PERSONALITY- a phenomenon of social development, a concrete living person with consciousness and self-consciousness. The structure of personality is a holistic systemic formation, a set of socially significant mental properties, relationships and actions of an individual that have developed in the process of ontogenesis and determine his behavior as the behavior of a conscious subject of activity and communication. Personality- a self-regulating dynamic functional system of properties, relationships and actions continuously interacting with each other, emerging in the process of human ontogenesis. The core formation of the personality is self-esteem, which is based on the assessment of the individual by other people and his assessment of these others. In a broad, traditional sense, a person is an individual as a subject of social relations and conscious activity. The personality structure includes all the psychological characteristics of a person, and all the morphophysiological features of his body - up to the characteristics of metabolism. The popularity and persistence of this extended understanding in the literature seems to be due to its resemblance to the ordinary meaning of the word. In a narrow sense, it is the systemic quality of an individual determined by involvement in social relations, formed in joint activities and communication.

According to A.N. Leontiev, personality- Qualitatively new education. It is formed through life in society. Therefore, only a person can be a person, and then only after reaching a certain age. In the course of activity, a person enters into relationships with other people - into social relationships, and these relationships become personality-forming. From the side of the person himself, his formation and life as a person act primarily as development, transformation, subordination and resubordination of his motives. This representation is quite complicated and needs some explanation. It does not coincide with the traditional interpretation - in a broad sense. The narrowed concept allows us to isolate a very important aspect of human existence, associated with the social nature of his life. Man as a social being acquires new qualities, which are absent if he is considered as an isolated, non-social being. And each personality from a certain time begins to make a certain contribution to the life of society and individuals. That is why, next to the concepts of personality and personal, the concept of socially significant appears. Although this significant may be socially unacceptable: a crime is as much a personal act as a feat. For the psychological concretization of the concept of personality, it is necessary to answer at least questions about what the neoplasm called personality consists of, how personality is formed, how the growth and functioning of his personality appears from the standpoint of the subject himself. The criteria for a formed personality are as follows:

1) the presence in the motives of the hierarchy in a certain sense - as the ability to overcome one's own immediate impulses for the sake of something else - the ability to behave indirectly. At the same time, it is assumed that the motives, due to which immediate impulses are overcome, are social in origin and meaning (simply mediated behavior can be based on a spontaneously formed hierarchy of motives, and even “spontaneous morality”: the subject may not be aware of what exactly makes him act in a certain way” but act quite morally);

2) the ability to consciously manage one's own behavior; this leadership is conducted on the basis of conscious motives-goals and principles (in contrast to the first criterion, it is assumed here that conscious subordination of motives is conscious mediation of behavior, which implies the presence of self-consciousness as a special instance of the individual). In didactic terms, all the properties, relationships and actions of a person can be conditionally combined into four closely related functional substructures, each of which is a complex formation that plays a certain role in life:

1) regulation system;

2) stimulation system;

3) stabilization system;

4) display system. In the course of human social development, the systems of regulation and stimulation constantly interact, and on their basis more and more complex mental properties, relationships and actions arise that direct personality to solve life problems. The unity of the individual throughout the life path is ensured by the memory-continuity of goals, actions, relationships, claims, beliefs, ideals, etc. Western psychology considers the individual as "an entirely psychic being." In hormic psychology and in psychoanalysis, personality was interpreted as an ensemble of irrational unconscious drives. The concepts of K. Levin, A. Maslow, G. Allport, K. Rogers, which are very productive in terms of specific methodological solutions, also show certain limitations. But in the field of personality psychotherapy, communication training and other things, the successes of Western empirical psychology are very noticeable. In domestic psychology, the personality is considered in unity (but not identity) and the sensual essence of its bearer - the individual and the conditions of the social environment. The natural properties and characteristics of the individual appear in the personality as its socially determined elements. Personality is a mediating link through which external influence is connected with its effect in the psyche of the individual. The emergence of a personality “in hell of a systemic quality is due to the fact that an individual, in joint activity with other individuals, changes the world and through this change transforms himself, becoming a personality. The personality is characterized by:

1) activity - the desire of the subject to go beyond his own limits, expand the scope of activity, act beyond the boundaries of the requirements of the situation and role prescriptions;

2) orientation - a stable dominant system of motives - interests, beliefs, ideals, tastes and other things in which human needs manifest themselves;

3) deep semantic structures (semantic dynamic systems, according to L. S. Vygotsky), which determine her consciousness and behavior; they are relatively resistant to verbal influences and are transformed into activities of joint groups and collectives (the principle of activity mediation);

4) the degree of awareness of their relationship to reality: attitudes, attitudes, dispositions, etc. A developed personality has a developed self-awareness, which does not exclude the unconscious mental regulation of some important aspects of its activity. Subjectively, for an individual, a personality acts as his Self, as a system of ideas about himself, constructed by an individual in the processes of activity and communication, which ensures the unity and identity of his personality and reveals himself in self-assessments, in a sense of self-esteem, a level of claims, etc. The image of the Self is something how the individual sees himself in the present, in the future, what he would like to be if he could, etc. Correlating the image of the I with the real circumstances of the individual's life allows the individual to change behavior and realize the goals of self-education. The appeal to self-esteem and self-respect of the individual is an important factor in the directed impact on the individual in the course of education. Personality as a subject of interpersonal relations reveals itself in three representations that form a unity:

1) a personality as a relatively stable set of its intra-individual qualities: symptomatic complexes of mental properties that form its individuality, motives, personality orientations; the structure of the character of the personality, features of temperament, abilities;

2) personality as the inclusion of an individual in the space of interindividual relations, where relationships and interactions that arise in a group can be interpreted as carriers of the personalities of their participants; in this way, for example, a false alternative is overcome in understanding interpersonal relationships either as group phenomena or as personality phenomena: the personal acts as a group, the group - as a personal one;

3) personality as an “ideal representation” of an individual in the life of other people, including outside of their actual interaction; as a result of the semantic transformations of the spheres of intellectual and affective needs of other personalities actively implemented by a person. An individual in his development experiences a socially determined need to be a person - to posit himself in the life of other people, continuing his existence in them, and discovers the ability to be a person, realized in a socially significant activity. The presence and features of the ability to be a person can be detected using the method of reflected subjectivity. The development of personality occurs in the conditions of socialization of the individual and his upbringing.

PERSONALITY(English) personality; from lat. persona- actor mask; role, position; face, personality). In the social sciences, L. is considered as a special quality of a person acquired by him in the sociocultural environment in the process of joint activities and communication. In humanistic philosophical and psychological concepts, L. is a person as a value for the sake of which the development of society is carried out (see. And.Kant). With all the variety of approaches to understanding L., the following are traditionally distinguished. aspects of this problem: 1) the versatility of the phenomenology of natural sciences, reflecting the objectively existing diversity of manifestations of man in the evolution of nature, the history of society, and his own life; 2) the interdisciplinary status of the problem of L., which is in the field of study of the social and natural sciences; 3) the dependence of the understanding of L. on the image of a person who explicitly or covertly exists in culture and science at a certain stage of their development; 4) discrepancy between the manifestations of the individual, L. and individuality, studied within the framework of relatively independent of each other biogenetic,sociogenetic and personogenetic directions of modern human knowledge; 5) breeding a research setting that orients a specialist to understanding the development of L. in nature and society, and a practical setting aimed at the formation or correction of L. in accordance with the goals set by society or set by a specific person who turned to a specialist.

Representatives in the spotlight biogenetic orientation there are problems of human development as an individual with certain anthropogenetic properties ( makings,temperament, biological age,floor, body type, neurodynamic properties n.with., organic impulses, attraction,needs etc.), which go through various stages maturation as the phylogenetic program of the species is implemented in ontogeny. The maturation of the individual is based on the adaptive processes of the body, which are studied by differential and age psychophysiology,psychogenetics,neuropsychology, gerontology, psychoendocrinology and sexology. (See also human constitution.)

Representatives of different trends sociogenetic orientation study processes socialization person, mastering social norms and roles, acquisition of social attitudes (cf. attitude) and value orientations, the formation of the social and national character of a person as a typical member of a particular community. Problems of socialization, or, in a broad sense, social adaptation the person, are developed g. about. in sociology and social psychology, ethnopsychology, history of psychology. (See also Basic structure of personality,marginal personality,Psychology social.)

In the spotlight personogenetic orientation there are problems of activity, self-awareness and creativity L., the formation of the human self, the struggle motives, education of individual character and abilities, self-realization and personal choice, incessant search meaning life. L. is engaged in the study of all these manifestations general psychology L.; various aspects of these problems are covered in psychoanalysis,individual psychology,analytical and humanistic psychology.

In the isolation of the biogenetic, sociogenetic and personogenetic directions, a metaphysical scheme for determining the development of L. is manifested under the influence of 2 factors: the environment and heredity(cm. convergence theory). Within the framework of the cultural-historical system-activity approach a fundamentally different scheme is being developed for determining the development of L. In this scheme, the properties of a person as an individual are considered as “impersonal” prerequisites for the development of L., which in the course of the life path can receive personal development.

The sociocultural environment is a source that feeds the development of L., and not a “factor” that directly determines behavior. Being a condition for the implementation of human activity, it carries those social norms, values, roles, ceremonies, tools, systems signs, faced by the individual. The real foundations and driving force behind the development of L. are joint activities and communication, through which the movement of L. in the world of people is carried out, introducing it to culture. The relationship between the individual as a product anthropogenesis, a person who has mastered the socio-historical experience, and an individual who transforms the world, m. b. conveyed by the formula: “An individual is born. They become a person. Individuality is upheld."

Within the framework of the system-activity approach, L. is considered as a relatively stable set of mental properties, as a result of the inclusion of an individual in the space of interindividual connections. An individual in his development experiences a socially conditioned need to be L. and discovers the ability to become L., realized in socially significant activities. This determines the development of man as L.

The abilities and functions that form in the course of development reproduce in L. historically formed human qualities. The mastery of reality in the child is carried out in his activity with the help of adults. The activity of the child is always mediated by adults, directed by them (in accordance with their ideas about proper upbringing and pedagogical skills). Based on what the child already possesses, adults organize his activities to master new aspects of reality and new forms of behavior. Children's activity).

L.'s development is carried out in activity (see. Leading activity), controlled system of motives. The activity-mediated type of relationship that a person develops with the most reference group (or person) is a determining factor in development (see. Activity mediation of interpersonal relations theory).

In general, the development of L. m. presented as a process and result of a person entering a new socio-cultural environment. If an individual enters a relatively stable social community, he, under favorable circumstances, goes through 3 phases of his formation in it as a L. 1st phase - adaptation- presupposes the assimilation of existing values ​​and norms and the mastery of the corresponding means and forms of activity, and thereby, to some extent, the assimilation of the individual to other members of this community. 2nd phase - individualization- is generated by the growing contradictions between the need to "be like everyone else" and L.'s desire for maximum personalization. 3rd phase - integration- is determined by the contradiction between the desire of the individual to be ideally represented by his own characteristics and differences in generality and the need for generality to accept, approve and cultivate only those of its features that contribute to its development and thereby the development of himself as a L. If the contradiction is not eliminated, disintegration occurs and, as a result, either the isolation of L., or its displacement from the community, or degradation with a return to earlier stages of its development.

When an individual fails to overcome the difficulties of the adaptation period, he develops qualities conformity, dependence, timidity, insecurity. If at the 2nd phase of development an individual, presenting a reference for him group personal properties that characterize his individuality do not meet mutual understanding, then this can contribute to the formation negativism, aggression, suspicion, mendacity. With the successful passage of the integration phase in a highly developed group, an individual develops humanity, confidence, justice, self-discipline, self-confidence etc., etc. Due to the fact that the situation of adaptation, individualization, integration with the successive or parallel entry of an individual into various groups is repeatedly reproduced, the corresponding personality neoplasms are fixed, a stable structure of L.

A particularly significant period in the age development of L. - teenage years(boyhood) and early youth, when developing L. begins to single out itself as an object of self-knowledge and self-education. Initially assessing others, L. uses the experience of such assessments, developing self-esteem, which becomes the basis of self-education. But the need for self-knowledge (primarily in the awareness of one's moral and psychological qualities) cannot be. identified with the withdrawal into the world of inner experiences. Growth self-awareness, associated with the formation of such qualities of L. as will and moral feelings, contributes to the development of persistent beliefs and ideals. The need for self-awareness and self-education is generated, first of all, by the fact that a person must be aware of his capabilities and needs in the face of future changes in his life, in his social status. If there is a significant discrepancy between the level of L.'s needs and her capabilities, acute affective experiences arise (see. affects).

In the development of self-awareness in adolescence, a significant role is played by the judgments of other people, and above all, the assessment of parents, teachers and peers. This makes serious demands on the pedagogical tact of parents and teachers, requires individual approach to each developing L.

Conducted in the Russian Federation since the mid-1980s. work to update the education system involves the development of the L. of the child, adolescent, youth, the democratization and humanization of the educational process in all types of educational institutions. Thus, there is a change in the purpose of education and learning, which is not the aggregate knowledge,skills and skills, and free development of human L.. Knowledge, skills and abilities retain their exceptional importance, but not as a goal, but as a means to achieve the goal. Under these conditions, the task of forming the basic culture of literature comes to the fore, which would make it possible to eliminate the contradictions between technical and humanitarian culture in the structure of literature, overcome the alienation of man from politics and ensure his active inclusion in the new socio-economic conditions of society. The implementation of these tasks presupposes the formation of a culture of self-determination of L., an understanding of the inherent value of human life, its individuality and uniqueness. (A. G. Asmolov, A. V. Petrovsky.)

Added ed.: An almost generally accepted translation of the word L. as personality(and vice versa) is not quite adequate. personality- it is rather individuality. In Peter's time, a doll was called a person. L. is selfhood, selfness or self, which is close to Russian. the word "self". A more accurate equivalent of the word "L." in english lang. does not exist. The inaccuracy of the translation is far from harmless, because readers get the impression or belief that L. is subject to testing, manipulation, formation, etc. L. formed from the outside becomes the cash of the one who formed it. L. is not a product of the collective, adaptation to it or integration into it, but the basis of the collective, any human community that is not a crowd, herd, flock or pack. The commonality is strong in the variety of L. that constitutes it. Synonymous with L. is her freedom, along with a sense of guilt and responsibility. In this sense, L. is above the state, the nation, she is not inclined to conformity, although not alien to compromise.

In ros. the philosophical tradition of L. is a miracle and a myth (A. F. Losev); "L. same, understood in the sense pure L., for each I is only an ideal - the limit of aspirations and self-construction ... It is impossible to give the concept of L. ... it is incomprehensible, goes beyond the limits of any concept, transcendent to any concept. One can only create a symbol of the fundamental characteristic L... As for the content, it cannot be. rational, but - only directly experienced in the experience of self-creation, in the active self-construction of L., in the identity of spiritual self-knowledge" ( Florensky P.BUT.).M.M.Bakhtin continues Florensky's thought: when we are dealing with the cognition of L., we must generally go beyond the limits of subject-object relations, by which the subject and object are considered in epistemology. This must be taken into account by psychologists who use strange phrases: "subjectivity of L.", "psychological subject". About the last frankly sarcastic G.G.Shpet: “A psychological subject without a residence permit and without a physiological organism is simply a native of a world unknown to us ... if we take him for a real one, he will certainly draw in an even greater wonder - a psychological predicate! Today, philosophically and psychologically suspicious subjects and their shadows are increasingly wandering through the pages of psychological literature. An unscrupulous subject, a soulless subject - this, most likely, is not quite normal, but familiar. And a sincere, conscientious, spiritualized subject is funny and sad. Subjects can represent, including all sorts of abominations, and L. - personify. It is no coincidence that Losev connected the origin of the word L. with a face, and not with a mask, a person, a mask. L., as a miracle, as a myth, as uniqueness does not need extensive disclosure. Bakhtin reasonably noted that L. can reveal himself in a gesture, in a word, in an act (and maybe even drown). BUT.BUT.Ukhtomsky was undoubtedly right in saying that L. is functional organ individuality, her condition. It should be added - a state of mind and spirit, and not an honorary life title. After all, she can lose face, distort her face, drop her human dignity, which is taken by force. Ukhtomsky echoed H.BUT.Bernstein, saying that L. is the supreme synthesis of behavior. Supreme! In L. integration, merging, harmony of external and internal is achieved. And where there is harmony, science, including psychology, falls silent.

So, L. is a mysterious excess of individuality, its freedom, which cannot be calculated, predicted. L. is visible immediately and entirely, and thus differs from the individual, whose properties are subject to disclosure, testing, study and evaluation. L. is an object of surprise, admiration, envy, hatred; the subject of an unbiased, disinterested, understanding insight and artistic depiction. But not the subject of practical interest, formation, manipulation. What has been said does not mean that it is contraindicated for psychologists to think about L. But to think, and not to define or reduce it to a hierarchy motives, the totality of its needs,creativity, cross hairs activities,affects,meanings, subject, individual, etc., etc.

Let us give examples of useful reflections on L. A. S. Arseniev: L. is a reliable person, whose words and deeds do not diverge from each other, who freely decides what to do and is responsible for the results of his actions. L. is, of course, an infinite being, breathing bodily and spiritually. L. is characterized by awareness conflict between morality and morality and the primacy of the latter. The author insists on a value rather than a monetary and market dimension. L. T. M. Buyakas identifies other features: L. is a person who has embarked on the path of self-determination, overcoming the need to seek support in external support. L. has the ability to fully rely on himself, make an independent choice, take his position, be open and ready for any new turns in his life path. L. ceases to depend on external assessments, trusts herself, finds internal support in herself. She is free. No description of L. can be. exhaustive. (V.P. Zinchenko.)

Personality. A stable complex of socially significant traits inherent in the individual and socially determined. L. is a person as a whole; consciousness and self-consciousness are inherent in him. The social conditionality of personality traits indicates the need to study it in the context of social conditions.

Personality - 1) a person as a subject of social relations and conscious activity; 2) the systemic quality of the individual determined by involvement in social relations, which is formed in joint activities and communication. In the categorical system of psychology, L. has the character of a substantive category. In "hormic psychology" (W. McDougall), in psychoanalysis (Z. Freud, L. Adler), L. was interpreted as an ensemble of irrational unconscious drives. Behaviorism actually removed the problem of L., which had no place in the mechanistic scheme "S-R" ("stimulus-response"). Very productive in terms of specific methodological solutions, the concepts of K. Levin, A. Maslow, G. Allport, K. Rogers reveal a certain limitation, which manifests itself: in physicalism (the transfer of the laws of mechanics to the analysis of the manifestations of L., for example, in K. Levin), in indeterminism in "humanistic psychology" and existentialism. The successes of Western empirical psychology in the field of psychotherapy of L., communication training, etc. are noticeable. In Russian psychology, a person is characterized as a L. by a system of relations conditioned by life in society, of which he is the subject. In the process of interacting with the world, an actively acting L. acts as a whole in which knowledge of the environment is carried out in unity with experience. L. is considered in the unity (but not identity) of the sensual essence of its bearer - the individual and the conditions of the social environment (B.G. Ananiev, A.N. Leontiev). The natural properties and characteristics of the individual appear in L. as its socially conditioned elements. So, for example, brain pathology is biologically determined, but the character traits generated by it become the characteristics of L. due to social determination. L. is a mediating link through which external influence is connected with its effect in the psyche of the individual (S.L. Rubinshtein). The emergence of L. as a systemic quality is due to the fact that the individual, in joint activity with other individuals, changes the world and through this change transforms himself, becoming L. (A.N. Leontiev). L. is characterized by activity, i.e., the desire of the subject to go beyond his own limits, expand the scope of his activities, act beyond the boundaries of the requirements of the situation and role prescriptions (achievement motivation, risk, etc.). L. is characterized by orientation - a stable dominant system of motives - interests, beliefs, ideals, tastes, etc., in which human needs manifest themselves; deep semantic structures ("dynamic semantic systems", according to L. S. Vygotsky), which determine her consciousness and behavior, are relatively resistant to verbal influences and are transformed in the joint activities of groups and collectives (the principle of activity mediation), the degree of awareness of one’s relations to reality: attitudes (according to V.N. Myasishchev), attitudes (according to D.N. Uznadze, A.S. Prangishvili, S.A. Nadirashvili), dispositions (according to V.A. Yadov), etc. Developed L. has a developed self-awareness, which does not exclude the unconscious mental regulation of some important aspects of activity L. Subjectively, for an individual, L. acts as his "I" (the image of "I", I am a concept), a system of ideas about himself, constructed by an individual in the processes of activity and communication, ensuring the unity and identity of his L. and revealing himself in self-assessments, in a sense of self-esteem, the level of claims, etc. The image of the "I" is how the individual sees himself in the present, in the future, what he would like to be if he could, etc. Correlation of the image of the "I" with real life circumstances of the individual allows L. to change their behavior and achieve the goals of self-education. The appeal to self-esteem and self-respect of L. is an important factor in the directed influence on L. in the process of education. L. as a subject of interpersonal relations reveals itself in three representations that form a unity (V.A. Petrovsky). 1) L. as a relatively stable set of her intra-individual qualities: symptomatic complexes of mental properties that form her individuality, motives, orientations of L. (L.I. Bozhovich), character structure of L., features of temperament, abilities (works by B.M. Teplov, V.D. Nebylitsyn, V.S. Merlin, etc.). 2) L. as the inclusion of an individual in the space of interindividual connections, where relationships and interactions that arise in a group can be interpreted as carriers of L. of their participants. Thus, for example, a false alternative is overcome in understanding interpersonal relationships either as group phenomena or as L. phenomena - the personal acts as a group, the group - as a personal (A.V. Petrovsky). 3) L. as an “ideal representation” of an individual in the life of other people, including outside their actual interaction, as a result of semantic transformations of the intellectual and affective-need spheres of L. of other people actively carried out by a person (V.A. Petrovsky). The individual in his development experiences a socially determined "need to be L.", i.e., to posit himself in the life activity of other people, continuing his existence in them, and discovers "the ability to be L. ", implemented in socially significant activities. The presence and features of the "ability to be L." can be detected using the reflected method. The development of L. is carried out in the conditions of the subjectivity of the individual's socialization and his upbringing.

PERSONALITY(Person; Personlichkeit) - aspects or hypostases of the soul that lives in the real world; for a developing personality, it is essential to separate from collective values, in particular from those inherited or already realized by the person.

“It is enough, for example, to carefully observe someone under various circumstances in order to discover how his personality changes dramatically when moving from one environment to another, and each time a sharply defined and clearly different character is revealed.<...>In accordance with social conditions and needs, the social character is guided, on the one hand, by the expectations and requirements of the business environment, and, on the other hand, by the social intentions and aspirations of the subject himself. Usually, the domestic character is formed, rather, according to the spiritual needs of the subject and his need for convenience, which is why it happens that people who are extremely energetic, courageous, stubborn, stubborn and shameless in public life, at home and in the family turn out to be good-natured, gentle, compliant and weak. Which character is true, where is the real personality? Such a person has no real character at all, he is not individual at all, but collective, that is, he corresponds to general circumstances, meets general expectations. If it were individual, it would have the same character, with all the difference in attitude. He would not be identical with each given attitude and could not, and would not want to prevent his individuality from being expressed in one way or another, both in one and in the other state. In reality, he is individual, like any other being, but only unconsciously. By his more or less complete identification with each given attitude, he deceives at least others, and often himself, as to what his real character is; he puts on a mask of which he knows that it corresponds, on the one hand, to his own intentions, on the other hand, to the claims and opinions of his environment, and now one or the other moment prevails ”(PT, par. 697-698).

Introduction

1. Man, Individual, Personality

2. Personality as a subject and product of social relations

2.1 The social essence of the individual

2.2 Personal socialization

2.3 Interpersonal relationships

Conclusion

List of used literature

Introduction

The problem of personality is one of the main ones in the system of sciences that study man and society. Personality is a separate person, characterized by its integrity, conscious-volitional manifestations. Modern society involves a person in the cycle of various processes, connections, relationships. Consequently, personality is a system of social qualities of a person, which is formed on the basis of its inclusion in the system of social relations. .

Man is the main subject and product of social relations. Due to the fact that it is a multifaceted and multifaceted being, consideration of its nature, essence and relationship with society is of particular interest. Man and society arose and formed in an inseparable unity. It was a holistic process that lasted several million years. That is why the study of society is impossible without penetrating the mystery of man. It will not be an exaggeration that the essence of the problem of social relations and personality in modern society is the question of how exactly social relations affect the personality and, on the other hand, how it transforms its social environment. In one respect, the individual acts as a product of social and cultural conditions, but in another, he is the creator of his own conditions of existence, i.e. social subject.

The problem of a person's personality, its formation and development in modern literature is the most developed, while the understanding of a person as a subject and product of social relations has been studied less, which makes this topic of particular relevance.

The purpose of this essay: to reveal the essence of personality as a subject and product of social relations. To do this, it is necessary to consider the differences between the concepts of "man", "individual" and "personality", and then to identify the relationship with the individual and society.

The work consists of an introduction, two chapters, a conclusion and a list of references. The total amount of work is 18 pages.

1. Man, Individual, Personality

Man is a complex system, he is multidimensional. Here the biological, social and spiritual principles, consciousness and the sphere of the subconscious are interconnected. From a scientific point of view, man is a unique product of the long development of living nature and at the same time the result of the cosmic evolution of nature itself. At the same time, a person is born and lives in society, in a social environment. He has a unique ability to think, thanks to which the spiritual world of man, his spiritual life, exists. Society mediates the relationship of man to nature, and therefore a being born by man becomes really a man only when he is included in social relations. These truths allow us to talk about essence of man as a unity of natural and social.

The combination of natural and social levels (elements) of the “man” system is a stable component in other concepts that characterize a person: “individual”, “personality”, “individuality”. In philosophy, there is one of the key collective terms - "subject". It covers the concepts listed above, since it characterizes the cognitive and practical activities of a person. Subject- an active person with his knowledge, experience and ability to change the objective situation of his being and himself (his qualities) in the process of socially significant activity. "Subjectivity" - an important aspect of the individual being of a person, his connection with social being. This term should not be confused with the concept of "human subjectivity", which is understood as the world of thought, will, and feelings inherent in man. The content of the concept of "subject" includes all socially significant characteristics of a person, and first of all a person as a creator of history. Human needs, interests, abilities act as the driving force of socio-historical activity and in their totality form the content of human nature. In other words, Man - it is the subject of socio-historical activity and culture, a biosocial being with consciousness, articulate speech, moral qualities and the ability to make tools.

The concept of "personality" is one of the most vague and controversial in science. Concept evolution personalities from the initial designation of the mask (Latin persona meant the mask worn by the actor in the ancient theater), then the actor himself and, finally, his role - gave impetus to the development of ideas about the individual as a system of role-playing behavior under the influence of social expectations.

Understanding that a person is a biosocial being is an important point in understanding the concept of "personality". He is inseparable from his nature, corporeality, materiality. But at the same time, he is the owner of consciousness, soul. Therefore, a personality, as a complex awareness of a given biosocial nature of a person, characterizes what is under the influence of two laws: natural-biological and socio-historical. That is, the biological principle: anatomy, physiology, the flow of various processes in the body, is inextricably linked in it with social features: collective work, thinking, speech, and the ability to be creative.

The Philosophical Encyclopedia defines personality as follows: it is a human individual as a subject of relations and conscious activity.

Other meaning, personality- a stable system of socially significant features that characterize an individual as a member of a particular society, i.e. personality is a systemic quality acquired by an individual in the process of joint activity and communication.

Personality- this is a special quality acquired by an individual through social relations, emphasized A.N. Leontiev.

However, with all the variety of interpretations of the concept of "personality", their authors agree that a person is not born, but becomes, and for this a person must make considerable efforts: to master speech, a variety of motor, intellectual and sociocultural skills.

But, is every person a person? Obviously not. A person in the tribal system was not a person, 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. He has a certain set of biological properties and characteristics, but until a certain period of life he is devoid of signs of a social order. Therefore, he cannot perform actions and actions, driven by a sense of social responsibility. A child is only a candidate for a person. In order to become a person, an individual goes through the necessary path for this. socialization , that is, the assimilation of social experience accumulated by generations of people, accumulated in skills, abilities, habits, traditions, norms, knowledge, values, etc., familiarization with the existing system of social ties and relations.

The history of man begins when there is a turn in his attitude to changes in the environment. From the moment when the human ancestor ceased to respond to changes in the environment by changing its morphology, appearance, forms of adaptation and began to form its artificial environment (clothing, the use of fire, building a home, preparing food, etc.), the social history of man begins. . Such forms of social adaptation required the division of labor, its specialization, the complication of forms of herd, and then group organization. These forms of social adaptation found their expression in the complication of the function of brain activity, as evidenced by the data of anthropologists: the volume of the brain of human ancestors at that time grew incredibly, the forms of collective activity became more complicated, verbal communication developed, speech arose as a means of communication, information transfer, consolidation labor skills.

All this allowed the human community to get great opportunities in providing life. At the same time, the improvement of labor tools, the appearance of surpluses of products of primitive production immediately affected the forms of organization of social life: it became more complicated, society became structured. And the role that a particular person can play in resolving the contradictions that arise in social processes depends, first of all, on their scale, the ratio of necessary and accidental in them, on the characteristics of society.

But personality traits are not the last place here. Sometimes they have a very significant impact on social processes. Involving in social processes, a person thereby changes the circumstances of his life, actively determines and develops the “line” of his own destiny. In other words, the main condition for the self-determination of the individual and the conscious regulation of his life activity is his social activity.

Personality formation factors are presented in Fig. 1

Figure 1 - Personality formation factors

So, personality called the human individual, who is the subject of conscious activity, possessing a set of socially significant features, properties and qualities that he implements in public life.

Personality is impossible outside of social activity and communication, only by being included in the process of historical practice, the individual manifests a social essence, forms his social qualities, and develops value orientations.

Thus, a personality is a product of the integration of processes that carry out the life relations of the subject.

The next chapter is devoted to the features of development and the relationship between the individual and society.

2. Personality as a subject and product of social relations

2.1 C social essence of personality

As noted above, the concept of personality is inextricably linked with the social properties of a person. When talking about a person, first of all, they mean it social individuality, which is formed in the process of education and human activity, under the influence of a particular society and its culture. Outside of society, an individual cannot become an individual, and even more so a person, thus the ties between the individual, the individual and society are emphasized. Let's try to understand these connections.

In science, there are two approaches to personality. The first one considers the essential (most important for understanding a person) characteristics (Fig. 2).

Figure 2 - The essential characteristic of the personality

Here the personality acts as an active participant in free actions, as a subject of knowledge and change of the world. At the same time, such qualities are recognized as personal, which determine the way of life and self-esteem of individual characteristics. Other people will certainly evaluate a person through comparison with the norms established in society. A person with reason constantly evaluates himself. At the same time, self-esteem can change depending on the manifestations of the personality and the social conditions in which it operates.

The second direction of studying personality considers it through a set of functions, or roles. A person, acting in society, manifests himself in a variety of circumstances, depending not only on individual traits, but also on social conditions. So, let's say, in a tribal system, relationships in the family require some actions from its older members, in modern society - others. A person can simultaneously carry out actions, performing different roles - an employee, a family man, an athlete, etc. He performs actions, manifests himself actively and consciously. He can be a more or less skilled worker, a caring or indifferent family member, a stubborn or lazy sportsman, etc. The manifestation of activity is characteristic of a personality, while an impersonal existence allows for “floating by chance”.

The study of personality through role characteristics necessarily implies a person's connection with social relations, dependence on them. It is clear that both the set of roles and their performance are connected with the social structure and with the individual qualities of the performer (compare, for example, the role of a worker, ruler, warrior, scientist in different eras).

Social roles, all the variety of social behavior of an individual are determined by social status and the values ​​and norms prevailing in society or in a given group (Fig. 3).

Figure 3 - Diversity of social behavior of the individual

In its role manifestations, a personality develops, improves, changes: it acts, loves, hates, fights, yearns not for a personality in itself, but for a person who has personality traits. Through it, in a special way, inherent only to him, organizing his activities, relationships, the individual appears as a Man. Thus, the concept of "personality" is connected with the concept of "society".

2.2 Personal socialization

In the process of development of the individual as a person, he is more and more fully included in the system of social relations. The ties of the individual with people and different spheres of the life of society expand and deepen, and only thanks to this does she master social experience, appropriate it, make it her property. First, through communication with parents, other people, and then through various types of joint activities with them, a person learns social experience, masters the norms, rules, ways of behavior and activity, individual actions - the socialization of the individual occurs, it is formed and develops. subjectivity. This aspect of personality development is defined as its socialization(Fig. 4).

Figure 4 - Factors of personality socialization

Socialization begins from the first minutes of the existence of the individual and proceeds throughout his life. Each person goes through his own path of socialization. A person can be called a personality when he reaches such a level of mental and social development that makes him able to control his behavior and activities, to give an account of the results and consequences of his actions and actions. In other words, a person becomes a personality when he is able to act as a subject of activity, when he has a certain degree of self-consciousness.

Socialization is carried out through communication, upbringing, education, mass media, social control system, etc. It takes place in the family, kindergarten, school, special and higher educational institutions, labor collective, informal social groups, etc.

In the process of socialization, everyday, worldly views and ideas, production, labor skills, legal and moral norms of behavior, political attitudes and goals, social ideals, scientific knowledge, religious values, etc. are assimilated, entering the structure of the personality.

By joining various spheres of social life, a person acquires more and more independence, relative autonomy, i.e. its development in society includes the process individualization - fundamental phenomenon of human social development. One of its signs (and indicators) is that each person forms his own (and unique) way of life and his own inner world.

In Process Research socialization-individualization it is important to reveal how social relations are reflected in the psyche of the individual, and how, thanks to this reflection, he organizes his life in society.

The study of personality development involves analyzing not only how it appropriates social experience and joins the life of society, but also its original contribution that enriches this life. By this we emphasize the importance of personal activity, as well as the fact that socialization is inextricably linked with individualization. Thus, a person not only learns to arbitrarily regulate his behavior, but more importantly, in the process of development at a certain stage, he begins to consciously organize his own life, and therefore determine his own development to some extent.

Thus, a person is born, a person becomes in the process of socialization.

A person cannot become a person bypassing the process of socialization.

Socialization begins in childhood and continues throughout life. Its success depends on how much a person, having learned the values ​​and norms of behavior accepted in a given culture, will be able to realize himself in the process of social life.

The process of socialization goes through several stages, which sociologists call life cycles: childhood, youth, maturity and old age. Life cycles are associated with changing social roles, acquiring a new status, changing habits and lifestyles.

According to the degree of achievement of the result, they distinguish between initial, or early, socialization, covering the periods of childhood and adolescence, and continued, or mature, socialization, covering maturity and old age.

The formation of a person's personality in the process of socialization occurs with the help of the so-called agents and institutions of socialization .

Figure 5 - Mechanisms and means of socialization of the individual

Under agents socialization refers to individuals responsible for educating others about cultural norms and helping them master various social roles .

There are agents:

Primary socialization: parents, brothers, sisters, close and distant relatives, friends, teachers, etc. Agents of primary socialization constitute the immediate environment of a person and play a crucial role in the process of forming his personality;

Secondary socialization: university officials, enterprises, television employees, etc. Agents of secondary socialization have a less important influence.

Institutes of socialization- these are social institutions that influence the process of socialization and direct it. Like agents, socialization institutions are also divided into primary and secondary. An example of a primary institution of socialization is family, school, secondary - media, army, church.

The primary socialization of the individual is carried out in the sphere of interpersonal relations, the secondary - in the sphere of social relations.

Agents and institutions of socialization perform two main functions :

1) teach people accepted in society cultural norms and patterns of behavior;

2) carry out social control over how firmly, deeply and correctly these norms and patterns of behavior are assimilated by the individual. Therefore, such elements of social control as encouragement(for example, in the form of positive ratings) and punishment(in the form of negative assessments) are at the same time methods of socialization.

Thus, a personality is a product of the integration of processes that carry out the life relations of the subject.

2.3 Interpersonal relationships

In the course of their life activity, people enter into diverse relationships with each other. public (social) relations. One type of social relationship is interpersonal relationships, i.e. relationships between individuals on various grounds.

Depending on the presence or absence of elements of standardization and formalization, all interpersonal relations are divided into official and unofficial which differ from each other, firstly, by the presence or absence of a certain normativity in them. official relations are always regulated by some specific norms - legal, corporate, etc. For example, in many schools there is a list of requirements for the behavior of students within the walls of the school. In particular, they fix the nature of the relationship between students and teachers, as well as between students of different ages. In contrast to them, on the basis of a personal relationship of a person to a person, in a group informal relations. For them, there are no generally accepted norms, rules, requirements and regulations.

Secondly, official relations standardized and depersonalized, i.e. the rights and obligations that develop within the framework of official interpersonal relations do not depend on the individual, while informal interpersonal relations are determined by the individual personal characteristics of their participants, their feelings and preferences. Finally, in official relations, the possibility of choosing a communication partner is extremely limited, while in informal relations It is the choice of the individual that plays the decisive role. Such a choice is made by communication partners, depending on the inherent need for communication and interaction with a person who is quite specific in their personal qualities.

The formal and informal interpersonal relationships that people enter into with each other are extremely diverse. In connection with the main joint activity for the group, business interpersonal relations arise. They are determined by the position of the members of the group and the performance of their functional duties. Regardless of the main activity of the group, personal relationships arise. They are conditioned, first of all, by likes and dislikes. Business and personal relationships in real life complement each other.

In addition, there are vertical relationships (interpersonal relationships formed between people occupying different positions in the official or informal structure of the group) and horizontal relationships (interpersonal relationships of people occupying the same position in the official or informal structure of the group). For example, the relationship between a boss and a subordinate is a vertical relationship, while the relationship between colleagues is a horizontal relationship.

Often, rational relations are distinguished, in which people's knowledge of each other and their objective characteristics come to the fore, and emotional ones, which are based on the individual perception of a person by a person.

Conclusion.

Personality is a social individual, an object and subject of social relations and the historical process, manifesting itself in communication, in activity, in behavior.

Personality is not only an object of social relations, not only experiences social influences, but also refracts and transforms them, since gradually the personality begins to act as a set of internal conditions through which the external influences of society are refracted.

The formation of the personality, its socialization goes: "from the outside" - through the mechanisms of education and "from the inside" - through the mechanisms of self-socialization, self-regulation and self-defense.

Obviously, the content, methods and methods of personality formation depend on the level of economic, political, legal, cultural development of a particular society, on the traditions and customs of the people, and many other factors.

It is impossible to take into account all the objective and subjective factors of personality formation, and therefore it is impossible to give a final definition of “personality”, to describe all its possible characteristics and qualities. Nevertheless, a generalized indicator of a person is her spirituality, expressed in accordance with her actions, qualities, interests, needs, ideals, both to the fundamental public interests and to her human nature.

Conclusion

Man- the highest stage of development of living organisms on Earth, the subject of labor, the social form of life, communication and consciousness.

The concept of "man" generalizes the social and biological principles. Therefore, along with it, concepts have been introduced in science that reflect individual aspects of a person, such as an individual, individuality, personality.

Individual- this is a single person, a representative of the human race, possessing certain biological characteristics, the stability of mental processes and properties, activity and flexibility in the implementation of these properties in relation to a particular situation.

Individuality- a peculiar combination of biological and social characteristics of a person that distinguishes him from other people. If a person is an individual by the fact of his birth, then the individuality is formed and modified in the process of his life.

The concept of personality expresses the social essence of a person.

Personality- this is the integrity of the social properties of a person, a product of social development and the inclusion of an individual in a system of social relations.

Personality is the social image of a person, which is formed from his social image and internal appearance:

The social image is determined by the activity and position of a person in society, the realization of his individual potential, the level of development and social activity of the individual.

The internal appearance is the individuality of a person, his natural inclinations, traits and properties, relatively unchanged and constant over time and situations that distinguish one individual from another.

Personality is the result of the process of education and self-education. “A person is not born, but becomes” (A.N. Leontiev).

The basis for the formation of personality are public relations. The inclusion of an individual in various social groups, the implementation of constant interactions with other people is a necessary condition for the formation and development of the social "I".

The formation of personality occurs in the process of socialization.

Socialization the process of influence of society and its structures on them throughout the life of individuals, as a result of which people accumulate social experience of life in a particular society, and become individuals.

Socialization covers all the processes of familiarization with culture, training and education, through which a person acquires a social nature and the ability to participate in social life.

Everything surrounding the individual takes part in the process of socialization: family, neighbors, peers in children's institutions, school, the media, etc.

It is the inclusion of the individual in the social environment that makes it possible for a biological being to turn into a social being, to become human who recognizes himself as personality, having determined its place in society and life path, becomes individuality, acquires dignity and freedom, which make it possible to distinguish him from any other person, to distinguish him from others.

Thus, a person is both an object and a product of social relations, and an active subject of activity, communication, consciousness, self-consciousness.

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Man is a unity of biological and social nature. Like all living things, he is born and dies, earns his livelihood, equips his dwelling, leaves behind offspring. But unlike animals, a person is characterized by symbolically mediated interaction (communication), in which not only living but also past generations participate. This interaction (culture) determines the forms and ways of life (that is, social, economic, family, political, religious, etc. relations) of a person. Representatives of different sociological schools define the ratio of biological and social in a person in different ways (for example, from the point of view of social Darwinism, human life is determined by the factors of biological life: the struggle for existence, natural selection, etc., and from the standpoint of Marxist sociology, competition and enmity between people are generated by social relations, therefore, under a certain social structure, they can disappear).

Man is a general, generic concept. It denotes everyone who belongs to the human race, since it has the properties and qualities inherent in all people. The individual is understood as a single concrete person. Individuality is defined as social uniqueness, which is formed in the process of upbringing and human activity under the influence of a specific socio-cultural environment and distinguishes one individual from another.

The concept of personality emphasizes the non-natural essence of a person and an individual and means a subject of conscious activity, possessing a set of socially significant features, properties and qualities that he implements in public life.

In sociology, personality is defined in two ways:

1) this is a systemic quality of an individual, determined by his involvement in social relations and manifested in joint activities and communication,

2) the subject of social relations and conscious activity.

The following factors influence the formation of personality (according to S.S. Frolov):

1. biological inheritance

2. physical environment (climatic conditions, natural resources)

3. culture

4. group experience (surrounding people)

5. unique personalized experience

1) biological inheritance cannot completely create a person, since neither culture nor social experience is transmitted with genes. However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities (the helplessness of the child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, an infinite variety is created temperaments, characters, abilities that make every human personality individuality, i.e., a unique, unique creation.

2) Physical environment. Some researchers (Aristotle, Hippocrates, G.V. Plekhanov, L.N. Gumilyov) believed that group differences in the behavior of individuals are mainly determined by differences in climatic, geographical features and natural resources.

However, in similar physical and geographical conditions, different types of personalities are formed, and, conversely, it often happens that similar group characteristics of personalities develop in different environmental conditions. In this regard, we can say that the physical environment can influence the cultural characteristics of the social group, but its influence on the formation of an individual personality is insignificant and incomparable with the influence on the personality of the culture of the group, group or individual experience.

3) Culture. First of all, it should be noted that a certain cultural experience is common to all mankind and does not depend on what stage of development this or that society is at. Thus, each child is nourished by older children, learns to communicate through language, experiences punishment and rewards, and learns some of the other most common cultural patterns. At the same time, each society gives almost all of its members some special experience, special cultural patterns that other societies cannot offer. From the social experience that is common to all members of a given society, a characteristic personality configuration arises that is typical for many members of a given society. For example, a person who has been formed in the conditions of a Muslim culture will have different features in comparison with a person brought up in a Christian country.

4) Group experience. At the very beginning of the life path, a person does not have his own Self. Separation of the personality, first from the physical world, and then from the social one, is a rather complex process that continues throughout life. At the age of about one and a half years, the child begins to use the concept of "I", while realizing that he becomes a separate human being. Continuing to accumulate social experience, the child forms images of various personalities, including the image of his own I. All further formation of a person as a person is the construction of his own I on the basis of constant comparison of himself with other personalities.

5) Unique individual experience. Even twins with the same heredity will always be brought up differently, because they cannot constantly meet the same people, hear the same words from their parents, experience the same joys and sorrows. In this regard, it can be said that each personal experience is unique because no one can exactly repeat it. It can also be noted that the picture of individual experience is complicated by the fact that a person does not simply summarize this experience, but integrates it. Each person not only adds up the incidents and events that happened to him, like bricks in the wall, but he refracts their meaning through his past experience, as well as the experience of his parents, relatives, and acquaintances.

So, the formation of personality is influenced by the biological factor, the physical environment and culture, but the main ones, according to sociologists, are still group and unique individual experience.

Socialization is the process of becoming a personality, its gradual assimilation of the requirements of society, the acquisition of socially significant characteristics of consciousness and behavior that regulate its relationship with society. There are the following stages of socialization:

1. Primary socialization or adaptation stage (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).

2. The stage of individualization (adolescence - there is a desire to distinguish oneself from others).

3. Stage of integration (an attempt to find one's place in society, "fit" into society).

4. Labor stage - the entire period of a person's maturity, his labor activity, when a person not only assimilates social experience, but also reproduces it through active influence on the environment through his activity.

5. Post-labor stage - considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to other generations.

The institutions that influence and guide the process of socialization are called socialization institutions, and the people responsible for teaching cultural norms and mastering social roles are called agents of socialization.

Socialization goes through stages that coincide with the life cycles of a person (enrolling in a university, starting a family, choosing a profession and finding a job, serving in the army, retirement). Each time entering a new cycle, a person has to retrain a lot. This process is divided into two stages.

Weaning from old values, norms, roles and rules of behavior is called desocialization. The next stage of learning new values, norms, roles and rules of behavior is called resocialization.

Sometimes a person finds himself in such extreme conditions, where desocialization goes so deep that it destroys the moral foundations of the individual, and resocialization turns out to be superficial. It is not capable of restoring all the wealth of lost values, norms and roles. It is she who is faced by those who end up in prisons and colonies, psychiatric hospitals, and sometimes those who serve in the army.

Irving Goffman identified the following signs of resocialization in extreme conditions:

Isolation from the outside world (high walls, bars, special passes, etc.),

Constant communication with the same people with whom the individual works, rests, etc.,

The loss of the former identity, which occurs through the ritual of dressing (special uniform instead of civilian clothes),

Renaming, replacing the old name with "number" and obtaining the status: prisoner, sick,

Replacing the old environment with a new, impersonal one,

Weaning from old habits, values, customs and getting used to new ones,

Loss of freedom of action.

Personality theories

To determine what drives a person during the process of socialization, theories of life motivation of the individual are used. The most common of these is the hierarchy of needs theory. Abraham Maslow.

He divides all human needs into five main categories:

Physiological (vital) - in food, breathing, physical movements, human reproduction, clothing, rest,

Existential needs (or need for the security of existence). They are physical and economic. Physical - the need to maintain health, in the absence of violence against the personality and life of a person. In a generalized form, we can say that we are talking about confidence in the future, the stability of living conditions, the need for a certain order, as well as the desire to avoid unfair treatment. Economic needs are found in the world of work: job security, accident insurance, the desire to have a permanent means of subsistence (earnings),

Social needs: the need for friendship and affection, belonging to a group, communication, participation in formal and informal organization, care for others and attention to oneself,

Prestige needs - the need for respect from "significant others", promotion, achievement, high status, independence and recognition. They are also called needs for evaluation or selfish needs, because they are self-oriented,

Spiritual needs - the need for self-expression through creativity.

Physiological and existential needs are usually called primary (innate), and social, prestigious and spiritual - secondary (socially acquired).

According to Maslow's theory, only an unsatisfied need organizes the individual's behavior, forcing him to take the actions necessary to satisfy it. The intensity of a need is related to the space it occupies.

If the lower needs are inherent in all people equally, then the higher ones are to an unequal degree. From a social point of view, a person is much less characterized by food preferences than by ways of satisfying the need for communication, for example, in the choice of friends and circle of acquaintances. Higher needs act as a means of differentiating people. In addition, they, to a greater extent than other needs, influence the formation of a person's personality.

Renowned American psychologist and sociologist Charles Cooley proposed theory of the "mirror self".

As a reflection in a mirror gives an image of the physical I, so the perception of other people's reactions to my behavior or appearance gives an image of the social I. In accordance with the teachings of C. Cooley, a person develops only thanks to the opinions of others, limited to an electoral role.

University of Chicago professor, philosopher, sociologist and social psychologist George Meade(1865 - 1931) developed a theory that explains the essence of the process of perception by an individual of other personalities and developed concept of "generalized other", to a certain extent supplementing and developing the theory of the mirror self. The "generalized other" represents the universal values ​​and standards of behavior of a certain group, which form an individual self-image in the members of this group. An individual in the process of communication, as it were, takes the place of other individuals and sees himself as a different person. He evaluates his actions and appearance in accordance with the presented assessments of his “generalized other”.

Role concept of personality originated in American psychology in the 30s of the twentieth century (J. Mead) and became widespread in various sociological trends, primarily in structural-functional analysis. T. Parsons and his followers consider personality as a function of the multitude of social roles that are inherent in any individual in a particular society.

One and the same person performs many roles that may contradict, do not agree with each other, which leads to a role conflict. An example of this is the oft-described conflict between a woman's professional and family roles.

In addition to roles that carry a direct social load that have meaning and significance for the social system as a whole, there are also personal relationships of people with each other, in which a person also occupies a certain place and, in accordance with it, performs some functions. This layer of relationships is described by the concept of "interpersonal role". Like social roles, interpersonal roles can also be different and even completely opposite in different small groups: friend, enemy, confidant, etc. Often a person is forced to take into account in his behavior this diverse palette of expectations placed on him, to focus not on one, but on several groups at once.

Z. Freud's concept of personality considers a person as a system of needs, and society as a system of prohibitions, taboos. Unconscious (primarily sexual) aspirations of the individual form its potential and the main source of activity, set the motivation for its actions. Due to the impossibility of satisfying instinctive needs in their natural form due to social normative restrictions, a person is forced to constantly seek a compromise between a deep attraction and a socially acceptable form of its implementation. The personality model created by Freud is a three-level formation: the lower layer (It or Id), represented by unconscious impulses and "ancestral memories", the middle layer (I or Ego) and the upper layer (Super-I or Super-Ego) - the norms of society perceived by man. The most rigid, aggressive and militant layers are the id and the superego. They "attack" the human psyche from both sides, giving rise to a neurotic type of behavior. This is a model of a person who constantly defends himself from social pressure and is in conflict with the social environment. Since, as society develops, the upper layer (Super-Ego) inevitably increases, becomes more massive and heavy, then the whole human history is considered by Freud as the history of growing psychosis.

behavioral concept considers personality as a system of reactions to various stimuli (B. Skinner, J. Homans). The behavior of each person is conditioned and controlled by the social environment through language, customs, social institutions, mass media, etc. Interacting with other people, a person in any social group "observes" his own interest: if his behavior is encouraged, positively stimulated, then he will be loyal, benevolent in relation to others and to the social system as a whole; if he does not receive recognition from society, then he will most likely behave aggressively, disorganizing. But each person seeks to avoid punishment and receive rewards, and in this regard, he unambiguously responds to external incentives and social orders. In other words, considering the problem of personality, analyzing why a person reacts in a certain way to a particular situation, behavioral sociology assigns the main role to the system of incentives, “reinforcements”, drawing a direct analogy between the behavior of humans and animals. Hence, changes in personal behavior are derived from the learning process, understood as the stimulation of "good", i.e. desired actions.

Theory of self-actualization by K. Rogers says that every person is endowed with the desire to take care of his life in order to preserve and improve it. He has the ability to solve problems that arise before him and direct his behavior properly. This ability, however, can only be developed in the context of social relations.

The child's idea of ​​himself, i.e. the concept of one's own "I", will evolve in accordance with the situations that arise before him and his own actions; it is actually formed on the basis of the various experiences that he will have to go through in communication with other people. Rogers calls this belief system the "real self".

A person, in addition, tends to see himself as what he would like to become as a result of the realization of his capabilities (“ideal self”). It is to this “ideal I” that the “real I” strives to approach. According to Rogers' concept, the "real self" of a person most often encounters a contradiction between the "ideal self", which reflects what a person would like to become, and the requirements of society, which are manifested, as a rule, in the form of a conditional attitude to his actions.

The concept of "status" came to sociology from jurisprudence, where it means the legal status of a legal entity. A detailed sociological substantiation of this category was given in the works of famous American sociologists R. Linton, R. Merton and others.

In the broadest sense, social status is the position of an individual in society, which implies certain rights and obligations. Since the individual is included in the most diverse systems of social connections and relations, where he occupies the appropriate positions, he has not one, but several statuses. These statuses differ depending on gender, age, nationality, origin, marital status, education, profession, position, nature of the work performed, religiosity, etc. The totality of all these statuses of an individual is called the "status set". In the status set, the main (integral) status is distinguished, which determines the position of a person in society as a whole. This is the most characteristic status for this individual, with which he is identified (identified) by other people. Most often, this status is associated with a professional type of activity, occupation, position at the main place of work. In any case, the main status determines the style and way of life, circle of acquaintances, manner of behavior, etc. Varieties of social status are prescribed and achieved statuses. prescribed called the status that an individual receives from birth, regardless of his will and desire. This status is determined by gender, nationality, ethnic origin, place of birth, kinship system, etc. Achieved called the status acquired through the individual's own efforts. It is determined by education, profession, qualification, position, etc. This status implies freedom of choice, activity of the individual, her ability to make independent decisions. Mixed the status combines the features of the prescribed and the achieved (the status of a pensioner, disabled person, unemployed, etc.). Historical experience shows that in a traditional pre-industrial society, prescribed statuses prevailed, which determined the overall picture of social life. In modern society, on the contrary, achieved statuses dominate, stimulating the social activity of the individual, the development of his spiritual freedom and independence.

Distinguished from social status personal status, which reflects the position occupied by an individual in a small group, depending on how he is assessed by his personal qualities. Social and personal status do not always coincide: a person can occupy an important place in the socio-political hierarchy and at the same time be an outsider on the sports ground. Conversely, a person who is not a leader can be an informal leader in a group of friends or in a sports team.

They also distinguish between natural status (assumes significant and relatively stable characteristics of a person - men and women; childhood, youth, maturity, old age, etc.) and professional status (which fixes the social, economic and production and technical status).

status portrait of a person includes the totality of all statuses inherent in a person in a certain period of his life. As a rule, permanent statuses (sex, race, nationality) do not change during life, while achieved ones may appear, change or disappear (religious statuses, territorial, professional, political, economic, etc.). In addition, the status portrait includes episodic statuses that are temporarily inherent in a person (for example, a passenger in a transport; a person in a queue; a restaurant visitor, etc.).

Relationships between people are regulated with the help of statuses. Social statuses are reflected both in external behavior and appearance - clothing, jargon, manners, and in the internal position of the individual - attitudes, value orientations, motives.

The concept of social status is closely related to the concept of social role. social role- it is a behavior pattern focused on a given status. This concept reflects such situations of social interaction, when certain stereotypes of behavior are regularly reproduced for a long time. Therefore, the social role can be defined as expected behavior of the individual, due to his status in society. In other words, this is a type of behavior aimed at fulfilling the rights and obligations inherent in a particular status.

There is an important intermediate link between status and role - expectation (expectation), “presented” by society or a social group to people of a given status. Role expectations (expectations) can be fixed in the form of rules, standards, norms of behavior, and they can also be of an informal nature. In both cases, they act as a special type of social regulation.

Each status most often involves not one, but several roles. The set of roles corresponding to this status is defined as a "role set".

Thus, a social role is a kind of behavior pattern required from a carrier of a certain status. Applying for this status, a person must fulfill all the role requirements assigned to this social position.

From a social role as a model of behavior, one should distinguish between real role behavior, which means not socially expected, but the actual behavior of the performer of a particular role. And here much depends on the personal qualities of the individual, on the degree of assimilation of social norms by him, on his beliefs, attitudes, and value orientations.

In the process of implementing social roles, certain difficulties may arise due to the need for a person to perform many roles in various situations. This leads in some cases to a mismatch of social roles, to the emergence of contradictions and conflict relations between them. Sociologists distinguish the following types of role conflicts:

intra-role conflicts- these are conflicts in which the requirements of the same role contradict each other (for example, the role of parents involves not only kind, affectionate treatment of children, but also exactingness, severity in relation to them);

inter-role conflicts- conflicts that arise in situations where the requirements of one role contradict the requirements of another (for example, the requirements of a woman's main job may come into conflict with her household duties);

personality-role conflicts- conflict situations when the requirements of a social role are contrary to the interests and life aspirations of the individual (for example, when work does not allow a person to reveal and show his abilities).

Social experience shows that very few roles are free from internal tensions and conflicts, which often lead to refusal to fulfill role obligations, to discomfort, moral crisis, and psychological stress. The way out here is the use of a number of protective psychological mechanisms (“rationalization of roles” - the transfer of claims from one role to another; “separation of roles”, which involves “turning off” unwanted roles from the consciousness of the individual), as well as normative regulation of roles in order to resolve conflict situations .

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n1.doc

Topic 1.4. Personality in the system of social relations.
Plan:

1. 
   The concept of personality.
2. 
   

1. The concept of personality.
AT In everyday and scientific language, the terms are very common: "individual", "individual", "individuality", "subject", "person", "personality". Most often, these words are used as synonyms, but if we approach strictly the definition of these concepts, we can find significant semantic shades.
Man- the concept is the most general, generic.

Individual is understood as a separate, specific person, as a single representative of the human race and his “first brick” (from Latin Individ - indivisible, final). The concept of "individual" reflects the biological identity of man. Indeed, each person has a specific, biological uniqueness: gait, posture, handwriting, fingerprints, voice timbre, an individual code for deciphering the nervous processes of the brain, an individual shape of the nose, eyes, ears, etc. There are no two identical people on the planet, we are all biologically unique. This is expressed in the concept of "individual".
Each person has and social uniqueness, social originality. He differs from other people in such ways as abilities and specific functions in society, tastes and ideals, profession, knowledge and skills, circle of acquaintances, attitude towards people and life in general, etc. This social identity is embedded in the concept "individual".
To reflect unity of biological and social originality, specificity, a general concept is needed. This is the concept of "individuality". Individuality can be defined as a set of features that distinguish one individual from another, and the differences are given at various levels - biochemical, neurophysiological, psychological, social, etc.
In the process of socialization, a person acquires individuality. However, this is not enough for a full-fledged inclusion in the system of society, in the system of public life. It is not enough to be a bright individual - one must become a subject of social life, a socially functioning individual, a subject of history, i.e. personality.

Personality is first of all a person, then individuality, and finally, and this is the main thing, a subject of social life. The object is the one who is affected, subject- the one who acts.
concept personality is introduced to highlight, emphasize the unnatural essence of a person and an individual, i.e. the emphasis is on the social principle.

Among the subjects of social life, the priority place belongs to the individual, or personality. Personality is considered by sociology not in terms of individually unique (this is the task of psychology), but in terms of socially typical traits. In other words, in sociology, a person is a typical representative of a large social group, the bearer of the norms, traditions, values, interests and relations inherent in this group.

The word "personality" is used only in relation to a person and, moreover, begins only from a certain stage of his development. In sociology, personality is defined as:

1. The systemic quality of an individual, determined by his involvement in social relations and manifested in joint activities and communication;

2. The subject of social relations and conscious activity.
We don't say "personality of the newborn". We do not seriously talk about the personality of even a two-year-old child. You are not born a person, you become a person. At the time of birth, the child is not yet a person. He is just an individual. An individual is a person as a representative of a species, a product of phylogenetic and ontological development. To become a person, a person must go through a certain path of development.

An indispensable condition for this development are:

1. Biological, genetically predetermined prerequisites,

2. The presence of a social environment, the world of human culture, with which the child interacts. A child who does not interact with the social environment is not yet a person in the proper sense of the word.
The three components of personality culture naturally lead to the problem of unity three main pedagogical processes:

• 
  education,
• 
  learning,
• 
  education.

And the three directions of the pedagogical process are determined by three subsystems of human nature:

• 
  information,
• 
  operational,
• 
  motivational.

The knowledge system of all types and levels (representations, concepts, teachings, concepts, judgments, hypotheses, theories, laws) is the information culture of the individual and is the result of education. The system of skills of all types and levels (skills, habits, techniques, methods, techniques, methods) forms the operational culture of the individual and is the result of training.
Thus, in the structure of personality culture can be identified three terms:

Motivational culture (“I want”) is the result of education;

Information culture (“I know”) is the result of education;

Operational culture (“I can”) is the result of learning.
Based on the three components of personality culture by combinatorics can be builtprimary typology of personalities .

Typology of personalities:

1. Knows, knows how and wants - educated, trained and educated.

2. Knows, knows how, does not want - educated, trained, not brought up.

3. Knows, does not know how, does not want - is educated, not trained and not brought up.

4. Does not know, knows how, wants - not educated, trained, educated.

5. Does not know, does not know how, wants - not educated, not trained, brought up.

6. Does not know, knows how, does not want - not educated, trained, not brought up.

7. Knows, does not know how, wants - educated, not trained, brought up.

8. Does not know, does not know how, does not want - not educated, not trained, not brought up.
And it's not an abstraction. In every social institution, in a company, in a school, in a department, in a family, in a workshop, etc. you can always find examples of people, workers, close to one of the eight options. Here, the very problem of the possibility of a typology of personalities on one of the grounds is still important - according to the degree of preparedness for activity. But the formation of readiness for activity is the essence of pedagogical activity.

Each personality has a set of internal qualities, properties that make up its structure. Personality is a relatively late product of social development. First of all, independence is demanded from the individual, the ability to take responsibility, that is, to be responsible for his own actions. Independence reveals itself for initiative, responsibility, enterprise, the ability to strictly control one's behavior and subordinate it to a single life strategy.

The concept of "personality" shows how each person individually reflects socially significant features and manifests his essence as the totality of all social relations.

Of course, a person, from the point of view of sociology, means a single person who manifests socially significant features of individual life activity through interaction with other people and thereby contributes to the stabilization and development of social relations. Personality is a special quality acquired by an individual through social relations.

Society and the social environment can influence a person in two directions - suppressing and developing it. Historians have noticed: the higher the cultural level of a society, the higher a person is valued as a person. And vice versa. Hence, there is a direct relationship between the development of the individual and society.
Indifferent relations in the family, lack of warmth and trust between parents and children, endless costs, punishments, excessive severity suppress the freedom of the child. He grows up callous and aggressive. Any child is drawn to warmth and affection, and when he does not receive them, he develops an inferiority complex. Repressed desires are driven deep inside, and later appear in a perverted form - as excessive cruelty or complete indifference to other people.

The inner world of such a person is, as it were, bifurcated: ostentatious obedience, reaching servility and servility to superiors, is combined with hidden aggressiveness, a thirst for rebellion and revenge. In front of the stronger, such a person humiliates himself, and strives to humiliate the weaker himself.
The suppression of one's feelings is just as dangerous as the complete liberation of the elements of unconscious instincts - unbridledness, bad manners, intemperance. To succumb to feelings, passions or fears that escaped from the subconscious means to behave like an unreasonable person. To express prudence, sanity and purposefulness means to manifest in oneself a higher beginning of individuality. However, it can become a person only if we have developed a moral consciousness in ourselves. Altruism and selfless love for one's neighbors, as opposed to selfishness and selfishness, constitute the foundation of the human personality, the formation of which begins in society and the family.

Without them, the completion of a person's personality is not possible. Personality is the highest achievement of human efforts, the result of painstaking work on one's spiritual world.Not all people reach spiritual peaks. But great figures (Jesus Christ, Mohammed), great spiritual leaders (Michelangelo, Socrates, Dostoevsky) and many ascetics of the spirit - ascetics, monks, scientists, artists, etc. have reached the maximum perfection on the moral path. Each of us can take this path by doing even small moral deeds.
Thus, the sociology of personality is a branch of knowledge of sociology that has the subject of study of the personality as an object and subject of social relations within the socio-historical process and value social systems, at the level of the relationship of the individual and social communities.

2. Role theories of personality. social status.
A significant place in the sociology of personality is occupied by the role theory of personality. The main provisions of this theory were formulated by American sociologists J. Mead and R. Minton.

The role theory of personality describes its social behavior in two main concepts:

a) social status

b) "social role".
Let's understand what these concepts mean.
a) Each person in the social system occupies several positions. Each of these positions, involving certain rights and obligations, is called status. A person can have multiple statuses. But more often than not, only one determines his position in society. This status is called the main one.

It often happens that the main status is due to his position (for example, director, professor). Social status is reflected both in external behavior and appearance (clothes, jargon and other signs of social and professional affiliation), and in internal position (in attitudes, value orientations, motivations, etc.).

There are prescribed and acquired statuses.

Prescribed- it means imposed by society, regardless of the efforts and merits of the individual. It is determined by ethnic origin, place of birth, family, etc.

Acquired (achieved) status determined by the efforts of the person himself (for example, writer, general secretary, director, etc.).
There are also natural and professional-official statuses. natural status personality implies essential and relatively stable characteristics of a person (men and women, childhood, youth, maturity, old age, etc.).

Professional and official- this is the basic status of the individual, for an adult, most often, which is the basis of the integral status. It fixes the social, economic, production and technical status (banker, engineer, lawyer, etc.).
Social status denotes the specific place that an individual occupies in a given social system.
b) The totality of demands placed on the individual by societies forms the content of the social role. social role is a set of actions that a person holding a given status in the social system must perform. Each status usually includes a number of roles.
One of the first attempts to systematize roles was made by T. Parsons. He believed that any the role is described by 5 main characteristics:

1. 
   emotional- some roles require emotional restraint, others - looseness;
2. 
   way to get- some are prescribed, others are conquered;
3. 
   scale- part of the roles is formulated and strictly limited, the other -. blurred;
4. 
   formalization- action in strictly established rules or arbitrarily;
5. 
   motivation- for personal profit, for the common good, etc. Any role is characterized by a certain set of these five properties.

Social role should be considered in two aspects:

• 
  role expectation and
• 
  role performance.

There is never a perfect match between these two aspects. But each of them is of great importance in the behavior of the individual. Our roles are defined primarily by what others expect of us. These expectations are associated with the status that the person has. If someone does not play a role in accordance with our expectation, then he enters into a certain conflict with society. For example, a parent should take care of children, a close friend should be not indifferent to our problems, etc.

Role requirements (prescriptions, wishes and expectations of appropriate behavior) are embodied in specific social norms grouped around social status.
In the normative structure of a social role, 4 elements are usually distinguished:

1) description of the type of behavior corresponding to this role;

2) instructions (requirements) associated with this behavior;

3) assessment of the performance of the prescribed role;

4) sanction - the social consequences of an action within the framework of the requirements of the social system.
Social sanctions by their nature, they can be moral, implemented directly by the social group through its behavior (for example, contempt), or legal, political, environmental, etc., implemented through the activities of specific social institutions. The meaning of social sanctions is to induce a person to a certain type of behavior. They are one of the most important elements of social regulation.

It should be noted that any role is not a pure model of behavior. The main link between role expectations and role behavior is the character of the individual. This means that the behavior of a particular person does not fit into a pure scheme.

Because each person plays multiple roles in many different situations, conflict can arise between roles. A situation in which a person is faced with the need to satisfy the requirements of two or more incompatible roles is called role conflict. The conflict creates a stressful situation, and it is necessary to find ways to harmonize roles.

Thematic assignment to the topic "Social status".
Without a concept of status, it is impossible to give students a holistic picture of the distribution of the population by social class. One of the important points in the discussion of this topic is the prestige of occupations (professions). It is known that some classes are more paid, more prestigious and honorable than others. Occupational inequality entails social inequality in general.
An exercise

To develop skills in understanding the topic of professional prestige.
The list of activities is given: bartender, reporter, policeman, company director, farmer, artisan, manager, clerk, farm worker, docker, etc.
Tasks and questions:

1. Assign one of 5 ranks to each lesson - A, B, C, D, E, where A is max, and E is min. Several classes can be located on one step. Remember that you are interested in the status, not the class, i.e. what level of prestige you assign to a particular occupation.

2. Explain how you ranked the classes, according to what criteria.

3. Do the same, but imagine that you are a successful businessman. Explain your ranking criteria. Has it changed?

4. Do the same from the position of another occupation, less prestigious.

Now you need to get Marina out of the office, and under any pretext. Or... I looked at my watch - the day flew by incredibly quickly. Working hours should end in twenty minutes, so it's best to try to catch Marina at the Special Techno office. The main thing is not to run into Maraudersky.

Having reached the company where the secretary Marina works - oh, there are a lot of secretaries in my circle of friends lately! - I parked the car behind a dense undergrowth of bushes strewn with beautiful bright pink flowers, and stared at the doors leading to Special Techno. Thoughts swirled in my head. All kinds of thoughts. And the first place was occupied by one: how to convince Marina to confess her guilt, if any.

Well, okay, I'll try to figure it out along the way and think of something.

Time suddenly seemed to stop. I smoked without taking my eyes off the glass doors that reflected the reddish sunset sun. Behind the glass flashed the head of a security guard I knew - it means that he was not fired after our invasion with Vanka. Well, thank God. I would not want to be the culprit of the appearance of another unemployed person. Let the guy sit in the "dressing room" and still enthusiastically read his romance novels.

Finally, the door swung open, carrying out a stream of people. Fatigue and relief were read on the faces of the fact that the working day was finally over, you can go home or to a tavern, have a drink, relax. And in the crowd, I immediately saw the blond head of Marina. The fragile secretary deftly maneuvered among the people, heading for a stop. I pulled the car out of the bushes, easily overtook the girl and honked. Marina turned around, and an expression appeared on her face: they say, I don’t get into other people’s cars, which is usually used by women when their brothers hung with gold chains try to pick them up. But, seeing me, Marina raised her eyebrows in bewilderment, and I hastened to say:

Marina, can I talk to you? Do you remember me? I am Tatyana.

Of course, I remember, - the girl smiled tightly, looking at me with even greater bewilderment.

Maybe you can get in the car? I'll give you a ride, it's very important.

About German Vadimovich, or what? - Marina showed understanding.

I didn't dissuade her. She nodded and opened the car door. The girl, after a moment's hesitation, nevertheless approached and sank gracefully into the seat. I started off and confessed:

You know, I must have misled you. I wanted to talk about Andrei Pertsev.

But from where ... - the girl began, but quickly corrected herself: - I mean, who is this? - and in her blue eyes appeared uncontrollable fear.

But why…

You see, Marina, if I tell the police that you and Andrei broke up shortly before his death, they will have legitimate suspicions, - I continued the psychological pressure.

And Marina gave up, shivering:

Ask, I'll try to answer.

As a result, after this conversation, I found out that it was really Pertseva who transferred the drawings of the latest development of the Research Institute to Marodersky through Marina, his former mistress, with whom he maintained friendly relations. She, of course, received the due percentage and was satisfied. Maraudersky was happy, not to mention Pertsev, whose account was replenished with a very large sum.

Do you know that this is a case? I inquired kindly. Marina flushed and shrugged her shoulders, but I continued my thought: - Marina, I would not want anyone to know about our conversation.

I need it? - the girl desperately jumped up, and I nodded with satisfaction and asked:

Do you know if Andrei had another apartment, except for the one in which he lived permanently? Maybe he took you somewhere?

I don't know, - Marina sighed devastated.

What about his friends?

I am personally acquainted with only one, with Dimka Pleshkanov. And that is by accident. Andrei did not advertise his connections and friendships.

Where can I find it?

Well, he keeps outlets at the Regional Market. There, on the second floor, his saleswomen sell jeans and shoes, - said Marina. And she added: - I met him there when they went with Andrei to fetch my boots.

I nodded, satisfied with the conversation, drove Marina to her house, and we said goodbye.

Looking at my watch, I went to the Regional Market. This is how we call the clothing market, which occupied the building that previously belonged to the glass manufacturing plant. It works longer than all other clothing markets - right up to eight in the evening, which is why it is in demand, despite the somewhat inflated prices. Great place, I visit it sometimes too. There you can find good things, but very rarely. Basically, as elsewhere, terrible consumer goods are sold. But, in general, I prefer boutiques. Because I'm sure that fifty percent clothing makes a woman a woman.

My "nine" confidently maneuvered among the flow of cars - I chose the time for trips not the best, rush hour. Therefore, it moved forward at a truly snail's pace. And I thought about the abomination of the human person.

Here is Pertseva ... To get a bunch of money, he ruined the lives of many people, including his own police and secretary Svetka, a poor sufferer at all. I wonder how much he received for the sale of his project? By the way, not quite his own, how many people worked on him ... On his part, such an act is unconditional disgusting. By the way, staging a picnic is no less disgusting. Putting him behind bars "for killing himself" ... that's funny!

Chapter 6

An old shabby building, five or seven stories high, greeted me with dim windows, a hundred years old, unwashed, and a clumsy red-yellow-blue sign, informing the whole world that the "Regional Market" was located here, in which "you can dress like "Haute couture"."

Old legend...

Squeezing the car with difficulty into a dense row of all kinds of vehicles, from an old Zaporozhets to a late-model Mercedes and a truck, I clicked on the alarm and entered the heavy, narrow doors of the market. There was a hubbub of people - everyone was bargaining. In the back row, some plump girl, not embarrassed by the rest of the population, was coquettishly trying on a blouse, demonstrating a far from snow-white bra. A crowd gathered around her, consisting mostly of men of Caucasian nationality, and a dozen pairs of oily black eyes caressed the bare back of the girl, who only enjoyed it.

I smiled restrainedly, chose the freest path through the malls and quickly walked to the stairs leading to the second floor. At the same time, the sellers, trying to shout down each other and creating a serious hubbub, vied with each other to offer me jeans, shoes, blouses and suits. One of the most resolute ladies even jumped out from behind the counter, clutching a suit in the color of childish surprise with a sparkling rhinestone zipper on the jacket, and tried to convince me that this thing was really made for my irresistible figure. Not without difficulty, I walked around the large body of a zealous saleswoman, turning away in horror from the tasteless costume.

Stepping onto the stairs, I experienced serious relief and instantly flew up to the second floor. Went through the rows.

Fortunately, only three outlets sold jeans, and from the heels - shoes and jeans together. The rest preferred boring suits, chiffon skirts in a pseudo-romantic style and leatherette jackets, brazenly passed off as "natural calfskin."

I went to one of the saleswomen, and she stared hopefully at me with her eyes dull from a day of standing at the counter, as if by chance stroking the toe of a disgusting boot made of brown and tan leather.

Excuse me, do you happen to know Dmitry Pleshkanev? - I asked her, involuntarily disappointing.

The woman looked at me like I was a ghost and asked suspiciously:

Why do you need Dmitry Sergeevich?

Need to talk! I said forcefully. And added: - I'm from the police.

Your documents? - somehow immediately gaining liveliness, probably, this was one of the rare adventures that fell to her lot, the saleswoman demanded. The boot was immediately forgotten and fell to the floor with a loud thud.

I showed red "crusts", desperately expired, but otherwise real. I have kept the documents from the time I worked in the prosecutor's office and often they helped me seriously - our "law-abiding" citizens are still nervous at the sight of their proletarian colors and an eagle on the cover.

Dmitry Sergeevich will soon come to collect the cash register, - the woman took pity, having studied my documents, not seeing the date and nodding with satisfaction. - If you want, wait.

We didn't have to wait long. Dima Pleshkanev arrived in about five or seven minutes. It turned out to be a long as a pole young man with fluffy ashy hair, a forelock on his forehead and penetrating eyes.

Without waiting for the saleswoman to say her weighty word, I stopped him and offered to go talk, habitually waving "crusts". And, of course, Dmitry agreed.

Let's go, there is a free room, - he nodded to me and politely apologized to the saleswoman, asking her to wait a bit. She melted and thrilled from the courtesy of the boss, so she readily agreed. And we went into the "private office", which turned out to be a pantry with cardboard boxes stacked in piles against the walls and two chairs without backs and upholstery.

Having doubted only for a moment, I carefully took one of the chairs, Dmitry sat down opposite and asked:

Are you talking about Andrew? Pepper? They have already come to me.