggression;
2. unfair accusations, humiliation;
3. nervous tension, stress;
4. loneliness;
5. total failure.
Stimulates development processes emotional stability, the joy of being, a guarantee of security, respect for the rights of the child not in words but in deeds, the priority of an optimistic view of the child. The positive role of an adult is the role of an assistant-facilitator - to help the child in the process of his development (in Russia there are 10% of such people).
L.S. Vygotsky (1896-1934) identified two levels of child development:
Level actual development: reflects features mental functions the child that has developed today;
Zone of proximal development: reflects the possibility of significantly greater achievements of the child in terms of cooperation with adults.
3. Stages of personality development
The process of personality development is subject to psychological patterns that are reproduced relatively independently of the characteristics of the group in which it occurs: in primary school school, and in a new company, and in a production team, and in a military unit, and in a sports team.
They will be repeated again and again, but each time filled with new content.
They can be called phases of personality development. There are three of these phases. So, the first phase of personality formation.
A person cannot fulfill his need for personalization before he masters the norms operating in the group (moral, educational, production, etc.) and does not master those methods and means of activity that other members of the group own.
This is achieved (by some more, by others less successfully), but, ultimately, by experiencing some loss of their individual differences. It may seem to him that he is completely dissolved in the "total mass". There is something like a temporary loss of personality.
But these are his subjective ideas, because in fact a person often continues himself in other people with his deeds, which are important precisely for other people, and not only for himself. Objectively, already at this stage, under certain circumstances, he can act for others as a person.
The second phase is generated by the growing contradiction between the need to "be like everyone else" and a person's desire for maximum personalization. Well, you have to look for means and ways to achieve this goal, to designate your individuality.
For example, if someone got into a new company for him, then he, apparently, will not immediately try to stand out in it, but first he will try to learn the norms of communication accepted in it, what can be called the language of this group, the manner of dress allowed in it. , generally accepted interests in it, will find out who is a friend for him and who is an enemy.
A special case of integration is observed when not so much a person brings his need for personalization into line with the needs of the community, but rather the community transforms its needs in accordance with its needs, and then he takes the position of a leader. However, the mutual transformation of the individual and the group, obviously, always happens in one way or another.
Each of these phases generates and polishes the personality in its most important manifestations and qualities - microcycles of its development proceed in them. Imagine that a person fails to overcome the difficulties of the adaptation period and enter the second phase of development - he will most likely develop the qualities of dependence, lack of initiative, conciliation, timidity, self-doubt and self-doubt will appear. It seems to "slip" in the first phase of the formation and assertion of oneself as a person, and this leads to its serious deformation.
If, already in the phase of individualization, he tries to realize his needs "to be a person" and presents his individual differences to those around him, which they do not accept and reject as not corresponding to their needs and interests, then this contributes to the development of aggressiveness, isolation, suspicion, overestimation of self-esteem and a decrease in the assessment of others, "withdrawal into oneself", etc.
Maybe this is where the "gloom" of character, anger comes from.
A person throughout his life is included not in one, but in many groups, and situations of successful or unsuccessful adaptation, individualization and integration are repeatedly reproduced. He has a fairly stable personality structure.
The complex, as it is obvious, process of personality development in a relatively stable environment is even more complicated due to the fact that it is not really stable, and a person on his life path is consistently and simultaneously included in communities that are far from coinciding in their social psychological characteristics.
Accepted in one group, where he is fully established and has long been "one of his own", he sometimes turns out to be rejected in another, in which he is included after the first or simultaneously with it. He again and again has to assert himself as an independent person. Thus knots of new contradictions are tied, new problems and difficulties arise.
In addition, the groups themselves are in the process of development, constantly changing, and one can adapt to changes only if one actively participates in their reproduction. Therefore, along with the internal dynamics of the development of the individual within a relatively stable social group (family, school class, friendly company, etc.), one must take into account the objective dynamics of the development of these groups themselves, their characteristics, their non-identity with each other. Both those and other changes become especially noticeable in the age development of the personality, to the characteristics of which we turn.
From all of the above, the following understanding of the process of personality development is formed: personality is formed in groups that successively replace each other from age to age. The nature of personality development is determined by the level of development of the group in which it is included and in which it is integrated. One can also say this: the personality of a child, adolescent, young man is formed as a result of consistent inclusion in communities that differ in terms of development level, which are important for him at different age levels.
Most favorable conditions for the formation of valuable qualities of the individual, a group of a high level of development is created - a team. On the basis of this assumption, a second model of personality development can be constructed - this time the age model. There are different age periods. At different times, Aristotle, Ya.A. Comenius, Zh.Zh. Russo and others.
Periodization of childhood according to Davydov ...
According to the leading type of activity?
From 0 to 1 year, 1-3 years - subject-manipulator;
3-6 years - play;
6-10 years - educational;
10-15 years - socially useful;
15-18 years old - professional.
AT modern science adopted the following periodization of childhood:
1. Infancy (up to 1 year);
2. Pre-school period (1-3);
3. Preschool age (3-6);
4. Junior (3-4);
5. Medium (4-5);
6. Senior (5-6);
7. Junior school age (6-10);
8. Middle school age (10-15);
9. Senior school age (15-18).
The basis of periodization is the stages of mental and physical development and the conditions in which education takes place (kindergarten, school). Education should naturally be based on age characteristics.
Psychological and pedagogical dominants in the development of preschoolers: the development of speech and thinking, attention and memory, the emotional-volitional sphere, the formation of self-esteem, initial moral ideas.
Psychological and pedagogical dominants of younger schoolchildren: change social status(preschooler - schoolchild). Change of mode of life and activity, new system relationships with the environment, adaptation to school.
Psychological and pedagogical dominants of senior schoolchildren: acceleration - the gap between physical and social maturation, introspection, self-contemplation, self-affirmation.
Breadth of interests, orientation to the future. Hypercriticism. The need to be understood, anxiety. Differentiation of attitudes towards others, parents, teachers.
Ya.A. Comenius was the first to insist on strict consideration of age characteristics.
He put forward and substantiated the principle of natural conformity. Consideration of age characteristics is one of the fundamental pedagogical principles. Based on it, the teacher regulates studying proccess, load, choice of forms and methods of educational activities.
In this work, the following stages of age-related personality formation are taken as a basis:
Early childhood (“pre-school”) age (0-3);
Preschool and school childhood (4-11);
Adolescence (12-15);
Youth (16-18).
In the early childhood personality development is carried out mainly in the family and depends on the tactics of education adopted in it, on what prevails in it - cooperation, goodwill and mutual understanding, or intolerance, rudeness, shouting, punishment. This will be decisive. As a result, the personality of the child develops either as a gentle, caring, not afraid to admit his mistakes or oversights, an open, not evading responsibility little person, or as a cowardly, lazy, greedy, capricious little self-lover. The importance of the period of early childhood for the formation of personality has been noted by many psychologists, starting with Z. Freud.
And in this they were right. However, the reasons that determine it are often mystified.
In fact, the fact is that from the first months of conscious life a child is in a fairly developed group and to the extent of his inherent activity (here, the features of his higher education play an important role). nervous activity, his neuropsychic organization) assimilates the type of relationships that have developed in her, translating them into the features of her emerging personality.
The phases of personality development in predo school age:
The first is adaptation, expressed in mastering the simplest skills, mastering the language with the initial inability to distinguish one's self from the surrounding phenomena;
The second is individualization, opposing oneself to others: "my mother", "I am mother", "my toys", and thereby emphasizing one's differences from others;
The third is integration, which allows you to control your behavior, to reckon with others, not only to obey the requirements of adults, but also to some extent achieve that adults reckon with him (although, unfortunately, for this purpose, "management" of adult behavior is most often used). with the help of ultimatum requirements "give", "I want", etc.).
The upbringing of a child, beginning and continuing in the family, from the age of three or four, as a rule, proceeds simultaneously in a kindergarten, in a group of peers, “under the guidance” of an educator. Here a new situation of personality development arises. If the transition to a new period is not prepared by the successful completion of the integration phase in the previous age period, then here (as well as at the turn between any other age periods) the conditions for a personality development crisis develop. In psychology, the fact of the “three-year-old crisis” that many kids go through has long been established.
Preschool age. The child is included in the group of peers in the kindergarten, managed by the teacher, who, as a rule, becomes the most important for him on a par with his parents. significant person. Let us indicate the phases of personality development within this period. Adaptation - the assimilation by children of the norms and methods of behavior approved by parents and educators. Individualization - the desire of each child to find in himself something that distinguishes him from other children, either positively in various types of amateur performances, or in pranks and pranks.
At the same time, children are guided not so much by the assessment of their peers, but by their parents and teachers. Integration - the consistency of the desire to designate one's uniqueness and the readiness of adults to accept in a child only that which corresponds to the most important task for them - to provide him with a painless transition to a new stage of education - the third period of personality development.
At primary school age, the situation of personality development in many respects resembles the previous one. The schoolboy enters a completely new group of classmates under the "leadership" of the teacher.
Now let's move on to adolescence. The first difference is that if earlier each new cycle of development began with the transition of the child to new group, then the group remains the same. It's just that big changes are taking place. It's still the same school class, but how it has changed! Of course there are reasons external character, for example, instead of one teacher who was the sovereign "ruler" in elementary school, there are many teachers. And since the teachers are different, then there is the possibility of comparing them, and, consequently, criticism.
All greater value acquire encounters and extracurricular interests. This could be, for example, Sport section and company gathering for fun, where the center of group life is associated with various "hanging out".
It goes without saying that the social value of these new communities for those who enter them is very different, but be that as it may, in each of them a young person has to go through all three phases of entry - to adapt in it, to find in himself opportunities to protect and assert your individuality and be integrated into it. Both success and failure in this endeavor inevitably leave their mark on his self-esteem, position and behavior in the classroom. Roles are redistributed, leaders and outsiders are singled out - everything is now in a new way.
Of course, these are not the only reasons for the radical transformation of the group at this age.
Here and changes in the relationship between boys and girls, and more active inclusion in public life, and much more.
One thing is indisputable: the school class, in terms of its socio-psychological structure, changes beyond recognition in a year and a half, and almost everyone in it, in order to assert themselves as individuals.
So, we need to almost re-adapt to the changed requirements, individualize and be integrated.
A.V. Petrovsky in 1984 proposed new concept development of the Personality and age periodization, considering the process of development of the Personality as a subordinate pattern of the unity of continuity and discontinuity.
The unity of these two conditions ensures the integrity of the process of development of the Personality.
As a process of integration in various social groups.
Thus, it becomes possible to single out two types of regularities in the age development of the Personality.
The first type of laws of Personality development. The source here is the contradiction between the individual's need for personalization (the need to be a Personality) and the objective interest of the communities that refer to him to accept only those manifestations of individuality that correspond to tasks, norms, and values. This determines the formation of the Personality both as a result of entering new groups for a person, acting as institutions of his socialization (for example, a family, a kindergarten, a school, a military unit), and as a result of a change in his personality. social position within a relatively stable group.
Transitions of the Personality to new stages of development under these conditions are not determined by those psychological patterns that would express the moments of self-movement of the developing Personality.
The second type of patterns of Personality development. In this case, personal development is determined from the outside by the inclusion of an individual in one or another institution of socialization, or is due to objective changes within this institution. So, school age as a stage of development of the Personality arises due to the fact that society constructs an appropriate education system, where the school is one of the "steps" of the educational ladder.
Thus, the development of personality is a process subject to certain, completely objective laws. Regular does not mean fatally conditioned.
The choice remains for the personality, its activity cannot be ignored, and each of us retains the right to act, the right and responsibility for it.
It is important to choose the right path and, without relying on upbringing and circumstances, take on decision-making. Of course, everyone, thinking about himself, sets himself general tasks and represents how he would like to see himself.
4. Development of the psyche and personality development. Leading activity problem
The problem of child development has become a priority since the 1930s. However, the general theoretical aspects of developmental psychology are still debatable.
AT traditional approach to this problem, the development of the personality and the development of the psyche did not differ. Meanwhile, just as the personality and the psyche are not identical, although they are in unity, so the development of the personality and the development of the psyche form a unity, but not identity (it is not by chance that the word “psyche, consciousness, self-consciousness of the personality” is possible, but, of course, not "the personality of the psyche, consciousness, self-consciousness").
So, attraction (attractiveness of a subject for another person under conditions interpersonal perception) is interpreted as a characteristic of the personality of the subject. However, attraction cannot be considered as a characteristic of his psyche, if only because he is attractive to others, and it is there, in the psyche of these people, consciously or unconsciously, that a specific emotional attitude towards him, as an attractive person, is formed, the corresponding social attitude. The most sophisticated analysis, addressed exclusively to mental characteristics of a person, for example, to his motivational-required sphere, will not reveal to us why he turns out to be an attractive person in some communities, and a disgusting personality in others. This requires psychological analysis these communities, and this becomes an essential condition for understanding the personality of a person.
Recognition that the concepts of "personality" and "psyche" cannot, for all their unity, be thought of as identical, is not obvious. E.V. laid the foundation for this. Ilyenkov, who considered it necessary to "look for the clue to the 'personality structure' in space outside the organic body of the individual, and that is why, paradoxically, in inner space personality. In this space, first, a human relation to another individual arises (namely, as a real, sensual-objective, material-tangible relation, “inside” the human body in no way embedded), so that then - due to the mutual nature of this relationship - turn into that same “relation to to oneself", mediated through the relation to the "other", which is the essence of the personal - specifically human - nature of the individual. Therefore, a personality is born, arises (and does not manifest itself!) In the space of real interaction of at least two individuals, interconnected through things and material-bodily actions with them ...
This is exactly real attitude, the relationship is bilaterally active, and not a "relationship", as and how it is represented in the system of well-being and conceit of one of the participants in this dialogic interaction ... ".
"The personality is not inside the "body of an individual", but inside the "body of a person", which cannot be reduced to the body of a given individual, is not limited to its framework ... ".
So, the personality is not only contained within the "body of the individual", "inside the organic body of the individual", it cannot be interpreted as a natural formation. Can you describe in detail mental qualities, processes and states of a hero or a villain, but outside the acts they perform, none of them as a person will appear before us. Actions can only be performed in a community of people, in real social relations that both create and preserve him as a person.
Theoretically unacceptable non-distinguishing between the concepts of "personality" and "psyche" turned out to be one of the main reasons for the deformation of some of the initial principles of understanding the driving forces of personality development.
L.S. Vygotsky (1930) formulated the idea of a social situation of development, “a system of relations between a child of a given age and social reality as a “starting point” for all dynamic changes that occur in development over a given period and determine wholly and completely those forms and that path, following which the child acquires new and new personality traits. This thesis of Vygotsky is accepted as the most important theoretical postulate of the concept of personality development. In pedagogical and developmental psychology, not only was it never refuted, but it was constantly used as a fundamental one (L.I. Bozhovich).
However, next to it, and in the future, in fact, instead of it, the principle of the "leading type of activity" appears as a starting point for explaining dynamic changes in development (A.N. Leontiev, D.B. Elkonin, V.V. Davydov, etc.). ).
V.V. Davydov believes that "the social situation of development is, first of all, the child's attitude to social reality. But it is precisely this attitude that is realized through human activity.
Therefore, it is quite legitimate in this case to use the term "leading activity" as a synonym for the term "social situation of development". In theoretical terms, it is necessary to return to the concept of L.S. Vygotsky's initial for psychology "social situation of development", without replacing it with the concept of "leading type activity. "The determining factor in the development of the personality is the activity-mediated type of relationship that develops with her reference, located on various levels development during this period by groups and individuals, and the interrelations of activities that define these reference groups, communication in them, and not the monopoly of the "leading type of activity" (objective-manipulative or playful, or educational, etc.).
This concretizes and, on the basis of experimental material, confirms the position of L.S. Vygotsky about "the social situation of development as a relationship between the child and the social environment". Relationships among some, for example, teenagers, can be mediated by educational activities in the classroom, sports - in a volleyball team, while others, on the contrary, by illegal activities in a criminal "group". A.G. Asmolov believes that "activity determines the personality, but the personality chooses the activity that determines it." And further: "... the leading activities are not given to him (to a teenager - A.P.), but are given by a specific social situation of development in which his life takes place."
Thus, two approaches to personality development should be distinguished. The first, actually psychological, is what a developing personality already has and what can be formed in it in a given specific social situation of development. Within the framework of this approach, it is clear that within the same age, different types of activity are not initially given to individuals in a given period, but are actively chosen by them in groups that differ in their level of development. The second, actually pedagogical approach is what and how should be formed in the personality so that it meets social requirements. Within the framework of this approach, some socially approved activity always acts as: leading for the development of the individual, mediating its relationship with the social environment, communication with others, constituting the "social situation of development". However, it will not be one "leading type of activity" for every age.
The task of personality development does not imply the need for a particular age period and, accordingly, for each child of this age group single out a single leading activity as a personal formative, leaving the role of its satellites to others. Otherwise, one cannot help but be afraid that a one-sided formation of personality will occur, that a certain hypertrophy of one of its sides will occur, hindering development and contradicting its harmonization.
As a personality-forming leading activity at each age stage it is necessary to form a complex multifaceted activity or, more precisely, dynamic system activities, each of which solves its own special task that meets social expectations, and in which there is no reason to single out leading or driven components. Everything that has been said already implicitly contains a negation of the proposed by D.B. Elkonin of age periodization, based on the successive change of "leading activities", supposedly in one age period ensuring the predominant development of the motivational-required sphere, and at the successor stage, the operational-technical one. This hypothesis was criticized by G.D. Schmidt, who wrote: "... both of these spheres cannot be described unambiguously neither quantitatively nor qualitatively, if they are interpreted as heterogeneous. The curve in Elkonin's publication falsely represents such a possibility, which does not exist. The above-mentioned change of dominance, which is the basis of the model, objectively not tracked."
Indeed, what are the grounds for believing that the integrity of the personality can be so fundamentally dismembered that one side of it dominates for three or four years and pulls the other along with it? No experimental evidence for this was found, and could not be found.
However, over the course of a number of years, the concept of age periodization by D.B. Elkonina was, in essence, the only one and did not meet with extensive criticism; moreover, she acquired the character of an axiom of developmental psychology.
It is multifaceted, and not just one, proclaimed as dominant, activity that turns out to be leading at each age stage and prepares the developing personality for new stages (integration at the previous stage ensures rapid and successful adaptation at the next stage of development).
The transition to each new age period is due to objective socio-historical conditions, the general "social situation of development" of childhood, and not the depletion of the possibilities that the activity had at the previous stage, and not the fact that the child "outgrows" it. Only after the transition to a new age stage does the self-propulsion of development start again, does the transition of quantitative accumulations into qualitative changes in the structure of the developing personality take place. This is where development-specific "breaks in continuity" come into play.
Considering the question of the relationship between the development of the psyche and the development of the personality, we proceed not only from the fact that, given the unity of these processes, they are not identical. Although the process of development of the psyche is essential component, side, aspect of the development of a person's personality, the development of the latter is not limited to it.
Changing the status of a person, gaining prestige and authority, entering new social roles, the emergence or disappearance of his attractiveness cannot be described as aspects of the development of the psyche and cannot be reduced to them.
Therefore, the periodization of development in ontogenesis is, first of all, the periodization of the development of personality as a metapsychological category. The development of the psyche, and consequently its periodization, is a side, albeit the most important, of personality development. There is an opposite approach to the theoretical solution of this problem.
V.V. Davydov, unlike A.V. Petrovsky, whose views on the process of personality development were outlined above, believes that "personal development is not some independent process. It is included in the overall mental development of the child, therefore the development of the personality does not have any independent periodization.
5. Development of moral judgments
Moral norms as the main regulator of human relations, of course, are subject to revision in adolescence, at the time of close, heightened interest in this area of life. We owe to L. Kohlberg's research knowledge about the stages of development of moral judgments. Kohlberg distinguishes three main levels of development of moral judgments:
preconventional;
Conventional;
Postconventional.
1. The preconventional level is purely egocentric. The morality or immorality of the judgments (note: judgments, not actions!) of the child is based mainly on the principle of benefit, actions are judged by their physical consequences. What is good is what gives pleasure, such as approval; what is bad is what causes displeasure, such as punishment. The stability of moral assessments (“good”, “bad”) is attached to the actions of adults, perceived by the child absolutely uncritically, as an attribute of an act to which the adult reacts;
2. The conventional level of development of moral judgments is achieved when the child accepts the assessments of his reference group: family, class, religious community ... The moral norms of this group are assimilated and observed uncritically, like the truth in last resort. The law is carried out in order to get approval or avoid punishment, and not because of the value of the law as such. Actions on the basis of the rules of behavior legitimized by the group give the child reason to consider himself "good" (law-abiding). These rules can be quite general, like, for example, the commandments of Moses. But not developed by the child himself, they are not the result of his free choice, but are accepted as the norm of the human community with which the child is identified; personality psychology moral
3. The postconventional level of development of moral judgments is unfortunately rarely achieved even by adults, but is accessible in principle from adolescence, or rather, since the advent of hypothetical-deductive thinking.
This level of development of personal moral principles, which may coincide, or may differ in some way from the norms of the reference group.
Deduced by man himself, these principles, however, have universal breadth and universality. We are talking about the search for universal foundations of human dignity, overcoming the limitations of the moral laws of individual human communities. These are the Golden Rule, the moral imperative...
Conclusion
Man is an active being. Being included in the system of social relations and changing in the process of activity, a person acquires personal qualities and becomes a social entity.
Unlike an individual, a personality is not an integrity determined by a genotype: one is not born a personality, one becomes a personality. The process of formation of the social "I" has a certain influence on the development and formation of personality. The content of the process of formation of the social "I" is the interaction with their own kind. The purpose of this process is the search for one's social place in society. The result of this process is a mature personality. The main time points of personality formation are: awareness of one's "I" and comprehension of one's "I". This completes the initial socialization and personality formation. The formation of a social "I" is possible only as a process of assimilating the opinions of significant people for a person, that is, through understanding others, the child comes to the formation of his social "I" (this process was first described by C. Cooley). It can be said differently: at the socio-psychological level, the formation of the social "I" occurs through a set of cultural norms and social values. It is the process of turning external norms into internal rules of conduct.
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Earlier in the work, we wrote about the essence of the processes of education and upbringing and their significance in human development. It was shown that the development of a person is the development of him as an individual, subject and personality, and the lines, respectively, of physical, mental and social development were singled out. Education was defined as the process of transferring knowledge, skills and abilities to students to perform various types of subject and mental actions, and education - as a special type of education in which a person is given knowledge, skills and abilities in the field of social relations contributing to his development as a person. Responsibility for the organization of conditions for the development of a person, his training and education, and for the assimilation of the set of ZUNs necessary from the point of view of society in subject, mental and social spheres activity is assigned to those who teach, who perform the functions of a teacher, teacher, educator in society.
The ideas about the social conditioning of mental development and the development of a person's personality are reflected in the cultural and historical theory of L.S. Vygotsky. At the same time, L.S. Vygotsky recognized that “it is impossible to exert a direct influence and make changes in someone else’s organism; one can only educate oneself, i.e., change one’s innate reactions through own experience” . However, he did not specifically consider the processes of self-education, self-training and self-development. The main attention was paid to the processes of education and development of students through the organization and regulation by the teacher of the social environment in which their life activities are carried out. “It is worth changing the social environment,” wrote L.S. Vygotsky, how human behavior is changing right now.<…>The social environment is the true lever of the educational process, and the entire role of the teacher comes down to managing this lever.
The problems of self-education and self-development of a person have become the subject of special consideration in humanistic psychology, where a person is considered as unique personality able to independently build their own lives, comprehend the meaning of their lives, determine their life path and solve your life's problems. According to one of the principles of humanistic psychology, “a person is the main architect of his behavior and life experience” . In this, the ideas of humanistic psychology to some extent echo the statement of L.S. Vygotsky about the development of a person exclusively through his own experience. However, if in the cultural-historical theory L.S. Vygotsky, the teacher who organizes the social environment necessary for his development acts as an active principle, the initiator of human development, then in humanistic psychology, in the theory of a self-actualizing personality, the initiative and the corresponding activity in development are attributed to the person himself. As noted in the work of L. Kjell and D. Ziegler, “self-actualizing people are free in their actions, regardless of the physical and social environment. This autonomy allows them to rely on their own potential and internal sources of growth and development.”
In modern domestic psychology, the study of the problem of human self-development is associated with the introduction of the concept of “subjectivity”, which is fundamentally different from the concepts of “subject” and “subjectivity”.
Subjectivity as the basis of human self-development
The specificity of the concept of "subjectness" is that it characterizes one of the properties of a person's personality, which reflects the ability of a person to be active and independent in organizing and performing any activity, including his life (life activity). Being the initiator, organizer and active performer of an activity, a person acts as a subject of this activity. The ability to be a subject of activity is that property of a person, which is denoted by the concept of “subjectness”.
According to A.K. Osnitsky, subjectivity is such a characteristic of a person that “allows us to present a person in a psychological study not as a dispassionate performer ... but as a biased scriptwriter of his actions (at the highest levels of development, even a director), who has both certain preferences and worldview positions. , and purposefulness of the converter” . It can be said that the more pronounced the activity and independence of the person himself in the choice and implementation of activities, in comparison with the forces of circumstances, the more pronounced the property of subjectivity is in him.
What are the “forces of circumstances” that a person must resist in order to become a subject of activity and acquire the property of subjectivity?
Based on the ideas of L.S. Vygotsky that the role of a teacher in the development of a student is to organize the social environment necessary for his development, then the “forces of circumstances” can be understood as the features of the environment that encourage and to some extent force a person to act “as it should be”, and not “as want". And this “as it should be” is determined by society in the person of the teacher as his official representative.
The development of a person, due to his social conditioning, is ultimately a process of assimilation by him of socially acceptable forms of behavior and becoming a person whose structure corresponds to the normative, i.e. the way society needs. The processes of education and upbringing that underlie human development are regulated by society, carried out within the framework of the culture existing in society, and are aimed at reproducing and preserving the basic provisions and principles of this culture. It follows that the becoming of a person as a subject of activity and the acquisition of subjectivity by him implies the emergence of an opportunity for him not only to resist the forces of circumstances, but to resist the will and desires of others, thanks to whose actions these circumstances are created.
However, in order to show his subjectivity, a person can not resist the forces of circumstances and not strive to act contrary to the will and desires of others. The peculiarities of the circumstances and the desires of others may not contradict or hinder the achievement of his personal goals and the manifestation of his “self”. The main thing is that he has these goals, and there is an awareness of the significance and possibility of using the circumstances and the desires of others in achieving his own goals.
Thus, for the development of subjectivity and the creation of prerequisites for self-development, a person needs to have consciousness, the ability to be aware and goal-setting. Assuming that the process of self-development of a person is carried out within the framework of his life, V.G. Maralov notes, “a person already from an early age, within three years, from the moment his I from the surrounding world (formation of a system I), becomes the subject of his life, as he begins to set goals, obey his own desires and aspirations, taking into account the requirements of others.
Given the importance of consciousness, awareness and awareness in the development of subjectivity and self-development of a person, it makes sense to consider their essence in more detail.
Essence of concepts“ consciousness“ , “ awareness“ and“ awareness“
Paradoxical as it may seem, but the use of the concepts of “consciousness”, “awareness” and “awareness” is not distinguished by certainty and clarity in differentiation, not only in pedagogy, developmental psychology and self-development, but also in general psychology, for which these concepts are basic. “What, in fact, are we talking about when we talk about consciousness,” writes V.M. Allahverdov, - in fact, no one knows. Very often consciousness is used simply as a synonym for the psyche. According to G.V. Akopova, “an explicit or implicit identification of consciousness and the psyche has been consistently reproduced throughout the history of Russian psychology” .
Uncertainty in understanding the essence of consciousness causes uncertainty in understanding psychological mechanisms not only the formation in a person of the property of subjectivity associated with the processes of awareness of oneself, one’s desires and the conditions of one’s life, but also all the processes associated with the concept of “selfhood” - self-development, self-knowledge, self-learning, self-education, self-improvement, etc.
A solution to the problem of consciousness and scientific definitions of concepts related to it has been repeatedly stated in our publications. The essence of what we propose is extremely simple and consists in the following.
As is known, the psyche manifests itself only in the form mental process, and the development of the psyche is the development of mental processes. Each subsequent level of development of the psyche is characterized by a more complex mental process, moreover, belonging to the category of cognitive. Sensation, perception, thinking - these are all cognitive mental processes that characterize, respectively, the elementary sensory, perceptual and intellectual levels in the development of the psyche.
In accordance with this pattern, consciousness, recognized as the highest level of development of the psyche, should also be considered as a mental process belonging to the category cognitive processes. Unlike the processes that provide the subject as a carrier of the psyche with a reflection of the features of objects and phenomena of the environment, the specificity of consciousness as a cognitive mental process lies in the fact that it provides a person with knowledge about himself. As a result of consciousness, a special image arises in the human psyche - the image of oneself or the image of the “I”.
With the appearance of the image of the “I” in the psyche, the processes of thinking acquire a special character. As shown in the work, thinking processes provide not only a reflection of the relationship between objects and phenomena of reality, but also the formation of connections between images that arise in the psyche, including the connections of the “I” image with other images. Due to the specificity of the “I” image, the process of thinking, as a result of which this image is associated with other images, can also be considered as specific. It is this specific kind of thinking that we designate as the process of awareness.
Awareness, therefore, appears not as a result of consciousness, as is commonly believed, but as a special kind of thinking process, in which one of the associated images is the image of the “I”. If the result of consciousness is the emergence of the image of “I” in the human psyche, then the result of awareness, as a special kind of thinking, is the appearance of a connection of this image with any other in a mental way. To designate the result of awareness, we propose to use the term “realization”. Awareness of “something” arises when in the human psyche, due to the process of thinking (realization), the image of this “something” turns out to be connected with the image of his “I”.
The totality of images associated with the image of the “I” forms in the psyche the area of the “conscious” or the area of the “conscious”. Images that are not associated with the image of the “I” form the area of the “unconscious” or the area of the “unconscious”.
In graphical form, the essence of consciousness and other concepts derived from it can be represented in the form of the following diagram (see Fig. 1).
I used to think that all people want to develop, grow as individuals, improve themselves, open new horizons, improve their abilities, improve their competencies.
Then, after carefully observing people, having spent more than a dozen consultations, I realized that I did not adequately perceive reality.
Modern man is by nature neurotic. Civilization made him neurotic, for reasons that I will not talk about here (I told them at the webinar “Captured by the Unconscious”). And any neurotic is an ungrateful and illogical being, driven not by reason, but by passions, shiz, illusions, blind beliefs, etc.
The dream of any neurotic (which he will never admit to, even to himself) is to be presented with everything on a silver platter, that is, they do all the work for him. And he would only have to enjoy the result. Such is the infantilism. It is clear that such a person will not think of any real development. It is better to envy, be angry, throw tantrums and blame everyone for your troubles and failures. And the one who helped with something brazenly and ungratefully spit in the face.
Real development is necessary only for those who are engaged in some serious business and who have a goal towards which they are at least somehow moving. Coaches, entrepreneurs, managers, coaches, leaders, experts, professionals, in general, professionals who are vital to constantly improve their ability to solve problems and achieve goals.
For such people, their own personal and professional growth (the latter is a reflection of the former) is a necessity. For otherwise they will fly out of the clip sooner or later. Because "who does not go up - he rolls down."
And it is for such people that I want to outline the main milestones of a high-quality and effective (according to the “cost-result” criterion) system of self-development.
Its essence is as follows:
Step one. Purification of perception.
Our life results are directly affected by the adequacy of the perception of reality. All decisions made in a state of low adequacy ALWAYS produce low quality results. Therefore, in order to screw up less and not lose, you need to learn to see things as they are.
Step two. Reliance on solid.
A person who does not believe in himself, unsure of his position and actions, is a slave. He thinks and acts, relying on the empty - on lies and illusions. Therefore, it is not surprising that in business and life he constantly fails. You need to rely on what you have no doubts about. First of all, the real one.
Step three. Fears - from immaturity.
Adult, mature person(“yellow” level of development according to Spiral Dynamics) is afraid of little, since almost all fears are the result of infantile mental trauma. Consistent return of control over your thoughts and reactions frees you from neurotic behavior.
Step four. Naturalness is being yourself.
Life and business require the ability to establish relationships with people (relatives, partners, clients, subordinates, etc.). It is much easier, more convenient and more effective to do this without driving yourself into an artificial social role (which stinks of hypocrisy), but relying on the freedom of your living, natural manifestations.
Step five. Reliance on intuition.
Making an ideal decision requires the analysis of a huge number of factors, while consciousness is able to hold no more than 7 elements at the same time. Therefore, many decisions made from the mind contain a bunch of potential errors. While developed intuition able to suggest a way out of any, even the most confusing situation.
Step six. Conscious interests.
In order to structure your current activities and mobilize for action, you need to understand what is really important to you, what can lead you to your main goals and satisfy current needs. And, most importantly, you need to be able to fight for your interests. And this is possible when they are realized and clearly formulated.
Step seven. Conflict Management.
Any development is always the resolution of certain contradictions. And this process is always a conflict of varying degrees of intensity. Conflict external or internal. Without successful resolution such a conflict, the transition to a new level is impossible. But for this you need to understand the nature of the conflict and be able to use it to your advantage.
If you carefully look at your life, at your activities through the prism of this strategy, you will surely see weaknesses, real and potential errors, unused capacities and unused resources, that is, you will have what is called a “map update”. And this new map will be much more adequate to reality than the previous one.
In fact, all these steps are interconnected and their separation is nothing more than a convention to facilitate perception. Real self-development, real personal growth, that is, the upbringing of a new, freer and more competitive personality, is a process of consistently increasing the degree of adequacy (or degree of awareness), strengthening intuition and pumping inner strength, determination, self-confidence. Everything that brings a person to a higher level of development.
And all these 7 steps (as well as a lot of other nuances and details) are aimed at making this process as effective as possible. And to apply them sequentially, together or somehow else depends on specific individual factors. However, I leave the questions of personal practice to your discretion. I am sure that you will build it in the way that suits you.
Representing - system of self-development of the psychologist of happiness- entirely in this article. I will open all levels and completely. You will learn what the Triangle of Self-development is. It remains for you to begin to develop and grow personally according to the system of the psychologist of happiness.
Holistic system of self-development
Self-development system is a holistic description of how to do, what to do, what levels to touch for development and what personal growth tools to use.
« Self-development is a holistic process, which includes all levels of our being, which means that the system of self-improvement should also be holistic, and not intermittent.” Psychologist of Happiness .
The process of Self-development includes: The self-development system is selected -> The goal of self-development is set -> 3 whales of self-development are conscious -> The goal is decomposed into Levels of self-development -> Tools of Self-development are selected -> The goal of self-development is achieved -> The new goal of self-development is set.
Conclusion: Self-development is not the same for everyone. Self-development is always an individual path.
Now you do not need to shovel through thousands of self-development books and hundreds of resources dedicated to personal growth and self-improvement. Everything for your own self-development you will find on this blog.
The system of self-development of the psychologist of happiness
The Mission of the Happiness Psychologist Blog >>>
The system of self-development of the psychologist of happiness until the moment of writing this review, it was presented on this blog separately and scattered across all sections of the resource.
Today you will see that this system exists and now not only in the head of a psychologist of happiness, but can also be expressed and presented to your attention schematically.
The main goal of the system of self-development of the psychologist of happiness
The main goal of the system of self-development of the psychologist of happiness - to give you all the tools to move from the point of awareness of your problem (point) to its field of solution (field), touching all levels of the psyche if possible.
In the language (psychology of fate), for example, this is the path from the Triangle of Unhappiness (Drama Triangle) to the Triangle of Happiness (Triangle of Love).
In the language, this is the way to get out of stress into an energetic and meaningful life.
In language, it is a search for an individual formula of happiness and implanting it into your being.
Whatever language you speak, you need to understand that self-development should affect all levels of your psyche.
Levels of self-development
Self-development to achieve any goal should ideally affect all four levels of the psyche: soul, mentality, body and behavior patterns.
4 levels of problem and 4 levels of solution
Since almost any problem is presented at all these 4 levels, affecting the spirit as well.
4 levels of existence and problem solving
I have already described in detail in the article about each of these 4 levels of the problem.
- MENTAL. The problem and goal of self-development always lies in the area thought patterns, subconscious attitudes and affects the imagination.
- EMOTIONAL. This is the soul level. Emotions, feelings and states that need to be changed in the process of self-development.
- BODILY. The level of physical sensations, body symptoms and dreams.
- BEHAVIORAL. This behavioral habits and stereotypes. This is the level of manifestation of the problem in society: at work, at home, in relationships
Triangle of Self-development of the psychologist of happiness
If you long subscribed to this blog, then you probably noticed that I really love triangles.
This blog has the Triangle of Happiness, the Drama Triangle, the Triangle of Problems, the Triangle of Work and…
3 whales of the system of self-development of the psychologist of happiness.
Now here's another Triangle of Self-development appeared - all for your benefit and happiness.
3 whales of self-development - tools of the triangle of self-development
The picture below shows in detail self-development tools related to each vertex of the Triangle of Happiness.
3 whales of self-development of the happiness psychologist system.
Contents of the Happiness Psychologist blog >>>
As you can see in the picture (above), each of the 3 whales of self-development (tops of the Triangle of Happiness): self-knowledge, self-therapy and self-hypnosis include several subsections, some of which form entire blog categories (see the sidebar on the right) or separate articles for now .
3 peaks of the Triangle of Self-development
SELF-KNOWLEDGE
Everything ideally begins with the realization of the fact that something does not suit you in life.
Self-discovery tools presented on the blog:
- a constantly updated section of the blog, which contains methods for assessing personality, behavior and soul.
Script and Transactional Analysis(Psychology of Destiny) are presented in the section of my blog.
Start your self-development from this top of the Triangle.
SELF THERAPY
It is not always possible to skip this step, since it is problems and misfortunes that often push us onto the path of self-knowledge and self-development.
The self-therapy tools featured on the blog are extensive:
Antistress therapy
Cognitive Therapy
Micropractices
AntiDepression
Gestalt therapy
fairy tale therapy
Simoron practices
Articles on Demand and the Formula for Happiness
Soul healing
Script Therapy
You can’t count everything - go to - it is now with active links to articles and read, comment - not a single comment will be left without my answer.
Several information products on the topic of self-therapy, about 30 webinars and online meetings were held. Healed over 300 visitors to this blog over the years.
SELF-HYPNOSIS
Well, it seems that at the previous step all the problems were solved, the soul was healed, did the process of self-development really end there?
Nothing like this! There is still something to improve and there are methods of working with the subconscious to model yourself new and your life happy.
Self therapy tools:
Methods and techniques of self-hypnosis
Meditations and group visualization sessions
How to formulate self-hypnosis
How to write affirmations
How to use the power of the subconscious for self-improvement
This section of my blog (7) is just starting to fill up - you have time to the very beginning of the distribution of hot pies.
System of Self-development — afterword…
If you are reading these lines, then you are going to embark on the path of self-improvement or are already moving along the road to happiness by leaps and bounds.
So, it's time to realize and decide whether you will move with me on the pages of this blog using my self-development system.
For my part, I offer a helping hand and support along the way, agree?
Write in the comments how clear my system of self-development is for you, what blank spots remained in your mind after reading this article, and what kind of support and help do you need on the path of self-development right now?
Read the best materials of the psychologist of happiness on this topic!
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