Developing life technologies, a person connects with nature more complex connections. A utilitarian approach to nature requires the formation of a new attitude towards it. Today, the issues of the formation of ecological culture at all levels of the educational system are especially relevant. Education of ecological culture among junior schoolchildren is an urgent problem. A constructive approach in pedagogy is a set of techniques (methods) that allow one to penetrate and study the essence of the phenomena of the surrounding world. It includes a system of methods focused on the comprehensive development of the personality of students. A constructive approach to organizing and conducting environmentally oriented classes with children based on the principle of continuity, activity and personality-oriented approaches will increase the effectiveness of pedagogical efforts to form environmental education among younger students.
constructive approach
ecological education of junior schoolchildren
ecological culture
1. Deryabo S. D., Yasvin V. A. Ecological pedagogy and psychology. - Rostov-on-Don, 1996.
2. Kurnosova S. A. Education of emotional responsiveness to nature in junior schoolchildren // Pedagogy. - 2008. - No. 2 (55). - S. 42-47.
3. Nesgovorova N. P. Ecological education. Introduction to the subject: account. allowance - Kurgan: Publishing House of the Kurgan State. un-ta, 2004. - 163 p.
4. Nesgovorova N. P. Theoretical and methodological foundations for the training of environmental teachers. - M.: Kurgan: Sphere, 2011. - 160 p.
5. Philosophical Dictionary / Ed. I. T. Frolova. - 4th ed. - M.: Politizdat, 1981. - 445 p.
Human society does not stand still, it develops. With the development of activities, problems are growing due to the tension of emerging environmentally difficult situations in various parts of the Earth. In the modern world, the number of global and regional environmental problems is increasing. The number of environmental disasters is on the rise. Only one question comes to mind: Who is to blame? Developing the technique and technology of life activity, a person, on the one hand, is moving further and further away from nature, and on the other hand, is becoming more and more closely connected with it.
At present, the entire population, including students, is dominated by a utilitarian approach to nature, the attitude towards it is not included in the system of personal values, is not part of moral convictions, and therefore a passive-consumer level of ecological culture is being formed. Today, the issues of the formation of ecological culture at all levels of the educational system are especially relevant.
Nature is a source of not only material, but also spiritual satisfaction of a person, meeting the natural interests of children, taking into account their curiosity and emotional responsiveness. The attitude to one's own land is largely determined by the impressions received by children from communication with nature.
AT pedagogical process three main components interact: "knowledge - attitudes - behavior". At the same time, emotional experiences associated with the process of communication with a natural object, as well as a variety of activities in it, are more relevant for schoolchildren.
Primary school is the most important stage in the formation of scientific, cognitive, emotional, moral, practical and activity relations of children to the environment and their health based on the unity of sensory and rational knowledge of the natural and social environment of a person.
Insufficiency and incompleteness of studies on the study of the condition, and low results environmental education children of primary school age identified the research problem: to identify pedagogically effective forms and methods for the formation of environmental education of children of primary school age, to develop appropriate practical advice for teachers of secondary schools and additional educational institutions .
The base of the study was the secondary schools of the city of Kurgan: MBOU secondary school No. 42, MBOU secondary school No. 32, MBOU secondary school No. 11, as well as an institution for additional education for children in the city of Kurgan - Children's (teenage) center "Luch-P" (Luch and teenager). The study involved 121 students of the lower grades of these schools. The study was conducted from 2009 to 2012.
The purpose of the study: to identify pedagogical conditions and develop a methodological system of pedagogical support for the formation of environmental education in children of primary school age in the process of extracurricular activities.
The main task: to substantiate, develop and implement the educational program of the circle for the formation of environmental education of younger students.
The object of the research is the educational process in the junior level of the general education school and additional educational institution.
The subject of the study is the formation of environmental education in children of primary school age in the classroom of the circle of ecological and biological direction in general education school and additional educational institution.
The main principle on which the study is based is one of the most important principles of environmental education - the principle of continuity, the meaning of which lies in the relationship between the processes of learning, education and development of a person throughout his life. At the same time, the primary task of the teacher is the development of the personality of the student. To achieve this task, it is necessary to build classes so that students are interested, and the classes are cognitive and active. Each session must be clearly structured.
The activity and student-centered approaches formed the basis of our development of a constructive approach in the education of children of primary school age.
The constructive approach is the relation of a person to the object of actions, in which the subject tries to understand the essence of the object: to turn the “thing in itself” into “the thing for us”. It should be distinguished from a non-constructive approach, which differs in that the subject, when working with the object, tries to express his own attitude or his own a priori ideas about the phenomenon and is not interested in its essence. At the same time, a constructive approach is a set of techniques (methods) that allow one to penetrate and study the essence of the phenomena of the surrounding world. It includes a system of methods focused on the comprehensive development of the personality of students.
The constructive approach is focused on the selection of methods that meet such conditions as:
- taking into account the age characteristics of each student;
- taking into account the individual characteristics of each student;
- taking into account the interests of students;
- accounting for the educational conditions of primary school.
Thus, a constructive approach in education makes it possible to expand the boundaries of understanding the world around us by means of activities-constructions (games-constructions). Designs contribute to the comprehensive development of the personality of students, focus on environmental activities, therefore, form environmental education.
In our time, the issue of educating a cultured, highly moral, humane, comprehensively developed personality is acute. A modern personality should include the following qualities: education, upbringing, both socially and environmentally.
And what does “educated person” mean, and what is “education”?
An educated person is a person who knows how to behave politely and culturally both in the socio-cultural and in the natural environment. Therefore, upbringing is the level of culture expressed in good manners, good manners, good manners, intelligence, good manners, and courtesy.
Ecological education is an indicator of ecological culture, the ability to behave humanely both with other people (in the social environment) and with the natural environment.
Ecological education is a quality of an integral personality, it is a necessary basis for the development of children's ecological culture (Fig. 1).
Ecological upbringing of the individual includes:
Rice. 1. Components of environmental education
The formation of ecological education of children of primary school age is best done through play activities. Children of primary school age voluntarily and with interest play games of a different nature.
In the process of research, we have developed several types of lesson designs, each of which corresponds, first of all, to the age of students.
The design "Steps" is intended for children in grades 1-2. Based on a student-oriented and activity approach, it allows paying attention to each student, thereby contributing to the assimilation of the ZUN of each student, his development, to motivate and interest each child (Fig. 2).
The teacher in this design acts as a mentor and consultant.
Rice. 2. Design "Steps"
The basic stage is based on the personality-oriented and activity approaches. Based on these approaches, classes are built that allow the teacher to focus specifically on each student, take into account the capabilities, abilities and interests of each student.
The stage of interaction is the stage of relations between the teacher and the student, since the interaction between the teacher and the student plays a significant role in the educational process. Its task is to create parity participation of students and educators in the organization and implementation of joint activities.
The highest level is the level of the game. It is a game activity with the gradual introduction of elements of complication, but feasible for each student.
AT primary school from the second - third grade (depending on the school program), it is possible to gradually introduce research (project) activities of students. Project activities will allow students to better understand environmental issues, and also contributes to the development of an ecological worldview, consciousness, environmentally friendly behavior and activities.
The design "Floors" is intended for organizing classes with children in grades 3-4 (Fig. 3).
The basis of this design is the same basis as in the design of the "Steps". It is based on a personality-oriented and activity approach, as well as a trusting relationship between the teacher and the student.
Implementation of a constructive approach. Approbation was carried out in schools of the city with children of elementary grades.
The program of the circle "Makhaon" is author's, complex, educational, developing thinking, imagination, fantasy and creative abilities of each student. This program designed taking into account the individual characteristics of children. The activity and student-centered approach to lesson planning determines the content of the program.
The main form of occupation in the circle "Makhaon" is a game. The game allows you to develop interest in cognitive activity in the field of environmental protection by example native land. As a pedagogical accompaniment, lesson designs are offered that allow taking into account the individual characteristics of each student.
Rice. 3. Construction "Floors"
Rice. 4. The degree of interest in environmental games held in the classroom among elementary grades of schools in the city of Kurgan
At the end of the lesson, a reflection was carried out. Based on the results of reflection, we can say that most of the students liked the form of the lesson, and they actively took part in the games and completed the tasks offered to them (Fig. 4).
First grade students liked the games a little more (88.2%) than the rest (second and third graders). It is possible that first grade students are more interested in learning the material and through the game they accumulate new knowledge and skills.
Rice. 5. Distribution of interest in a certain game among primary school students in the city of Kurgan
According to the results of the diagnostics, it can be seen that they liked the ecological trail “Visiting Nature” the most (52%) (Fig. 5).
Based on the results obtained, it can be concluded that the use of games in the classroom allows you to involve children in environmental activities, develop a cognitive interest in nature, and also form an ecological upbringing of the individual.
The use of games with project activities in elementary school allows you to form a clear idea of natural objects and phenomena, as well as develop imaginative thinking and imagination.
Reviewers:
Krivolapova N.A., Doctor of Pediatric Sciences, Professor, First Vice-Rector - Vice-Rector for Science and Innovation Activities of the State Autonomous Educational Institution of Additional Professional Education "Institute for the Development of Education and Social Technologies", Kurgan.
Savinykh V.L., Doctor of Pedagogical Sciences, Professor, Head. Department of Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Kurgan State University", Kurgan.
Bibliographic link
Nesgovorova N.P., Bogdanova E.P., Savelyev V.G. A CONSTRUCTIVE APPROACH IN FORMING ECOLOGICAL EDUCATION IN CHILDREN OF PRIMARY SCHOOL AGE // Contemporary Issues science and education. - 2013. - No. 5.;URL: http://science-education.ru/ru/article/view?id=10325 (date of access: 03.03.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
You can build their home So, that all you wish actions turn out to be natural and convenient, and unwanted ones become simply impossible, and because them not will.
After three year old lost his mittens for the fourteenth time, his mother thought:
“How stupid it is, always looking for old ones or endlessly buying new mittens. Don't I have other things to do than mess with them?" She opened the sewing drawer, took out a strong ribbon and sewed mittens on it. And since then, mittens, on hands or not, have always returned home with the child. The constant hassle and search is over.
Somewhere, somewhere in a bank, a cashier tied a pen to his window. With one simple decision, he saved himself from endless theft of pens and complaints that there was nothing to write with.
One housewife had to stand on a chair every time she needed to turn on the light in the basement (the switch worked so that a chain was provided to turn on the light, which was pulled before entering the basement. But it was too high). Bruising her shin again, she tied a shoelace to a chain and from then on turned on the light without any difficulty.
Here are examples of what we call a constructive approach, They show how you can use your ingenuity to achieve the desired result, In similar ways, you can encourage someone to do something or push someone away from some action, even when we are not around . Everything happens by itself.
People can struggle with a torrent of problems for months or even years, while one simple design solution can end all problems.
A constructive approach will even get rid of flies
Can you believe, for example, that some 28 cents can save you from many hours of running back and forth, as well as from an emotional breakdown and a possible deterioration in health
It was a busy day on the farm where we grew up one summer, Mom was making jam. Flies flocked to the sweet from all over the yard. If the door with the mesh protecting them was left open even for a couple of seconds, the flies immediately rushed into the kitchen. Even one or two of them were not easy to drive away from the jam. How many times do you think mother told us to close the door? And how many times have we remembered her instructions? It was a waste of time and nerves. The door was an annoyance.
So now is the time to take a constructive approach.
Dad came back from town with a small black spring worth 28 cents and fastened it to the kitchen door. We just didn't have a chance to leave the door open. Now its very design solved the problem with flies. Whether it's a door stopper to keep the wall cladding from being hit by a doorknob, or furniture leg protectors to keep carpet from chafing, or a rug that gets dirt off your shoes before you even get in the house, it's all about design. an approach. In short, a constructive approach is anything you can build, invent or install ahead of time to prevent confusion and problems.
A car that cannot start if the door is not slammed is also a manifestation of a constructive approach. If you don't want people to sit here, remove the chairs from here. The constructive approach is simple.
In public places, a constructive approach helps to solve even those problems against which signs and announcements on the radio are powerless. Amusement parks, airports, and commercial centers spend just a few dollars on a small chain for a fence or a couple of posts with signs on them, and suddenly people begin to understand what exactly needs to be done, and do it without coercion, themselves. Now there is no need to shout instructions endlessly, regulating human flows. This method cleans up itself, and it is cheaper and more efficient than any other methods.
In residential buildings, this approach can save you from cleaning, maintenance, clutter, repairs, family tensions, nervous breakdowns and despondency. For example, you can control how family members walk around the house by adding or removing a wall. Walls are the most visible factor in a constructive approach. But do not forget about the furniture. By arranging furniture in a certain way, you can encourage walking in one area and completely eliminate it in another.
Design Tricks
One hostess, once again breaking the entire kitchen cabinet in search of tomato paste and finding it only at the back wall, decided that everything in her kitchen should be at hand. And I put a locker in each corner - order came!
The other hostess was tired of fighting the mess on the table next to the front door. She cleared the table - the place where you can put any rubbish has disappeared.
A constructive approach is usually simple solutions. For example, you set up your phone or place your knife a little higher than a child can reach. And if he can't get it, he can't break it or cut it.
If the thing does not move at all, then you will not have to endlessly return it to its place. If the photo frames are screwed to the wall, there will be no trouble with them: they do not need to be adjusted, lifted,
A constructive approach is not an additional element that makes cleaning easier in the house, it is a necessity. It controls the actions of family members and prevents them from making a mess: moreover, it does this even when you are not around. The latter is very important, because many rooms remain clean and tidy only as long as you keep an eye on everything. Once you turn away, and all the work goes down the drain.
A constructive approach organizes life in such a way that the things around you can only be used in the right way, they serve themselves.
Have you ever noticed when you are in a hotel or motel how neat and tidy everything looks and how comfortable everything is? Why? Take a closer look next time. Are the rooms so tidy just because someone else is cleaning them?
Modern hotels and motels are a great example of a constructive approach. The whole situation in them is wear-resistant, the furniture has regular and streamlined shapes. There are few trinkets and decorations, they do not have unnecessary things. Therefore, in the room, nothing can be out of place. This encourages the customers themselves to maintain proper order. Luminaires placed directly on the ceiling
Built-in furniture is a good example of a constructive approach in action. The bed and even the wastebasket are built-in. And not at all so that the client does not steal them, but in order to reduce the work on their daily maintenance. If, for example, the maid has to adjust the lamps every day, this will take extra time. And motel owners know who pays for maids' time. We are not suggesting that you have a motel setting in your home, but you can apply some of the principles constructive approach.
The presentation and comprehension of philosophical questions for a practical psychologist is probably not the most exciting activity. But as V. Frankl notes: "... Suffering ceases to be suffering ... at the moment when its meaning is revealed ...". Let's try to reveal the psychological meaning of the constructive approach described above as a way of a constructive search for the truth of life-affirming interaction, especially when ascending from the abstract to the concrete. At the same time, we emphasize that our understanding of the constructive differs, as can be seen from the text, from the logical-mathematical one, abstracted in essence from the very idea of interaction.
For a psychologist, this idea implies the categories of "internal" and "external", "natural" and "cultural", images of "We" and "not-We" ("They"). This or that understanding of the essence of dyadic interaction becomes the starting point of psychological theories. For the logical-mathematical constructive direction, which denies the principle of Aristotle "tertium non datur"(the third is not given), the process of building new constructive objects with access to artificial intelligence is important. Similarly, K. Levin defended the idea of a constructive stage in the development of all sciences, when they construct a new metascience.
For psychologists, the problem of constructing human personal meaning and the development of the subjective principle in the constructive direction of modern science is more relevant. In this case, of course, it is necessary to know the answers to questions like “what?” and “why?”, but the truly psychological question is “how?”, how in interaction, mutual relationship and mutual reflection a person constructs himself.
The constructiveness of a person's behavior is inseparable from his subjective activity, otherwise he becomes unfree. The free will of a person is not limited to the concept of conscious historical necessity and is expressed in the very possibility of constructive activity, thanks to which a person realizes himself as a person.
The explanation of this activity, the search for an answer to the question "how?" - quite a complex psychological problem. Its solution is often replaced by a description of a person's activity and the process of interaction, i.e., answers of a rather non-psychological type, general answers of the "what is observed" type. The reasons for activity, our failures or successes are sought either inside the human body (for example, in the higher nervous activity or in the supreme “I” (humunculus), located in almost strictly established areas of the brain), or the source of activity is located outside the person, in rhythms and in the constellations of the Universe, so to speak, "at the fatal star."
On this occasion, B. M. Velichkovsky notes: “A vivid example is the problem of the subject of activity - the problem of Hume. Attempts to outline the range of functions performed by the humunculus, undertaken, in particular, by such prominent authors as F. Ettniv (1961), W. Neisser (1967), D. Dennett (1979) and M. Posner (1978), recall the remark of L. S. Vygotsky: there is, but very small ... are anecdotal.
In fact, for all living things, the source of activity is needs, which, ideally, are freely realized. They are also realized in the presence of certain obstacles, which, for example, may be the circumstances of life or experiment. So, for animals, according to N. Bischof, the so-called “Harvard Law of Learning” operates: “Under the most strictly controlled conditions (laboratory experiment. - O. E.) the damned animal does what it wants."
Moreover, it would be psychologically completely wrong to artificially direct the activity of a person in such a way that it would be defined from the outside as creative and constructive. You can create only circumstances, thanks to or in spite of which a person decides to act actively, independently, creatively, finally. In human activity, where by his own decision he acts as a subject in the full sense of the word, it is only in such activity that constructiveness is found to be an organically inherent property of human activity. Constructiveness, focus on the morally positive result of all human activity is a condition for the preservation, continuation and development of the human race.
Therefore, it is completely pointless to force a person to act creatively and constructively. There is no need to demonstrate good intentions, supposedly aimed at the comprehensive development and growth of his personality. An educator or leader himself should educate only himself. Its functions in this case come down to creating conditions under which people do not interfere with themselves and those around them to work conscientiously, embodying themselves in themselves and in the products of their joint activities. Similarly, a psychologist in his work should not provide a person with intellectual, moral or material assistance: the functions of a psychologist are not to manifest themselves as smarter, more moral, richer or stronger, more “sacrificial” on the altar of psychology.
Leaving his own problems, advantages and disadvantages to himself, the psychologist creates in his work the maximum possible conditions for the self-activity of a person, in which he helps himself, discovering reserves in himself, which could be judged only on the basis of a special study of abilities. In these special questions, when a person is really aimed at self-knowledge, self-healing or self-education, a person needs a psychologist precisely as a specialist who psychologically provides the technology for constructing a personality.
These special questions are reflected in popular wisdom: it most often presents statements showing how a person is in general, and not recommendations indicating how he should be. Thus, not a rigid, but rather free system of education of behavior is affirmed, a polyvariable educational system, constructive in its meaning, suggesting the need for subjective creative activity. The variability of behavior, therefore, does not contradict its constructiveness. This variability really provides a person with the freedom of conscious, individually-peculiar and expedient constructive activity.
The formation of constructive property in human activity is ensured not only in social inheritance, which is carried out as a polyvariant social interaction of people. This property of a person's activity also acquires in his individual mental development - in the sense where social interaction no longer directly affects.
Let us note that all living things, including man, exist and develop not because of antagonisms, but in spite of them. Non-antagonism, manifested in the positive denial of the phenomenon of life, constructiveness in human activity is not only psychological, but, above all, physiological in nature. At the same time, their depth is no less than the depth of the nature of the activity itself. And if the needs and motivation of a person are impossible outside the processes of sensation and perception, then at least at the level of these processes, constructiveness should be revealed as a property of both activity and perception.
Indeed, the property of constructivity lies precisely in the fact that the analyst-analyst separates two complementary properties of perception in the study of perception: selectivity and integrity. This complementarity at the level of the object of perception consists in the presence of a constant opportunity to receive information not only about this object itself, but also about everything that at the moment is only the background of this object.
The constructiveness of perception combines actual and potential information about an object due to not absolute, “dead”, but positive negation by the object of its background. In practice, this means that the constructiveness of perception variably manifests either its selectivity or its integrity. Such is the logic of the evolution of perception, which, by its purpose, cannot optimally correspond to the content of vital information. In organizing the content of this information, perception is constructive.
The property of constructive reflection, carried out at the level of sensations, explains the need for a bifurcation of primary sensitivity and paired activity of the most important analyzers (vision, hearing, smell), as well as the phenomenon of functional asymmetry in their evolution to man. The asymmetry of human perception acts as a positive negation of symmetry outside world and at the same time as a constructive prototype of the asymmetry of the interaction between internal and external, subject and object.
Representatives of foreign psychology also agree that perception (and, consequently, activity as such as a whole) is constructive. The well-known American psychologist W. Neisser in his book “Cognition and Reality” emphasizes: “Perception, indeed, is a constructive process. Anticipations of some information are constructed at every moment by the perceiver, making it possible for him to accept it when it is available.
Thus, the property of constructivity in the content of a person's psychological activity and in his prehistory is a very significant, although relatively little studied factor. This is most likely due to its "obviousness" and obvious closeness to human practice, from which academic general psychology has usually distanced itself. In practical psychology, constructiveness is somehow considered both as a property of the psyche as a whole and as a personal property. Therefore, touching upon the issue of constructiveness as a property of a person’s activity, a property of his personality, it is necessary to refer to the well-known position of B. G. Ananiev: “... the structure of a personality is built not according to one, but according to two principles at the same time: 1) subordinate, or hierarchical... and 2) coordinating...". Moreover, with the maturation of a person, coordination increasingly prevails, i.e., the relative independence of personality traits increases, requiring coordination connections that ensure not only the unity of the personality, but also the constructive activity of the personality that is deeper in meaning.
Rigidity, hierarchical relationships of personality traits is for her the ultimate, linear case of developed coordination of these relationships. It is not the hierarchy of personality traits that is a real solid foundation for its unity, but, on the contrary, their coordination ensures both the unity of the personality, and the integrity of a person, and his variable constructive behavior.
Due to the importance of this provision for psychodiagnostics and for all practical psychology, we will confirm it psychophysiologically. At this level of consideration of a person, the coordination of neural connections also dominates. Following P. K. Anokhin, the well-known modern scientist Yu. I. Alexandrov emphasizes: "... all functional systems, regardless of the hierarchical level, have the same functional architecture, in which the result is the dominant factor" .
At the same time, the concept of hierarchy is also being revised in terms of its subordination to the broader concept of heterarchy. The principle of heterarchy is the coordinating principle, which implies the interconnection and interaction of all elements of the corresponding system; "The hierarchy will be understood as a multi-level coalition hierarchy of interaction, and not domination and control".
Considering a person as an object of cognition, it is necessary to recognize that the constructive activity of his personality is physiologically and psychologically based on coordination connections, which are formed as a result of this same activity. The meaning of the whole system of constructive human activity is not so much the maintenance of physical and mental balance, but the achievement of specific results of activity. Physiologically and psychologically, as shown above, the result, embodied in an adequate reaction or a morally positive act, is indeed the dominant factor in human behavior.
Achievement motivation or attitude motivation, for all their differences, are equally focused on the formation of the personal meaning of life, affirmed in the ideal and material results of a person's constructive activity. Creation and creativity, with far from complete satisfaction of urgent needs, turn out to be more vital than a stable, homeostatic state of mind and body. Even the restoration of lost physical and mental strength is in the background, yielding to the need for a constructive, anticipatory reflection of reality and ensuring the future existence of man and mankind in general. According to L. N. Gumilyov, the constructive activity expressed in this way can be specifically defined as “passionarity”.
1. The constructive approach in psychology differs from the content of the constructive direction in other sciences in that it is primarily focused on clarifying the nature of constructive activity, the subject of which is a person.
2. The source of activity is human needs. His behavior does not change according to artificial or natural circumstances, but according to his own laws of personality development and due to its changing needs.
3. Constructive human behavior is subjective and relative, it does not have an external, absolute scale. The condition for constructive behavior is the possibility of its variability.
4. The property of constructiveness is formed both in social and in individually oriented human activity. The mental processes of a person and all his activity as a whole are evolutionarily and ontogenetically mediated by the property of constructibility.
5. Of the two basic principles of building a personality, the principle of coordination is dominant both physiologically and psychologically. The coordination principle theoretically and practically ensures the constructive activity of a person aimed at his self-reproduction in individual and general human development,
6. The psychological study of a person requires the conscious constructive activity of a practical psychologist, aimed at building a model of personality structure based on the principle of mutual coordination and compatibility of all the properties of this personality. The personality model should serve the self-knowledge of a person, explaining the personal meaning of constructive activity and in general terms defining individual-peculiar abilities.
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Workshop on personality psychology
Series “Workshop on Psychology” Editor-in-Chief V. Usmanov Head of the Psychological Editorial Office A. Zaitsev Deputy. head
Eliseev O. P
E51 Workshop on personality psychology. - St. Petersburg: Peter, 2001. - 560 p.: ill. - (Series "Workshop on psychology"). ISBN 5-272-00115-X Pr
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The main method of interaction and its motive is the mutual denial of the internal and external, i.e., negative denial, which nevertheless determines a certain stability in the development of the personality,
External subjective strategy
The main way (motive) of interaction is the denial of the internal in relation to the external. This manifestation of motivation applies not only to oneself, but also to others; everyone must follow some outwardly o
Internal object strategy
The main way (motive) of interaction is the reconstructive unity of achievement motivation and relationship motivation, when self-actualization of the personality is carried out in communication more “from the mind” than “from
Internal-subjective strategy
The main way (motive) of interaction is the mutual acceptance of internal and external, their mutual positive negation, which determines the possibility of self-development of the individual. Structural unity mochi
Key Topics and Concepts of Chapter 4
1. Definition of personality. 2. Relativity of a person's personal characteristics. 3. "Boundaries" of the existence of the individual. 4. Measure of freedom and responsibility as a characteristic
Priority of self-development of the personality in relation to the content of its evolution
The uneven development of personality is associated with the peculiarities of the formation of personal space and is a direct consequence of the second law of dynamics, according to which, with a relative
A constructive approach in determining the content of the development and evolution of personality
L. S. Vygotsky believes that the temporal relationship between learning and development (which expresses the mechanism of heterochrony) and the already achieved quality of personality self-determination in some
Philosophical and historical foundations of the constructive approach
Man as a subject of the world in his behavior relies on the objective possibility of adequate interaction with him. At the same time, the complex system-structural nature of the interaction of internal
Integrative model of personality structure in the system of constructive typology
An integrative model of the personality structure as a whole should contain the idea of its continuity in relation to the systemic descriptions of a person already established in psychological science. Most
Key Topics and Concepts of Chapter 5
1. The concept of uneven personal development. 2. Heterochronism of personal development. 3. The content of the uneven and heterochronous development of the personality.
Principles for constructing the structure of a developing personality
The structure of personality is built on the basis of the idea of correlation. Consequently, the question of whether something in the structure of personality is absolute or relative is decided every time in
The logic of the relationship between the processes of evolution and personality development
The first operation of the logical bifurcation of the content of the activity of the personality is that the activity of achievement (consciousness) and the activity of relation (self-consciousness) are singled out. Wherein
Psychology of self-development of personality in its evolution
The first stage of this differentiation relates to the state of neonatality and infancy. At this stage, activity is divided into two relatively independent forms: 1.
Key Topics and Concepts of Chapter 6
1. The concepts of evolution and development of personality in terms of its activity. 2. Basic principles for constructing the personality structure. 3. Methods of cognition of a developing personality
A constructive approach to resolving problems of personal integrity
In many scientific theories, including in the theory of personality evolution, it is necessary to rely methodologically on the concept of integrity. This concept is an essential feature of science.
Differentiation of forms of systems engineering
The process of scientific and theoretical construction of the concepts of some objects under study can be carried out in various ways, based on various initial formulations. Possibly h
Main Topics and Concepts of Chapter 7
1. Constructive approach and the problem of integrity. 2. The meaning of the concept of integrity in the theory of personality evolution. 3. The relationship of the whole and the part. 4. System
Developing human personality as a subject of constructive self-knowledge
Personality as an expression of the qualitative certainty of a person is the object of study of many sciences: philosophy and anthropology, human psychology, social psychology and ped
The psychological meaning of the activity of a developing human personality
The epistemology of ideas about personality can be compensated for by addressing the question of the appropriateness of conscious activity. The meaning and purpose of this activity is to reproduce
Key Topics and Concepts of Chapter 8
1. Personality as an object of the humanities. 2. The significance of the category of activity in the differentiation of subjects of the humanities. 3. Epistemological and psychological sign
The principle of development in the study and self-knowledge of the individual
Personal development in the natural-science and socio-historical senses is most often considered objectively, based on certain norms, limits or ideals. On this basis, the development
The concepts of freedom, necessity and responsibility in the evolution and development of personality
The concept of self-responsibility is deeper than discipline or self-discipline. These latter involve following certain criteria [i.e. what is (not) allowed], in
Spatio-temporal coordinates and laws of personality development in its evolution
Thus, the question of the spatial and temporal certainty of human development is not only theoretically, but also practically very significant. From resolution features
Key Topics and Concepts of Chapter 9
1. The concept of a norm in personality development. 2. Natural and natural development of personality. 3. Dialectics of the concepts of necessity and freedom. 4. Responsibility,
Typological significance of macrocharacteristics of a person's personal development
If the object of socio-anthropological cognition is a person understood as a community, then the subject of this cognition is the various properties of this community, as well as different
Personality as an object of psychological knowledge
Another essential issue in considering the problem of a developing personality in socio-pedagogical research is its definition. G. Allport, summing up the results of the study
The idea of correlation in the psychological knowledge of personality
Science determines the measure of personality development by numerical standards established in special studies, and morality by socio-historical norms of behavior. Nevertheless, and in
Key Topics and Concepts of Chapter 10
1. The main properties of the personality in connection with its macro-characteristics. 2. Typologies of personality. 3. Definition of personality. 4. Dialectical and phenomenological m
Problems of constructing personality typologies
A constant object of attention when considering the individual psychological characteristics of a person is the problem of constructing personality typologies. Empirical and theoretical
Typology and psychodiagnostics of temperament
Temperament is a generalized dynamic characteristic of the personality's reactivity in its conscious activity. At the same time, reactivity is understood as an integrating psychodynamic
General characteristics of the development of psychodynamic properties of personality
In a variety of psychological concepts: G. Allport, K. Rogers, A. Maslow, L. S. Vygotsky and A. N. Leontiev (where temperament is essentially ignored), B. M. Teplovaya, V. D. Ne
Comparative characteristics of low-reactive and highly reactive individuals
Low reactive individuals Highly reactive individuals: Extraversion High mobility Low rate of conditioning
Objective assessment and self-assessment of the development of individual psychological properties of a person
Individual psychological properties of a person are studied in close connection with the physiological properties of a person. Both properties can be investigated on the basis of a general logic, starting
Method J. Strelyau Rating scale for measuring reactivity
Instruction: On a four-point scale, determine the intensity of each of the observed properties of the subject's behavior. The assessment should be based on specific, observable
The problem of the relationship between temperament and character
In a static comparison of the parameters of reactivity and activity of a person, their contradictory relationships are usually not taken into account. This is especially true for verbal
Self-assessment of temperament structure
Instruction. Answer "yes" or "no" to next questions: 1. Do you like to be in the company often? 2. You avoid having things that
Personal questionnaire Y. Strelyau
Instructions: Answer "yes" or "no" to the following questions: 1. Do you easily get along with people? 2. Are you able to refrain from
The key to the Strelau questionnaire
match - 2 points mismatch - 0 points "don't know" - 1 point
D. Keirsey Personality Questionnaire
Instruction: out of two answer options for each question, you need to choose one and mark it with the corresponding letter next to the question number.
Registration sheet for the D. Keirsey questionnaire
Av \u003d (8 - 2) x 2 \u003d 4. The severity of the ADEH type is 4 + 0 + 8 +
Questionnaire OST V. M. Rusalov
The Temperament Structure Questionnaire (OST) by V. M. Rusalov is used to diagnose the properties of the “subject-activity” and “communicative” aspects of temperament. OST has
Assessment of mental performance according to E. Kraepelin
Equipment. Printed forms according to the sample (see below) and a stopwatch. Instruction to the subject: "When I give the command" start ", you will
Determination of the coefficient of functional asymmetry and properties of the nervous system by psychomotor indicators
Determining the basic properties of the nervous system is of great importance in the theoretical and applied branches of psychology. Many of the laboratory methods for diagnosing the basic properties of
The development of ideas about the relationship between temperament and character in the history of psychology
Already at the beginning of the formation of modern psychology and physiology, W. Wundt developed synthetic ideas about the typology of mental movements. He argued that temperament and character are not
Graphical representation of the relationship between temperament and character types
In accordance with the opposite directions of reactivity and activity, an elementary, static model of their relationship (with a normal distribution of temperament and character along these
An integrative model of the relationship between types of temperament and character
Second phase. The construction of an integrative model of the relationship between types of temperament and character is the second stage in considering the possibilities of using graphs.
Self-assessment of a person according to his life constructs
This technique is carried out in the form of a rather lengthy dialogue with the subjects, using examples close to age, gender, intellectual
Scale of reactive (situational) and personal anxiety Ch. D. Spielberger - Yu. L. Khanin
This technique allows you to make the first and essential clarifications about the quality of the integral self-assessment of the individual: is it unstable
Assessment of situational anxiety
Instruction. Cross out the number on the right, depending on how you feel at the moment: 1. You feel free
Self-reported anxiety, frustration, aggressiveness, and rigidity
Self-reported anxiety (PT2): 1. You usually do not feel confident in yourself 2. You often blush over trifles
Self-assessment of empathic abilities
A person's self-esteem is very holistically represented by a method for determining the ability to empathize. The results of its application are significant
Suggestiveness assessment
Further study of the structure of self-assessment requires taking into account the results of the following methodology, the meaning of which is necessarily disclosed.
Self-reported depression
Instruction. When answering the questions, cross out the most appropriate number for you on the right, depending on the correspondence of the given judgments to your usual state.
Results processing
BP \u003d [(2,3,5,6,10,11,14,16,17, 20) - (1.4, 7, 8,9,12,13,15,18,19) + 50] x K. (On a scale of 20-80 points K = 60/80.) According to our data, increased depressive accentuation of the nature of observable
Self-reported extraversion, rigidity, and anxiety
Instruction. Answer “yes” or “no” to the following questions: 1. Do you ever feel so excited about certain thoughts that you
Regulatory ranges
1 rating scale 2 rating scale 3 rating scale age gender range
Response sheet for filling out the questionnaire G. Yu. Eysenka
Scale keys: "E" - extraversion; "N" - neuroticism; "L" is a lie. Ru = Re x 60/24 + 20. Ru = Re x 60/12 + 20. &n
Self-esteem of character
It is advisable to use the following technique before the behavior of R. Cattell's questionnaires in order to increase the reliability of the results of both methods by comparing
Emotional (un)stability
(2C + 2E + 2F + 2N- 4A - 6I- 2M + 77) / 10 Factor 4. Subordination-independence: (4E + 3M + 4Q1 + 4Q2 - ZA - 29) / 10 Below
Factor a.
Direction in the direction of decreasing score (4th wall) - restrained, detached, critical, cold (schizothymia). A person with a low score (1-3 wall) on factor A is prone to rigidity.
Factor B.
4th wall - less intellectually developed, thinks concretely (less learning ability). 1-3 wall - tends to understand the material more slowly when teaching "Dumb", prefers a specific,
Factor C.
1-3 wall - there is a low threshold in relation to frustration, changeable and plastic, avoiding the requirements of reality, neurotically fatigued, irritable, emotionally excitable, having
G factor.
4 wall - taking advantage of the moment, looking for benefits in a situation. Makes rules, feels unobligatory. 1-3 wall - a tendency to inconstancy of purpose, easy to manage, does not apply
Factor I
4th wall - strong, independent, self-reliant, realistic, does not tolerate meaninglessness. 1-3 wall - practical, realistic, courageous, independent, has a sense of responsibility,
L factor.
4th wall - trusting, adaptable, non-jealous, accommodating. 1-3 wall - prone to freedom from the tendency of jealousy, adaptable, cheerful, does not strive for competition, cares about others.
Factor O.
4 wall - serene, trusting, calm. 1-3 wall - serene, with a calm mood, it is difficult to piss him off, unperturbed. Confident in himself and his abilities. flexible, not
Factor Q1.
4th wall - conservative, respectful of principles, tolerant of traditional difficulties. 1-3 wall - convinced of the correctness of what he was taught, and accepts everything as verified, despite the opposition
Factor Q2.
4 wall - depending on the soil, "joining", driven, going to the call (group dependence). 1-3 wall - prefers to work and make decisions together with other people, likes to share
Factor Q3.
4 wall - internally undisciplined, conflict (low integration), 1-3 wall - not guided by volitional control, does not pay attention to social requirements, inattentive to d
Secondary factors
Factor 1. Fit versus anxiety. Low scores - in general, this person is satisfied with what he has and can achieve what he
Adapted text of method 16-FLO-105-C
Instruction. Read carefully each of the sentences below and cross out the appropriate number for you on the right, depending on how each of these sentences matches yours.
Adapted characterological questionnaire of K. Leonhard - G. Shmishek
Instruction. Read each of the following sentences carefully and cross out the appropriate number to the right for you, depending on how you feel.
Integration of typological and differential approaches in the study of individual personality traits
According to the definition of K. Leonhard, accentuation means the excessive severity of individual character traits and their combinations, borderline with psychopathy. However, from the latest accentuations about
Systemic psychodiagnostic test
1. I usually wake up in the morning refreshed and rested. 2. At times I worry about trifles. 3. Most of the time I feel general weakness. 4. I often
Projective methods for studying the individuality of a person
Technique 1 Hand test (Hand-test)
Aggressiveness 5 Fear 3
Directiveness 10 Affectation 5 Communication 10 Dependence 2 Activity (motor) 2 Passivity 2 Descriptiveness 2 Total 41 (>40 points)
Self-reported intelligence
Instructions. Choose from the ten given judgments about intelligence one that, in your opinion, suits you best, and then cross out
Results processing
The number "1" corresponds to 20-26 points; "2" - 27-32 points; "3" - 33-38 points; "4" - 39-44 points; "5" - 45-50 points; "6" - 51-56 points; "7" - 5
Intelligence score
Instruction. Answer the questions below in the way that seems most correct to you 1. There are three nuts in an empty glass. How many nuts are in a glass? 2. Can a sparrow
Structure of Intelligence Test (TSI) by R. Amthauer
Separate abilities of a person do not exist as isolated elements, their development is interconnected and united in certain and at the same time mobile structures. These structures are
Do not turn!
You have 3 minutes to memorize the words below: Flowers: violet tulip carnation lily
Form A
1.1d, 2c, 3d, 4d, 5c, 6a, 7d, 8b, 9d, 10c, 11b, 12d, 13c, 14a, 15d, 16a, 17c, 18b, 19d, 20d. 2. 21d, 226, 23a, 24d, 256, 26d, 27c, 28d, 29d, 30d, 31d, 32d, 33;., 34n 35d, Z6c, 37a, 38d, 39
Subtest 4.
Key match - 2 points. A similar but incomplete meaning of the word - 1 point. Mismatch with the key and generally a concept far from the meaning of the word - 0 points. processed
Koos Cube Method
The content of Scheme 10 includes the results of an individual subject on the subtest "Kohs Cubes", one of the most informative subtests of the D. Wexler methodology. This test is applied individually
Methodology Creativity
Research task. Grade creative imagination and the speed of thinking processes as a quantitative indicator. Any three words are offered in a combination previously unknown to the subject. At
Link Cube Method
The task of the study. Establishment by the method of "collecting the cube" of the degree of ingenuity in solving the simplest constructive problem. Method
Methodology Questionnaire of Interest
Depending on the attractiveness of the content of the phrases below, cross out one of the four numbers according to the principle: 1 - completely unacceptable; 2 - unacceptable; 3 - p
Methodology Questionnaire J. Holland
1. Process engineer 2. Knitter 3. Cook 4. Photographer 5. Draftsman 6. Philosopher 7. Chemical scientist 8. Science magazine editor
Characteristics of types
1 type. This is a masculine, non-social, emotionally stable, present-oriented type. Willingly deals with specific objects and their use. Involves activities that require moto
Methodology Structure of interests
Instruction. Put down against each of the following phrases Numbers 1, 2, 3, 4, depending on the degree of their attractiveness for
Typological unity of temperament, character and motivation
Before proceeding to the presentation of the content of this chapter, let us remind readers of what we have already studied and what remains to be considered, although such a subject of knowledge as personality
Diagnostics of the motivation of the psychological activity of the individual
The causal typology of motivation is adequate to the two-modal representation of motivation, since the activity and reactivity vectors that make it up have opposite directions. This
Methodology Constructiveness of motivation
Regarding this technique, there is evidence of positive correlations between the constructiveness of motivation and the characteristics of intelligence and personality traits in terms of reactivity and activeness.
Locus control technique
Instruction to the subject. Read each statement in pairs and decide which one you agree with the most. Circle one of the letters - "a" or "b".
Methodology Self-assessment of contact orientation
Instruction to the subject. From the two options for the wording of each question, you should choose the preferred one; It is recommended that you answer each question. At the same time, it is necessary
Methodology Orientation of personality
Instructions: By answering all the questions of the questionnaire, you will receive indicative information about some of the features of your personality. There are 3 possible answers for each item (a, b, c)
Methodology Need for achievement
Test subject instructions. Answer "yes" or "no" to the following questions: 1. I think that success in life depends more on chance than on calculation.
Methodology The need for communication
Test subject instructions. Answer "yes" or "no" to the following questions; 1. It gives me pleasure to participate in various kinds of celebrations.
Methodology Structure of motivation
1. I'm already pretty tired of the study. -3 -2 -1 0 +1 +2 +3 2. I work at my limit.
Physical representations of time
"Time as a philosophical category is a form of successive change of phenomena and states..." (matter) [SES, 255]. The concept of matter, mentioned here in parentheses, we deliberately introduced
Psychological concept of time
Psychological, personal time is still relatively little taken into account in modern studies, since they often talk about physical time instead: this is the understanding
The constructive meaning of the concept of psychological time
The assertion of the idea of correlation with the help of the laws discussed above for more than a century was constantly accompanied by both reductionist aspirations, directed
Psychophysical studies of reaction time
Returning to the logarithmic dependences of information and interpretation, signal and reaction, it is necessary to clarify that such dependences are not exclusive: S. S. Stevens, regardless of the author
Generalization of the psychophysical patterns of the study of reaction time
Representing the formula of Hick's law in general form as the simplest logarithmic function of the form: Y = K log(n + l), where X = n + 1, and the coefficient K is conditionally taken as 1, we obtain
Modern psychophysical ideas about reaction time
Reaction time studies that are still being carried out, especially in connection with solving problems of engineering or legal psychology, are private studies and even,
The Priority of the Time Factor in Contemporary Psychological Research
On the example of the signal spectrum of psychophysical research by K. V. Bardin, it is easy to see that the interpolating function for the function representing this spectrum is the functional
The concepts of physical and psychological time in ontogenetic studies
It is necessary to turn to the materials of generalized psychological studies related to the time of reactions, and in general to the questions of determining the sensory sensitivity of a person. Zd
Time as a parameter of the normal distribution of human psychological activity
A preliminary remark to the normal approximation of logarithmic curves can be a reminder of P. Fresse and J. Piaget, who point out that back in 1932, Houston “adopted for the growth of int
Quantitative and qualitative characteristics of the distribution of human psychological activity by the time factor
One should not overestimate the importance of the above direct graphical operations to establish the similarity of the empirical distribution with the normal one (although with standardization and
The relationship between the concepts of time, space and normal distribution
Time as a factor that explicitly or implicitly organizes the distribution of the psychological activity of the subject of research, and time as a factor representing the objectivity of existence and distribution
Applied Aspects of Spatio-Temporal Substantiation of Psychological Studies of Personality Properties
Due to the general scientific understanding of the problem of space and time, it becomes quite clear that the use of statistical methods is difficult to be compatible with classical, or rather,
The Importance of the Time Factor in Sociological and Psychological Research
From the point of view of a clear justification of scientific research, both in terms of the fundamental concepts of time, space and normal distribution, and in terms of its social relevance
Age as a parameter of the normal distribution
D. I. Mendeleev considers the physical age of a person in instrumental terms, “counting 5 years as a unit, and if, for example, the number is 30-35, then this means that the tabular number
Distribution of the inhabitants of St. Petersburg and London at the end of the 19th century
Age 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90
Differentiation of methods for correcting deviant behavior according to the parameter of types of unproductive social orientations
Regardless of one or another understanding of the psychoanalytic concept, its objective scientific significance lies in the fact that it summarizes the valuable empirical material accumulated over the years.
Key Topics and Concepts of Chapter 6
1. The concepts of evolution and development of personality in terms of its activity.
2. Basic principles for constructing the personality structure.
3. Methods of cognition of a developing personality: dialectical-logical and phenomenological.
4. The concepts of consciousness and self-consciousness as a form of activity of a developing personality.
5. The main elements of the logical structure of a developing personality.
6. The structure of temperament in the logic of personality evolution.
7. Character structure.
8. Structure of abilities.
9. The structure of motivation.
10. Active-reactive meaning of the concept of "community" in the logical structure of the evolution of personality.
11. Psychology of self-development of personality: newborn and infancy.
12. Childhood in the evolution of personality: egocentrism and decentration.
13. Adolescence and youth in the evolution of personality: the activity of self-actualization and acculturation.
14. The relationship between the concepts of "developing community" and "activity" in the evolution of personality.
Chapter 7
In many scientific theories, including the theory of personality evolution, it is necessary to rely methodologically on the concept of integrity. This concept is an integral feature of scientific thinking, although it is not always mentioned in the context of problem solving, where the features of the relationship between the whole and the part are considered. In addition, integrity is more often spoken of in relation to the field of specific research, which, however, does not indicate a solution to the problem of integrity in a methodological sense. Obviously, the concept of integrity is equally necessary both at the methodological level and at the level of specific studies.
The main question in this case is what kind of objects are elementary and how they relate to each other in an integral structure representing all these objects together. For example, when determining the elementary structure in the evolution of human individuals, on the one hand, we judge this process based on the needs and capabilities of individuals, but, on the other hand, it is impossible to explain the adaptation of mankind only at the level of its constituent individuals. N. V. Timofeev-Resovsky, considering a similar problem in the theory of biological evolution, notes that the explanation of evolutionary transformations should be based on the level of such integrity as a population, acting in the form of “... a set of individuals inhabiting a certain territory in sufficient numbers, in within which this or that degree is carried out., free and random crossing and mixing ".
On the other hand, representatives of behaviorism absolutize the meaning of the elementary structure "stimulus-response", as a result of which the behavior of not only individuals, but of all mankind is explained by reducing the most diverse phenomena of its development to the functioning of these structures in their various combinations. Understanding, obviously, that such a reduction is inadequate, E. Tolman, a representative of the next generation of behaviorists, already proposes to understand the “stimulus-response” connection not as an elementary one, but as a complex formation that has its own structure. E. Tolman is actually trying in this way to solve the problem of the relationship between the part and the whole, although he does not come to a radical conclusion about revising the entire concept of behaviorism.
In the social and cultural anthropology of the 19th-20th centuries, the problem of integrity is also the most difficult. All the main currents of this science: evolutionism, functionalism and diffusion came to the answer to the question of what is the original integrity in different ways. Evolutionism proceeds from the fact that the whole is an ethnographic community. In this case, the change of communities appears as a simple replacement of one community by another: from the previous stages of development, only insignificant elements, the so-called "survivals", remain in its new stage.
Diffusionism, on the contrary, proceeds from the fact that the development of mankind is a process of distribution, diffusion of individual cultural features or elementary structures. It is clear that here in the foreground is not integrity, but particulars, despite the fact that anthropologists-diffusionists are trying to give them an objective meaning. This is achieved, in their opinion, by the fact that particular signs are considered as essential - as opposed to random signs.
From the point of view of functionalists, any element of culture performs essential functions in it, and therefore culture itself is the unity of all its elements. If the functional needs in the sphere of culture change, then new essential functions arise, and the diffusion mechanism turns out to be completely redundant. The concept of functionalism seems to be the most preferable, but it reveals a drawback of another plan: the whole here is the sum of its constituent elements. And this approach raises questions due to the fact that, in fact, integrity is hardly reduced to a simple collection of some elements.
If the whole is understood summatively, then it does not represent an integrative formation, such as, for example, a person's personality. Personality cannot be understood as a mechanical combination of parts that are identical in their meaning and meaning. Summative conceptions of personality, constructed by reducing the whole to the sum of its individual parts, are absolutely reductionist, since in general any reduction of one to another is reductionism. At the same time, reductionism itself should not have either a positive or a negative assessment: this method of reduction is very common in science and in everyday human practice.
But in science, where an analytical approach is constantly applied, requiring a consistent dismemberment of a certain integrity, an integrative understanding of this integrity is very often lost. Itegrativity is a characteristic of integrity, expressed in the acquisition by it, as a result of the establishment of multi-valued relationships of its elements, new properties that none of these elements separately possess. This means that integrative integrity does not have the property of reduction: the integrative human psyche, for example, cannot be understood as a simple combination of its constituent mental formations.
The last statement opposes the widespread opinion about integrity as such an entity, which is defined by the formula: "the whole is greater than the sum of the parts." On this occasion, I. V. Blauberg and B. G. Yudin offer a completely accurate answer: “... this expression is logically vulnerable, since it only indicates the quantitative side of the matter (“more”) and implicitly proceeds from the assumption of the additivity of the properties of the whole : integrity here is a kind of remainder from subtracting the sum of the parts from the whole. "Logically vulnerable" is the reverse formulation: "the whole is less than the sum of the parts." But both the first and the second formula are equally often encountered in determining the essence of the initial positions of researchers dealing with problems of integrity. It is only important to be well aware that these formulas cannot be taken literally in their quantitative sense.
L. S. Vygotsky believes that the temporal relationship between learning and development (which expresses the mechanism of heterochrony) and the already achieved quality of self-determination of the individual in any direction of activity in themselves do not yet fully represent the essence of personality development. The essence and direction of its development are most of all expressed not simply by the withering away of the former quality and its replacement by a new quality, but by the fact that in the personality system “the zone of proximal development is more directly important for the dynamics intellectual development and learning success than the current level of their development.
In this well-known formulation by L. S. Vygotsky, the idea of the dynamics of personality development in the direction of learning comes to the fore. But self-determination of a person by his future state in connection with his present state, with a clear asymmetry of the author's statement towards a subjectively determined future, this position of L. S. Vygotsky is of the greatest importance for determining the content of personality development. The name of L. S. Vygotsky is most often associated with the concept of a cultural-historical approach in understanding human development. But, as it seems from the content of one of the most global in its significance works, which is “Thinking and Speech”, it is more correct to define the approach of L. S. Vygotsky more broadly as constructive, which only in its particular aspects can be updated as cultural-historical, historical-genetic, synthetic (combining the principles of development and consistency) or, finally, as an objective and mediating one, revealing the extreme importance of human practice in the triadic, instrumental formation of the psyche. In the context of his contemporary era, when K. Levin's idea of the constructive development of science was an expression of the optimistic convictions of many scientists, L. S. Vygotsky actually carried out a constructive-dialectical analysis and synthesis of psychological knowledge. L. S. Vygotsky also operated with the concept of the constructive as a well-known concept, as it developed in the content of the worldview of philosophers and psychologists of the 30s of the twentieth century.
The work “Thinking and Speech”, since it was one of the last to be written, shows how L. S. Vygotsky specifically understood the constructive in a critical analysis of the concept of J. Piaget: “The initial moment of development Piaget draws as the solipsism of the infantile consciousness, which .. gives way to the egocentrism of children's thought... The process of development is presented not as the continuous emergence of new properties, higher ones, ... from more elementary and primary forms of thinking, but as a gradual and continuous displacement of others by some forms. The socialization of thought is seen as an external, mechanical repression of the individual characteristics of the child's thought... Development essentially boils down to withering away. The new in development arises from outside. The characteristics of the child himself do not play a constructive, positive, progressive, formative role in the history of his mental development. It is not from them that higher forms of thought arise. They, these higher forms, simply take the place of the former ones...
If we continue Piaget's thought so that it embraces the more particular problem of development, we can undoubtedly assert that the direct continuation of this thought should be the recognition that antagonism is the only adequate name for the relationship that exists between learning and development in the process of educating children. concepts”, it becomes clear that the constructive, as positively denying the actual potential (as opposed to the antagonistic, dead, negative replacement of the “lower” by the “higher”), is system-forming. That is, a constructive approach as a method precedes the system formed on its basis. The system positively denies the method that formed it, but at the same time, in its restructuring, it gives rise to a new constructive idea, according to which all further “new formations” arise in the theoretical and practical activity of a person and in his psychology, including the cognitive experience of the individual.
The drama of the progressive human idea of the constructive lies in the fact that it is identified with inhumane social and technical construction and, moreover, with the essence of the phenomena of social terror, war and tyranny. These phenomena are attached to the concept of constructivity in the same way that the delusion of permissiveness is associated with the concept of freedom.
From an absolutist position, breaking the dyad of constructive-destructive (in a literally readable sense - positive-denying), the first concept is often used as implying only conformism or, for example, consensus and even constructive conflict, and the second concept is interpreted, in isolation from the first, as a synonym totally destructive, etc. - in the spirit of the anatomy of human destructiveness according to E. Fromm.
In place of the method that forms the system, there is a “system of unshakable universal values”, which, like Hegel, occupies the pinnacle of the development of the idea of the world spirit of civilization. Development turns into the functioning of human individuals, which is studied from the standpoint of a "fundamental" system-structural approach. In accordance with the absolutization of this approach, completely in the spirit of J. Piaget, the emergence of a new system means catastrophe and death for the "dying" old system. The logical impasse of development in the systems approach is not destroyed by either convergence, or improvement, or expansion of systems representing fundamentally unknowable "things in themselves", because to know them, to find the code (method) of their organization means, according to the logic of the system, to get out of it. , i.e. "destroy" it.
From various angles, the constructive-dialectical approach was practically implemented not only by L. S. Vygotsky, but also by A. N. Leontiev, A. R. Luria, V. N. Myasishchev, S. L. Rubinshtein, V. V. Davydov, B. G. Ananiev, S. I. Gessen, S. S. Batenin and other classics of science, which makes it possible to determine the meaning of the application of this approach in various planes of cognition of the psychology of a developing personality.
- Methodological plan: a positive denial by the modern theory of personality of its classical understanding, while preserving all the most valuable in this classical study and with the release of the subject of the science of personality from the phenomena of reductionism. Thus, on the basis of the consistent differentiation of the subjects of various sciences of personality, their integration becomes possible. On this basis, in the anthropology of personality, the stage of a constructive synthesis of knowledge about the personality is reached, which makes it possible to develop new constructive methods of cognition and development of the personality. At the same time, constructive cognitive experience is realized in a self-conscious, self-determined and self-changing way of human existence to the extent of free and necessary - against the background of the objective content of personality evolution.
- General theoretical plan: a constructively-methodologically defined subject of the anthropological theory of personality is the strengthening of the concept of personality as a personality developing in accordance with the laws of dialectics, mediated by their awareness in the laws of dynamics and in the laws of content-defined development of the personality. A constructive idea is established about the differentiation and integration of the subjective and objective plans for the development of the personality, i.e., the development of the intrasystem as a holistic education in terms of the comprehensive development of the personality, mainly according to the laws of dynamics. The subjects of age and pedagogical anthropology of personality are differentiated. The integration of these subjects is carried out on the basis of a constructive definition of the quality of systemic cognitive experience presented in various ways(measures) of the subjective existence of the personality, - in the interaction of such aspects as internal and external, "natural" and "cultural", normal and abnormal, direct and indirect, adequate and inadequate, actual and potential. Personality as an individual, individuality, object and subject acquires an integral theoretical definition in its psychological development, a unified theory of a developing personality is formed, its integral model is built in a system of constructive typology, which allows one to objectively determine the quality of personality evolution.
- Theoretical and practical plan: the quality of the systemic development of a personality is characterized not only directly, in a real, scientifically defined space-time, but also indirectly, in a subjectively determined n-dimensional sphere of existence, where correlative, and not only absolute, characteristics of human development are applicable first of all. One of the main correlative characteristics is constructiveness, which receives its specific definition and quantitative expression. In order to introduce the concept of constructiveness into the practical sphere of measuring the quality of personality development, special formulas for calculating constructiveness are derived and tested. Theoretically and practically, the optimal technologies for the use of methodological tools are determined, which make it possible to obtain the most significant absolute characteristics of personality development in anthropological diagnostics of personality development - as initial ones for subsequent calculations of the relative constructiveness of this development. Thus, applied anthropology, psychology, social pedagogy and other personality sciences are able to determine the quality of this development not only in general, but also specifically, which makes it possible to present an exhaustive quantitative description of the corresponding stage of personality evolution.