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Topic 10: Personal development and its life path Plan: 1. The process of personality development 2. Basic theories of personality development 3. Periodization of personality development by E. Erikson 4. Crises of age-related development
Literature 1. Abramova G. S. General psychology. – M., 2004. 2. Introduction to psychology (edited by A. V. Petrovsky) – M, 1996. 3. Gippenreiter Yu. B. Introduction to general psychology. - M., 1996. 4. Godefroy J. What is psychology, vol. 1. - M, 1992 5. Nemov R. S. Psychology, vol. 1 - M., 1995. 6. Stolyarenko L. D. Fundamentals of psychology . – Rostov-on-Don, 1997.
Personal development can be presented as the process and result of a person’s entry into a new socio-cultural environment (or socialization) Stages: 1. adaptation: assimilation of current values and norms and mastery of appropriate means and forms of activity 2. individualization: search for means and ways to manifest one’s individuality, for self-expression 3. integration - mutual adaptation of the individual and the group: the individual retains those individual traits that are necessary for group development and his own need to contribute to the life of the group, and the group to some extent changes its group norms, having adopted those from the individual traits that are recognized by the group as significant for its development
Theories of personality development Behaviorism Personality is a set of behavioral reactions inherent in a given person. A person is a reacting, acting, learning being, programmed for certain reactions, actions and behavior John Watson (1878 -1958)
Theories of personality development Psychoanalysis Human psychology is determined by unconscious forces - drives, instincts. Personality development - the history of the struggle of a person’s drives with the prohibitions dictated by his conscience Sigmund Freud (1856 -1939)
Psychosexual theory of development (S. Freud) At each stage of development, there is a sensitive area of the body associated with receiving pleasure (erogenous zone). The main factor in development is the sexual instinct, which progresses from one zone to another throughout a person’s life. Fixation is a stop in development. Stages of development: 1. Oral (0 -18 months) The basic attitudes of dependence-independence, trust and support in relation to other people are laid. From the It the Self is formed. 2. Anal (18 months -3 years). The rudiments of self-control and self-regulation are formed. The super-ego is formed. 3. Phallic (3 -6 years old). Oedipus complex and Electra complex. Separation of Ego and Super-Ego. 4. Latent period (6 -7 years - other age). Preparation for growing up, decreased sexual need, sublimation. Accumulation of psychic forces in the superego. 5. Genital stage (from maturity to death). The final formation of personality structure. A genital character is a person who is mature and responsible in social and sexual relations.
Gestalt psychology Originated at the beginning of the 20th century in Germany. Founders: M. Wertheimer (1880 -1943), K. Koffka (1886 -1967), W. Köhler (1887 -1967). “Gestalt” (German) - form, image, structure. A person thinks and perceives the world as a set of images. The psyche should be studied from the point of view of holistic gestalt structures. K. Levin: human behavior and development is a function of his living space, which includes the personality and its psychological environment. Kurt Lewin (1890 -1947)
Prayer of a Gestalt therapist (F. Perls) I do my thing, and you do yours. I don't live in this world to live up to your expectations. And you don’t live in this world to live up to mine. You are you, and I am me. And if we happen to find a friend, that's wonderful. If not, it cannot be helped.
Theories of personality development Social learning theory Block “personal self-efficacy” - cognitive construct “I can - I can’t” Conditions promoting self-efficacy: Past experience (“If I could before, I can do it now”) Self-instruction (“I can do it!”); Heightened emotional mood Observation, modeling, imitation (“If others can do it, then I can!”) Albert Bandura (1925 -1988)
Theories of personality development Cognitive psychology J. Bruner: cognition is primarily of a sensory and motor nature: nothing can be included in thought without first passing through the feelings and motor activity of a person. Sensorimotor reflection of reality in childhood is decisive Jerome Bruner (b. 1915)
Theories of personality development Cognitive psychology F. Zimbardo: most forms of antisocial behavior can be explained using situational factors, and not character traits. Even “good” people can do negative things in difficult circumstances Philip Zimbardo (b. 1933)
Theories of personality development Cognitive psychology A. Ellis: incorrect human behavior is caused primarily by irrational thoughts that arise in certain situations. Modifying thoughts leads to changes in behavior and experiences. A mature person is one who is able to manage himself by controlling his thoughts Albert Ellis (1913 -2007)
Theories of personality development Cognitive psychology A. Beck: the phenomenon of “automatic thoughts” that process current information. They are involuntary, fleeting, unconscious and lead directly to emotional and behavioral reactions Aaron Beck (b. 1921)
Theories of personality development Humanistic psychology According to A. Maslow (1908 -1970), a self-actualizing personality is a healthy, harmonious person who strives for self-actualization Features of self-actualizing individuals: Full acceptance of reality and a comfortable attitude towards it Acceptance of others and oneself Professional passion for what you love, focus on task, to solve a problem Autonomy, independence from the social environment, independent judgment Ability to understand other people, attention, goodwill towards people, a sincere desire to help Constant novelty, freshness of assessments, openness to experience, new experiences (“childishness” of perception) Frequent experiences of “peak” » feelings, ecstasy Spontaneity, natural behavior Deep interpersonal relationships
Theories of personality development Humanistic psychology According to K. Rogers: human behavior can be understood only on the basis of his subjective perception and knowledge of reality, people are able to determine their own destiny, they are responsible for the fact that they are people who are basically good and have a desire for excellence, move towards autonomy, maturity, realizing personal potential Carl Rogers (1902 -1987)
Theories of personality development Humanistic psychology G. Allport Personality is a dynamic organization of those psychophysical systems within an individual that determine its characteristic behavior and thinking. Introduces the term proprium - a positive, growth-seeking and developing property of human nature. A psychologically mature person is capable of warm, cordial social relationships, is characterized by realistic perceptions, experiences and aspirations, demonstrates the ability to self-knowledge and a sense of humor, and has an integral philosophy of life Gordon Allport (1897 -1967)
Periodization of personality development by E. Erikson Personal development is a natural change of stages, at each of which there is a qualitative transformation of a person’s inner world, relationships and behavior, as a result of which he, as a person, acquires new formations that are characteristic specifically for a given period of development. Each stage of development is determined by the crisis situation that must be resolved for the further unhindered development process. Personal development is determined by the results of overcoming a crisis (conflict) Erikson (1902 -1994)
A crisis is a transition to a new qualitatively specific stage of development. During this period, a person must solve the problems of age and acquire certain new formations. Crises of a mature personality: Crisis of 30 years. Ideas about life formed between the ages of 20 and 30 turn out to be not entirely correct. There is a reassessment of values. The task is to find one’s place in the new circumstances of life, balancing the scale of one’s personality with the new prospects and limitations that a person has only now seen. Crisis 40 years. There is an awareness of the loss of youth. A person begins to feel a discrepancy between dreams, life plans and the progress of their implementation. With age comes skill, interesting ideas arise, but just as quickly strength decreases, health deteriorates, and attractiveness is lost. This period is characterized by an “identity crisis” - loss of the sense of the new, a feeling of being behind the times, a decrease in the level of professionalism. It is allowed through the transfer of life experience, the search for students, continuers of one’s work. Crisis 50 - 55 years. Deteriorating health sets a person up for a “philosophical understanding” of life. Reassessment of your life path from the perspective of accumulated experience. For the first time, a person experiences a state of stopping. Life appears before her in the form of a complete image that is subject to contemplation. Summing up life. Death as a critical event in a person's life.
Presentation in social studies"Man and His Activities" is intended for teachers and students 6th grade(UMK L.N. Bogolyubova), academic textbook, Federal State Educational Standard-2. It is a synthesis of several sources, which allows us to reveal the topic under consideration as diversely and as closely as possible to the Program and course of the subject “Social Studies. Grade 6”. It reflects not only the substantive, scientific, but also the emotional aspects of the issues under consideration, and is easily refracted into a supporting summary. The presentation option allows both the teacher and students to work in different modes.
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“Man and his activities. Lesson-presentation on social studies, 6th grade, Federal State Educational Standard-2"
Social studies, 6th grade
Lesson No. 6-7
Man and his activities
D.Z.: § 3, ?? (p.31), tasks (p.31-33)
© A.I. Kolmakov
Lesson Objectives
1. Help shape the vision students about human activity, its main types.
2. Expand 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-esteem of one’s own activities .
Know and be able to
- Characterize human activity, its individual types.
- Describe and illustrate examples of various motives for activity.
- Use elements of cause-and-effect analysis to identify the connection between activity and personality formation.
- Identify conditions and evaluate the quality of your own successful activities
Concepts, terms
- biological in man;
- social in man;
- personality;
- types of activities (play, study, work);
- communication;
- individual;
- individuality;
- career
Learning new material
- Motives of activity.
Updating the problem
- Remember! What is labor? How does human labor differ from the labor of bees or ants? How do human abilities manifest themselves in work?
Let's discuss it together!
Popular wisdom says: “See the tree in its fruits, and the man in his deeds.” How do you understand this expression?
Human activity, its main forms (work, play, learning).
Activity – a way of relating to the outside world that is characteristic only of humans. Its main content is the change and transformation of the world in the interests of man, the creation of something that does not exist in nature.
To achieve results, a person must demonstrate:
- Intelligence;
- Will
- Determination
- Organization
- Ability to overcome difficulties
Human activity, its main forms (work, 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 (work, play, learning).
“If you sow an action, you will reap a habit, you will sow habit “If you reap character, if you sow character, you will reap destiny.” (Chinese proverb)
“Good people are made more by exercise than by nature.” (Democtritus, ancient Greek philosopher)
Human activity, its main forms (work, play, learning).
communication
work
doctrine
- Determine: what goals should be set in each type of activity? Explain why?
a game
Motives for activity
activity
Actions – relatively complete elements of activity aimed at achieving intermediate goals, subordinate to a general plan
Motives - That, what motivates a person to act
Goals -that, on that the activity is directly aimed
Tell me, please, where should I go from here?” asked Alice.
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, With. 29
Peter I became king at the age of 10. At first he had no time for great things: he played with boats and soldiers, gradually moving from tin ones to real ones. (war games of Peter's amusing troops I near the village of Kozhukhovo was presented in his work by artist X I X century A.D. Kivshenko). Over time, the Preobrazhensky and Semenovsky regiments were created from the so-called amusing regiments; military amusements became the beginning of military exercises. The passion for boats on Lake Pleshcheevskoe led to the beginning of shipbuilding. From the game Peter I was on his way to great things.
Art Gallery ( textbook, p.30 )
Perov V. G.
(1833/34-1982).
Troika . Craftsmen's apprentices are carrying water.
1866 Tretyakov Gallery
check yourself
- Explain the meaning of the word “activity”?
- Why do they think that only a person can engage in activity?
- What types of activities are called the main ones? Why?
- What is the connection between activity and human qualities?
- What are the conditions for successful activity?
6.* Complete the project “Advice to yourself: how to improve your educational activities.”
reflection
- What did you learn?
- How?
- What have you learned?
- What difficulties did you experience?
- Was the lesson interesting?
Apply your knowledge!
Apply your knowledge!
Solve the crossword puzzle!
Apply your knowledge!
Indicate within 3-4 other versions of proverbs about work.
Apply your knowledge!
Apply your knowledge!
Apply your knowledge!
Apply your knowledge!
- What changes in your knowledge, skills, and abilities occurred after working with § 3?
- What did you learn?
- What helped you achieve the result?
- What do you think you should always remember from what you have learned?
- What difficulties did you encounter? What helped you overcome them?
- Work programs “Social studies. Subject line of textbooks by L.N. Bogolyubova. 5-9 grades." M: "Enlightenment", 2011
- Textbook. Social science. 6th grade. Vinogradova N. F., Gorodetskaya N. I., Ivanova L. F. / Ed. L. N. Bogolyubova, L. F. Ivanova.
- Workbook. Social science. 6th grade. Ivanova L. F., Khoteenkova Ya. V.
- Lesson-based developments. Social science. 6th grade. Bogolyubov L. N., Vinogradova N. F., Gorodetskaya N. I. et al.
- Smelkova T.V. Teacher MAOU Gymnasium No. 6
personality:
Personality is a set of social relations realized in diverse activities (Leontiev). Personality is a set of internal conditions through which all external influences are refracted (Rubinstein). Personality is a social individual, an object and subject of social relations and the historical process, manifesting itself in communication, in activity, in behavior (Hansen). The concept of personality denotes the human individual as a member of society, generalizes the socially significant features integrated into it (I.S. Kon). Personality is the subject of social behavior and communication (B.G. Ananyev). Personality is a person as a social individual, a subject of knowledge and objective transformation of the world, a rational being with speech and capable of work (A.V. Petrovsky). Personality is a person as a carrier of consciousness (K.K. Platonov). Personality is a set of individual psychological characteristics that is formed throughout life, which determine a given person’s unique attitude towards himself, society and the world around him as a whole (Yu.V. Shcherbatykh).
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The presentation on the topic “Age-related characteristics of personality development” can be downloaded absolutely free of charge on our website. Project subject: Psychology. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 20 slide(s).
Presentation slides
Slide 1
TOPIC 2. Age-related characteristics of personality development Lecture 1.2. The process of personality development. Questions
1. Personal development as a pedagogical problem. The essence of socialization and its stages. 2. Education and personality formation. 3. The role of training 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 cognitive activity of youth 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
Personality seems to be a purely natural being, all human behavior is explained by the action of the needs, drives and instincts inherent in him from birth (S. Freud, etc.). A person is forced to obey the demands of society and at the same time constantly suppress natural needs. To hide this constant struggle with himself, he “puts on a mask” or replaces the dissatisfaction of natural needs with engaging in some type of activity.
It is believed that although a person is born as a biological being, in the course of his life he is gradually socialized 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 more sharply its biological traits manifest themselves, primarily the instincts of possession, destruction, sexual, etc.
Mental processes (sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, and abilities of the individual are formed as social phenomena. Such a division of personality cannot explain either its behavior or its development.
BIOLOGICAL DIRECTION
SOCIOLOGICAL DIRECTION
BIO-SOCIAL DIRECTION
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THE ESSENCE OF MAN AS AN PERSONALITY
Modern pedagogical science considers personality as a single whole, in which the biological is inseparable from the social. Changes in the biology of an individual affect not only the characteristics of its activities, but also its lifestyle. However, the decisive role is played by those motives, interests, goals, i.e. results of social life, which, determining the entire appearance of a person, give him the strength to overcome his physical shortcomings and character traits (hot temper, shyness, etc.)
MAN BIO PSYCHO SOCIAL BEING
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BASIC FUNCTIONS OF PERSONALITY
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 revealed only in activity and in relationships with other people. Personality exists, manifests itself and is formed in activity and communication. Hence the most important characteristic of personality - the social appearance of a person, with all its manifestations connected with the lives of the people around him.
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DRIVING FORCES OF PERSONALITY DEVELOPMENT - CONTRADICTIONS
the contradiction between new needs generated by activity and the possibilities of satisfying them
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 from society, a group of adults and the current level of personal development
MAIN CONTRADITIONS
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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 human adaptation to the conditions of the social environment. This is how the concepts of social and mental adaptation arose
Using the concept of adaptation, socialization is considered as the process of a person’s entry into the social environment and its adaptation to cultural, psychological and sociological factors
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STAGES OF SOCIALIZATION
Pre-labor, which includes the entire period of a person’s life before starting work. This stage, in turn, is divided into two more or less independent periods: early socialization, covering the time from the birth of the child to his entry into school; youth socialization, including education at school, technical school, university, etc.
The labor stage covers the period of human maturity. However, the demographic boundaries of this stage are difficult to determine, since it includes the entire period of a person’s working life
The post-labor stage, which occurs in old age due to the cessation 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. Based on the dynamics of the roles performed, one can get an idea of those entries into the social world that the individual has gone through. A fairly good level of socialization is evidenced by a person’s ability to enter various social groups organically, without demonstrativeness and without self-deprecation
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A.V. Mudrik identified the main factors of socialization, combining them into three groups: macrofactors (space, planet, world, country, society, state), which influence the socialization of all inhabitants of the planet or very large groups of people living in certain countries; mesofactors (meso - “average, intermediate”) - conditions for the socialization of large groups of people identified on the basis of nationality (ethnicity as a factor of socialization); by the place and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, cinema, etc.); microfactors - these include those that have a direct impact on specific people - family, peer group, microsociety, organizations in which social education is carried out - educational, professional, public, etc.
FACTORS OF PERSONAL SOCIALIZATION
Anatoly Viktorovich Mudrik - Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor of the Department of Social Pedagogy and Psychology, Faculty of Pedagogy and Psychology, 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 individual and creating conditions for accelerating the processes of socialization for the purpose of personal development. In accordance with these functions, education allows one to overcome or weaken the negative consequences of socialization, give it a humanistic orientation, and demand scientific potential for forecasting and designing pedagogical strategies and tactics.
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EDUCATION AND DEVELOPMENT
L. S. Vygotsky identified two levels of mental development of a child. The first is the level of actual development as the student’s current level of preparedness, 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, noted L. S. Vygotsky, tomorrow he will do independently; what was part of the zone of proximal development, in the process of learning, moves 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 individual, the breadth and depth of this development under the same conditions of training and upbringing depend mainly on her own efforts, on the energy and efficiency that she displays in various types of activities, of course, with appropriate adjustments for natural inclinations. This is precisely what in many cases explains the differences in the development of individual people, 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 PERSONALITY
Self-education is a systematic and conscious human activity aimed at self-development and the formation of a basic personal culture. 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 behavioral habits, and volitional qualities. Self-education is an integral part and result of education and the entire 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 world. For a child, the only conscious reality is the external 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 many anxious, dramatic experiences. The inner “I” may not coincide with external behavior, actualizing the problem of self-control. It is no coincidence that complaints about weakness of will are the most common form of youthful self-criticism. For adolescence, the processes of development of self-awareness and the dynamics of independent regulation of “I” images are especially important.
PERSONAL DEVELOPMENT OF HIGH SCHOOL CHILDREN
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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 a generalization of the goals that a person sets for himself, and on the other hand, it is the result of a specification of goals and motives. A life plan in the precise sense of the word arises when the subject of reflection becomes not only the end result, but also the ways to achieve it. Unlike a dream, which can be either active or contemplative, a life plan is a plan of activity. Professional plans of high school students are often not specific enough. Quite realistically assessing the sequence of their future life achievements (promotion at work, 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, on the one hand, for new experience, and on the other, for recognition, security and empathy, especially increases. This determines the growth of the need for communication and contributes to solving problems of self-awareness, self-determination, and self-affirmation. With age (from 15 to 17 years), the need for understanding increases noticeably, and in girls it is stronger than in boys. When studying the features of communication among high school students, researchers pay special attention to the diversity of its functions. Firstly, high school student communication is a very important “channel of information.” Secondly, this is a type of activity that has a significant impact on personal development. And thirdly, this is a type 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. Cognizing beauty, understanding oneself and others can only be effective in solitude. Fantasies and dreams, in which roles and situations are played out, make it possible to compensate for certain difficulties in real communication. The basic principle of communication and mental life in general in adolescence is a pronounced search for ways to peace through finding a way to oneself.
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Slide captions:
PERSONALITY. Structure and essential characteristics. Eliseeva Marianna Nikolaevna teacher of MHC GBOU school No. 460 in Moscow
What is personality: Personality is a human individual as a subject of interpersonal and social relations and conscious activity. “Atlas of Psychology” 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 Personality is the same person, but considered only as a public, social being. V.A. Krutetsky
“One is born an individual. They become a person. Individuality is defended." A.G.Asmolov PERSON INDIVIDUALITY PERSON INDIVIDUAL PERSONALITY
Man is, first of all, a biological creature belonging to the class of mammals of the species Homo sapiens. Man as a biological species is characterized by a special bodily organization, the essential features of which are: upright posture, highly developed brain, presence of hands adapted for work
endowed with consciousness capable of working has speech MAN as a biological being: cognizes the world around him actively changes and transforms the world
MAN as a social being: self-awareness consciousness as a social product social life and work correlation of one’s desires with external circumstances
One is not born with a personality, one becomes one
Psychological characteristics of the personality: Stability of personality properties: with all the plasticity and variability of the mental manifestations of the personality, the relative constancy of its make-up is clearly evident. Personal activity: expressed in diverse and multifaceted activities aimed at cognition, change, transformation of the surrounding world, at changing one’s own nature, one’s mental makeup (self-education). Unity of personality: close connection and interdependence of mental processes and mental properties of the individual.
Personality is a very complex whole 1. The orientation of a personality is the system of its relations to the world around it: motives (reasons) for a person’s behavior, needs, feelings, interests. 2. Personal capabilities - psychological prerequisites for the success of its activities (abilities). 3. Style, psychological characteristics of personality behavior - temperament and character. PARTIES
The process of personality formation is carried out in diverse social relationships, in which he is included through his spirituality: - relationships 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, studied philosophy medicine ethics
THEORIES OF PERSONALITY No. theory founder features 1. Classical psychoanalysis Sigmund Freud The personality model is built on the polarization of two principles - unconscious quantities and norms, rules, laws of society. 2. Analytical theory Carl Gustav Jung Personality structure as individual uniqueness, the relationship between individual properties of archetypes, individual blocks of the unconscious and conscious 3. Humanistic Carl Ransom Rogers, Abraham Maslow Analysis of two states - the real “me” and the ideal “me”. 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 of life’s path and a subject of activity. 6. Personal development R.S. Nemov, V.A. Mudrik, A.G. Asmolov Factors influencing personality development. 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 adult personality. It is at this age that the basic foundation of personality is laid. The second premise is the assumption 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 stabilize. In adolescence, the dynamics intensify again, and then, as we move to adulthood, they subside. Freud, Sigmund (1856.05.06 – 1939.09.23) – Austrian psychologist, psychiatrist and neuropathologist, founder of psychoanalysis.
K.G. Jung views 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 the driving force behind personality development, K.G. Jung calls the psychic (vital) energy of the body as a biological system, which, like all vital energy, arises from metabolic bodily processes. He views psychic energy 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 to be 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 the 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's 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 Ransom Rogers (Rogers, Carl, 1902-1987) - American psychologist and educator.
According to A. Maslow, every 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 rests on his lower nature, needing 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 (Abraham Maslow) April 1, 1908, New York - June 8, 1970) is a prominent American psychologist, 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 formal and substantive 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 Aleksandrovna (06/29/1932) - psychologist and philosopher; Candidate of Pedagogical Sciences (in psychology), Doctor of Philosophy, 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.” S.L. Rubinstein Rubinstein Sergei Leonidovich (1889 - 1960) - an outstanding psychologist and philosopher - discovered fundamentally new and very promising paths 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. Rubinstein): ORIENTATION OF KNOWLEDGE, ABILITIES, SKILLS INDIVIDUAL-TYPOLOGICAL FEATURES Manifested in needs, interests, ideals, beliefs, dominant motives of activity and behavior, and worldview. Manifest 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. L.N. Tolstoy The goal of the school should always be to educate a harmonious personality, and not a specialist. Albert Einstein
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