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The concept of personality

Introduction
1. The concept of personality
Conclusion
References

Introduction

Psychology is a strange science. Once you think about her problems, everything immediately becomes unclear. Well, in fact, does a person know why he thinks about something? Balzac accurately wrote in “Drama on the Seashore”: “Thoughts enter our hearts or heads without asking us.” A person is able to give himself an account only of what exactly he is aware of. But he cannot explain the transition from one of his thoughts to another. We do not know how to be aware of the creation of thought. A thought is always present in our consciousness in a ready-made form. Therefore, perhaps it is generally more correct to say not “I think”, but “I think.” But what then is this mysterious “I”, which does not even seem to think for itself?

I hope that what has been said is enough to understand the intricate puzzles that theoretical psychologists have to solve. Especially for theorists who are building an idea of personality. Personality is such a majestic formation that embraces everything that is most valuable in us.

But it’s just not clear what she actually does. Let's think: a person makes some decisions. But on what basis? If these decisions are predetermined by something (genetics, environment, upbringing, situation, past experience, etc.), then the individual is not able to act purely at his own discretion. If a person’s decisions are not predetermined by anything, then how can he accept them? It is hardly surprising that there are dozens of personality theories, each of which clarified something very important, but at the same time left some other, no less important things without any attention.

concept personality freud maslow

1. The concept of personality

The most general concept is “man” - a biosocial being with articulate speech, consciousness, higher mental functions (abstract-logical thinking, logical memory, etc.), capable of creating tools and using them in the process of social labor. These specific human properties (speech, consciousness, work activity, etc.) are not transmitted to people in the order of biological heredity, but are formed in them during their lifetime, in the process of assimilating the culture created by previous generations. There are reliable facts that indicate that if children develop outside society from a very early age, then they remain at the level of development of animals; they do not develop speech, consciousness, thinking, and do not have an upright gait. No person’s personal experience can lead to the fact that he independently develops a system of concepts. By participating in work and various forms of social activity, people develop in themselves those specific human abilities that have already been formed in humanity. Necessary conditions for a child to assimilate socio-historical experience:

1) communication between a child and adults, during which the child learns adequate activities and assimilates human culture;

2) in order to master those objects that are products of historical development, it is necessary to carry out in relation to them not just any, but such adequate activity that will reproduce in itself the essential socially developed methods of activity of man and humanity. The assimilation of socio-historical experience acts as a process of reproduction in the child’s properties of the historically developed properties and abilities of the human race. Thus, the development of humanity is impossible without the active transmission of human culture to new generations. Without society, without assimilation of the socio-historical experience of mankind, it is impossible to become a human being, to acquire specific human qualities, even if a human being has biological usefulness. But, on the other hand, without biological usefulness (mental retardation), morphological properties inherent in man as a biological species, it is impossible even under the influence of society, upbringing, and education to achieve the highest human qualities.

Human life and activity are determined by the unity and interaction of biological and social factors, with the leading role of the social factor.

Since consciousness, speech, etc. are not transmitted to people in the order of biological heredity, but are formed in them during their lifetime, they use the concept of “individual” as a biological organism, the bearer of the general genotypic hereditary properties of a biological species (we are born as an individual) and the concept of “personality” as a social - the psychological essence of a person, formed as a result of a person’s assimilation of social forms of consciousness and communication, the socio-historical experience of mankind (we become individuals under the influence of life in society, education, training, communication, interaction).

Psychology takes into account that the personality is not only an object of social relations, not only experiences social influences, but refracts and transforms them, since gradually the personality begins to act as a set of internal conditions through which the external influences of society are refracted. Thus, the personality is not only an object and product of social relations, but also an active subject of activity, communication, consciousness, and self-awareness.

Personality is a social concept; it expresses everything that is supranatural and historical in a person. Personality is not innate, but arises as a result of cultural and social development.

Thus, personality is a social characteristic of a person at a certain stage of social development.

2. Socialization of the individual. Main stages of personality development

Personal socialization is a process; formation of personality in certain social conditions, the process of a person’s assimilation of social experience, during which a person transforms social experience into his own values and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group. Norms of behavior, moral standards, and beliefs of a person are determined by those norms that are accepted in a given society.

The term “socialization” corresponds to the concept according to which a person (child) is initially asocial or his sociality is reduced to the need for communication. In this case, sociality is the process of transforming an initially asocial subject into a social personality who possesses socially accepted behavioral models and has adopted social norms and roles. It is believed that this view of the development of sociality is characteristic primarily of psychoanalysis.

Understanding the process of assimilating social norms, skills, stereotypes, forming social attitudes and beliefs, learning socially accepted norms of behavior and communication, life style options, joining groups and interacting with their members as socialization makes sense if initially the individual is understood as a non-social being, and his non-sociality must be overcome in the process of education in society, not without resistance. In other cases, the term “socialization” in relation to the social development of the individual is redundant. The concept of “sociality” does not replace or replace the concepts of teaching and upbringing known in pedagogy and educational psychology.

The following stages of socialization are distinguished:

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

2. Stage of individualization (there is a desire to distinguish oneself from others, a critical attitude towards social norms of behavior). In adolescence, the stage of individualization, self-determination “the world and I” is characterized as intermediate socialization, since everything is still unstable in the worldview and character of the teenager.

Adolescence (18-25 years) is characterized as stable conceptual socialization, when stable personality traits are developed.

3. Stage of integration (a desire appears to find one’s place in society, to “fit in” with society). Integration proceeds successfully if a person’s characteristics are accepted by the group, society. If not accepted, the following outcomes are possible:

o maintaining one’s dissimilarity and the emergence of aggressive interactions (relationships) with people and society;

o changing oneself, “becoming like everyone else”;

o conformism, external agreement, adaptation.

4. The labor stage of socialization covers the entire period of a person’s maturity, the entire period of his working activity, when a person not only assimilates social experience, but also reproduces it due to the person’s active influence on the environment through his activity.

5. The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of transmitting it to new generations.

Each socioculture has its own special style of parenting; it is determined by what society expects from a child. At each stage of its development, the child either integrates with society or is rejected. The famous psychologist Erikson introduced the concept of “group identity,” which is formed from the first days of life; the child is focused on inclusion in a certain social group and begins to understand the world as this group does. But gradually the child also develops “ego-identity”, a sense of stability and continuity of his “I”, despite the fact that many processes of change are underway. The formation of self-identity is a long process that includes a number of stages of personality development. Each stage is characterized by the tasks of this age, and the tasks are put forward by society. But the solution to problems is determined by the already achieved level of psychomotor development of a person and the spiritual atmosphere of the society in which a person lives.

At the stage of infancy, the mother plays the main role in the child’s life; she feeds, cares, gives affection, care, as a result of which the child develops basic trust in the world. Basic trust is manifested in the ease of feeding, the child’s good sleep, normal bowel function, the child’s ability to calmly wait for the mother (does not scream or call, the child seems to be confident that the mother will come and do what is needed). The dynamics of trust development depend on the mother. A severe deficit in emotional communication with the baby leads to a sharp slowdown in the child’s mental development.

The 2nd stage of early childhood is associated with the formation of autonomy and independence, the child begins to walk, learns to control himself when performing acts of defecation; Society and parents teach the child to be neat and tidy, and begin to shame him for having “wet pants.”

At the age of 3-5 years, at the 3rd stage, the child is already convinced that he is an individual, since he runs, can speak, expands the area of mastery of the world, the child develops a sense of enterprise and initiative, which is embedded in the game. Play is very important for a child's development, i.e. forms initiative, creativity, the child masters relationships between people through play, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child and do not pay attention to his games, then this negatively affects the child’s development and contributes to the consolidation of passivity , uncertainty, guilt.

At primary school age (4th stage), the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities, transmits the technological egos of culture. If a child successfully masters knowledge and new skills, he believes in himself, is confident, and calm, but failures at school lead to the emergence, and sometimes even consolidation, of feelings of inferiority, lack of faith in one’s abilities, despair, and loss of interest in learning.

During adolescence (stage 5), the central form of ego-identity is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional calling, abilities, skills - these are the questions that arise before a teenager, and these are already society’s demands on a teenager about self-determination.

At the 6th stage (youth), it becomes important for a person to search for a life partner, close cooperation with people, strengthening ties with the entire social group, a person is not afraid of depersonalization, he mixes his identity with other people, a feeling of closeness, unity, cooperation, intimacy appears with certain people. However, if the diffusion of identity extends to this age, the person becomes isolated, isolation and loneliness become entrenched.

7th - central stage - adult stage of personality development. Identity development continues throughout your life; there is influence from other people, especially children: they confirm that they need you. Positive symptoms of this stage: the individual invests himself in good, beloved work and care for children, is satisfied with himself and life.

After 50 years (8th stage), a completed form of ego-identity is created based on the entire path of personal development; a person rethinks his entire life, realizes his “I” in spiritual thoughts about the years he has lived. A person must understand that his life is a unique destiny that does not need to be crossed, a person “accepts” himself and his life, realizes the need for a logical conclusion to life, shows wisdom, a detached interest in life in the face of death.

3. Basic psychological concepts of personality

3.1 Self-concept in the theory of S. Freud

In the early years of his work, 3. Freud imagined mental life as consisting of three levels: the unconscious, the preconscious and the conscious. He considered the unconscious, saturated with sexual energy, to be the source of the instinctive charge that gives motivational force to behavior.3. Freud designated it with the term “libido”. This sphere is closed from consciousness due to prohibitions imposed by society. In the preconscious, mental experiences and images are crowded together, which without much difficulty can become the subject of awareness. Consciousness does not passively reflect the processes contained in the sphere of the unconscious, but is with them in a state of constant antagonism, conflict caused by the need to suppress sexual desires. Initially, this scheme was applied to the explanation of clinical facts obtained as a result of the analysis of the behavior of neurotics.

Later, in his works “I” and “It”, “Beyond Pleasure” 3. Freud proposed a different model of human personality. He argued that personality consists of three main components: the id, the ego and the superego. “It” is the most primitive component, the bearer of instincts, “a seething cauldron of drives.” Being irrational and unconscious, the “It” is subject to the pleasure principle. The “I” instance follows the principle of reality and takes into account the features of the external world, its properties and relationships. The “super-ego” serves as the bearer of moral standards. This part of the personality plays the role of critic and censor. If the “I” makes a decision or takes an action to please the “It”, but in opposition to the “Super-Ego,” then it will experience punishment in the form of feelings of guilt and reproaches of conscience. Since the demands on the “I” from the “It”, “Super-Ego” and reality are incompatible, it is inevitable that he will remain in a situation of conflict, creating unbearable tension, from which the personality is saved with the help of special “defense mechanisms” - such as repression , projection, regression, sublimation. Repression means the involuntary elimination of feelings, thoughts and desires for action from consciousness. Projection is the transfer of one’s affective experiences of love or hatred onto another person. Regression is a slipping into a more primitive level of behavior or thinking. Sublimation is one of the mechanisms through which forbidden sexual energy is transferred into an activity acceptable to the individual and to the society in which he lives.

Personality, according to 3. Freud, is the interaction of mutually stimulating and restraining forces. Psychoanalysis studies the nature of these forces and the structure according to which this reciprocal interaction occurs. The dynamics of personality are determined by the action of instincts. They consist of four components: motivation; goal, that is, achieved satisfaction; an object with the help of which a goal can be achieved; the source from which the impulse is generated. One of the main provisions of psychoanalytic teaching on personality development is that sexuality is the main human motive. It is important to emphasize that 3. Freud interpreted sexuality very broadly. In his opinion, this is everything that gives bodily pleasure. For a small child, these are caresses, touches, stroking the body, hugs, kisses, pleasure from sucking, from emptying the intestines, from a warm bath and much more, without which life is impossible and which every baby constantly receives from the mother to one degree or another. In childhood, sexual feelings are very general and diffuse. Infantile sexuality precedes adult sexuality, but never completely determines adult sexual experiences.

In accordance with his sexual theory of the psyche, 3. Freud reduces all stages of human mental development to stages of transformation and movement through different erogenous zones of libidinal, or sexual energy.

Thus, psychoanalytic stages are stages of the genesis of the psyche during the life of a child. They reflect the development of the “It”, “I”, “Super-Ego” and the mutual influence between them.

Oral stage (0-1 year). The oral stage is characterized by the fact that the main source of pleasure, and therefore potential frustration, is concentrated in the area of activity associated with feeding. The oral stage consists of two phases - early and late, occupying the first and second half of life. It is characterized by two sequential libidinal actions (sucking and biting). The leading erogenous area at this stage is the mouth, an instrument of feeding, sucking and initial examination of objects. Sucking, according to 3. Freud, is a type of sexual manifestation of a child. If the baby could express his feelings, it would undoubtedly be an admission that “sucking the mother’s breast is the most important thing in life.”

These ideas of Z. Freud served as an impetus for the study of critical periods during which favorable conditions develop for solving the genetic problem inherent in age. If it is not solved, then it is much more difficult for the child to solve the problems of the next age period.

The anal stage (1-3 years), like the oral stage, consists of two phases. At this stage, libido is concentrated around the anus, which becomes the object of attention of the child, accustomed to neatness. Now children's sexuality finds the object of its satisfaction in mastering the functions of defecation and excretion. Here the child encounters many prohibitions, so the outside world appears before him as a barrier that he must overcome, and development here becomes conflicting.

The phallic stage (3-5 years) characterizes the highest stage of childhood sexuality. The genital organs become the leading erogenous zone. Until now, children's sexuality has been autoerotic; now it is becoming objective, that is, children are beginning to experience sexual

attachment to adults. The first people who attract a child's attention are parents. Libidinal attachment to parents of the opposite sex 3. Freud called the Oedipus complex for boys and the Electra complex for girls, defining them as the motivational-affective relationship of the child to the parent of the opposite sex.

The latent stage (5-12 years) is characterized by a decrease in sexual interest. The psychic authority “I” completely controls the needs of “It”; being divorced from a sexual goal, libido energy is transferred to the development of universal human experience, enshrined in science and culture, as well as to the establishment of friendly relationships with peers and adults outside the family environment.

Genital stage (12-18 years) - characterized by an increase in children's sexual aspirations, now all former erogenous zones are united, and the teenager, from the point of view of 3. Freud, strives for one goal - normal sexual communication. However, the implementation of normal sexual communication may be difficult, and then during the gecital stage phenomena of fixation or regression to one or another of the previous stages of development with all their features can be observed. At this stage, the “I” agency must fight against the aggressive impulses of the “It”, which again make themselves felt.

When a child becomes an adult, his character is determined by the process of development of his "Id", "I" and "Super-Ego" and their interactions. Normal development, according to Z. Freud, occurs through the mechanism of sublimation, and development that occurs through the mechanisms of repression, regression or fixation gives rise to pathological characters (narcissism and homosexuality).

3.2 Behaviorism and B. Skinner’s concept of personality

Behaviorism defined the face of American psychology in the 20th century. Its founder, John Watson (1878-1958), formulated the credo of behaviorism: “The subject of psychology is behavior.” Hence the name - from the English behavior - “behavior” (behaviorism can be translated as behavioral psychology). Analysis of behavior must be strictly objective in nature and limited to externally observable reactions (everything that cannot be objectively recorded cannot be studied, i.e. a person’s thoughts and consciousness cannot be studied, they cannot be measured or registered). Everything that happens inside a person is impossible to study, i.e. a person acts as a “black box”. Only reactions, external actions of a person and those stimuli and situations that determine these reactions can be objectively studied and recorded. And the task of psychology is to determine a probable stimulus based on the reaction, and to predict a certain reaction based on the stimulus.

And a person’s personality, from the point of view of behaviorism, is nothing more than a set of behavioral reactions inherent in a given person. This or that behavioral reaction occurs to a certain stimulus or situation. The formula “stimulus - response” (S - R) was leading in behaviorism. Thorndike's law of effect elaborates: the connection between S and R strengthens if there is reinforcement. Reinforcement can be positive (praise, obtaining the desired result, material reward, etc.) or negative (pain, punishment, failure, critical remark, etc.). Human behavior most often follows from the expectation of positive reinforcement, but sometimes the desire to primarily avoid negative reinforcement prevails, i.e. punishment, pain, etc.

Thus, from the position of behaviorism, personality is everything that an individual possesses, and his capabilities in relation to reaction (skills, consciously regulated instincts, socialized emotions + the ability of plasticity to form new skills + the ability to retain, maintain skills) to adapt to the environment, those. personality is an organized and relatively stable system of skills. Skills form the basis of relatively stable behavior; skills are adapted to life situations; changing situations lead to the formation of new skills.

In the concept of behaviorism, a person is understood primarily as a reacting, acting, learning being, programmed for certain reactions, actions, and behavior. By changing incentives and reinforcements, you can program a person to the required behavior.

In the depths of behaviorism itself, the psychologist Tolman (1948) questioned the S - R scheme as too simplified and introduced between these terms an important variable I - the mental processes of a given individual, depending on his heredity, physiological state, past experience and the nature of the S-I-R stimulus. In the 70s, behaviorism presented its concepts in a new light - in the theory of social learning. According to Bandura (1965), one of the main reasons that makes us who we are is due to our tendency to imitate the behavior of other people, taking into account how favorable the results of such imitation may be for us. Thus, a person is influenced not only by external conditions: he also must constantly anticipate the consequences of his behavior through self-assessment.

The behavioral concept considers personality as a system of reactions to various stimuli (B. Skinner, J. Homans, etc.). A separate line in the development of behaviorism is represented by the system of views of B. Skinner, who put forward the theory of operant behaviorism. His mechanistic concept of behavior and the technology of behavior developed on its basis, used as a tool for controlling people’s behavior, have become widespread in the United States and have an influence in other countries, in particular in Latin America, as an instrument of ideology and politics.

In accordance with the concept of classical behaviorism by Watson, Skinner studies the behavior of an organism. While maintaining a two-term scheme for analyzing behavior, he studies only its motor side. Based on experimental studies and theoretical analysis of animal behavior, Skinner formulates a position on three types of behavior: unconditioned reflex, conditioned reflex and operant. The latter is the specificity of B. Skinner’s teaching.

Unconditionally reflexive and conditioned reflexive types of behavior are caused by stimuli (S) and are called respondent behavior. This is a type S reaction. They constitute a certain part of the behavioral repertoire, but they alone do not ensure adaptation to the real environment. In reality, the process of adaptation is built on the basis of active tests - the animal’s influence on the surrounding world. Some of them can accidentally lead to a useful result, which is therefore fixed. Such reactions (R), which are not caused by a stimulus, but are released (“emitted”) by the body and some of which turn out to be correct and are reinforced, Skinner called operant. These are type R reactions. According to Skinner, these reactions are predominant in the adaptive behavior of an animal: they are a form of voluntary behavior.

Based on the analysis of behavior, Skinner formulates his theory of learning. The main means of developing new behavior is reinforcement. The entire procedure of learning in animals is called “sequential guidance to the desired reaction.”

Skinner transfers the data obtained from studying animal behavior to human behavior, which leads to an extremely biological interpretation of man. Thus, based on the results of learning in animals, Skinner’s version of programmed learning arose. Its fundamental limitation lies in the reduction of learning to a set of external acts of behavior and reinforcement of the correct ones. At the same time, the internal cognitive activity of students is ignored, and as a consequence of this, learning as a conscious process disappears. Following the attitude of Watsonian behaviorism, Skinner excludes the inner world of a person, his consciousness from behavior and conducts a behaviorization of his psyche. Thinking, memory, motives, etc. He describes mental processes in terms of reaction and reinforcement, and man as a reactive being exposed to external circumstances. For example, interest corresponds to the probability resulting from the consequences of "showing interest" behavior. The behavior that is associated with being friends with a person changes because that person changes the reinforcers he or she provides. The biologizing approach to man, characteristic of behaviorism as a whole, where there is no fundamental difference between man and animal, reaches its limits in Skinner. All culture - literature, painting, pop music - turns out to be "cunningly invented reinforcements" in his interpretation. The behaviorization of man, culture and society taken to the extreme leads to absurdity, which was especially clearly demonstrated in the notorious book “Beyond Freedom and Dignity” (1971). Skinner's transformation of the concepts of freedom, responsibility, and dignity actually means their exclusion from real human life.

To solve the social problems of modern society, B. Skinner puts forward the task of creating a technology of behavior designed to control some people over others. Since the intentions, desires, and self-awareness of a person are not taken into account in behaviorism, a means of controlling behavior is not an appeal to the consciousness of people. This means is control over the reinforcement regime, which allows people to be manipulated.

3.3 The idea of a self-actualizing personality by A. Maslow

The existentialist view of man originates from a specific pythic awareness of the uniqueness of the existence of an individual person existing at a specific moment in time and space. Existentialists believe that each of us lives as a “being-in-the-world,” consciously and painfully comprehending existence and ultimate non-existence (death). We do not exist outside and the world has no meaning without us living in it. Rejecting the notion that a person is a product of either hereditary (genetic) factors or environmental influences (especially early influences), existentialists raise the idea that ultimately each of us is responsible for who we become. As Sartre said: “Man is nothing other than what he makes himself. This is the first principle of existentialism.” Consequently, existentialists believe that each of us is challenged - we are forever faced with the task of making our lives meaningful in this absurd world - life is what we make of it." Sometimes freedom and responsibility can be difficult and even frightening. From the point of view According to existentialists, people realize that they are responsible for their actions, and therefore experience the pain of despair, loneliness and anxiety.

Only the people themselves, thrown into the whirlpool of life at a given moment in time, in a given place, are responsible for the choices they make. This does not mean that if people are given freedom of choice, they will necessarily act in their own interests. Freedom of choice does not guarantee that the choice will be wise. If this were so, people would not suffer from despair, anxiety, boredom, guilt and many other self-inflicted unpleasant feelings. For existentialists, the question is whether or not a person can live an authentic (honest and sincere) life in conscious, consistent activity, without chance and uncertainty. Since existential philosophy believes that each person is responsible for his actions, it appeals to humanistic psychology; Humanistic theorists also emphasize that man is the main architect of his behavior and meaning in life, and therefore people are thinking beings who experience, decide and freely choose their actions. Consequently, humanistic psychology takes as its starting principle a responsible person who freely makes a choice. As Sartre noted, “I am my choice.”

The “self-actualizing personality” has the following features:

1) complete acceptance of reality and a comfortable attitude towards it (not to hide from life, but to know and understand it);

2) acceptance of others and oneself (“I do my thing, and you do yours. I am not in this world to meet your expectations. And you are not in this world to meet my expectations. I am I, you are you. I respect and accept you for who you are");

3) professional passion for what you love, orientation to the task, to the cause;

4) autonomy, independence from the social environment, independence of judgment;

5) the ability to understand other people, attention, goodwill towards people;

6) constant novelty, freshness of assessments, openness to experience;

7) distinguishing between goals and means, evil and good (“Not every means is good for achieving a goal”);

8) spontaneity, natural behavior;

9) humor;

10) self-development, manifestation of abilities, potential, self-actualizing creativity in work, love, life;

11) readiness to solve new problems, to understand problems and difficulties, to understand one’s experience, to truly understand one’s capabilities, to increase congruence. Congruence is the correspondence of an experience to its present content. Overcoming defense mechanisms helps to achieve congruent, true experiences. Defense mechanisms prevent you from properly understanding your problems. Personal development is an increase in congruence, an increase in understanding of one’s “real self”, one’s capabilities, characteristics; it is self-actualization as a tendency to understand one’s “real self”.

An active position in relation to reality, studying and overcoming reality, and not running away from it, the ability to see the events of one’s life as they are, without resorting to psychological defense, understanding that behind a negative emotion there is a problem that needs to be solved, readiness meeting problems and negative emotions halfway in order to find and remove obstacles to personal growth is what allows a person to achieve understanding of himself, the meaning of life, internal harmony and self-actualization. Belonging to a group and a sense of self-respect are necessary conditions for self-actualization, because a person can understand himself only by receiving information about himself from other people. Pathogenic mechanisms that interfere with personality development are the following: passive position in relation to reality; repression and other methods of protecting the “I” (projection, replacement, distortion of the true state of affairs for the sake of internal balance and tranquility). Psychological and social factors contribute to personality degradation. Stages of personality degradation:

1) the formation of a “pawn” psychology, a global sense of one’s dependence on other forces (the phenomenon of “learned helplessness”);

2) creation of a shortage of goods, as a result, the primary needs for food and survival become leading;

3) creating “purity” of the social environment - dividing people into “good” and “bad”, “us” and “strangers”, creating guilt and shame for oneself;

4) the creation of a cult of “self-criticism”, recognition even of those disapproved acts that a person has never committed;

5) preservation of the “sacred foundations” (it is prohibited to further think or doubt the fundamental premises of ideology);

6) formation of a specialized language (complex problems are compressed into short, very simple, easy to remember expressions). As a result of all these factors, an “unreal existence” becomes habitual for a person, since from a complex, contradictory, uncertain real world a person moves into an “unreal world of clarity, simplicity”; a person develops several “I”s, functionally isolated from each other.

An “existential vacuum” is formed when a person has lost “Animal instincts, has lost social norms, traditions that determine what a person should do, and as a result he himself does not know what he wants (or maybe he no longer wants anything), and then he does what others want, acting as a “pawn” in the hands of others (“Sunday neurosis”).

Such a person requires “logotherapy” - the struggle for the meaning of life." It is not a person who asks himself what the meaning of his life is, but life asks us, and we give the answer with our lives. If a person is sure that the meaning of life exists, then a person can rise above the most unfavorable conditions.

The meaning of life can be found, perhaps, in three ways:

1) committing actions;

3) the experience of suffering.

4. The problem of professional motivation of the individual

In Gogol's poem "Dead Souls" a considerable place is devoted to the childhood of the main character, the immortal Chichikov. Why does this cunning boy from a poor family study so diligently? He definitely wants to climb up the career ladder and live as a gentleman. That is why, in the end, he gets a job where he can get rich - in the customs office. Of course, this is not the most illustrative example. One of the main themes of Russian literature of the 19th century. there was teaching as a way to “get out among the people” - many great writers paid attention to it, from Goncharov to Chekhov. Chekhov's professor from "A Boring Story", suffering from insomnia, spends his nights thinking about his life and remembering what prompted him to take up medicine in his youth - a thirst for knowledge, love for humanity or a desire for fame (this is one of Chekhov's main themes).

So, let's talk about professional motivation. Now researchers no longer have to doubt that student performance depends mainly on the development of learning motivation, and not just on natural abilities. There is a complex system of relationships between these two factors. Under certain conditions (in particular, when the individual has a high interest in a specific activity), the so-called compensatory mechanism can be activated. The lack of abilities is compensated by the development of the motivational sphere (interest in the subject, awareness of the choice of profession, etc.), and the schoolchild/student achieves great success.

However, the point is not only that abilities and motivation are in a dialectical unity, and each of them influences the level of academic performance in a certain way. Studies conducted at universities have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which they have developed professional motivation. Of course, it does not at all follow from this that abilities are not a significant factor in educational activity. Such facts can be explained by the fact that the existing system of competitive selection to universities one way or another selects applicants at the level of general intellectual abilities. Those who pass the selection and make it into the freshman class generally have approximately the same abilities. In this case, the factor of professional motivation comes first; One of the leading roles in the formation of “excellent” and “C” students begins to be played by the system of internal motivations of an individual for educational and cognitive activities at a university. In the field of professional motivation itself, a positive attitude towards the profession plays a crucial role, since this motive is associated with the ultimate goals of learning.

In S. Dovlatov's "Reserve" a tragicomic portrait of the philologist Mitrofanov is outlined, as a student he amazed everyone with his memory and erudition, as well as. fantastic laziness. This man had no idea what to do, because he could not muster the courage to write even a page of scientific text. As a result, he “went with the flow” and, guided by laziness, became a tour guide in the Pushkin Mountains, because, at least, this erudite was not yet lazy to speak.

If a student understands what kind of profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. Research conducted in the system of primary vocational education and in higher education fully confirms this position.

Using experiments based on material from various Russian universities, it was found that first-year students are most satisfied with their chosen profession. But throughout all the years of study, this figure has been steadily decreasing until the 5th year. Despite the fact that shortly before graduation, satisfaction with the profession is the lowest, the attitude towards the profession itself remains positive. It would be logical to assume that the decrease in satisfaction is caused by the low level of teaching at a particular university. However, maximum satisfaction with the profession in the first year of study should not be overestimated. First-year students, as a rule, rely on their ideal ideas about their future profession, which, when confronted with reality, undergo painful changes. However, something else is important. Answers to the question “Why do you like this profession?” indicate that the leading reason here is the idea of the creative content of future professional activity. For example, students mention “the opportunity for self-improvement”, “the opportunity to engage in creativity”, etc. As for the real educational process, in particular the study of special disciplines, here, as research shows, only a small number of first-year students (less than 30%) are oriented towards creative teaching methods.

On the one hand, we have before us high satisfaction with the profession and the intention to engage in creative activities after graduation, on the other, the desire to acquire the basics of professional skills mainly in the process of reproductive educational activity. Psychologically, these positions are incompatible, since creative stimuli can only be formed in an appropriate creative environment, including the educational one. Obviously, the formation of real ideas about the future profession and how to master it should be carried out starting from the 1st year.

Comprehensive studies devoted to the problem of expulsion from higher vocational schools have shown that the greatest dropout rate in universities is caused by three subjects: mathematics, physics and a foreign language. It also turned out that the reason is not only the objective difficulty of mastering these disciplines. It is also of great importance that students often have little idea of the place of these disciplines in their future professional activities. It seems to him that performance in these subjects has nothing to do with his highly specialized qualifications. (Note that at present the attitude towards a foreign language has changed.) Consequently, a necessary component in the process of forming a real image of future professional activity in students is a reasoned explanation of the significance of certain general disciplines for the specific practical activities of graduates.

Thus, the formation of a positive attitude towards the profession is an important factor in increasing the educational performance of students. But a positive attitude in itself cannot be significant if it is not supported by a competent idea of the profession (including an understanding of the role of individual disciplines) and is poorly connected with the methods of mastering it. So it is unlikely that training will be successful if it is built only on the principle depicted in the poem “Who should I be?” Mayakovsky: “It’s good to be. Let them teach me.”

In the famous “Scarlet Sails” by A. Green there are wonderful pages dedicated to how Arthur Gray chooses the dangerous and difficult profession of captain. He is attracted by the poetry of wanderings, the desire to see the world, but this young man, at first a pampered aristocrat, does not even imagine all the hardships of learning. He starts as a simple cabin boy, not yet knowing that he has to memorize a huge amount of information and endure the physical hardships associated with the sea: hunger, cold, injuries, and so on. As we remember, for Gray the strength of motivation turned out to be decisive. However, it can be assumed that if Arthur knew more about the captain’s craft and what awaits him, his studies would have been much easier.

Obviously, the range of problems associated with studying students’ attitudes towards their chosen profession should include a number of questions. This:

1) satisfaction with the profession;

2) dynamics of satisfaction from course to course;

3) factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential psychological, including gender and age;

4) problems of professional motivation or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

These individual points, as well as the attitude towards the profession as a whole, affect the effectiveness of students’ educational activities. They, in particular, affect the general level of professional training, and therefore this problem is one of the issues of pedagogical and socio-pedagogical psychology. But there is also an inverse relationship: attitudes towards the profession are, of course, influenced by various strategies, technologies, and teaching methods; Social groups also influence it.

Diagnosing attitudes towards a profession is a purely psychological task. But the formation of attitudes towards the profession is primarily a pedagogical problem.

Satisfaction with a profession is an integrative indicator that reflects the subject’s attitude towards his chosen profession. It is absolutely necessary and extremely important precisely as a generalized characteristic. Low satisfaction with the profession in most cases becomes the cause of staff turnover, which, in turn, leads to negative economic consequences. In addition, a person’s mental health largely depends on satisfaction with his chosen profession. Its preservation is also facilitated by a high level of professionalism - one of the decisive factors in overcoming psychological stress.

Thus, the study of satisfaction with a profession, its influence on the process of vocational training, the identification of certain patterns in this area - all these are more than urgent tasks of pedagogy and psychology.

Whether professional activity will acquire a touch of creativity largely depends on the individual himself.

As we remember, the work that the grotesque hero of Gogol’s “The Overcoat” Akaki Akakievich performed was the most mechanical - he served as a copyist of business papers. But this “little man,” for whom sewing a new overcoat became a milestone in his life, found a source of inspiration in his work - he even had his own favorite letters. Forming a creative attitude towards various types of professional activities, stimulating the need for creativity and developing abilities for professional creativity are necessary links in the system of vocational training and professional education of the individual.

Correct identification of professional interests and aptitudes is an important predictor of satisfaction with the profession in the future. The reason for an inadequate choice of profession can be both external (social) factors associated with the inability to make a professional choice based on interests, and internal (psychological) factors associated with insufficient awareness of one’s professional inclinations or an inadequate idea of the content of future professional activity. The results of one of the studies (A.A. Rean, 1990, 1999) well illustrate the fact that even the simplest analysis of professional interests, carried out in a timely manner, can affect satisfaction with the profession and its adequate choice. In a specially selected group of printing school students, whose common feature was low satisfaction with their chosen profession, a diagnosis of professional interests was carried out. The curious statement of student M. is indicative: “I thought that the profession of a printer was associated with working on a typewriter.” This understanding of the profession made her choice entirely subjective and incorrectly justified, since the profession of a secretary-typist in fact belongs simultaneously to the “person - sign system” type and to the “person-person” type. The leading interests for M. turned out to be those associated precisely with the latter type of profession, while the specialty of a printer-polygrapher has little in common with the profession of a secretary-typist.

Conclusion

Personality is a social characteristic of a person at a certain stage of social development. Personal socialization is a process; formation of personality in certain social conditions, the process of a person’s assimilation of social experience, during which a person transforms social experience into his own values and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group. Norms of behavior, moral standards, and beliefs of a person are determined by those norms that are accepted in a given society.

Theories of personality are extremely numerous. But in general, three large groups can be distinguished among them, led, respectively, by three leaders. This is psychoanalysis and Freud's self-concept; behaviorism and Skinner's B theory of personality; humanistic psychology and the concept of self-actualizing personality by A. Maslow. It seems that the most developed approach to personality is humanistic psychology. According to her, the meaning of life can be found in three ways:

1) committing actions;

2) the experience of values, the experience of unity with other people, the experience of love;

3) the experience of suffering.

There can be different ways of self-actualization provided that a person has higher meta-needs for development, life goals: truth, beauty, kindness, justice.

References

1. Andreeva A.V. Social psychology. M., 2001.

2. Ilyin E.P. Motivation and motives. St. Petersburg, 2000.

3. Klimov E.A. Psychology of a professional. M., 1996.

4. Maklakov A.G. General psychology. St. Petersburg, 2002.

5. Nasinovskaya E.E. Methods for studying personal motivation. M., 1988.

6. Psychology. Textbook. Edited by A. A. Krylova. M., 1998.

7. Rubinshtein S.L. Fundamentals of general psychology. St. Petersburg, 1998.

8. Social psychology. Edited by V.E. Semenov. M., 1999.

9. Stolin V.V. Personal self-awareness. M., 1984.

10. Stolyarenko L.D. Fundamentals of general psychology. Rostov-on-Don, 1999.

11. Kjell L., Ziegler D. Theories of personality. St. Petersburg, 1999.

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Basic concepts of personality development

The gradual formation of a subject’s personality is not a simple coincidence of various accidents, but a process determined by the pattern of development of the psyche of individuals. The concept of development is understood as a process of qualitative and quantitative changes in the psyche, spiritual and intellectual sphere of the individual, in the body as a whole, which is determined by the influence of internal and external circumstances, uncontrolled and controlled conditions.

People have always sought to study and understand such patterns, to understand the nature of the formation of the psyche. To this day, this problem is no less relevant.

In psychology, there have long been two directions of theories about the driving forces of personality development and its formation: the sociogenetic and biologizing concepts of personality development.

The first concept shows the development of personality due to the direct influence of social environmental factors. This theory ignores the own activity of the progressing individual. In this concept, a person is assigned a passive role as a being who simply adapts to the environment and situation. If we follow this concept, then the fact that completely different individuals grow up in the same social conditions remains inexplicable.

The second theory is based on personal development, which is determined mainly by hereditary factors. That is why the process of personal development is spontaneous (spontaneous) in nature. Based on this theory, it was assumed that a person from birth is predisposed to certain characteristics of emotional manifestations, the pace of manifestations of actions and to a specific set of motives. For example, some from birth have a penchant for crime, others for successful administrative activities. According to this theory, the form and content of his mental activity are initially inherent in the individual by nature; the stages of mental development and the order of their appearance are determined.

The biologizing concept of personality development is reflected in Freud's theory. He believed that personal development is mainly dependent on libido (intimate desires), which manifests itself from early childhood and is accompanied by specific desires. A mentally healthy personality is formed only if such desires are satisfied. In cases of unsatisfied desire, the person becomes prone to neuroses and other deviations.

This concept, like the sociogenetic one, represents a personality that is initially devoid of activity.

Thus, it should be concluded that the described concepts cannot be taken as the basis for understanding and explaining the patterns of personal development. None of these concepts can identify the underlying forces that drive personality development.

Therefore, of course, the formation of a subject’s personality is influenced by biological and social factors, such as: environmental circumstances and conditions, heredity, and lifestyle. These are all related factors, since it has been proven by many psychologists that a person is not born, but becomes in the process of its development.

However, to this day there are many different views on personality development.

The psychoanalytic concept refers to development as the adaptation of the biological nature of the subject to social life, the development of specific means of satisfying his needs and protective functions.

The concept of traits is based on the fact that absolutely all personality traits are developed during life. This theory insists that the process of generation, transformation, and stabilization of personality traits is subject to other, non-biological factors and laws.

The biosocial concept of personality development represents man as a biological and social being. All of his mental processes, such as sensation, thinking, perception and others, are determined by biological origin. And the interests, orientation, and abilities of an individual are formed as a result of the influence of the social environment. The biosocial concept of personality development examines the problem of the relationship between the social and the biological in personal development.

The humanistic concept of personality development interprets personal development as the direct formation of the “I” of the subject, the affirmation of its significance.

Modern concepts of personality development

Today, the most mysterious problem of knowing the nature of man himself remains the most mysterious. The history of the emergence of various theories of personal development should be divided into stages: the stage of the formation of psychoanalysis (Freud, Adler, Jung), the stage of the humanistic explanation of psychoanalysis in the context of its partial overcoming - the humanistic concept of personality development (Erickson, Maslow, Rogers, Fromm), the stage of personality theory (A. Meneghetti) – modern psychology.

Let us dwell in more detail on the last stage – Meneghetti’s concept of personality. The author of this concept says that the science of psychology cognizes the individual at all levels, while also studying the hidden aspects of the subject’s existence. The basis of his concept is the concept of semantics.

Managhetti believed that human nature is manifested through the semantic field. The structuralist school of philosophy proceeded from the same premises. A semantic field is a space in which an individual interacts with various objects of the environment that surrounds him. The following components of the personality are involved in this process: “I” - the conscious and the zone of complexes that lies in the subconscious. Only 30% of relationships between subjects take place consciously, the remaining 70% take place at the subconscious level. The author criticized moral principles in their national and personal manifestations. Since he believed that morality does not ensure the truth and accuracy of the actualization of the personality of individuals, but rather, on the contrary, forces the “I” to bring to light its complexes as defense mechanisms and latent components of the “I”, which often pose as “I”. Meneghetti represented the individual as In-se (i.e., the internal essence of the subject) with a constant value N.

He assumed that being in a specific body manifests itself in the conditions of a specific family, acquiring a number of various signs, preserving itself as a subject with an unchanged value N.

This value is represented by intelligence, i.e. the structure of life activity, the emotional field, the result of conscious perception. He perceived man as a consequence of such intelligent activity. The value of H also includes humanistic personal potential. These include: the emergence of creative impulses, positive and negative changes in personal development. At the same time, positive configurations develop the individual’s personality, while negative ones, on the contrary, block development. This is precisely what he considered the only sign of morality from the point of view of psychological science. The “I” is the conscious part of the Inse structure, and everything else belongs to the unconscious, which has a more fundamental influence on the life of the individual. It is in the area of humanistic potential that complexes arise.

Complexes are formed as a result of the nature of love that an individual receives from birth. They are formed during the first years of life and are determined by the love of parents, who are always burdened with their own unconscious potential, which directly affects the child. The mental structure of complexes remains with the individual, without developing throughout life. However, it is still an inseparable part of the personality.

The complex affects the personality throughout life, distorting absolutely all its manifestations, i.e. acting as a "false self". Consequently, it turns out that the “I” does not have enough energy, since it goes to its “false-I”. At the same time, the true “I” cannot control the manifestation of complexes at all, but any complex controls the actions of the “I”. Therefore, the main task of psychology is to help the individual comprehend its entire structure, which may lie deep in the subconscious.

Since as the “I” grows and matures, it increasingly needs the energy that the “I” takes from the complexes. Meneghetti considered the goal of personal development to be the desire for integrity. He argued that cognition is initially formed at the bodily level. This happens because both animals and humans acquire information from surrounding conditions, only humans also have intelligence. Ideally, the capabilities of the “I” should develop to their full realization. The birth and actualization of the “I” must continue continuously. This is explained by ontopsychology with the concept of immagogy. Literally, this term means an action within me (in me). The roots of this concept lie in meditation, yoga and hypnosis. Immagogy means penetration into the unconscious, into the so-called lucid dream. It is with its help that one can achieve full awareness of the “I”.

To summarize, we can conclude that the concept of personality development put forward by Meneghetti includes the “I” as the center of consciousness. The “I” is just the tip of the iceberg called the unconscious, which contains equally powerful elements of the “I” - complexes. Such complexes are formed as a consequence of the negative interaction of the “I” with the surrounding conditions and the world as a whole. He considered the source of personality to be In-se, which contains the matrix of the realization of human existence. And complexes are expressed in the blocking of information coming from Inse to “I”. “I” has a dual structure: “I” is logical (i.e. it is the logical aspect of personality) and “I” is a priori, formed as a result of the individual’s attachment to the historical factors of his manifestation. A person becomes wise when he has harmoniously developed two structures: “I” and Inse. Their interaction and manifestation lies in the connection of Inse to the a priori “I”, expressed through the logical “I”.

Today, the concept of personality development proposed by Meneghetti remains the most relevant. However, all previously existing theories of personality have some common visions: the primary one is the determinism of the subject’s behavior, the roots of which lie in childhood experience, but the subject’s views in adulthood may be different.

The concept of spiritual and moral development of personality

The main thing in the formation of the semantic characteristics of human life is its relationship to other subjects or society as a whole. It is attitude that constitutes the essence of human life. The entire life of subjects depends on relationships with other people, on the individual’s aspirations for relationships, and what specific relationships the individual is able to establish.

Upbringing is an integral part of education and the concept of spiritual and moral development of the individual. It is thanks to family upbringing and school education that the process of familiarization with the cultural and moral values of society occurs. It is necessary to instill in children the ability to live in a cultural social space. Such a space should meet the interests and needs of students, thereby pushing them to create and implement accepted moral values.

In current conditions, the emphasis in the concept of spiritual and moral education is on the purposefulness of the educational process, as well as on universal ethics, which means that it is necessary to prevent education from being reduced to narrowly national, corporate, group and other interests. It is necessary to educate a developed personality in all areas of culture, religion, touching absolutely all social classes and groups, ethnic groups.

What is important is the combination in the educational process of the purposefulness of the universal values of people and reliance on the traditional, national spiritual values of society. This combination should form the basis of the life of the current society, as well as the basis of optimal dialogue between different communities and groups.

A shift in orientation occurs from external restrictions of morality to internal attitudes of morality and the subject’s orientation towards the increasing role of moral attitudes as an internal self-regulation of the individual, and not towards morality, which is more of an external regulator of behavior.

The problem of the individual’s ability to self-determinate and focus on the semantic and value components of the educational process is important. It should be that the student himself is able to develop value meanings through the acquisition of moral knowledge, feel them emotionally, test them through personal experience of building relationships with other individuals and the environment, and take an active position in this process. It is the assimilation, gradual development, acquisition of experience and knowledge of behavioral relationships that should form the basis of spiritual and moral development.

The goal of spiritual and moral development is the education and development of literate, highly moral, cultural individuals who have universal and national values of individuals whose activities are aimed at creation.

Universal values include values accepted by all people in the conditions of absolutely any social and historical changes in the development of civilization. These include: equality, goodness, beauty, life, cooperation and others. And national values are determined by universal values, perceived by subjective consciousness through national culture and national identity.

Erikson's concept of personality development

Erikson believed that the elements of personality and its structure develop gradually in the process of social development and, as a consequence, are the product of such development, the result of the individual’s entire path.

Erikson denies the possibility of individual development of an individual personality, but at the same time, he does not deny individuality as a separate concept. He is convinced that for all subjects there is a common plan for their development and believes that personal development itself lasts throughout the life of the subjects. Along with this, he identifies certain stages of development, each of which solves a specific dilemma.

One of the most important concepts in Erikson's concept is ego identity. He believed that the entire personal development of the subject is aimed at the search for precisely this ego-identity. However, the main emphasis is placed on the period of youth.

“Normative identity crisis” is the main point in the formation of personality in the transitional period of adolescence. The crisis is seen here as a turning point, a critical point of development. During this period, both the increasing potential and vulnerability of adolescents are equally exacerbated. The adolescent personality faces a choice of two alternatives, one of which leads to negative behavior, the other to positive.

According to Erikson, the main task for a subject in youth is to develop a sense of identity, which counterbalances the uncertainty of the personal role of the “I”. During this period, the teenager must answer the questions: “The direction of my future path”, “Who am I?” It is in the search for this very identity that a teenager determines the importance of actions and develops specific evaluative norms for his own and other people’s behavior.

This process is inextricably linked with awareness of one’s own competence and value. One method of solving the identity dilemma is to try on different roles. The main danger, according to Erikson, in the process of identification is the possibility of a blurred “I”, which arises as a result of overwhelming doubts in which direction to direct one’s life path. The next reason for the danger of the self-identification process is the lack of maternal attention. Also, frequent causes of such dangers may be inconsistency in the methods and principles of education among parents, which creates a favorable atmosphere of uncertainty for the child and, as a result, a feeling of mistrust.

Identity according to Erikson is an important condition for the mental health of an individual. If the identity has not developed, then such a person will feel lost, not finding his specific place in society. According to Erikson, identity is a characteristic of personality maturity.

Erikson's main contribution to the concept of development is his theory of the stages of personality development.

The first stage is infancy, corresponding to Freud's stage of oral fixation. The main thing during this period is to develop trust and confidence. The formation of trust in society depends entirely on the mother’s ability to convey to the child a sense of constancy of experiences and recognition.

The next stage is autonomy. The child is trying to “get back on his feet” and distance himself from the caregivers. The baby begins to say “no.” If parents try to support his manifestations of independence and protect him from negative experiences, then a healthy imagination, the ability to restrain himself and make concessions to his body are formed. The main task of this period lies in developing a balance between restrictions and what is permitted, acquiring the skills of self-control and independence.

The next stage is initiative. At this stage, the attitude “I am what I will” appears and the attitude “I am what I can” is developed. During this period, the child tries to actively understand the world that surrounds him. With the help of the game, he models various social roles and acquires responsibilities and new tasks. The main thing at this stage is the development of initiative. Gender identification also occurs.

Fourth stage. At this stage, qualities such as hard work or inferiority may develop. The child learns everything that can make it easier and prepare him for adult life (for example, determination).

The fifth stage (from 6 to 11 years) is school age. Identity is formulated in “I am what I have learned.” This period is characterized by the child’s increasing abilities for self-discipline and logical thinking, and the ability to interact with peers, according to established rules. The main question is “Am I capable?”

The next stage is the stage of identity or role confusion (11-18 years old). Characterized by the transition from childhood to adulthood. This period leads to physiological and psychological changes. The basic question is “Who am I?”

The next stage is early adulthood. Questions at this stage address the image of the “I”. Characterized by self-completion and the development of close relationships with other people. The main question is “Can I have intimate relationships?”

The seventh stage is adulthood. Brings a more stable sense of self. Now “I” is expressed in giving in relationships, both at home and at work and in society. A profession and children appeared. Basic questions: “What is the significance of my life today?”, “What will I do next in life?”

The eighth stage is late adulthood or maturity. Characterized by acceptance of one’s role and oneself in life in a deep sense of awareness, understanding of one’s personal dignity. The work is over, there is time for reflection and grandchildren.

The main direction in Erikson's concept of personality development was the consideration of the social adaptation of the individual in the process of his maturation and development.

Vygotsky's concept of personality development

In his concept, Vygotsky interpreted the social environment not as a “factor”, but as a “source” of personal development. The influence of the environment is determined by the child’s experiences.

The child develops in two intertwined ways. The first lies in natural maturation. And the second is through mastering cultures, ways of thinking and behavior. Auxiliary ways of forming thinking and behavior are systems of symbols and signs, for example, writing or language.

It is the child’s mastery of the connection between meaning and sign, the use of speech that influences the emergence of new functions of mental processes that distinguish the behavior of a human person from an animal.

Initially, the adult, using a specific means, controls the child and his behavior. At the same time, it directs the child to perform some involuntary function. Further, at the next stage, the child applies to himself the same control methods that adults used in relation to him. Now the child applies them to adults. It is in this way that, according to Vygotsky, each function of the psyche manifests itself twice in the process of development - the first time as a collective activity, and the second time as the child’s thinking.

By internalizing, the “natural” functions of the psyche are transformed, acquiring automation, arbitrariness and awareness. After this, the reverse process becomes possible - exteriorization, i.e. output as a result of mental activity. This principle is called “external through internal.”

Vygostky represented personality as a social concept, since it combines the supernatural and historical in a person. Such a concept cannot cover all the signs of individuality, but it can equate a child’s personality with his cultural development. In the process of development, an individual masters his own behavior. Personality cannot be innate, but can arise in the process of cultural development. By appropriating selected forms and methods in activities that have historically developed, the child develops. Therefore, education and training becomes mandatory in the process of personal development.

Education is a kind of driving force for development. However, this does not mean that learning becomes identical to development. It simply forms the area of proximal development. This area determines functions that have not yet matured, but are already in the process of development, and determines the further development of the mind. The phenomenon of the area of proximal development confirms the leading role of learning in the development of mental activity.

In the process of such development, the individual’s personality goes through a certain series of changes that are of a social nature. Due to the accumulation of new opportunities, the destruction of one social condition and the emergence of another, stable development processes are replaced by critical periods of an individual’s life, in which the rapid creation of psychological formations occurs. Such crises are characterized by a unity of negative and positive sides. They play the role of unique steps in the further development of the child.

Education that appears in any period qualitatively changes the functioning of the individual’s psyche. For example, the emergence of teenage reflection completely restructures mental activity.

One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has various aspects, therefore it is considered by different sciences: developmental physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for the harmonious development of the individual in the process of teaching and upbringing.

In foreign pedagogy and psychology, three main directions are distinguished on the problem of personality and its development - biological, sociological and biosocial.

Representatives of the biological school, considering personality to be a purely natural being, explain all human behavior by the action of the needs, drives and instincts inherent in him from birth (S. Freud and others). 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.

All phenomena of social life (strikes, walkouts, revolutions), as representatives of this trend believe, are natural for ordinary people, who from birth have an inherent desire for attack, cruelty, and rebellion. However, real life shows that people often act even against their vital needs, fulfilling the duty of a patriot, fighter and just a citizen.

Representatives of the sociological school believe that although a person is born as a biological being, during 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.

Representatives of the biosocial movement believe that 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.

Domestic 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. the results of social life, which, determining the entire appearance of the individual, give him the strength to overcome his physical shortcomings and character traits (hot temper, shyness, etc.).

The personality, being a product of social life, is at the same time a living organism. The relationship between the social and the biological in the formation and behavior of personality is extremely complex and has a different impact on it at different stages of human development, in different situations and types of communication with other people. Thus, courage can reach the point of recklessness when prompted by the desire to attract attention to oneself (the natural need for achievement, recognition). Another person’s courage encourages him to meet life’s difficulties, although no one knows about this except him. It is important to see the degree of expression of quality. Excessive politeness, for example, can border on sycophancy, obedience can be an indicator of passive fulfillment of demands, indifference, and restlessness can indicate liveliness of interest, speed of switching attention, etc.

Personality, according to L. S. Vygotsky’s definition, is an integral mental system that performs certain functions and arises in a person to serve these functions. The main functions of the individual are the creative development of social experience and the inclusion of a person in the system of social relations. All aspects of personality are 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.

There are also differences in understanding the essence of personality development in domestic and foreign pedagogy. Metaphysicians view development as a process of quantitative accumulation, as a simple repetition, increase or decrease of the phenomenon being studied. Domestic pedagogy, when considering this issue, proceeds from the provisions of dialectical materialism, which considers development as an integral property of nature, society and thinking, as a movement from lower to higher, as the birth of the new and the withering away or transformation of the old.

With this approach, personality development is a single biosocial process in which not only quantitative changes occur, but also qualitative transformations. This complexity is due to the contradictory nature of the development process. Moreover, it is precisely the contradictions between the new and the old, which arise and are overcome in the process of training and education, that act as the driving forces of personal development. Such contradictions include:

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 (V.A. Krutetsky).

The named contradictions are characteristic of all ages, but they acquire specificity depending on the age at which they appear. Resolution of contradictions occurs through the formation of higher levels of activity. As a result, the child moves to a higher stage of his development. The need is satisfied - the contradiction is removed. But a satisfied need gives rise to a new need of a higher order. One contradiction gives way to another - development continues. In the process of training and education, general contradictions are concretized, acquiring more vivid forms. These are contradictions between the requirements for students and their preparedness to perceive and implement these requirements; between educational influences and “material resistance” (A. S. Makarenko). The pedagogical process also reveals contradictions associated with the conditions of development of society, and contradictions that arise as a consequence of shortcomings in educational work.

The essence of the education process and its place in the general structure of the holistic pedagogical process

10. Education – management of human development as a subject of activity. Education is the process of forming a culture of human relationships. Education as a specially organized activity to achieve educational goals.

A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, man himself is not thought of as a passive being. He acts as the subject of his own formation and development.

Education is one of the leading concepts in pedagogy. In the course of the historical development of society and pedagogy, various approaches to explaining this category have emerged. First of all, a distinction is made between education in the broad and narrow sense. Education in a broad sense is considered as a social phenomenon, as the influence of society on the individual. In this case, education is practically identified with socialization. Education in the narrow sense is considered as a specially organized activity of teachers and students to realize the goals of education in the conditions of the pedagogical process. The activities of teachers in this case are called educational work.

Types of education are classified on different grounds. The most general classification includes mental, moral, labor, and physical education. Depending on the various areas of educational work in educational institutions, civil, political, international, moral, aesthetic, labor, physical, legal, environmental, and economic education are distinguished. On an institutional basis, they distinguish family, school, out-of-school, confessional (religious), education in the place of residence (community in American pedagogy), education in children's and youth organizations, education in special educational institutions. According to the style of relations between teachers and students, they distinguish between authoritarian, democratic, liberal, free education; Depending on a particular philosophical concept, pragmatic, axiological, collectivist, individualistic and other types of education are distinguished.

One of the eternal problems of pedagogy has always been to maximize the effectiveness of deliberate, targeted educational influences on a person. Society has the ability to foresee and plan in advance certain changes in the social environment and thereby create favorable opportunities for solving this problem.

Purposeful management of the process of personality development is ensured by scientifically organized education, or specially organized educational work. Where there is education, i.e. the driving forces of development, age and individual characteristics of children are taken into account, all possible positive influences of the social and natural environment are used and, on the other hand, the negative and unfavorable influences of the external environment are weakened, unity and consistency of all social institutions are achieved, the child is earlier capable of self-education.

Modern scientific ideas about education have developed as a result of a long confrontation between a number of pedagogical ideas.

Already in the Middle Ages, the theory of authoritarian education was formed, which continues to exist in various forms at the present time. One of the prominent representatives of this theory was the German teacher I.F. Herbart, who reduced education to managing children. The purpose of this control is to suppress the child’s wild playfulness, “which throws him from side to side.” Control of the child determines his behavior at the moment and maintains external order. Herbart considered threats, supervision of children, orders and prohibitions to be management techniques.

As an expression of protest against authoritarian education, the theory of free education arises, put forward by J.J. Rousseau. He and his followers called for respect for the growing person in the child, not to constrain, but to stimulate in every possible way his natural development during upbringing. This theory also found its followers in various countries of the world as the theory of spontaneity and gravity in education. She had a certain influence on domestic pedagogy.

Teachers of the first post-revolutionary years, based on the requirements of the new, socialist school, tried to reveal in a new way the concept of the educational process. So, P.P. Blonsky believed that education is a deliberate, organized, long-term influence on the development of a given organism, that the object of such influence can be any living creature - a person, an animal, a plant.

A.P. Pinkevich interpreted education as the deliberate, systematic influence of one person (some people) on another (others) in order to develop biologically or socially useful natural personality traits. The social essence of education was not revealed on a truly scientific basis even in this definition.

Characterizing education only as an influence, P.P. Blonsky and A.P. Pinkevich had not yet considered it as a two-way process in which educators and students actively interact, as the organization of the life and activities of students, and their accumulation of social experience. In these concepts, the child acted primarily as an object of education. Subsequently, these prominent teachers came to define the essence of education as a social phenomenon.

Experience of the best teachers and teaching staff, fundamental documents of the 1920s. oriented teachers towards the humanization of children’s upbringing, towards the development of their independence and self-government.

Pedology developed intensively, providing comprehensive information about a particular child, which created conditions for the differentiation of teaching and upbringing. The aspirations of educational institutions of those years aroused admiration and attracted the attention of the whole world. But the humanistic flourishing of Soviet pedagogy did not last long. With the strengthening of the totalitarian state system, strict regulation and control over the consciousness of a growing person, fitting it to a given template, and the authoritarianism of teachers gradually began to prevail in the practice of education.

Ultimately, this led to the construction of such a system of educational work in educational institutions, which is characterized by a number of features that reduce the effectiveness of its extracurricular influence:

· object-oriented education, in which the student acts primarily as an object of influence from adults. At the same time, the internal forces of self-development and self-education of a person are suppressed;

· standardization of the extracurricular process as a consequence of a simplified interpretation of the concept of “personality”, reducing it to a certain average set of qualities determined by social order. The practice of studying a child, identifying his natural inclinations, physiological and psychological characteristics was reduced to nothing. The educational process, without taking into account the gender, age and individual characteristics of the child, has turned into a unified conveyor belt that deforms a person;

· formalism and activity of education (obligatory for all “relay races”, “routes”, “testaments”);

· authoritarian style of education, the basis of which is verbal influence, demand, violence, the predominance of the teacher’s monologue, which, as a rule, cause internal and often external protest and resistance of young people;

· the gap between teaching and upbringing, the approach to them as two parallel processes, the irrational selection of the basic component of general secondary education, which poorly takes into account the main accumulations of universal human culture, its low humanitarian and educational richness; a view of education as a secondary activity accompanying learning;

· disruption of continuity in the organization of educational and extracurricular processes in the family, preschool institutions, primary and secondary schools, vocational schools, universities;

· weak coordination of the activities of educational institutions, non-school institutions, and the media in the education of younger generations.

It should also be noted that pedagogical science often saw its functions only in “educating” the decisions of state and party bodies, in developing recommendations for maintaining the educational process within a given standard. Overcoming these features of education requires the development of the concept of humanistic education.

The concept of personality development is a specific theory that explains what factors influence personality during its formation, what drives this process, and how it occurs. For many centuries, these questions have interested psychologists, clergy, and philosophers. Over time, psychological knowledge has accumulated a great deal of experience, with the help of which it has become possible to answer the questions: why do some become outstanding people of a generation, while others remain mediocre? Does environment play a major role, or is genetics a more important factor? Jung wrote: “Our personalities are part of the world around us, and their mystery is also limitless.”

In this article we will look at the main theories of personality development that are still used by psychologists today, their main and secondary concepts, and their impact on science.

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Personality development according to Vygotsky

The concept of personality development of the Russian scientist L. S. Vygotsky arose at the beginning of the 20th century. The first publication dates back to 1928 and is called “The Problem of the Cultural Development of the Child.”

Vygotsky did it for the first time. The scientist noted that during its development there are two interconnected lines - the first of them relates to the independent maturation of higher mental functions, the second - depends on the cultural and social environment. It is in his environment that the child masters behavior patterns and ways of thinking.

The development of attention, memory, speech, thinking and other functions always occurs first through external activity, and only then do these external functions become internal, or intrapsychic. Everything a child learns, he first does with an adult. The program of personal development, according to Vygotsky, cannot be implemented without dialogism - the main feature of consciousness, formed through interaction with an adult.

The basic concept of personality development, first introduced by Vygotsky, is called the “zone of proximal development,” or those actions that a child is not yet able to perform on his own, but can do them together with an adult. The researcher believed that only learning that goes ahead of development can be called good.

The basic concepts of personality development according to Vygotsky also include the concept of gradual development. The development process occurs according to a stepwise principle - smooth stages of knowledge accumulation are replaced by sharp leaps. Another important concept in Vygotsky’s theory is the child’s activity. The views of other psychologists of that time, for example, in the works of B. Skinner, were dominated by the idea that the child is the subject of the adult’s activity. But none of the scientists before Vygotsky considered children as those who themselves can actively influence their elders.

Meneghetti concept

Antonio Meneghetti is an Italian scientist who created the field of psychological knowledge called “Ontopsychology”. Meneghetti was both a scientist and a psychotherapist who received degrees in various fields - theology, philosophy, psychology. The word “ontopsychology” consists of three parts. “Onto” means “being,” “psycho” means “soul,” and “logos” means “meaning.” Meneghetti founded a scientific-psychological school dedicated to the development of ontopsychology.
Meneghetti's concept of personality development is based on both philosophical and psychological knowledge. From philosophical works, his theory was influenced by the works of E. Husserl, M. Heidegger, Parmenides. Among psychological studies, the works of A. Adler, Z. Freud, A. Maslow, and K. Jung had the greatest impact.

The main practical task of onotopsychology was to achieve human compliance with his nature, inner essence. Meneghetti identified the basic concepts of personality development:

“Essence in itself”, or the so-called “In-Se” - the inner core of the human soul, where its true existence lies;
"In-se's Undistorted Projections";
“Distorted projections”, or psychological complexes;
The “conscious-logical self” is the only part of the human psyche that has awareness.

Ontopsychology views a person as immersed in his own mental processes, but at the same time having practically no information about himself. It is believed that the inner core of a person - “In-Se” - has a positive nature. Each person contains all the resources necessary for self-realization. And the more a person’s path deviates from the direction of realizing his capabilities, the greater the feeling of dissatisfaction becomes.

One of the main concepts of personality development according to Meneghetti is that all physical and mental illnesses arise when a person goes against his own nature. He is inclined to blame anyone for his troubles, but is unable to understand that he is destroying himself with his own hands. The implementation of a personal development plan begins with the fact that a person is aware of his individual characteristics and how his current lifestyle interferes with self-realization.

This situation is called existential schizophrenia by ontopsychologists. Translated from ancient Greek, the word “schizophrenia” means “split brain.” When internal desires conflict with circumstances, the demands of society, and a person surrenders to them, existential schizophrenia arises. The main task of a psychotherapist-ontopsychologist is for a person to achieve consistency between his life and his inner essence.

Personality Development and Jungian Analytical Psychology

As you know, Carl Gustav Jung was a student of Freud. But he moved significantly away from the central idea of Freudian psychoanalysis. In Jung's theory, the struggle with the animal part of oneself does not occupy a central place. Jung's concept of personality development, in addition to the individual unconscious, includes the collective unconscious. The collective unconscious is the “memory of generations.” It includes all the experiences that people who lived before us could have experienced.

The collective unconscious manifests itself in archetypes - those images that are common to all humanity. Jung considered the images repeated among different peoples to be direct evidence of the theory of the collective unconscious. For example, in many myths and legends there is a figure of the goddess of fertility, who is the archetype of the Mother.

Other concepts in Jung's concept are "Ego", "Persona", "Anima", "Animus" and "Shadow". The “I” is the central part of a person’s conscious activity. “Persona” is a mask that is worn in public, in society. The female archetype within the male psyche is called “Anima”, and the male archetype within the female psyche is called “Animus”. “Shadow” are those character traits the presence of which the individual himself does not recognize in himself. “Ego” has two sides: light - what a person recognizes in himself, and also dark - “Shadow”.

Jung's concept of personality development: goal

Jung's concept of personality development suggests that the goal of becoming is to find oneself. The “I” always turns out to be hidden under a guise, a “Persona”. The process of self-knowledge begins with the fact that a person becomes acquainted with the “Shadow”. The process of individuation, or psychological birth, occurs throughout life. This is how Jung's theory differs from Freud's ideas, according to which personality development occurs mainly at the beginning of life.

According to analytical psychology, created by Jung, personality development occurs in the process of acquiring new skills and self-knowledge. It represents the desire for peace, wholeness and harmony. The main goal in life is the full realization of the capabilities of the “Ego”.

Personality development according to Adler

Alfred Adler was the first psychologist to introduce the concept of “inferiority complex.” Unlike psychoanalytic theory, Adler gives the main role not to sexuality, but to social factors. The basic concept of personality development according to Adler is that personality is formed through a “life style.” Life style is a set of psychological attitudes that are compensatory in nature. For example, the ancient Greek orator Demosthenes suffered from a stutter in his youth. Many of the commanders - Napoleon, Suvorov - were short.

Adler believed that all children from birth feel inferior to their omnipotent parents. Therefore, the task of combating an inferiority complex faces every child. It can be carried out both positively and negatively - in this case, a person grows with a desire for power over others. But usually the desire to compensate for one’s inferiority is the engine of development.

According to Adler, the main role in the development of personality is played by a person’s “Ego” - it is with its help that a person chooses a certain type of behavior and individual attitudes. An obstacle to development is social rules. However, no person can exist without society, so the conflict between creative self-realization and social norms is inevitable. Alfred calls this conflict "the eternal desire to gain the approval of society and cease to be a part of it."

Personality development according to A. S. Makarenko

A. S. Makarenko is a brilliant domestic psychologist. In 1988, UNESCO identified four teachers who, with their works, defined the entire method of pedagogy of the 20th century - they turned out to be D. Dewey, G. Kershensteiner, M. Montessori and A. Makarenko.

Makarenko organized colonies for those children whom society considered completely spoiled - boys-thieves, girls-prostitutes. No one could cope with them - even parents sometimes brought their children to the teacher on their own. And Makarenko achieved enormous results in his skill. He independently, without the help of educators, headed the colony for juvenile offenders. Dzerzhinsky. The number of its inhabitants reached 500-600 people.

Currently, statistics from the Prosecutor General's Office show: about 10% of orphanage graduates adapt to society, 40% develop alcoholism or drug addiction, and about 10% commit suicide. For comparison, out of 3 thousand graduates of A. S. Makarenko there was not a single criminal case. Many already adult graduates considered themselves “happy people.”

However, despite the successes, the concept of personality development according to A. S. Makarenko was not recognized by official pedagogical science. One of his opponents was N. S. Krupskaya. The Makarenko system was banned in Soviet schools and orphanages. Makarenko was saved by the writer M. Gorky - it was thanks to his efforts that the teacher got the opportunity to work in the colony named after. Dzerzhinsky.

Basic concepts of the colonist program

How did Makarenko achieve such brilliant results? The personal development program for the colonists included several concepts - business, format, and the core of the team.

Business is an occupation that the colonists had. Business was a source of income for them and at the same time discipline. With the money they earned, the inmates of the colony supported themselves and their younger comrades, went on hikes, and saved money for the future. At the age of 17-19, many already became production masters.

The core of the team. The educator was not involved in educating the residents of the colony. The plan for the personal development of new arrivals was the responsibility of the authoritative members of the colony. In their own language, they explained to them the basic values of the team - Makarenko himself only observed that this happened within the framework of civilization.

Format. Makarenko carefully ensured that there was strict discipline in the colony. He introduced special rules and rituals, thanks to which order was possible in the colony. The teacher was sure that the children should not even push each other, behave decently - Makarenko was never a supporter of humanistic theories, he valued restraint, discipline and military order.

Basic provisions of the Makarenko system

Many teachers, seeing children marching in formation, fell into horror. Makarenko’s personal development program produced brilliant results - but, as they believed, “the methods were not right.” The main idea of the teacher was the following: children can and should work. But now the time of child labor is prohibited. In fact, the Makarenko system is implemented only in some private enterprises.

Makarenko’s personal development program was based on discipline, which, at the same time, was not a method of education. Rather, order was its result. For the teacher, education was not a reading of morality - it was strictly established orders, the organization of the life of the colonists. The interests of the individual were always subordinated to the interests of the collective if the individual opposed public opinion. At the same time, Makarenko advocated democratic relations in the team and the possibility of creative self-expression. The teacher created all the conditions to ensure that the psychological climate in the colony was favorable. One of the main means of education was a mandatory regime for everyone. The regime must be precise and expedient.

Makarenko’s works were greatly influenced by the works of M. Gorky. The writer is known for having an optimistic approach to human nature, believing in his strength, and this is reflected in Makarenko’s concept of personality development. The teacher believed that the responsibility that a teacher bears is worth learning from Gorky. After all, the writer, having the ability to see the best in a person, was never moved by these traits and did not lower the bar of requirements.

Conclusion

Knowing the basic ones, you can significantly influence the process of its formation. This knowledge is indispensable when raising children, as well as for working on oneself and drawing up a plan for personal development. Creating a favorable environment for personal growth requires certain efforts, as well as spiritual, time, and monetary costs. Such expenses are necessary in order for the child’s positive qualities to develop and the motivation for activity to increase. But popular wisdom says: “trees grow on stones.” Even if environmental factors and the proverb need to be remembered - heredity is far from ideal, a person has a chance to improve his life and increase even the small potential that he has.

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Introduction

I hope that what has been said is enough to understand the intricate puzzles that theoretical psychologists have to solve. Especially for theorists who are building an idea of ​​personality. Personality is such a majestic formation that embraces everything that is most valuable in us.

1. The concept of personality

1) communication between a child and adults, during which the child learns adequate activities and assimilates human culture;

Human life and activity are determined by the unity and interaction of biological and social factors, with the leading role of the social factor.

Personality is a social concept; it expresses everything that is supranatural and historical in a person. Personality is not innate, but arises as a result of cultural and social development.

Thus, personality is a social characteristic of a person at a certain stage of social development.

2. Socialization of the individual. Main stages of personality development

The following stages of socialization are distinguished:

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

Adolescence (18-25 years) is characterized as stable conceptual socialization, when stable personality traits are developed.

3. Stage of integration (a desire appears to find one’s place in society, to “fit in” with society). Integration proceeds successfully if a person’s characteristics are accepted by the group, society. If not accepted, the following outcomes are possible:

o maintaining one’s dissimilarity and the emergence of aggressive interactions (relationships) with people and society;

o changing oneself, “becoming like everyone else”;

o conformism, external agreement, adaptation.

4. The labor stage of socialization covers the entire period of a person’s maturity, the entire period of his working activity, when a person not only assimilates social experience, but also reproduces it due to the person’s active influence on the environment through his activity.

5. The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of transmitting it to new generations.

The 2nd stage of early childhood is associated with the formation of autonomy and independence, the child begins to walk, learns to control himself when performing acts of defecation; Society and parents teach the child to be neat and tidy, and begin to shame him for having “wet pants.”

3. Basic psychological concepts of personality

3.1 Self-concept in the theory of S. Freud

In accordance with his sexual theory of the psyche, 3. Freud reduces all stages of human mental development to stages of transformation and movement through different erogenous zones of libidinal, or sexual energy.

Thus, psychoanalytic stages are stages of the genesis of the psyche during the life of a child. They reflect the development of the “It”, “I”, “Super-Ego” and the mutual influence between them.

These ideas of Z. Freud served as an impetus for the study of critical periods during which favorable conditions develop for solving the genetic problem inherent in age. If it is not solved, then it is much more difficult for the child to solve the problems of the next age period.

The phallic stage (3-5 years) characterizes the highest stage of childhood sexuality. The genital organs become the leading erogenous zone. Until now, children's sexuality has been autoerotic; now it is becoming objective, that is, children are beginning to experience sexual

3.2 Behaviorism and B. Skinner’s concept of personality

In the concept of behaviorism, a person is understood primarily as a reacting, acting, learning being, programmed for certain reactions, actions, and behavior. By changing incentives and reinforcements, you can program a person to the required behavior.

Based on the analysis of behavior, Skinner formulates his theory of learning. The main means of developing new behavior is reinforcement. The entire procedure of learning in animals is called “sequential guidance to the desired reaction.”

3.3 The idea of ​​a self-actualizing personality by A. Maslow

The “self-actualizing personality” has the following features:

1) complete acceptance of reality and a comfortable attitude towards it (not to hide from life, but to know and understand it);

2) acceptance of others and oneself (“I do my thing, and you do yours. I am not in this world to meet your expectations. And you are not in this world to meet my expectations. I am I, you are you. I respect and accept you for who you are");

3) professional passion for what you love, orientation to the task, to the cause;

4) autonomy, independence from the social environment, independence of judgment;

5) the ability to understand other people, attention, goodwill towards people;

6) constant novelty, freshness of assessments, openness to experience;

7) distinguishing between goals and means, evil and good (“Not every means is good for achieving a goal”);

8) spontaneity, natural behavior;

9) humor;

10) self-development, manifestation of abilities, potential, self-actualizing creativity in work, love, life;

1) the formation of a “pawn” psychology, a global sense of one’s dependence on other forces (the phenomenon of “learned helplessness”);

2) creation of a shortage of goods, as a result, the primary needs for food and survival become leading;

3) creating “purity” of the social environment - dividing people into “good” and “bad”, “us” and “strangers”, creating guilt and shame for oneself;

4) the creation of a cult of “self-criticism”, recognition even of those disapproved acts that a person has never committed;

5) preservation of the “sacred foundations” (it is prohibited to further think or doubt the fundamental premises of ideology);

The meaning of life can be found, perhaps, in three ways:

1) committing actions;

3) the experience of suffering.

4. The problem of professional motivation of the individual

If a student understands what kind of profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. Research conducted in the system of primary vocational education and in higher education fully confirms this position.

Obviously, the range of problems associated with studying students’ attitudes towards their chosen profession should include a number of questions. This:

1) satisfaction with the profession;

2) dynamics of satisfaction from course to course;

3) factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential psychological, including gender and age;

4) problems of professional motivation or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

Diagnosing attitudes towards a profession is a purely psychological task. But the formation of attitudes towards the profession is primarily a pedagogical problem.

Thus, the study of satisfaction with a profession, its influence on the process of vocational training, the identification of certain patterns in this area - all these are more than urgent tasks of pedagogy and psychology.

Whether professional activity will acquire a touch of creativity largely depends on the individual himself.

Conclusion

1) committing actions;

2) the experience of values, the experience of unity with other people, the experience of love;

3) the experience of suffering.

There can be different ways of self-actualization provided that a person has higher meta-needs for development, life goals: truth, beauty, kindness, justice.

References

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I hope that what has been said is enough to understand the intricate puzzles that theoretical psychologists have to solve. Especially for theorists who are building an idea of personality. Personality is such a majestic formation that embraces everything that is most valuable in us.

3.3 The idea of a self-actualizing personality by A. Maslow