In the structure of activity, the subject and object of activity should be distinguished.
The subject is the one who carries out the activity, the object is what it is aimed at. The subject of activity can be a person, a group of people, an organization, a government body.
The object can be natural materials, various objects, spheres or areas of human life.
Human activity has the following structure:
Need;
Facilities,
Actions,
Result
In a simplified way, the structure of human activity can be represented as follows in a way:
Need- this is the need experienced and realized by a person for what is necessary to maintain his body and personality development. In other words, need- this is a need for something. A need is usually directed towards an object (for example, hunger is a need for food). Needs can be divided into three groups (according to L.N.Bogolyubov):
- biological, or natural, physiological(the need for food, water, respiration, heat exchange, movement, self-protection, preservation of the genus and other needs associated with the biological organization of a person);
- social,generated by society (self-realization, self-affirmation, public recognition of the dignity of the individual);
- ideal, or spiritual(to cognize the surrounding world in general and in its particulars, to be aware of one's place in it, the meaning and purpose of one's existence).
This classification is not the only one in the scientific literature. American psychologist A. Maslow identified the following needs:
- physiological:in the reproduction of the genus, food, respiration, clothing, housing, rest, etc .;
- existential(from Latin "existence"): in the safety of one's existence, the constancy of the conditions of life, confidence in the future;
- social:in social relations, communication, affection, caring for others and attention to oneself, participation in joint activities with others;
- prestigious:self-esteem, respect from others, recognition, achievement of success and appreciation, career development;
- spiritual:in self-actualization, self-expression. According to maslow's theories the first two types of needs are primary (congenital), the next three are secondary (acquired).
Human needs are manifested in the motives of activity. Motive(from French "motive reason, reason for any action") - an incentive to activity associated with satisfying a need, a conscious reason, which determines the choice of actions and actions. Psychologists understand motive as what prompts a person's activity, for the sake of which it is performed. The motives can be:
Needs;
Social attitudes;
Beliefs;
Interests;
Hobbies and emotions;
Ideals of people.
Along with needs, the most important motive is social attitudes- the general orientation of a person towards a certain social object, expressing a predisposition to act in a certain way with respect to this object (for example, a person is either disposed to create a family or is not disposed).
The most important role in the motives of activity is played by beliefs- stable views of the world, ideals and principles, as well as the desire to translate them into reality through their actions and deeds.
In the formation of the motives of activity, a special role is played by interests(something objectively significant, necessary for an individual, group or society).
Ideals are associated with interests. The social ideal is the image of a perfect society, which reflects the interests and aspirations of a particular social group.
goal- a conscious image of the anticipated result, towards the achievement of which a person's activity is directed (for example, first an image appears in the artist's head, then it materializes). When the goal is defined, its achievement or failure of the activity depends on the means.
Facilities- a set of elements necessary to achieve the goal. The means must match the purpose.
Any activity consists of separate action.
German sociologist M. Weber (1864-1920) developed a classification of actions based on their motives
Characteristics of subjects and objects of social and pedagogical activity
Basic concepts: social activity, socio-pedagogical activity, subject of activity, object of activity, group subject of socio-pedagogical activity, criteria for the effectiveness of the subject of socio-pedagogical activity, efficiency of activity, indicators of success of the subject of social and pedagogical activity.
Any social activity is impossible without the participation of the subject, who is the initiator of social impact, as well as without the object - the person to whom this impact is directed.
In contrast to the subject, an object is a passive, initiated side of activity, what the subject's active ability is directed to. This abstract definition of an object of activity includes not only a cutlet eaten by a person, but also a fork in the hands of an eater, not only a tree cut down by a lumberjack, but also an ax used for this. In other words, it is not only the "object" that is important, but also the "tool" of labor, which differ in this case only as "mediating" and "mediated" objects of activity. Any phenomena of the reality around us, including living people, can act as objects.
Socio-pedagogical activity in an urban society is presented as a multifaceted and multi-level activity of specialists, as a rule, of a pedagogical profile, in resolving current and chronic problems of socialization of a person or a social group on the basis of the active use of resources and potential capabilities of society, including the person ).
When considering the subject and object of socio-pedagogical activity, it is important to understand the interpretation: "specialists, as a rule, of a pedagogical profile." At a first approximation, this reinforces the position that the subject of social and pedagogical activity are mainly pedagogical specialists, but they may not be. Taking into account the fact that real practice emphasizes the importance and expediency of the social and pedagogical function of subjects in other spheres of society's life, it should be noted that it goes far beyond the boundaries of pedagogical activity, expanding the range of its penetration into other types professional activity... The subjects of socio-pedagogical activity can be specialists of various profiles, who use in their main activities the possibilities of the pedagogical potential of society to improve the level of training or upbringing of their employees or their own self-improvement with the help of the potential of society. This emphasizes the fact that social and pedagogical activities in the form of the functions of their main activity can be performed by non-pedagogical specialists, for example, psychologists, doctors, lawyers, animators, heads of labor collectives, etc. representatives of various departments and organizations.
The implementation of the goals of any professional activity, as a rule, is carried out by a subject having an individual or group basis. As for social activity, as a rule, of a group nature, then each participant in this type of activity can be its subject. Therefore, in the practice of social activity, three groups of subjects are distinguished: to the first group includes types of professional activities that have a pronounced subject in the person of a specialist of appropriate qualifications; second group of subjects distinguish types of activities that have a subject that reflects the group nature of the activity; third group of subjects is focused on the complex nature of the initiation of activities, which contains both the individual and group aspects of its organization. As for socio-pedagogical activity, its subject should be attributed to the third group, reflecting both the individual and collective nature of participation in the activity. Consider the presented group of subjects using the example of social and pedagogical activity.
The subject of social and educational activities there can be both an individual specialist and a group of specialists who solve social and pedagogical problems of an individual or a group. It can be any official who uses the pedagogical capabilities of society to resolve problems of an individual or social group.
In every social action, two obligatory structural components can be distinguished: the subject of the action, or the one who acts, and the object of the action, or what or to whom the active ability of the subject is directed.
Let us now proceed to consider the most general mechanisms of activity - the reasons that induce the subject to influence the object, the sequence of his efforts and the possible results of his activity.
The role of the subject of activity can be either a specific individual or a social group or society as a whole.
The subject of socio-pedagogical activity can be considered integratively - as a set of subjects, officials who regularly perform socio-pedagogical work, and then a social teacher becomes the main subject, or functionally - as a set of subjects, officials participating in it partially, freelance, i.e. e. performing concurrently only certain of its functions, implemented in the interests and within the framework of their duties, and this work is carried out by almost all specialists of any social institution, including educational, medical, legal, socio-cultural, and their leaders.
Take a typical school teacher as an example. Any teacher, along with the fulfillment of his immediate duties, called upon for the implementation of pedagogical activities, can perform a socio-pedagogical function in the case of using the potential of society to achieve pedagogical goals. In this case, he turns, in fact, into a social teacher. The experience of class teachers in a general education school confirms the correctness of these conclusions, since they actively use the potential of the family as a social institution to work, for example, with poorly performing students or students with signs of school maladjustment. For example, a homeroom teacher uses the family's educational potential to influence a negligent student. If we consider the family as a social institution that has its own educational potential, then we can say with complete confidence that the class teacher uses the educational potential of society at the family level, which means that he implements the social and pedagogical function in his pedagogical activity. But here's the bad luck, the class teacher turned to the family for help in order to influence the student, and the family turns out to be pedagogically untenable and does not have the necessary educational potential. What is left for the homeroom teacher to do: first option - to develop and continue their own influence on the student with the usual traditional pedagogical methods, including the administrative resources of the school, teachers' council, etc. In this case, the class teacher acts like an ordinary teacher-administrator, relying on his own strength in solving pedagogical problems; second option - the class teacher, with a perspective view, will be engaged in restoring the educational potential of the family in order to use it for its intended purpose and subsequently, together with the family, resolve the student's problem. Yes, this is a longer, but at the same time more correct, competent and guaranteed way of solving the problem. In this case, the class teacher performs a socio-pedagogical function, which consists in restoring (developing) the educational potential of society at the level of one of the social institutions - the student's family. He acts like a professional, soberly assessing his own capabilities, the capabilities of the school and the family itself.
You say - classroom or not classroom, it is still a leader, and any leader has the function of establishing connections with other social institutions. But what is the essence of the social and pedagogical function of an ordinary teacher? How does it differ from the usual pedagogical function of teaching and educating children during the lesson? Let's say a chemistry teacher conducts a lesson with 9th grade students on the problem of refining petroleum products. He can use classic chemistry textbooks, special literature, latest fashion special equipment. It implements a pedagogical function - it gives knowledge, forms the skills and abilities of oil industry specialists, provides career guidance for this profession, etc. But here is a different picture: the teacher, preparing for a lesson on this problem of chemistry, contacted the management of the refinery, sales managers, or their museum workers and invited their representatives to a chemistry lesson, or, conversely, agreed to hold another lesson at this enterprise and a meeting of students with the best specialists of this plant, who will tell about the features of the production process, show product samples, explain the further course of movement of these products on the market, etc. Obviously, this lesson will be taught more efficiently and with better comprehension, and therefore digestibility. This was facilitated by the use by the chemistry teacher of the pedagogical potential of the plant as a social institution, as an element of society. In this case, a chemistry teacher, a person far from social pedagogy, uses a socio-pedagogical approach in his professional activity, primarily to increase its effectiveness. But it is better if he does it consciously, with knowledge of the matter, then you can plan the result, and not expect what will happen.
The third example is a humanities teacher, for better assimilation of educational material by students and for the formation of patriotic qualities of a person, can actively use in the educational process the potential capabilities of his own school museum as a social institution. In this case, he implements a social and pedagogical function. And if an employee of a school museum constantly works with a specific group of students with special needs, and uses special exhibits and museum materials for this targeted work, then he implements a social and pedagogical function in his activities and can rightfully be called a social teacher. At the same time, any social teacher who is fond of administrative methods of influencing the personality during training or education and does not use the potential of society to resolve personal problems turns into an ordinary teacher.
The subject can be any educational worker, for example, a university teacher, who includes in his professional activities familiarizing students with the potential of society, its capabilities in relation to a specific academic discipline and its sections; forming the ability to search for optimal options for realizing the pedagogical potential of society; developing the skills of analyzing the information received from various sources of society; analyzing the efficiency of using the potential of society by students and evaluating their work.
Thus, the activities of all subjects of the organization of social pedagogical activity (class teacher, subject teacher, school museum employee, teacher, tutor, representatives of social institutions) are aimed at creating the necessary conditions for the development and self-realization of the individual in a particular society.
In addition to individuals, social institutions, enterprises, organizations, agencies, foundations, etc. can also act as a subject of social and pedagogical activity. Thus, in each specific institution, where specialists carry out social and pedagogical functions jointly or independently, due to their professional needs, there are elements of social and pedagogical activity. And, therefore, there is a group of specialists that creates and develops the goal-setting of social and pedagogical activity and preserves its corresponding attributes: principles, methods, means and forms, i.e. carriers of its potential.
Uniting these like-minded people into a single channel, into a single professional process is the most important task in the formation of the social and pedagogical service of the institution. The basis for uniting specialists of various profiles in the social and pedagogical service of the institution is their involvement in the implementation of the socio-pedagogical function in the process of performing their professional activities. This can be the head of an educational institution, and the deputy for academic, educational work, class teacher, subject teacher, psychologist, physician, lawyer, educator of an educational institution, who actively use the potential of society in solving their professional problems.
In real practice, there is a common misconception - the identification of social and educational activities with the activities of a social teacher. He acts only as the main link (subject) in this type of activity, carried out by an association of various officials. The organizer of such an association is a full-time social teacher - an employee of an educational institution, who creates conditions for social and professional self-development of students (pupils), organizing the activities of teachers and parents on the basis of the principles of humanism, taking into account the pedagogical resources and capabilities of society, historical and cultural traditions of the city, etc. etc.
The main subject, organizer of social and pedagogical activity is a social teacher with a specialized secondary or higher professional social and pedagogical education. He is responsible for organizing the social and pedagogical activities of specialists in various fields within the framework of the goals and objectives of the educational institution. In fact, he is the organizer and the main responsible person for the results of this type of social activity. He, in accordance with the principle of one-man management, bears personal responsibility for the results of collective efforts. Due to the fact that social and pedagogical activity by its nature is a joint activity, it means that its subject can be both an individual specialist and other specialists involved in this matter, even of a different profile. Given its group nature, it should be, together with the goal of correlating, and the subject of activity, which brings together the joint efforts of specialists of various profiles.
The main task of the social teacher of an educational institution is the social protection of children's rights, the creation of favorable conditions for the development of the child, the establishment of ties and partnerships between the family and the educational institution.
The duties of a social teacher of an educational institution can be performed by an employee whose qualifications are confirmed by a diploma of professional pedagogical education, a certificate of a social teacher.
The social teacher interacts with the head of the educational institution, teacher, educational psychologist, valeologist, teacher-organizer, educator, learners (pupils) and their parents (persons replacing them).
In social and pedagogical activity, the social teacher performs various social roles - organizer, mediator, mobilizer, appraiser, broker, activist, diagnostician, animator, catalyst, educator, etc. At the same time, the ability to perform in various roles is one of the skills that a specialist should have. The success of his actions is determined by his ability to fulfill these roles and the ability to adapt at the right time to each of them. In the functional purpose of any social teacher, his "ability to create and develop relationships between people, between a person and his environment", "the ability to mediate and settle relations between conflicting individuals, groups" is put forward in the first place.
Objects of social and pedagogical activity are both individuals and whole groups of people who need help from society, use its potential for self-realization, but do not have access to its resources and capabilities for various reasons.
Object (from late lat. objiectum - object, from lat. objicio - throwing forward, opposing) is a philosophical category that expresses what opposes the subject in his objective-practical and cognitive activity. Objective reality, existing independently of a person and his consciousness, acts as an object for the cognizing individual in the forms of activity, language and knowledge developed in the course of the historical development of society.
Materialism proceeds from the fact that the material object of cognition and practical activity exists before, outside and independently of the activity of the subject. Idealism, on the contrary, depicts the object of cognition only as a product of the subject's activity, as a product of the consciousness and will of a person (subjective idealism) or a supra-world being, an "absolute subject" (objective idealism). Pre-Marxist materialism considered the relationship between the subject and the object in cognition as a relationship in which the subject passively perceives the impact from the object. Idealism, as a rule, one-sidedly emphasized and absolutized the active role of consciousness.
An object can be a natural object, this or that social institution, the person himself, since it is not reduced to either natural or social being. The object of activity may be the subject himself, if his activity is aimed at self-knowledge and self-change.
However, to assert that its objects are exclusively separate individuals or their groups means to significantly narrow down the understanding of the essence of this complex phenomenon. Based on the premise that the object of socio-pedagogical activity is everything that the activity and reproductive attention of the subject is directed to, it can be argued that the objects of socio-pedagogical activity include individuals, groups, as well as those social phenomena created by them, which often make up their meaning. life activity. These can be, in general, the theoretical foundations of social pedagogy as a science, or the types, means, forms and methods of upbringing, to which the activity of a specialist is directed in order to improve them; problems of socialization of the individual, as well as the forms and means of their solution; society or its pedagogical potential, which is realized by the subject of activity to solve the problems of socialization of the individual; interaction of individual individuals, social institutions or personal qualities of an individual, etc .; various kinds of personality socialization problems that require the intervention of the subject of activity.
Socio-pedagogical activity is aimed at solving various problems of an individual or group that have a socio-pedagogical content. These are primarily the problems of self-realization; problems of the formation of social needs and abilities; weakening or elimination of deviance, problems of addictions of various etymologies; problems of social, professional, school maladjustment; problems of various levels of personality socialization; problems of forming a healthy lifestyle, etc.
The socio-pedagogical approach requires the use of the capabilities of society in the implementation of the goals of professional activity. Moreover, this activity must be made a purposeful, scientifically grounded, pedagogically organized system for building relationships between an object and the surrounding social environment, with its multifactorial impact on the individual.
Each of the indicated directions for solving the problems of the object of social and pedagogical activity inevitably raises the question of the essence of the personality problems themselves.
Objects of social and pedagogical activity and their problems – the most difficult element of the system of social and pedagogical activity, the normal functioning of which requires a variety of services, which sometimes are not provided by social services. According to some experts' estimates, the number of clients applying to different institutions for the same reason is very large and ranges from 25 to more than 50%. Possible reasons for this, as established by a study of clients in a number of Russian regions, is that only 1/3 of their problems are solved with the help of specialists, 1/3 of the problems are dealt with by the client himself and time, and more than 1/3 of them are transformed into difficult ones for him. consequences and pass into chronic forms, causing serious consequences. So, according to foreign sources, it is known that an increase in unemployment as a result of staff cuts by only 1% leads to an increase in the number of crimes by 6%, and the number of suicides increases by 7%.
The objects of social and pedagogical activity are the most diverse categories of the population, representing all kinds of age and ethnic groups, classes, etc., they can also be individual communities and organizations. With regard to the main groups of social and pedagogical problems, the following groups of clients stand out most today:
and) in the implementation of social needs children and adults, pedagogically neglected children, various categories of adolescents with signs of social maladjustment, persons subjected to violence, and others, the most common problems of which are violation of property rights, abuse of children, isolation, emotional rejection and runaways of children from families, etc. .;
b) in the field of social relations - lonely citizens and citizens who have partially lost the ability to interact with the social environment due to illness, disability, street minors who are in a difficult life situation; persons who have suffered from physical or psychological violence, natural Disasters, as a result of armed conflicts; orphans, children left without parental care, etc .; their problems are related to placement in social institutions, with control over the client's funds and their passage during service, with adaptation in the social environment, with ensuring the continuity of the process of providing care services, with ensuring that services meet the needs of the client depending on changes in different periods of life etc.;
in) in the field of professional self-determination - persons looking for or losing a job and experiencing difficulties in choosing a profession, adolescents with asocial and inappropriate behavior, graduates of educational institutions and boarding schools, as well as other categories of citizens who are temporarily in difficult social circumstances; the essence of their problems lies in retraining, employment, social and pedagogical adaptation, moral, emotional, physical, psychological, pedagogical and other types of human support.
The objects of social and pedagogical activity are both individuals and entire groups of people seeking to realize or develop the potential of society in solving the problems of socialization of the individual.
Thus, the essence of subjectivity and objectivity is expressed in a person's ability to control his actions in society, to actually practically transform reality, to plan ways of social interactions, to implement planned programs, to evaluate the results of his actions.
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Home\u003e Abstract\u003e Psychology
MINISTRY OF THE INTERIOR OF THE RUSSIAN FEDERATION
BELGOROD LEGAL INSTITUTE
Department of organization of disclosure and investigation of crimes
Legal psychology
ESSAY
on this topic: "Man as a subject and object of the investigator's activity"
professor
Artemov A.Yu.
Belgorod - 2008
LITERATURE
Main
Vasiliev V.L. Legal psychology. - SPB., 2001.
Enikeev M.I. Legal psychology. - M., 2002.
R.S. Nemov Psychology. - In 2 volumes - M., 1994.
V. V. Romanov Legal psychology. - M., 2001.
Stolyarenko A.M. Applied legal psychology. - M., 2001.
Chufarovsky Yu.V. Legal psychology. - M., 1999.
Additional
Aseev V.G. Motivation of behavior and personality formation. - M., 1976.
Bodalev A.A. Psychology of Personality. - M., 1990.
R.M. Granovskaya Elements of practical psychology. - L., 1988.
Leonhard K. Accentuated personalities. - Kiev, 1981.
Teplov B.M. Problems of individual differences. - M., 1961.
Introduction
Personality is a fundamental concept, one of the central problems in psychology, which has a pronounced interdisciplinary character.
The concept of personality is often borrowed from psychology, transformed by representatives of various, including legal, sciences (criminal, civil law, criminology, forensic science, etc.), widely using them in relation to subjects of various legal relationships.
A characteristic feature of the use of this concept in legal literature is a more expansive interpretation of its content (in comparison with the way it is interpreted in psychology), some of its shift towards concepts such as a subject, person, person.
The ambiguity of this problem is aggravated by the fact that psychological science has not yet created a unified generally accepted theory of personality, there is no general view of its definition, various, sometimes opposite approaches to disclosing its structure and content are widespread.
One of the most important questions within the framework of this topic is the question of the role and place of the individual in the activities of the internal affairs bodies - whether it acts as an object or subject of interaction and relationships.
The purpose of this lecture is to consider the basic concepts associated with the problem of personality, the factors of its formation. The lecture will also reveal issues that are of great importance for the process of professional development - these are issues of the professionally important qualities of an investigator, necessary for the effective solution of official tasks.
Question 1. The concept of personality and its psychological structure.
Psychology, studying a person, calls him differently: individual, individuality, subject, personality. Each of these concepts has its own content. The term “individual” is used if a person is regarded as a representative of the human race, which has natural features or genotype inherent in it; subsequently, his individual, genotypic properties are further developed.
Each individual, person has unique features that distinguish him from others. There are no two people with the same combination of psychological characteristics - each person is unique, peculiar, unique in his individuality. By the way, not only people, but also animals have individuality.
Gradually being included in the system of relations existing in society (first in the family, then in school, etc.), a person is exposed to the inevitable influence of the social environment surrounding him, to one degree or another he adapts to it, to the social condition of his being. That is, there is a gradual process of his socialization, the formation of his personality. That is why it is believed that a person is not born a person, but becomes one, and one can speak of a person as a person only starting from a certain stage of his life. Thus, if the concept of "individual" indicates the connection of a person with nature, then the concept of "personality" refers to the relationship of a person with society, with the social environment. When an individual
Consciously and purposefully performs a certain activity, cognizes and transforms the surrounding world in the process of this activity, then it is called a subject.
There is no single definition of personality in psychology. There are various approaches to its characteristics:
Personality is the subject and object of social relations (G.A.Kovalev)
The subject of activity (A.N. Leont'ev) into a capable member of society, aware of his role in it (K.K. Platonov)
The set of internal conditions through which all external influences are refracted (S.L. Rubinstein)
It is Rubinstein's definition that reflects the understanding of the personality as a single whole (biological, mental and social), when external causes, the social experience of a person, act, refracting through internal conditions, his psyche, consciousness.
What are the sources of personality development? In the history of psychology, there have been various approaches to solving this issue. The main ones were biogenetic theory,according to which the sources of human development are inherent in him by heredity, the development process occurs spontaneously, and training, upbringing, the social environment can only slightly accelerate or slow down this process of biological maturation; and osociological theory, according to which the sources of human development are in the surrounding social conditions and the formation of a person occurs under their influence.
Both of these extreme points of view on the process of human development absolutize one of the factors, excluding a person's own activity. In reality, a person is not just a result of biological maturation or an imprint of living conditions, but also a subject of active interaction with the environment, in the process of which both the surrounding reality and himself are transformed.
The basis of the personality is its structure - a relatively stable connection and interaction of all sides of the personality as an integral formation. Psychologists include different components in the structure of personality. Let's consider one of the personality structures - the personality structure of K.K. Platonov. It includes the following components:
Focus
Social experience (knowledge, skill, skills)
Mental processes (cognitive, emotional-volitional)
Mental properties (temperament, character)
Sex differences
Age features.
The following spheres are distinguished in the personality: need-motivational, cognitive, emotional-volitional, individual characteristics. Special lectures will be devoted to the study of the cognitive, emotional-volitional spheres. Within the framework of this topic, we will consider the need-motivational sphere and the sphere of individual characteristics.
Question 2. Psychological characteristics of the need-motivational and individual spheres.
Needs are the source of personality activity. Needs are the need for something or someone. There are different types of needs:
By origin: natural and cultural and by subject: material and ideal. The needs are characterized by the following features:
1.objectivity (need is always a need for something, someone)
2. the need acquires specific content depending on the conditions and methods of its satisfaction
3. reproduction of the need (after satisfaction, the need arises again)
4.developing needs through their satisfaction
5.Individual characteristics are determined by three parameters:
Strength - the significance of a given need for a person, its relevance, purity of occurrence (stronger needs are more significant, they arise more often, dominate others, their satisfaction is necessary first of all)
Quantity - the number of diverse needs a person has
Quality (originality) - objects with which you can satisfy a given need and the preferred way of satisfaction.
Needs can come in various forms:
Interest (orientation of a person to objects and phenomena of reality, obtaining knowledge about them)
Inclination (the desire to engage in a certain activity, a combination of a stable interest with the desire to act in this direction)
Belief (a combination of interest, inclination, feelings and a high degree of awareness, a belief system forms a worldview)
Ideal (the image that guides a person in their actions and which determines the plan for self-education)
Cognition of personality has always been and continues to be one of the priority areas in psychology. All socio-psychological theories try to answer the questions: what forms the personality? why are there individual differences? how does personality develop? what personality changes occur throughout a person's life?
There are many different approaches to the classification of theories and concepts of personality. The grounds for classification can be, for example, a way of explaining behavior, a way of obtaining data about a personality, personality structure, different age periods in personality development, etc.
Consider in general terms some of the theories of personality that emerged in the second half of the 20th century.
In accordance with behaviorist theorypersonality is a set of behavioral reactions inherent in a given person. This or that behavioral reaction arises to a certain stimulus, situation. By changing them, you can program a person for the required behavior. The founder of this theory, the American scientist D. Watson, saw the task of psychology in learning how to “calculate” and program human behavior.
According to damn theory(G. Allport, R. Cattell) people differ from each other in the set and degree of development of their individual personality traits (or motives) that act at the moment and stimulate human behavior. A description of a person can be obtained on the basis of, for example, a test examination or a generalization of observations of this person. The results of the study allowed Cattell to create a sixteen-factor personality questionnaire (16PF),which has gained great popularity all over the world.
By social learning theory(A. L. Bandura and others) the main reason for the individual difference of people is the condemnation or approval of a person's actions by other people. Personality development occurs conditioned-reflexively as a result of observing the behavior of others and imitating them.
One of the most common personality theories is psychoanalytic theory(Z. Freud). Subsequently, on its basis, a number of theories arose, which can be conditionally called "theories of neo-Freudianism." While working in the clinic of neuroses of the famous French neurologist J. Charcot, Freud got acquainted with the therapy of neuroses. Subsequently, he moved away from hypnotic suggestion and moved on to the study and interpretation of dreams, associations, slips of the tongue, slip of the tongue, which was the basis of the method of psychoanalysis. According to his theory, personality behavior is determined by needs. Revealing the nature of the interaction of these needs and the possibility of their satisfaction, Freud identifies three components in the structure of the personality: id("It"), ego("I")and super ego("Super-ego").
"It"- the unconscious part of the psyche, the concentration of biologically innate, unconscious instincts. "It" obeys the principle of receiving pleasure and the principle of maintaining internal balance.
"Super-self"Is the bearer of the moral standards of society, its cultural norms, that part of the personality that plays the role of an internal critic of a person, a kind of "censor" of his conscience.
« I"Tries to establish harmony, balance between" It "and" Super-I ", obeys the norms and requirements of reality.
Here are the types of characters (his accentuation), identified by E.A. Lichko, and their characteristics:
cycloidal- alternation of mood swings from upbeat to depressed;
hyperthymic- mobility, increased mental activity, thirst for activity, the habit of scattering, not bringing what has been started to completion;
labile- extreme mood variability, great dependence on momentary mood;
asthenic- increased suspiciousness, moodiness, fatigue, irritability, tendency to depression;
sensitive- increased sensitivity, shyness, timidity;
psychasthenic- Accelerated and early intellectual development, a tendency to introspection, high anxiety, indecision, constant doubts;
schizoid- isolation, restraint in the external manifestation of feelings, difficulties in establishing emotional contacts;
epileptoid- cruelty, imperiousness, selfishness, conflict, pedantry;
stuck (paranoid1- suspicion, increased sensitivity, desire for dominance, conflict;
hysterical- egocentrism, inclination to leadership, adventurousness, vanity;
dysthymic- a tendency to depression, focus on the dark sides of life;
unstable- a tendency to idleness, craving for entertainment, the ability to easily establish contacts with others, superficial communication;
conformal- submission to the opinion of others, opportunism, often conservatism.
In Russian psychology, the study of character is associated with the names of N.O. Lossky, I.F.Lesgaft, A.Z.Lazursky, B.G. Ananyev, and others.
5. Will - a conscious regulation of his behavior by a person, associated with overcoming internal and external obstacles, which has a number of signs: the presence of efforts and a well-thought-out plan for the implementation of this or that volitional act; increased attention to such behavioral action; lack of immediate pleasure received in the process and as a result of its execution; the state of optimal mobilization of the personality, concentration in the right direction. The manifestation of will is reflected in the following properties (qualities):
willpower- the degree of the necessary volitional effort to achieve the goal;
persistence- a person's ability to mobilize for a long-term overcoming of difficulties;
excerpt- the ability to restrain feelings, thoughts, actions;
determination- the ability to quickly and firmly implement decisions;
courage- the ability to overcome fear and take justified risks, despite the presence of danger;
composure- the ability to control oneself, subordinate one's behavior to the solution of assigned tasks;
discipline - conscious submission of their behavior to generally accepted norms, established order;
obligation- the ability to fulfill the assigned duties on time;
organization- rational planning and streamlining of one's work, etc.
Volitional actions are subdivided into simpleand complex.In a simple volitional act, the urge to action turns into action itself almost automatically. In a complex volitional act, an action is preceded by an awareness of its motives, the emergence of an intention to carry out this volitional act, drawing up a plan, taking into account the consequences, etc.
6. Feelings reflect a stable attitude of a person to a specific object (real or imaginary). They arose and were formed in the process of the cultural and historical development of man, only the ways of expressing feelings changed depending on a particular historical era. Feelings are always highly individual. What evokes one gamut of feelings in one person can evoke completely different emotions in another.
3. Subject of activity
The category of "subject" is one of the most important at both the general philosophical, scientific and purely practical levels. It reveals the quality of a person's activity, reveals his role in the world, the ability to act, self-determination and development. Since the 20s. XX century Russian psychology develops a subjective approach to the study of personality, reveals the methodological role of this category for determining the subject of psychology, identifying the specifics of consciousness, activity. The development of such an approach is associated with the names of S. L. Rubinshtein, D. N. Uznadze, B. G. Ananyev.
Man is a social being, his evolution and social development are possible due to the fact that he is able to act as a subject - a carrier of consciousness, which is formed and develops in the process of activity. The presence of consciousness - the highest form of mental development that determines the possibility of cognizing objective reality and the formation of purposeful behavior - is the main feature of a person as a subject of activity, which distinguishes him from other representatives of the animal world. Man is a biosocial being, endowed with consciousness and the ability to act. As society developed, the composition and types of activity were consistently changing: gathering, hunting, farming, production, management, politics, education, military service, etc. These types of activities are distributed in the structure of society between people as units of society, forming a huge interconnected system.
Thus, the type of human activity is directly related to his status in society and determines the nature of relations between people as carriers of their status. Therefore, a person is always both a subject of objective activity and a subject of social relations between people. Having occupied a certain niche in society (worker, doctor, teacher, etc.), a person is not only the subject of concrete activity, but also simultaneously performs a whole range of roles in relation to other members of society.
Status determines the quality and level of a person's social position in society, corresponding to the duties and powers officially assigned to this status, or a place in the informal hierarchy of relations, recognized by a fairly wide layer of society.
As BG Ananiev notes, all the components that characterize a person are closely related to each other. A person is born a biological being, and becomes a person in the process of ontogenesis by assimilating the social and historical experience of mankind. However, the formation of personality is such a complex and ambiguous process that when studying this problem it is necessary to take into account that personality is a social quality of an individual, in which a person appears as a member of society, outside of which this quality does not exist. The objective basis for the emergence and development of the personality traits of an individual is the system of social relations in which he lives and develops. In addition, the formation and development of a personality must be considered as the assimilation of social programs that have developed in a given society at a given historical stage. It should be borne in mind that this process is directed by society with the help of special institutions, primarily through the system of upbringing and education.
One of the essential understandings of culture is to define culture as human activities, as a result of which cultural values \u200b\u200bare created and used, preserved and passed on to subsequent generations.
Within the limits of spiritual activity, it is customary to differentiate socio-cultural activities aimed at:
the process of creating cultural values;
the process of mastering cultural values;
the process of preserving cultural values;
the process of disseminating cultural values;
the process of forming the cultural environment as a necessary space for the implementation of social and cultural activities.
Socio-cultural activity is a kind of cultural activity carried out by three social actors - creators, custodians and users of cultural values. These are: 1) personality, socialized individual; 2) formally organized or informal social groups; 3) society, society as a whole. Consequently, depending on the subject, cultural activity is subdivided into individual (the initial source of all cultural innovations that arise and mature in the human mind), group and mass (collective assessment and selection, dissemination, storage of innovations proposed by individuals in social time and space). Individual cultural activity (ICD) - the cultural activity of an individual subject for: a) the creation of cultural values \u200b\u200b(self-realization of the individual); b) self-development of personal spiritual and physical potential (individualization of the personality); c) mastering knowledge, skills and norms of cultural use of natural values, cultural monuments and spiritual cultural values \u200b\u200b(socialization of the individual). Socio-cultural activities (SKD) - cultural activity of social subjects (professional and non-professional social groups, up to society as a whole) in: a) socialization of cultural innovations; b) the development of the abilities of individuals and the maintenance of their creative activity; c) social communication, i.e. distribution, preservation and public use of all types of cultural values.
IN the force field of subject-object relations, the following types of socio-cultural activities can be distinguished: cognitive, value-orientational, cultural, and communicative.
2.Kinds of activities. Subject and object of activity.
Main types:
* Game - turns the process itself into a goal, but not its result.
* Communication is an activity in which there is an exchange of ideas, emotions and material objects (communication).
* Labor is a kind of human social activity aimed at transforming the environment of his existence.
Material activity - creation of things, material values \u200b\u200bnecessary to meet the needs of people.
Spiritual activity - creation of ideas, images, scientific, artistic, moral values.
Management activities - ensuring the consistency and orderliness of various spheres of public life, regulation of relations between people, their activities, public relations.
Social activities - reproduction, preservation of a full, healthy life, stimulation of human activity.
Naturally, human activity is impossible without a person who acts as its main structural component, called "subject". Under subjectis understood as the active, "initiating side" of purposeful activity, the bearer of the activity ability, with which its triggering and regulatory mechanisms are associated, i.e. the one who decides to start an activity and controls its progress. Social activity is impossible without the participation of a human subject, which can be both direct, when people put their own physical energy into the activity, and mediated, when they trust certain functions to machines.
Unlike the subject an object represents a passive, initiated side of activity, what the subject's active ability is directed to. Any phenomena of the reality around us, including living people, can act as objects.
Social laws of human progress
Social progress - a directed process, during which the structure of society becomes more perfect and certain values \u200b\u200bof an ethical order are realized: happiness, freedom, prosperity, knowledge. Social progress is based on the following beliefs:
1. progress is a positively assessed difference between the past and the present;
3. about a cumulative process proceeding either in an ascending order, step by step, or in a revolutionary way;
4. the difference between the typical, necessary stages of the process;
5. about the endogenous causes that cause self-movement (self-development) of the process;
6. about the inevitability, necessity and natural character of the process, which cannot be stopped or rejected;
7. about improvement, improvement of each subsequent stage of development.
The concept of progress is based on some value or set of values. Sometimes the very idea of \u200b\u200bprogress as such - acts as a value. Thus, progress by itself, regardless of any values, tries to fill life and history with meaning, and verdicts are passed on its behalf. However, movement without a goal, movement to nowhere is meaningless.
Signs of human cultural activity.
One of the essential understandings of culture is to define culture as a human activity, as a result of which cultural values \u200b\u200bare created and used, preserved and passed on to subsequent generations. Human activity manifests itself as a way of his being, embracing both material and practical creation and spiritual comprehension of the world; it is a conscious, purposeful, free and creatively variable manifestation of activity; it is a process of transforming social reality in accordance with social needs, goals and objectives, creating conditions for the existence and development of a social subject (society as a whole, group, individual).
The main criteria for the cultural activity of a person include symbolism, sense-making, communicativeness, regulation, creativity. Let's consider these criteria.
Symbolism. The first criterion of cultural activity should be considered the ability to send and receive transcendental (i.e. superreal) instructions, or, more precisely, symbolism actions. Words, postures, sounds, muscular tension, spatio-temporal movements, manipulations with surrounding objects only then acquire cultural and human meaning when they do not confine themselves within the limits of natural objectivity, but assume other dimensions, i.e. they combine in themselves what we encounter as natural beings and what appeals to us as supernatural, cultural beings.
Meaningfulness. Culture endows any fact, both human and included in the orbit of human life, meaning, essence, meaning. Accordingly, cultural activity must inevitably take this circumstance into account and therefore have a meaningful character. Effective acts are not produced autonomously, by themselves, but are always relied on in a common value structure. Communicativeness. The activity of a cultural subject always provides for an addressee, a person or a group of people who are adequately capable, i.e. at the same level of perception, respond to the fruits of creative effort. Thanks to this, a specifically human communication between individuals arises, a community of people is formed, some of their totality, and not just a collection of disparate creatures, by chance being in one place and at the same time. Regularity. Any society develops those specific forms in which cultural activity is clothed, and outside of which it is unacceptable. These forms vary with time and place. They don't stay the same. To a large extent, the history of culture is precisely the history of such regulated and at the same time endlessly changing communicative forms of expression. Creativity. Cultural activities - always creative act, in which the creative potential of a person is objectified. Creativity can be extremely traditional or express an open protest against tradition, be a means of actively combating the violence of obsolete old forms. However, cultural activity is not aimed at destroying and destroying the existing, but at establishing the new - at creating other cultural forms, attracting attention to the previously unknown capabilities of man and human society, opening previously unknown horizons.
All of the above characteristics of the subject of culture and features of cultural activity equally apply to both the individual and the community.
Collective activity is an important condition of the cultural process
Collective activity involves the coordination and integration of the activities of individual members of the collective. This task is provided in the collective by the leader, because production management is directly related to the management of people. The effectiveness of management activities, of course, is assessed by production results. High labor indicators of collectives to a large extent depend on the personal qualities of leaders, and therefore the problem of personality psychology is an important problem in the field of management.
The cultural process is a change in the state of cultural systems and objects over time, as well as typical models of interaction between people and their social groups.
Sociocultural space is an environment for ensuring sociocultural development.
Sociocultural spaceinfrastructure of social, cultural objects, the environment for creation, accumulation, preservation, and development of socio-cultural relations, knowledge, skills, values, norms, forms of communication.
Sociocultural space can be viewed as external environment, in which people, means of production, material structures are concentrated, providing the intensity of sociocultural development processes necessary for society.
As an independent, self-valuable general cultural system stands out to cultural environment , consisting of artistic value elements and having its own base, goals, objectives, forms of existence and activity.The object-subject basis of a person's cultural environment is cultural institutions. Cultural institutions represent a figurative model of the organization of cultural space.
