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Scheme of the report: Characteristics of the structure of personality traits from the point of view of pedagogy; A Brief Review of Person-Centered Approaches; Pedagogical experience in the formation of the personality of students in primary school.
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Personality is the unity of anthropological, social and psychological characteristics of a person, manifested in a variety of generalized systems of qualities, for example: a set of socially significant properties of a person; a system of relations to the world and with the world, to oneself and oneself; activity system and social roles; awareness of the surrounding world and oneself in it; system of needs; a set of abilities, creative possibilities; a set of reactions to external influences, etc.
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Model of personality structure according to K. K. Platonov: LEVEL OF PERSONAL TEMPERAMENT INSTINCT; QUALITIES due to HEREDITY: gender, age, nationality, etc.; QUALITIES due to the FEATURES of the NERVOUS SYSTEM.
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Model of personality structure according to K. K. Platonov: LEVEL OF MENTAL PROCESSES OF QUALITY, characterizing the features of FEELINGS, PERCEPTION, IMAGINATION, ATTENTION, MEMORY, THINKING, FEELINGS, WILL.
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Model of personality structure according to K. K. Platonov: LEVEL OF EXPERIENCE OF PERSONALITY KNOWLEDGE; SKILLS; SKILLS, HABITS.
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Model of the personality structure according to K. K. Platonov: LEVEL OF PERSONAL DIRECTION INTERESTS, VIEWS, CONVINCES; SOCIAL ATTITUDES, VALUE ORIENTATIONS, MORAL AND ETHICAL PRINCIPLES
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Model of personality traits of IP Ivanov: 6 spheres of the psyche: the sphere of knowledge, skills and abilities - ZUN; sphere of mental actions - COURT; the sphere of personality control mechanisms - SUM; the sphere of moral and aesthetic qualities - SES; sphere of effective-practical qualities - SDP; sphere of creative qualities - STV.
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Competence-based model of personality Competence is a measure of a person's ability to engage in activities. Complete incompetence High competence
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Key competences: mathematical competence; communicative competence; information competence; autonomization competence; social competence; productive competence; moral competence.
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HARMONIOUSLY DEVELOPED PERSONALITY FREE REALIZATION OF PERSONAL FUNCTION Leading principle of school education: Continuous development of the totality of personality traits.
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Pedagogical approaches to the development of the student as a person and subject of activity Approach: Conditions: Student-centered approach Acceptance of the unique holistic personality of the child. Maximum realization of the child's potential.
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Pedagogical approaches to the development of the student as a person and subject of activity Approach: Conditions: Personal-activity approach The student's personality is included in the educational process as a subject responsible for the results. The activity appears as essential form subject activity.
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Pedagogical approaches to the development of the student as a person and subject of activity Approach: Conditions: Dialogic approach Presence of psychological contact. Unconditional positive attitude towards the individual. Empathic understanding of her subjective world.
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Pedagogical approaches to the development of the student as a person and subject of activity Approach: Conditions: Individual creative approach Personal self-realization, identification and development of its creative capabilities. Reflexive type of educational activity management.
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Pedagogical actions aimed at the subjective development of the personality: creation of a system of conditions for the development of freedom and rights of the individual; awareness and acceptance by all subjects of the pedagogical process of a common system of values; determination of the criteria for the student's personal development on the basis of identifying a measure of the correspondence of knowledge, skills and personality traits to the requirements of life;
Presentation in social studies"Man and his activity" is intended for teachers and students 6th grade(UMK L.N. Bogolyubov), academic textbook, GEF-2. It is a synthesis of several sources, which allows you to reveal the topic under consideration as diversely as possible and closer to the Program and the course of the subject "Social Science. Grade 6". Displays not only the content, scientific, but the emotional side of the issues under consideration, is easily refracted into a supporting abstract. The presentation option allows both the teacher and the students to work in different modes.
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Man and his activity. Lesson-presentation in social studies, grade 6, GEF-2 "
Social studies, 6th grade
Lesson #6-7
Man and his activities
D.Z.: § 3, ?? (p.31), assignments (p.31-33)
© A.I. Kolmakov
Lesson Objectives
1. Contribute to the formation of the idea students about human activity, its main types.
2. Reveal connection between activity and personality formation.
3. improve the ability to describe the concepts being studied based on personal experience.
4. Bring up conscious motivation and self-assessment of one's own activity .
Know and be able
- characterize human activity, its separate types.
- Describe and illustrate examples of various motives of activity.
- Use elements of causal analysis to identify the connection between activity and personality formation.
- Detect Conditions and evaluate the quality of their own successful activities
Concepts, terms
- biological in man;
- social in man;
- personality;
- types of activity (game, teaching, work);
- communication;
- individual;
- individuality;
- career
Learning new material
- Motives of activity.
Actualization of the problem
- Remember! What is labor? How is human labor different from that of bees or ants? How does a person's abilities manifest themselves in work?
Let's discuss together!
Folk wisdom says: "See the tree in its fruits, and the man in deeds." How do you understand this expression?
Human activity, its main forms (labor, play, learning).
Activity – way of relating to the outside world, characteristic only for people. Its main content is the change and transformation of the world in the interests of man, the creation of what is not in nature.
To achieve a result, a person must show:
- Intelligence;
- Will
- purposefulness
- organization
- Ability to overcome difficulties
Human activity, its main forms (labor, play, learning).
- Compare the pictures and draw a conclusion: what is the difference between the activities of insects, animals and humans? What qualities are unique to humans?
Human activity, its main forms (labor, play, learning).
“Sow an act, you reap a habit, you sow habit "Reap character, sow character, reap destiny." (Chinese proverb)
“Good people come more from exercise than from nature.” (Democritus, ancient Greek philosopher)
Human activity, its main forms (labor, play, learning).
communication
work
doctrine
- Define: what goals should be set in each type of activity? Explain why?
a game
Motives of activity
activity
Actions – relatively complete elements of activity aimed at achieving intermediate goals, subject to a common plan
motives - then, what motivates a person to act
Goals - that, on that the activity is directed directly
Tell me, please, where should I go from here? - Alice asked
Where do you want to go? - answered the cat.
I don't care ... - said Alice.
Then it doesn't matter where you go, - said the Cat.
L. Carroll
Journey into the past, from. 29
Peter I became king at the age of 10. At first, he was not up to great things: he played boats, soldiers, gradually moving from tin to real ones. (military games of amusing troops of Peter I near the village of Kozhukhovo presented in his work the artist X I X century A.D. Kivshenko). Over time, the Preobrazhensky and Semyonovsky regiments were created from the so-called amusing regiments, military fun became the beginning of military exercises. Passion for boats on Lake Pleshcheevsky led to the beginning of shipbuilding. From the game Peter I went to great things.
Art Gallery ( textbook, p.30 )
Perov V. G.
(1833/34-1982).
Troika . Apprentice craftsmen carry water.
1866 State Tretyakov Gallery
test yourself
- Explain the meaning of the word "activity"?
- Why is it believed that only a person can engage in activities?
- What are the main activities? Why?
- What is the relationship between activity and human qualities?
- What are the conditions for successful activity?
6.* Complete the project "Advice to yourself: how to improve your learning activities."
reflection
- What have you learned?
- How?
- What have you learned?
- What difficulties did you experience?
- Was the lesson interesting?
Apply knowledge!
Apply knowledge!
Solve the crossword!
Apply knowledge!
Indicate within 3-4 other variants of proverbs about labor.
Apply knowledge!
Apply knowledge!
Apply knowledge!
Apply knowledge!
- What changes in your knowledge, abilities, skills occurred after working with § 3?
- What did you learn?
- What helped to achieve the result?
- What, in your opinion, from the studied should always be remembered?
- What difficulties have been encountered? What helped you overcome them?
- Work programs “Social science. The subject line of L.N. Bogolyubov. 5-9 grades. M: "Enlightenment", 2011
- Textbook. Social Studies. 6th grade. Vinogradova N. F., Gorodetskaya N. I., Ivanova L. F. / Ed. L. N. Bogolyubova, L. F. Ivanova.
- Workbook. Social Studies. 6th grade. Ivanova L. F., Khoteenkova Ya. V.
- Lesson developments. Social Studies. 6th grade. Bogolyubov L. N., Vinogradova N. F., Gorodetskaya N. I. and others.
- Smelkova T. V. Teacher MAOU gymnasium No. 6
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Literature
1. Vitenko I.S., Borisyuk A.S., Vitenko T.I. Fundamentals of psychology. Fundamentals of Pedagogy: Navchalno-methodical help. - Chernivtsi: Books - XXI, 2006. - 200 p. 2. Volkova N.P. Pedagogy: A guide for students in their initial salaries. - K .: Vidavnichesky center "Academy", 2003. - 576 p. 3. Fundamentals of psychology and pedagogy: supervisor / O. M. Stepanov, M. M. Fitsula. - 2nd view., right, add. - Kiev: Akademvidav, 2006. - 520 p. 4. Melnichuk I. M. Vikova and pedagogical psychology: scientific method. posib. for learning the course / I. M. Melnichuk. - Ternopil: TNEU, Economic Dumka, 2006. - 144 p.
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Interpretation of the concept of "man"
the highest degree of living organisms on Earth; a living being that has reached the highest development on Earth, the subject of socio-historical activity; biosocial being endowed with language, consciousness, higher mental functions
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The essence of the concept of "individual"
An individual (lat. Individuum - indivisible) is an individual, every organism that exists independently
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Personality
Personality is a socially predetermined system of mental qualities of an individual, which is determined by the involvement of a person in specific social, cultural, historical relations.
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Personality is characterized by the following features:
mind (determines the level intellectual development); responsibility, which is the level of development of a sense of responsibility, the ability to manage one's behavior, analyze one's actions and be responsible for them; freedom (capacity for autonomous activity, acceptance independent decisions); personal dignity (determined by the level of upbringing, self-esteem); individuality (dissimilarity to others).
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The essence of the concept of "individuality"
Individuality is a set of external and internal features of a person that form its originality, difference from other people.
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Socialization
Socialization is the process of assimilation by an individual of social experience, a system of social ties and relationships.
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Age personality traits
The criteria for human development are anatomical, physiological, psychological, pedagogical, physical indicators of the state of the body.
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Age-related psychology
Developmental psychology is a field of psychological science about the individual development of the human psyche in ontogenesis at different age stages. The structure of developmental psychology psychology of the prenatal period, child psychology, psychology of a younger student, adolescent psychology, psychology of early youth, psychology of adulthood, gerontopsychology
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Pedagogical psychology, studies psychological problems study and education, and is differentiated into several areas of knowledge: the psychology of study, the psychology of education, the psychology of the teacher. Pedagogical psychology (founder K.D. Ushinsky (1823-1871)
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Ontogenesis
Ontogeny is the individual development of an organism from inception to the end of life. Human ontogenesis is a holistic continuous process of quantitative and qualitative changes, which covers the formation of a person in biological, mental and social terms; this is the formation of a person as an organism, as a conscious social being and as a person; it is development, formation, maturation, formation - necessary, consistent, progressive changes
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Cognitive model of periodization of personality development (according to J. Piaget)
4 stages of cognitive development: 1. Sensorimotor 2. Preoperative 3. Specific operations 4. Formal operations
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Psychosocial concept of periodization of personality development, (according to Erickson's theory)
Stage Name of stage of development Age I childhood Up to 1 year old II early age 1-3 years old III preschool age 3-6 years old IV school age 6-11 years old V youth age 11-20 years old VI youth 20-25 years old VII maturity up to 60 years old VIII old age after 60 years old
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The theory of development of higher mental functions L.S. Vygotsky
The formation of a person as an individual and personality, according to Vygotsky, provides for the dialectical interaction of two interrelated types of development - natural (genotype + natural environment) and social (family, society, upbringing, training).
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The main provisions of the theory of L. Vygotsky
Each age has its own specific social situation of development In the transition from one age level to another, new formations arise When stable periods change, age-related crises arise
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4 laws of mental development of a child (according to L. Vygotsky)
1. The law of cyclicity 2. The law of uneven development 3. The law of "metamorphosis" 4. The law of the combination of the processes of evolution and involution in the development of the child
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The theory of activity of O.M.Leontiev
Type of conduct activity: - emotional and direct communication of an infant with adults (0-1 year old); - object-manipulative activity of young children (1-3 years old); - role-playing game for preschoolers (3-6 years old); - educational activity in schoolchildren; - intimate-personal communication of adolescents; - vocational and educational activities in senior school age.
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Criteria for determining the psychological age (according to D.B. Elkonin) 1) the social situation of development; 2) leading type of activity; 3) the main neoplasms of development; 4) age crises.
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According to D.B. Elkonin's childhood is divided into 7 periods:
1) the age of the baby - up to 1 year; 2) early childhood - 1-3 years; 3) junior and middle preschool age - 3-5 years; 4) senior preschool age - 5-7 years; 5) primary school age - 6-10 years; 6) adolescence - 10-14 years; 7) early youth age - 13-14 - 16-17 years.
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Timeline of age crises
1) crisis of the newborn (up to 1 month); 2) crisis of one year; 3) crisis of three years; 4) crisis of seven years; 5) teenage crisis (11-12 years old); 6) youthful crisis.
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Stages of the personality life cycle in modern developmental psychology
1. Prenatal (intrauterine) 2. Childhood 3. Adolescence 4. Maturity
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Stages of the prenatal (intrauterine) stage
a) germinal (pre-embryonic) stage, which lasts 2 weeks; b) germinal (embryonic) stage - until the end of the second month of development; c) fetal stage - the stage of the fetus - from the third month of development to birth.
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The most dangerous for the body are such basic periods:
1) spermogenesis - the release of the egg from the ovarian follicle, fertilization, immersion of the fertilized egg in the mucous layer of the uterus (7-8 fertilization time); 2) the period of formation of individual organs of the fetus and placenta (3-8 weeks); 3) differentiation of the functions of organs and systems of the fetus (20-24th week); 4) the moment of birth; 5) the period of adaptation of a newborn child.
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newborn
Education is reduced mainly to the physical development of the child and care for his health. An important task is to create conditions for the active functioning of the sense organs, which ensure the development nervous system, brain.
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infant period
The upbringing, educational, teaching influence is exerted on the child by actions with objects, communication with adults. The task of education is to ensure the possibility of all cognitive processes.
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Early childhood
the task is to provide versatile activities, various forms of communication that contribute to the development of independence. the assimilation of moral norms, requirements that a child masters depends on upbringing;
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Preschool
physical development provides for health protection, development of motor skills; mental education forms a system of ideas about the world, intellectual skills; in moral education, based on imitation, moral norms, attitudes towards people, towards oneself are formed; aesthetic education contributes to the development of the child's creative powers, forms an aesthetic taste.
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Junior school age
purposeful upbringing, which is carried out in the process of educational activity.
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Subjective factors of the internal logic of development (self-development)
1) features of the motivational sphere; 2) features of the formation of consciousness and self-consciousness; 3) the activity of the child (behavior, activity, communication). Francois Rabelais (1483-1553) in the novel “Gargantua and Pantagruel” created a brilliant attack on the middle school and science. The book of Rabelais is a hymn to humanistic development and real enlightenment.
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Generalization of data from various studies of the problems of human age development
1. Individual development is a multi-valued process that involves different variants and it doesn't have to end the same way. 2. Human development is not limited to a certain period: the ability to change is stored, albeit to varying degrees, throughout life. 3. Individual development in various spheres of human life depends on many factors, one of which is self-development.
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Thank you for attention
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Presentation slides
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TOPIC 2. Age features of personality development Lecture 1.2. The process of personal development. Questions
1. Personal development as a pedagogical problem. Essence of socialization and its stages. 2. Education and personality formation. 3. The role of learning in personality development. 4. Self-education in the structure of the process of personality formation 5. Age periodization of objects of pedagogical activity. 6. Personal characteristics, features of the cognitive activity of young people of senior school age.
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BASIC REPRESENTATIONS OF THE PERSONALITY PROBLEM
In pedagogy and psychology, there were three main directions on the problem of personality and its development: biological, sociological and biosocial.
The personality is presented as a purely natural being, all human behavior is explained by the action of the needs, drives and instincts inherent in him from birth (Z. Freud and others). A person is forced to obey the requirements of society and at the same time constantly suppress natural needs. To hide this constant struggle with himself, he "puts on a mask" or dissatisfaction of natural needs replaces the occupation of some kind of activity.
It is believed that although a person is born as a biological being, however, in the course of his life he gradually socializes due to the influence on him of those social groups with which he communicates. The lower the level of development of a personality, the brighter and sharper its biological features are, first of all, the instincts of possession, destruction, sexuality, etc.
Mental processes (sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, abilities of the individual are formed as social phenomena. Such a division of personality can in no way explain either its behavior or its development.
BIOLOGICAL DIRECTION
SOCIOLOGICAL DIRECTION
BIOSOCIAL DIRECTION
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THE ESSENCE OF HUMAN AS A PERSON
Modern pedagogical science considers the personality as a whole, in which the biological is inseparable from the social. Changes in the biology of the individual affect not only the characteristics of its activities, but also the way of life. However, the decisive role is played by those motives, interests, goals, i.e. the results of social life, which, determining the whole appearance of a person, give her strength to overcome her physical shortcomings and character traits (irascibility, shyness, etc.)
HUMAN BIO PSYCHO SOCIAL BEING
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BASIC PERSONALITY FUNCTIONS
The main functions of the individual are the creative development of social experience and the inclusion of a person in the system of social relations. All aspects of personality are found only in activities and in relationships with other people. Personality exists, manifests itself and is formed in activity and communication. Hence the most important characteristic of the personality - the social appearance of a person, with all its manifestations connected with the life of the people around him.
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DRIVING FORCES OF PERSONAL DEVELOPMENT-CONTRADICTIONS
the contradiction between new needs generated by activity and the possibilities of their satisfaction
the contradiction between the increased physical and spiritual capabilities of the child and the old, previously established forms of relationships and activities
the contradiction between the growing demands on the part of society, a group of adults and the current level of development of the individual
MAIN CONTRADICTIONS
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SOCIAL ADAPTATION = SOCIALIZATION
The concept of adaptation, being one of the central concepts of biology, means the adaptation of a living organism to environmental conditions. This concept was extrapolated into social science and began to denote the process of a person's adaptation to the conditions of the social environment. This is how the concepts of social and mental adaptation arose.
With the help of the concept of adaptation, socialization is considered as the process of a person entering the social environment and its adaptation to cultural, psychological and sociological factors.
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STAGES OF SOCIALIZATION
Pre-labor, including the entire period of a person's life before the start of labor activity. This stage, in turn, is divided into two more or less independent periods: early socialization, covering the time from the birth of a child to entering school; youthful socialization, including education at school, college, university, etc.
The labor stage covers the period of a person's maturity. However, it is difficult to determine the demographic boundaries of this stage, since it includes the entire period of a person's labor activity.
The post-labor stage, which occurs in old age due to the termination of labor activity.
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LEVEL OF SOCIALIZATION
In the process of socialization, a person tries on and performs various roles, which are called social. Through roles, a person has the opportunity to express himself. By the dynamics of the roles performed, one can get an idea of those entries into the social world that a person has gone through. A sufficiently good level of socialization is evidenced by the ability of a person to enter into various social groups organically, without demonstrativeness and without self-abasement
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A.V. Mudrik singled out the main factors of socialization, combining them into three groups: macrofactors (space, planet, world, country, society, state), which affect the socialization of all inhabitants of the planet or very large groups of people living in certain countries; mesofactors (meso - "middle, intermediate") - the conditions for the socialization of large groups of people distinguished by nationality (ethnos as a factor of socialization); by the place and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain networks of mass communication (radio, television, cinema, etc.); microfactors - these include those that have a direct impact on specific people - a family, a group of peers, a microsociety, organizations in which social education is carried out - educational, professional, public, etc.
FACTORS OF SOCIALIZATION OF THE PERSON
Anatoly Viktorovich Mudrik - Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor of the Department of Social Pedagogy and Psychology of the Faculty of Pedagogy and Psychology of the Moscow State Pedagogical University.
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SOCIALIZATION - EDUCATION
Education has two main functions: streamlining the entire spectrum of influences (physical, social, psychological, etc.) on the personality and creating conditions for accelerating the processes of socialization in order to develop the personality. In accordance with these functions, education makes it possible to overcome or weaken the negative consequences of socialization, to give it a humanistic orientation, to claim the scientific potential for predicting and constructing pedagogical strategy and tactics.
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EDUCATION AND DEVELOPMENT
L. S. Vygotsky singled out two levels of mental development of the child. The first is the level of actual development as the student's current level of readiness, which is characterized by what tasks he can complete independently. The second, higher level, which he called the zone of proximal development, refers to what the child cannot do on his own, but which he can do with a little help. What a child does today with the help of an adult, L. S. Vygotsky noted, tomorrow he will do on his own; what was included in the zone of proximal development, in the process of learning passes to the level of actual development.
L.S. Vygotsky (1896-1934)
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CHARACTER OF PERSONAL DEVELOPMENT
The nature of the development of each personality, the breadth, depth of this development under the same conditions of training and education depend mainly on its own efforts, on the energy and efficiency that it displays in various types activities, of course, with an appropriate adjustment for natural inclinations. It is precisely this that in many cases explains the differences in the development of individuals, including schoolchildren, who live and are brought up in the same environmental conditions and experience approximately the same educational influences.
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SELF-EDUCATION OF THE PERSON
Self-education is a systematic and conscious human activity aimed at self-development and the formation of a basic culture of the individual. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary habits of behavior, strong-willed qualities. Self-education - component and the result of education and the whole process of personality development. It depends on the specific conditions in which a person lives.
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The main psychological acquisition of early youth is the discovery of one's inner peace. For a child, the only conscious reality is the outside world, onto which he projects his fantasy. On the contrary, for a young man the external, physical world is only one of the possibilities of subjective experience, the focus of which is himself. The "discovery" of one's inner world is an important, joyful and exciting event, but it causes a lot of disturbing, dramatic experiences. The inner "I" may not coincide with the external behavior, actualizing the problem of self-control. It is no coincidence that complaints of weak will are the most common form of youthful self-criticism. For adolescence, the processes of development of self-consciousness, the dynamics of self-regulation of images of the "I" are especially important.
PERSONAL DEVELOPMENT OF SENIOR STUDENTS
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FORMATION OF LIFE PLANS
A characteristic feature of early youth is the formation of life plans. A life plan arises, on the one hand, as a result of generalizing the goals that a person sets for himself, and on the other hand, it is the result of specifying goals and motives. A life plan in the exact sense of the word arises when the subject of reflection is not only the final result, but also the ways to achieve it. Unlike a dream, which can be both active and contemplative, a life plan is a plan of action. The professional plans of high school students are often not specific enough. Quite realistically assessing the sequence of their future life achievements(promotion, salary growth, purchase of an apartment, car, etc.), high school students are overly optimistic in determining the possible timing of their implementation.
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In youth, the need especially increases, on the one hand, for new experience, and on the other, for recognition, security and empathy. This determines the growth of the need for communication and contributes to solving the problems of self-awareness, self-determination, self-affirmation. With age (from 15 to 17 years), the need for understanding increases markedly, and in girls it is stronger than in boys. Studying the features of high school students' communication, researchers pay special attention to the diversity of its functions. Firstly, high school student communication is a very important "information channel". Secondly, it is a type of activity that has a significant impact on the development of the individual. And, thirdly, this is a kind of emotional contact that contributes to the development of the emotional sphere and the formation of self-esteem, which is so important at this age.
SPECIAL NEED FOR COMMUNICATION
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The need for solitude performs various functions in the development of a high school student. It can be considered both as a reflection of a certain stage of personality development, and as one of the conditions for such development. Knowledge of the beautiful, understanding oneself and others can be effective only in solitude. Fantasies and dreams, in which roles and situations are played, make it possible to compensate for certain difficulties in real communication. The main principle of communication and mental life in general in adolescence is a pronounced search for ways to the world through finding a way to oneself.
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Slides captions:
PERSONALITY. Structure and essential characteristics. Eliseeva Marianna Nikolaevna teacher of the MHC GBOU school No. 460 in Moscow
What is a personality: Personality is a human individual as a subject of interpersonal and social relations and conscious activity. "Atlas of Psychology" A personality is a figure in social development, a conscious individual who occupies a certain position in society and performs a certain social role. A.G. Kovalev Personality is a dynamic organization of psychophysical systems within an individual, which determines his unique behavior and thinking. G. Allport A person is the same person, but considered only as a public, social being. V.A. Krutetsky
“The individual is born. They become a person. Individuality is upheld." A.G. Asmolov PERSON INDIVIDUALITY PERSON PERSONALITY
Man is primarily a biological being belonging to the class of mammals of the species Homo sapiens. Man like species characterized by a special bodily organization, the essential features of which are: upright posture highly developed brain the presence of hands adapted to work
endowed with consciousness able to work has speech MAN as a biological being: cognizes the world actively changes, transforms the world
MAN as a social being: self-consciousness consciousness as a social product social life and work correlation of one's desires with external circumstances
You are not born a person, you become a person
Psychological characteristics of personality: Stability of personality traits: with all the plasticity, variability of the mental manifestations of the personality, the relative constancy of its warehouse clearly stands out. Personal activity: expressed in a diverse and multifaceted activity aimed at knowing, changing, transforming the world around, changing one's own nature, one's mental make-up (self-education). The unity of the individual: close connection and interdependence mental processes and mental properties of the individual.
Personality is a very complex whole 1. Orientation of a personality is a system of its relations to the surrounding world: motives (reasons) of a person's behavior, needs, feelings, interests. 2. The capabilities of the individual - the psychological prerequisites for the success of her activities (ability). 3. Style, psychological characteristics of personality behavior - temperament and character. P O R O N S
The process of becoming a person is carried out in a variety of social relations, in which he is included by his spirituality: - relations that develop in the process of production and consumption of material goods; - political relations; - ideological relations
psychology pedagogy sociology Personality as a product of social development, philosophy medicine ethics
THEORIES OF PERSONALITY No. theory founder features 1. Classical psychoanalysis Sigmund Freud The model of personality is based on the polarization of two principles - unconscious values and norms, rules, laws of society. 2. Analytical theory Carl Gustav Jung The structure of personality as an individual identity, the ratio of individual properties of archetypes, individual blocks of the unconscious and conscious 3. Humanistic Carl Ransom Rogers, Abraham Maslow Analysis of two states - "I" real and "I" ideal. The study of the human in man. 4. Cognitive George Kelly The main function of the human psyche is the study of reality in order to predict the future and control behavior. 5. Activity S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya Personality as a subject life path and subject of activity. 6. Personal development R.S. Nemov, V.A. Mudrik, A.G. Asmolov Factors influencing the development of personality. The process of socialization in the formation of personality.
Z. Freud created the first detailed theory of personality, based on two premises. The genetic background reveals the role of early childhood experiences in the formation of an adult personality. It is at this age that the basic foundation of personality is laid. The second premise is that a person is born with a certain amount of sexual energy (libido). He attached a decisive role in the formation of personality to the first five years. In subsequent periods of development, the dynamics more or less stabilizes. In adolescence, the dynamics intensifies again, and then - as the transition to adulthood - subsides. Freud, Sigmund (1856.05.06 - 1939.09.23) - Austrian psychologist, psychiatrist and neuropathologist, founder of psychoanalysis.
K.G. Jung views the personality as an extremely complex structure, which includes a huge number of possible archetypes and complexes, the relationships between which are complex and intricate. As a driving force in the development of personality, K.G. Jung calls the psychic (life) energy of the body as a biological system, which, like all vital energy, arises from the metabolic bodily processes. Psychic energy is considered by him as a hypothetical construct that cannot be measured or seen. It manifests itself in the form of actual (desire, will, feeling, aspiration) or potential (inclination, tendency, attitude, predisposition) forces. Carl Gustav Jung (07/26/1875 - 06/06/1961) - Swiss psychiatrist, founder of one of the areas of depth psychology, analytical psychology
He considered the self-concept as a fundamental component of the personality structure, which is formed in the process of interaction of the subject with the surrounding (primarily social) environment and is an integral mechanism for self-regulation of his behavior. "The individual has within himself the ability to understand the factors in his life that bring him unhappiness and pain, and to reorganize himself in such a way as to overcome these factors." Scientist Position: When I refrain from pestering people, they take care of themselves. When I refrain from ordering people, they themselves behave correctly. If I refrain from preaching to people, they improve themselves. If I don't impose anything on people, they become themselves. Lao Tzu Carl Ransome Rogers (Rogers, Carl, 1902-1987) was an American psychologist and educator.
According to A. Maslow, each person has an innate desire for self-actualization, and this desire for the maximum disclosure of one's abilities and inclinations is the highest human need. True, in order for this need to manifest itself, a person must satisfy the entire hierarchy of underlying needs. The higher nature of man relies on his lower nature, needs it as a foundation, and collapses without this foundation. Thus, most of humanity cannot manifest their higher nature without satisfying the basic lower nature. Abraham Maslow (April 1, 1908, New York - June 8, 1970) is a prominent American psychologist, the founder of humanistic psychology.
PYRAMID OF HUMAN NEEDS A. MASLOW
Cognitive psychology is based on the position of the decisive role of knowledge, cognitive structures and schemes in the course of mental processes and human behavior. Kelly's concept emphasizes the nature of a person's perception of the stimuli acting on him, the ways of interpreting and transforming these stimuli in relation to the already existing structures and characteristics of the individual's behavior associated with such interpretations and transformations. J. Kelly tried to explore both the formal and content characteristics of cognition. The core of personality is represented by a system of constructs. The concept of a personal construct (as a means of logical organization of experience) is introduced by Kelly himself. George Alexander Kelly (April 28, 1905 – March 6, 1967) was an American psychologist and author of personality construct theory.
Abulkhanova-Slavskaya Ksenia Alexandrovna (06/29/1932) - psychologist and philosopher; Candidate of Pedagogical Sciences (Psychology), Doctor of Philosophical Sciences, Professor. “Life is powerful, infinitely varied and fraught with everything good and evil. And a person, ultimately, has one thing in life: to bring into it, as much as he can, beauty and goodness. SL Rubinshtein Sergey Leonidovich Rubinshtein (1889 - 1960) - an outstanding psychologist and philosopher - opened fundamentally new and very promising ways in the development of psychological science and philosophy. In the 20th century, it was he who became the founder of the most deeply developed philosophical and psychological theory of activity.
STRUCTURE of personality (according to S.L. Rubinshtein): DIRECTION OF KNOWLEDGE, SKILLS, INDIVIDUAL-TYPOLOGICAL FEATURES Manifested in needs, interests, ideals, beliefs, dominant motives of activity and behavior, and worldview. Manifested in temperament, character, abilities Acquired in the process of life and cognitive activity.
The happiness of an individual outside of society is impossible, just as the life of a plant pulled out of the ground and thrown onto barren sand is impossible. LN Tolstoy The goal of the school should always be the education of a harmonious personality, and not a specialist. Albert Einstein
