The "brick", "cell", "elementary particle" of activity is its single act - action. The space-time sequence of actions forms what can be called the activity of a given individual or collective subject. The activities of animals and people in ecology, psychology, pedagogy, criminology are sometimes called behavior. In ethics, behavior is understood only as a conscious, under conditions of freedom of choice, activity of people, and, moreover, in a more specific and narrow sense - from the point of view of the moral quality of actions. What is this quality? To specifically answer this question, it is necessary to elaborate on the concepts of "action" and "deed".

Any action can be considered in two ways: action-operation and action-act. An action acts as an operation if it is taken without regard to its moral significance and therefore does not arouse someone's attitude towards themselves, the need for evaluation in the form of approval or condemnation. In the language, such an action-operation is expressed by a sentence in which the fact of the action is recorded, and sometimes an indication of the method of its implementation. "The boy climbed a tree and picked apples." There is no information in this sentence about the moral character of the action or the boy himself. Another thing is if "the boy picked apples in someone else's garden." The only addition "in a stranger" deliberately gives the action a negative meaning, causes condemnation, since the boy committed theft, and theft is condemned by everyone as an immoral act. The focus is not on the fact or the way the action is performed (operation), but its moral quality, when it turns from an operation into an act. An act may not be an action-operation. An act may not be an action, but its absence, evasion from an operation. For example, refusing to help someone in distress is a morally dubious act. One and the same operation can act as two different actions, for example, depending on the moral quality, motives. Odysseus, who participated in the burning and destruction of Troy for patriotic reasons, is a hero. Herostratus, who burned the temple of Artemis in Ephesus for the sake of a vain desire to go down in history, is an anti-hero. The action (operation) is the same, but the motives are unequal, therefore actions are unequal in their moral significance.

An act is an action that has a value value and therefore arouses in itself one or another, positive or negative attitude, a reaction of approval or condemnation.

This attitude is not necessarily moral. Evaluation can also be carried out according to other, non-moral criteria: reasonableness, expediency, efficiency, correctness, legitimacy, beauty, etc. - these criteria can diverge from morality and even come into conflict with it. N. Machiavelli showed this well in his "Sovereign" in relation to the contraverse of morality and politics. Countless facts of history and modern life irrefutably indicate that the most grandiose achievements of the socio-political, scientific, artistic, religious, etc. activities can turn out to be anti-valuable if they are not fertilized with a high moral idea or feeling, they ignore them. Consequently, actions may be subject to more than just moral qualifications. But it can be confidently asserted that only actions-actions can act as objects of moral evaluation. An essential property of an act is also that, unlike an animal, a foolish baby, and an insane mentally ill person, an adult normal person is to one degree or another able to recognize the significance of an act for others and the likely attitude towards it from others. He is also more or less aware of and can explain the personal motives of the act. Without these signs, we will have before us not an act, but an operation for which the actor cannot bear moral or legal responsibility.

So, an action acts as an act when it is considered as consciously motivated, having a value (value) and therefore causing one or another attitude (assessment) to itself. At the same time, the criterion of moral value and evaluation of an act is the distinction between good and evil, morally proper and improper.

An act is an act of individual behavior. The totality or sequence of actions of a subject of activity is usually called behavior. In ethics (as well as in pedagogy), the latter is understood not as activity in general, but precisely as activity in its moral quality. So, the "operational" quality of teaching. The student’s activity is denoted by the words “achievement”, “diligence”, etc., in contrast to “behavior” in the classroom and outside of them.

Actions that are widespread, have become stereotypes of behavior in some community, are called "morals" for example: “Eastern customs”, “Christian customs”, “philistine customs”, “Rasteryaeva street customs” (G. Uspensky), etc. When performing actions, people enter into various relationships with each other, which may include moral content - moral relationship. Such are the relationships of love and hate, friendship and enmity, sympathy and antipathy, etc., which abound especially in interpersonal relationships and which predominantly receive expression and existence on the emotional level of consciousness. In essence, any interpersonal or social relationship can be interpreted as moral if it is taken under the sign of its moral value and anti-value. It is believed, for example, that war is, although extreme, but under certain conditions a necessary form of political relations. From a moral point of view, war (ie, deliberately organized mass slaughter) is an immoral relationship.

So, moral activity, behavior is a set of actions, mores, moral relations. At the same time, if actions and morals constitute, so to speak, the visible "body" of morality, then moral relations form a "network" of its functional intersubjective connections.

Conditional, mobile, have a virtual character. The virtuality of needs lies in the fact that each of them contains its own other, a moment of self-negation. Due to the variety of conditions for implementation, age, environment, a biological need becomes material, social or spiritual, i.e. is transformed. In the parallelogram of needs (biological need-material-social-spiritual), the need that most corresponds to the personal meaning of human life, is better armed with the means of its satisfaction, becomes dominant. the one that is more motivated.

The transition from need to activity is the process of changing the direction of need from within to the external environment. At the heart of any activity is a motive that induces a person to it, but not every activity can satisfy the motive. The mechanism of this transition includes: I) the choice and motivation of the object of need (motivation is the substantiation of the object to satisfy the need); 2) in the transition from need to activity, the need is transformed into a goal and interest (a conscious need).

Thus, need and motivation are closely related: a need stimulates a person to activity, and a motive is always a component of activity.

The motive of man and personality

motive- this is what prompts a person to activity, directing him to satisfy a certain need. A motive is a reflection of a need that acts as an objective regularity, an objective necessity.

For example, the motive can be both hard work with enthusiasm and enthusiasm, and avoidance of burdens in protest.

Needs, thoughts, feelings and other mental formations can act as motives. However, internal motives are not enough to carry out activities. It is necessary to have an object of activity and correlate the motives with the goals that the individual wants to achieve as a result of the activity. In the motivational-targeted sphere, the social conditionality of activity comes out with particular clarity.

Under [[Motivational-need sphere of personality|need-motivational sphere Personality refers to the totality of motives that are formed and developed during a person's life. In general, this sphere is dynamic, but some motives are relatively stable and, subordinating other motives, form, as it were, the core of the entire sphere. In these motives, the orientation of the individual is manifested.

Motivation of a person and personality

Motivation - it is a set of internal and external driving forces that prompt a person to act in a specific, purposeful way; the process of motivating oneself and others to act in order to achieve the goals of the organization or personal goals.

The concept of "motivation" is broader than the concept of "motive". A motive, in contrast to motivation, is something that belongs to the subject of behavior, is its stable personal property, which induces certain actions from within. The concept of “motivation” has a double meaning: firstly, it is a system of factors that influence human behavior (needs, motives, goals, intentions, etc.), and secondly, it is a characteristic of a process that stimulates and maintains behavioral activity at a certain level. level.

In the area of ​​motivation stand out:

• the motivational system of a personality is a general (holistic) organization of all the motivating forces of activity that underlie human behavior, which includes such components as needs, motives proper, interests, drives, beliefs, goals, attitudes, stereotypes, norms, values, etc. .;
• achievement motivation - the need to achieve high results of behavior and satisfaction of all other needs;
• self-actualization motivation is the highest level in the hierarchy of personality motives, consisting in the need of the person to realize his potential to the fullest extent, in the need for self-realization.

Worthy goals, long-term plans, good organization will be ineffective if the performers are not interested in their implementation, i.e. motivation. Motivation can compensate for many shortcomings of other functions, such as shortcomings in planning, but weak motivation is almost impossible to compensate for something.

Success in any activity depends not only on abilities and knowledge, but also on motivation (the desire to work and achieve high results). The higher the level of motivation and activity, the more factors (i.e. motives) induce a person to activity, the more effort he is inclined to apply.

Highly motivated individuals work harder and tend to achieve better results in their activities. Motivation is one of the most important factors (along with abilities, knowledge, skills) that ensures success in activities.

It would be wrong to consider the motivational sphere of a person only as a reflection of the totality of her own individual needs. The needs of the individual are connected with the needs of society, they are formed and developed in the context of their development. Some needs of the individual can be considered as individualized social needs. In the motivational sphere of the individual, one way or another, both his individual and social needs are reflected. The form of reflection depends on the position the individual occupies in the system of social relations.

motivation

Motivation - it is a process of influencing a person in order to induce him to certain actions by activating certain motives.

There are two main types of motivation:

• external influence on a person in order to induce him to perform certain actions leading to the desired result. This type is reminiscent of a trade deal: "I give you what you want, and you satisfy my desire";
• the formation of a certain motivational structure of a person as a type of motivation has an educational and educational character. Its implementation requires great efforts, knowledge, abilities, but the results are superior to the results of the first type of motivation.

Basic human motives

The emerging needs force a person to actively look for ways to satisfy them, become internal incentives for activity, or motives. The motive (from Latin movero - set in motion, push) is what moves a living being, for which it spends its vital energy. Being an indispensable "fuse" of any actions and their "combustible material", the motive has always acted at the level of worldly wisdom in various ideas about feelings (pleasure or displeasure, etc.) - motives, inclinations, aspirations, desires, passions, willpower, etc. d.

Motives can be different: interest in the content and process of activity, duty to society, self-affirmation, etc. So, the following motives can encourage a scientist to scientific activity: self-realization, cognitive interest, self-affirmation, material incentives (monetary reward), social motives (responsibility, desire to benefit society).

If a person strives to perform a certain activity, we can say that he has motivation. For example, if a student is diligent in his studies, he is motivated to study; an athlete who strives to achieve high results has a high level of achievement motivation; the desire of the leader to subordinate everyone indicates the presence of a high level of motivation for power.

Motives are relatively stable manifestations, attributes of a person. For example, arguing that a cognitive motive is inherent in a certain person, we mean that in many situations he manifests cognitive motivation.

The motive cannot be explained by itself. It can be understood in the system of those factors—images, relationships, and actions of the individual—that constitute the general structure of mental life. Its role is to give impulse and direction to the behavior towards the goal.

Motivating factors can be divided into two relatively independent classes:

• needs and instincts as sources of activity;
• motives as reasons that determine the direction of behavior or activity.

The need is a necessary condition for any activity, but the need itself is not yet able to set a clear direction for the activity. For example, the presence of an aesthetic need in a person creates a corresponding selectivity, but this does not yet indicate what exactly a person will do to satisfy this need. Perhaps he will listen to music, or perhaps he will try to compose a poem or paint a picture.

How are the concepts different? When analyzing the question of why an individual enters a state of activity at all, manifestations of needs are considered as sources of activity. If the question is studied, what is the activity aimed at, for the sake of which these actions, deeds are chosen, then, first of all, the manifestations of motives are studied (as motivating factors that determine the direction of activity or behavior). Thus, the need induces to activity, and the motive - to directed activity. It can be said that a motive is an incentive to activity associated with the satisfaction of the needs of the subject. The study of the motives of educational activity among schoolchildren revealed a system of various motives. Some motives are basic, leading, others are secondary, secondary, they do not have independent significance and are always subordinate to the leaders. For one student, the leading motive for learning may be the desire to gain authority in the class, for another - the desire to get a higher education, for the third - an interest in knowledge itself.

How do new needs arise and develop? As a rule, each need is objectified (and concretized) on one or more objects that are able to satisfy this need, for example, an aesthetic need can be objectified in music, and in the process of its development it can also be objectified in poetry, i.e. already more items can satisfy her. Consequently, the need develops in the direction of increasing the number of objects that are able to satisfy it; the change and development of needs occurs through the change and development of objects that correspond to them and in which they are objectified and concretized.

To motivate a person means to affect his important interests, to create conditions for him to realize himself in the process of life. To do this, a person must at least: be familiar with success (success is the realization of a goal); to be able to see oneself in the results of one's work, to realize oneself in work, to feel one's significance.

But the meaning of human activity lies not only in obtaining a result. The activity itself can be attractive. A person may like the process of performing an activity, for example, the manifestation of physical and intellectual activity. Like physical activity, mental activity in itself brings a person pleasure and is a specific need. When the subject is motivated by the process of activity itself, and not by its result, this indicates the presence of a procedural component of motivation. The procedural component plays a very important role in the learning process. The desire to overcome difficulties in learning activities, to test one's strengths and abilities can become a personally significant motive for learning.

At the same time, a productive motivational attitude plays an organizing role in the determination of activity, especially if its procedural component (i.e., the process of activity) causes negative emotions. In this case, goals, intentions that mobilize a person's energy come to the fore. Setting goals, intermediate tasks is a significant motivational factor that should be used.

To understand the essence of the motivational sphere (its composition, structure, which has a multidimensional and multilevel character, dynamics), it is necessary first of all to consider the connections and relationships of a person with other people, given that this sphere is also formed under the influence of the life of society - its norms, rules, ideology, politicians and others.

One of the most important factors that determine the motivational sphere of a person is a person's belonging to a group. For example, teenagers who are interested in sports are different from their peers who are fond of music. Since any person is included in a number of groups and in the process of his development the number of such groups grows, naturally, his motivational sphere also changes. Therefore, the emergence of motives should be considered not as a process arising from the inner sphere of the individual, but as a phenomenon associated with the development of his relations with other people. In other words, the change in motives is determined not by the laws of spontaneous development of the individual, but by the development of his relations and ties with people, with society as a whole.

Personality motives

Personality motives - this is the need (or system of needs) of the individual in the function of motivation. Internal mental urges to activity, behavior are due to the actualization of certain needs of the individual. Activity motives can be very different:

• organic - aimed at meeting the natural needs of the body and are associated with the growth, self-preservation and development of the body;
• functional - are satisfied with the help of various cultural forms of activity, for example, playing sports;
• material - encourage a person to activities aimed at creating household items, various things and tools;
• social - give rise to various activities aimed at taking a certain place in society, gaining recognition and respect;
• spiritual - underlie those activities that are associated with self-improvement of a person.

Organic and functional motives together constitute the motivation for the behavior and activities of the individual in certain circumstances and can not only influence, but change each other.

They appear in specific forms. People may perceive their needs in different ways. Depending on this, motives are divided into emotional ones - desires, desires, inclinations, etc. and rational - aspirations, interests, ideals, beliefs.

There are two groups of interconnected motives of life, behavior and activity of the individual:

• generalized, the content of which expresses the subject of needs and, accordingly, the direction of the aspirations of the individual. The strength of this motive is due to the importance for a person of the object of his needs;
• instrumental - motives for choosing ways, means, ways to achieve or realize the goal, due not only to the need state of the individual, but also to its readiness, the availability of opportunities to successfully act to achieve the goals set in these conditions.

There are other approaches to the classification of motives. For example, according to the degree of social significance, motives of a broad social plan (ideological, ethnic, professional, religious, etc.), group plan and individual-personal nature are distinguished. There are also motives for achieving the goal, avoiding failures, motives for approval, affiliation (cooperation, partnership, love).

Motives not only encourage a person to act, but also give his actions and actions a personal, subjective meaning. In practice, it is important to take into account that people, performing actions that are identical in form and objective results, are often guided by different, sometimes opposite motives, attach different personal meanings to their behavior and actions. In accordance with this, the assessment of actions should be different: both moral and legal.

Types of personality motives

To consciously justified motives should include values, beliefs, intentions.

Value

Value is a concept used in philosophy to indicate the personal, socio-cultural significance of certain objects and phenomena. Personal values ​​form a system of its value orientations, elements of the internal structure of the personality, which are especially significant for it. These value orientations form the basis of the consciousness and activity of the individual. Value is a personally colored attitude to the world that arises on the basis of not only knowledge and information, but also one's own life experience. Values ​​give meaning to human life. Faith, will, doubt, ideal are of lasting importance in the world of human value orientations. Values ​​are part of the culture, received from parents, family, religion, organizations, school and environment. Cultural values ​​are widely held beliefs that define what is desirable and what is right. Values ​​can be:

• self-oriented, which concern the individual, reflect his goals and general approach to life;
• oriented by others, which reflect the desires of society regarding the relationship between the individual and groups;
• environmentally oriented, which embody society's ideas about the desired relationship of the individual with his economic and natural environment.

Beliefs

Beliefs - these are the motives of practical and theoretical activity, justified by theoretical knowledge and the whole worldview of a person. For example, a person becomes a teacher not only because he is interested in passing on knowledge to children, not only because he loves working with children, but also because he knows very well how much in the creation of society depends on the education of consciousness. This means that he chose his profession not only out of interest and inclination to it, but also because of his convictions. Deeply grounded beliefs persist throughout a person's life. Beliefs are the most generalized motives. However, if generalization and stability are characteristic features of personality traits, then beliefs can no longer be called motives in the accepted sense of the word. The more generalized the motive becomes, the closer it is to a personality trait.

Intention

Intention- a consciously made decision to achieve a certain goal with a clear idea of ​​the means and methods of action. This is where motivation and planning come together. Intention organizes human behavior.

The considered types of motives cover only the main manifestations of the motivational sphere. In reality, there are as many different motives as there are possible human-environment relationships.

deeds approach to the interpretation of the content of psychological phenomena allows us to build another explanatory model of motivation for the complex, synthesized formation of the human mental world. The starting point in its construction is the understanding of an act as a specific mode of action of a person, in which the individual essence of a given person becomes real, real. An act would crystallize the unique meaning of the "I" of a person and make it accessible to direct observation. This is a form of action when stereotyping, following the stable become impossible, when the content of the action appears in a unique, individualized way of teaching a person this or that act of manifesting his attitude to the world or its individual elements. An act would reflect what is actually personal in a person. The act of self-expression of the “I” is preceded by the comprehension of the content of the situation as such, which makes the act of self-expression “I” necessary. internal, direct and indirect, existing and hidden conditions of a given situation determine such an activity of the "I" of a person, aimed at mastering the situation, at asserting one's mode of action in it, at ensuring the expected consequences of an act in a given situation.

If we characterize the situation in action from the point of view of the "energy-gomistic" of its elements, then it must be emphasized that the act itself is potentiated not by the actual content of situational influences, but also by their effective nature, by the saturation of "emotional energy", by the strength of the individual meanings of these influences for the individual, etc. .d .. Thus, the question arises about the incentive function of the situation, acquires the status of "situation of the act" only on condition that its "acts of content" are mastered by the individual himself. Therefore, it is necessary to reveal one's own motivating characteristic of the situation, the actions in which induce the person to the act of self-expression of the individual essence of the "I", to the act.

In each separate situation of an act, a person appears as an individual capable of independent, objective, purposeful performance of actions corresponding in content and methods of implementation. As a separate individual, a person is endowed with the ability to directly and indirectly perceive the "information context" of the situation and respond to it based on the "value context" of the situation, which is formed in the process of comprehending the content of this situation by the individual. From the initial moment of perception of the situation by the individual to the moment of action and responses to the perceived content, there is a deployment (as a rule, in the internal plan of the psychological phenomena of the "I") of the "motivational context" of the situation, namely, the motivation by the individual of the "effective context" of the situation and the initiation of the actual actions diy.

Motivation acts as a more or less lengthy process of activating the motivating forces of behavior and actions of the individual. There is an actualization - a transition to the actual state - of certain needs, inclinations, desires, desires, expectations of the individual, etc., which correspond to the content of this situation and individual assessment. ITS from the side of this person (after all, each person reacts in his own way to each of the situations of behavior, action, life). A kind of "active state" or "activation state" of a person is formed, which at the next stage of the development of the situation will entail one or another "effective context" of this situation, causes certain personality developments. The specified "state of activation" is a complex set of motivations for the actions of the individual in this situation, that is, the corresponding motivation for the actions.

Thus, motivation acts as a synthesized formation, the basis of which are natural motives for human existence (biological, social, moral, spiritual, etc.). It is necessary to distinguish between the procedural features of the motivation of the behavior or actions of the individual *, sometimes the process of motivation itself is called motivation, when there is an actualization of certain motives, their meaningful integration of hierarchization and the formation of the motive of action. However, the more common tradition is to designate the product itself, the result of motivating a behavior or action - a complex set of motives, as a result of mastering a situation by an individual, by the concept of "motivation". Motivation can be conscious or unconscious. Sometimes the motivation of an individual's actions can be carried out through the synthesis of unconscious drives or desires and conscious motives. As a result, the so-called secondary motives are formed, which act as conscious motives higher than the primary ones, in order and reveal a new, "acquired", appropriated content of the individual's motivation. A motive is a conscious individual's motivation for his actions and behavior, comprehended through a comparison of the object of the need (or train, aspiration, desire), the emotional or affective content of experiencing this need and the expected result of its satisfaction. The basis for the formation of primary motives is, as a rule, one or another need of the individual, while secondary motives can be based on primary motives and be formed through their synthesis with other motives for the action of a particular individual.

An act as a specific form of human action and behavior is always accompanied by a "struggle of motives", therefore, the process of motivating an act has the following essential features: 1) when motivating an act, an individual is an actual study of the "opposites" of the motives of his actions in a situation, and has the ability to predict the development of these opposites - to aggravation and explosion of contradictions or smoothing, harmonization of elements of possible and their contradictions, 2) actualization of opposites of stimulating impulses can be carried out by an individual consciously, subconsciously, unconsciously, etc., respectively, in each of these cases, the process of actualization and the sequence of deployment of actions of the situation and actions will be specific signs, 3) respectively, the process of making a decision by an individual and the choice of a "leading motive" (or a complex of motives) will be carried out, which will determine the content and nature of his actions at the next stage of deployment of actions.

The struggle of motives reveals the orientation of the individual in the choice of certain stimulating impulses, the level of his readiness to carry out purposeful and affirming his own "I" actions, a tendency to one or another type of motivation for an act. So, we can talk about impulsive or moderate motivation, emotional (affective), rationalized or intuitive motivation of the actions of the activity of the individual. The result of the confrontation of motives and the realization of the individual significance of this confrontation are in the decision of the individual regarding all elements of the situation of the act (external and internal, actual and possible direct and indirect, etc.). It is the moment of decision-making and its meaningful expression (the nature and purpose of the next action) that become the proper dynamic impulse for the further development of the situation to act.

In the process of ontogenesis, the nature and sequence of motivation for the actions of an individual change significantly. At the initial stages, it is carried out according to the principle of "removal of paths", i.e. each action situation requires a consistent and gradual development of each individual situation, and the "energy intensity" of the situation is determined primarily by the signs of the "unknown" and "untapped" in relation to the elements of this situation. In the later stages of ontogenesis, it is precisely the "content" of the child's situation that comes to the fore, and the way of responding to it is chosen by the individual, already taking into account the individual experience of motivation and making a decision.

So, in ontogenesis, the experience of unfolding the "motivational context" of the situation of an act is formed. The process of motivating actions, the construction of motives and the formation of a specific motivation for an act and behavior acquire the characteristics of a meaningful, structural, procedural, affective, etc. characteristic of a particular individual. character. Through the consolidation of some signs, the rejection of others, subject to the active, creative introduction of new elements into the process of the implementation of a motivated action by the individual, the process of forming an individual experience of creating motivation (in the narrow plan) and implementing the action (in the broad plan) of the individual takes place. The content of this experience is always specific, inherent in a separate individual, and therefore has essential features of the unique "I" of a human being.

The experience of motivation becomes the basis for the formation of more complex personal formations - the experience of creating values, meanings, meanings of one's behavior, actions, life. The psychological content of these phenomena is to be found below. Now it is essential to consider the main types of motivation for human actions in accordance with the main forms of activity that saturate each act of committing with specific content. There are various approaches to the classification of forms of human activity, we will have a meaningful analysis of motivation:

1) phenomenological creation of an idea (or asceticism);

2) theoretical reproduction of the world in knowledge;

3) specialized skill;

4) artistic reproduction of the world;

5) research activities

In general, the presented explanatory model of motivation can be classified as "process models", which are aimed at identifying the causes, goals and mechanisms of human behavior and actions. The procedural explanations of the model of motivation are focused on explaining the patterns of the combination of various components of the motivation situation, which leads to a decision and an action corresponding to the situation. This type of models include the "behavioral model" of JMc-Grott, the "extended motivation model" of HHeckhausen, and the theory of motivation. Klevina and others. Unlike process models, "content models" of motivation are aimed at resolving the issue of the type of needs that motivate an individual's actions in a given situation, or the question of what goals he acts on, giving preference to one and rejecting others. The combination of these models is possible in the context of a synthesizing, "dynamic approach" to the construction of theories of motivation, in which the behavior and actions of an individual should be considered as a complex, widespread in the time of his individual history, the process of acquiring an individually unique experience of motivating diverse activities in the world: cognitive, transformative , moral, spiritual, too thin.

"Behavior of a woman" - Take care of the beauty of eyelashes. A moment of communication. Use waterproof mascara. Perfume. How to recognize someone who likes you. Beauty secrets. Girls. Women's secrets. Nose. Perfume. You often throw your head back when you laugh. When choosing a perfume, put a drop on the skin of your wrist. The component of beauty. The step becomes wide and free.

"Education of culture of behavior" - Psychological aspects of education of culture of behavior of the person. ethical standards. Caring attitude towards others. Education of humane feelings. Comradely attention. Appeal to teachers. Ability to resolve misunderstandings. Development of moral qualities through the game. interest in the issue under discussion.

"The teacher and the problems of discipline" - Exercises. Focus on action. Teacher and problems of discipline. Avoiding failure. To attract attention. Punishment. Laws of behavior. Recommendations. Get out of conflict gracefully. Revenge. Interaction design. Emergency action. Motives for "bad" behavior. Power. Emergency response measures.

"Problems of discipline" - Properties of pedagogical influence. An objective description of behavior. Three basic laws of behavior. Teacher and problems of discipline. constructive interaction. Understanding the motive for "bad" behavior. Development of a student support strategy. The choice of technique of pedagogical intervention. Three Approaches to the "Philosophy of Discipline".

"Adolescent Behavior" - Help in establishing contacts. Basic laws. Active form of behavior. Personalities. Relationships at school. Conflict. Teacher. A reflection of the rise in violence. An example of a morally educated person. Motives for actions. Relations with parents. Outbursts of indignation. Adults. Classmates. Children. Adolescent behavior.

"Culture of children's behavior" - Methodological advice. Polite phone conversation skills. Game activity. Principles of formation of culture of behavior. Diagnostics of the formation of culture levels. Concreteness and imagery of thinking. Formation of a culture of behavior of children with disabilities. Rules learned in class.

There are 13 presentations in total in the topic

Target: help in understanding the motives of one's actions, understanding one's own influence on other people; removing emotional barriers between group members.

1. Ritual of welcome

2. Social reception

– This time we will hold the traditional greeting at the beginning of the lesson in the form of a secular reception. Moving freely around the room, you should approach each other and exchange compliments, that is, emphasize what you value most in this particular person.

Thank everyone for being in the group, helping you understand yourself better, for thinking about you while doing your homework, etc.

Find a few kind words for everyone.

No need to rush. It is desirable that each participant addresses all members of the group.

3. Awareness of the motive

– Our actions in relation to other people are caused by different motivating forces. We do something for other people and because we sympathize with them, love them, and because "it's supposed to be", it's accepted in society. It is important to understand what drives us in this or that case.

For example, fear, fear of punishment is sometimes realized by us in one way or another, sometimes we do something, maybe without realizing why, or maybe thinking that it is out of the best of intentions, but at the core - all the same fear.

Recall two cases - one when you did something for another person because you were afraid of his or someone else's anger, condemnation, punishment, although you did not realize it at that moment, and the other when you did something for another for the same reason, but at the same time perfectly understanding why you are doing it.

Children, having written down examples from life, share them. Then the psychologist asks in the same way to remember two actions dictated by the desire to follow the social norm, “to be like everyone else”, “to keep a low profile”.

Discussion.

What was harder to do, wasn’t it difficult to talk about it, etc.

4. Special gifts

The psychologist invites children to remember what they received from others (relatives, relatives, friends, teachers, etc.) that could be called a "gift" in the full sense of the word. This could result in a table like this:

When the children have filled out the sheet, the psychologist asks them to tell them about any of the gifts they have listed - any of their choice. Then he asks the children to tell if there is any feeling of unexpressed gratitude towards any of the people mentioned.

5. Motive of one's own behavior

- You need to know the rules of behavior, but you will become a well-mannered, cultured person when you do the right thing, not only because you know how to do it, but because you cannot do otherwise. Understanding oneself and the motives of one's own behavior can be very difficult. For example, you gave up your seat on the bus to an elderly person. Why?

There are various possible answers:

a) you know that there is a generally accepted rule - to give way to an elderly person;

b) you see that he is tired, you sympathize with him, you want to please him;

c) you cannot sit if an elderly person or a small child is standing nearby.

The passenger to whom you gave up your seat, in this case, does not care what your motive was. But these motivations characterize you yourself in different ways: the first option indicates that you know how to behave in a civilized way, the second and especially the third - that you are a cultured, morally educated person.

Thus, upbringing is not only good manners, but something deeper and more essential in a person. This “something” is an internal culture, or intelligence, which is based on respect for another person.

A.P. Chekhov, in a letter to his brother Nikolai, wrote how he imagines educated people. Listen to his words: “They respect the human personality, and therefore are always condescending, gentle, polite, compliant ... They do not rebel because of a hammer or a missing rubber ... They are sincere and afraid of lies like fire. They do not lie even in trifles ... They do not show off, they keep themselves on the street the same way as at home. They are not talkative and do not climb with frankness when they are not asked. They do not humiliate themselves in order to arouse sympathy in another. They do not play on the strings of other people's souls, so that in response they sigh and coddle with them. They don’t say: “They don’t understand me!” Because all this has a cheap effect, it’s vulgar, old, false…” Try to make your behavior correspond to moral concepts. The most important moral concepts are goodness, duty, justice, conscience, honor, happiness. But these concepts are moral insofar as they express your sincere feeling.

L. N. Tolstoy remarked that “there is nothing worse than feigned kindness. Pretense of kindness repels more than outright malice. Moral concepts are not absolute, given once and for all, they change from epoch to epoch. You should not, trying to justify your behavior or an ugly act, blame circumstances for everything: they say they forced me to do so. This is not true. In the same life circumstances, people behave differently. It all depends on their moral position.

Austrian psychologist Viktor Frankl, who went through the horrors of the Nazi concentration camp during World War II, writes: “In the concentration camp, for example ... we witnessed that some of our comrades behaved like pigs, while others were saints. A person carries both of these possibilities in himself, and which of them will be actualized depends on his decision, and not on conditions. How differently people behaved in difficult times for our society! Many of those whom we have been accustomed to respect since childhood, or rather to revere, now look at least pitiful, and more often criminals, while others, about whom we knew almost nothing, inspire deep respect and gratitude for the fact that they acted in good conscience. and with all their behavior they preserved faith in man for posterity.

6. Gratitude without words

Children are divided into pairs. First one and then the other try without the help of words to express a sense of gratitude. Then the partners share their impressions about:

How did you feel doing this exercise?

The image of gratitude to the partner looked sincere or simulated;

Was it clear what feeling the partner was depicting.

7. Motive

The psychologist suggests recalling two cases, in one of which the act was caused by an unconscious motive, and in the other, the same motive was realized. Named this time:

The motive of curiosity (the desire to see how another person will behave in response to some act, perhaps the desire to know the limit of his patience);

The motive for winning the love of another person (the desire to certainly achieve the location, sympathy, friendship, love of another by manipulating him).

In the process of discussion, the children share whether it was easy to remember such cases, and if difficult, why, whether it was easy to realize this or that motive of interpersonal relationships and what feelings they experienced when it was necessary to talk about it.

8. Magic shop

The psychologist invites teenagers to think about what personal qualities they have. Then he asks to imagine himself in a magic shop, where he is a seller and where, in exchange for those qualities of his (mind, courage, honesty or laziness, tedium, indifference), which, according to the participants, they have in abundance, or those from which they would like to get rid of, you can get other personal qualities that you need for yourself. The “buyer” surrenders his qualities, the “seller” says whether there is what is required, how much he could give in return, etc.

During the discussion, the children in the group share their feelings about the game, discuss whether any human quality is valuable, etc.