Self-development as a process. forms of self-development
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Ministry of Education of the Republic of Belarus
y "Belarusian State Economic University"
discipline: Fundamentals of psychology and pedagogy
on the topic: Ways and means of self-development
K.M. Trushko
FP, 1st year, DPH-1
Checked
T.F. Lazareva
INTRODUCTION
Self-development is understood as an active-creative attitude towards oneself, "completion" of oneself, aimed at improving certain personal qualities elimination of the imperfections of one's personality.
Self-development is a process of increasing the level of one's competence and competitiveness, developing significant personality traits in accordance with the requirements of society and personal program self-development; it is a conscious and systematic work on oneself in order to form certain properties and qualities.
Self-development of a person lies in a kind of self-education or is a purposeful action of a person in relation to himself for further development. Often people strive to develop positive qualities in themselves according to their own ideas about the ideal. self-development self-improvement personality professional
There are 6 main stages of self-development. At the first stage, the goal of self-development is determined. Then an ideal image or an ideal result of actions to improve oneself is created. The next stage is to determine the time limits of implementation and the allocation of secondary goals. And the subsequent stages are based on self-knowledge and self-awareness, self-control and self-regulation.
The main factors that encourage a person to engage in self-education: the desire to recognize oneself as a person; examples of others; assessment of others; well-organized educational process.
Let's consider the most generalized aspects of personality self-development.
1. SELF-DEVELOPMENT AND SELF-IMPROVEMENT
Development and self-improvement is the path to success, achieving dreams, and to a life full of interesting events. This is a serious and painstaking work on one's own personality, during which the individual sets certain goals for himself, while acquiring new knowledge and skills to make his dream come true. If you consider yourself an insecure person, regularly encounter insurmountable obstacles on the path of life, do not get pleasure and happiness from life, then you should engage in self-development and self-improvement.
The motivation for self-improvement is harmony in the soul, which leads to the fact that a person gets sick less and becomes more successful.
Where to start self-improvement? Self-improvement of the individual proceeds throughout life. It is characterized by awareness and constancy, which forms new personal properties and qualities. It is important not to forget about moral and spiritual self-improvement. Many people today think that there is no need to spend time on this. Since ancient times, the ancestors believed that spiritual and moral self-improvement is an internal harmony and union of the spirit, personality and mind. People who follow the path of development are not prone to aggression, they are calm and balanced.
Physical self-improvement is also very important. After all, it is not for nothing that it is believed that a healthy mind will be in a healthy body. It so happened in the process of evolution that people tend to first evaluate appearance and only then the mind. The body is the so-called receptacle, the temple for the soul. That is why it is important to care for and monitor it, preventing its destruction.
Personal relationships are considered the most fertile soil from which any advancement, success, all achievements in life begin. Therefore, interaction with people should always be put in the first place.
If you are serious about self-development, start by reading a self-improvement book. The environment also has a very strong effect on the train of thought and consciousness. That is why, if the house is dirty and cluttered, then the thoughts will be the same. General cleaning once a year will not lead to order. Make it a rule for yourself to clean regularly. As a result, there will always be complete order and clarity in thoughts. So self-improvement should begin with putting things in order around you. However, the most important thing is, after all, order in your own head. This means defining goals, dreams and formulating the final result to which you should move every day. Try to set 4-6 ambitious goals for yourself, and then determine the steps that are needed to achieve them.
Ways of self-improvement of the personality are, first of all, in work on one's personality. Try to read more, communicate with different people, engage in self-knowledge, learn to love and cherish others. Along with self-improvement and self-development, there is self-education - the development by a person of the qualities that she herself desires. These are conscious, purposeful actions to get results. After all, every individual wants to look perfect in their own eyes and in the eyes of others. This is the problem of self-improvement. After all, you cannot please the entire surrounding society, since each person has his own ideal.
2. WAYS OF SELF-DEVELOPMENT AND SELF-IMPROVEMENT
Self-improvement should begin with sleep. You need to sleep less, because for a good rest a person needs only about 8 hours of daily sleep. Therefore, train yourself to get up 1 hour earlier than usual. So you will have more free time to implement ideas and plans.
Try to do more important things first. Do a time and energy analysis every evening in the evening. Make your slogan the phrase - if you control time, therefore, you control life. On the phone, you need to communicate with enthusiasm and confidence. Be sure to show respect to the interlocutor.
Always remember the goal, not the end. Do work not for recognition, but for pleasure.
Summing up the above, it should be concluded that the main components of the processes of self-improvement and self-development are: desire, systematic and discipline, goal and achievement, mind, inspiration, responsiveness, physical condition of the body. It is the development of the personality and its self-improvement that are the main tasks for realizing oneself in life and the world.
3. WAYS OF SELF DEVELOPMENT
Continuous self-improvement is a 100% result of life prosperity and success.
There are many ways to improve yourself. One of the most popular and necessary is the study of foreign languages. This is not only useful, but also quite interesting. Knowledge of languages opens up wide prospects for traveling to distant countries, reading books in the original, career growth, etc. You can learn a language on your own or with the help of various training trainings, courses, or with the help of a teacher. To consolidate a foreign language, you should read a lot. This will not only increase the level of proficiency in foreign speech, but also replenish the horizons, develop imagination, and contribute to a more competent presentation of thoughts. You need to read not only foreign literature, but also domestic books on self-improvement.
If possible, do not neglect trips to different countries and cities. This type of self-improvement is probably one of the most enjoyable. Traveling will help you not only take a break from everyday life and work, but also learn a lot about the culture, religion, nationalities of the countries. And this contributes to all-round development. Therefore, try to please yourself with a trip at least once a year.
Take care of your upbringing. Create a to-do list for yourself and make a schedule for completing them. Try to get up at the same time every day. On weekends, you should not allow yourself to sleep more than eight hours. Indeed, to extract the maximum, organization and composure are very important. If you are prone to laziness, then you need to gradually get rid of this harmful disease. Forbid yourself to lie on the couch for hours, endlessly play computer games or watch entertainment programs on TV. Everything is good in moderation. It is better to spend time watching TV news or reading them on the Internet. Arrange your personal schedule so that you have free time only in the evening and just a couple of hours before bedtime. Sport is the road to self-improvement. Physical exercise makes an individual happier. However, they do not have to be of an active nature, such as running. It will be enough to do yoga or Pilates regularly. If you decide to do self-improvement, but do not know where to start, then go to some courses, for example, in cooking or psychology. Remember that a new day is given to us for a reason. Nature has instilled in a person the need for personal growth and self-improvement. Learning something new every day, or mastering new skills, you will always feel happy, and there will be no place for despondency and boredom in life.
4. PROGRAM OF SELF DEVELOPMENT
The self-development program is based on several basic principles. The first principle is education. Hone your skills in what you are good at. However, also do not forget that you are not good at it. These skills are very important to improve. Try to find something interesting in an area where you are not very strong, then you will have more motivation to gain knowledge in this area.
The next principle is to never stop learning. You can be sure that you are fluent in some, but this is far from the case. After all, the world does not stand in one place, it is constantly evolving as well as humanity. There can always be someone who will do it better than you. Therefore, curiosity and enthusiasm should be your constant companions throughout your life path. Give preference to reading books that will inspire you, motivate you to "exploits" and accomplishments. Do your best to let your actions speak for you, not your words. It so often happens that for most people words are at odds with deeds. After all, it's a lot easier said than done. Therefore, consciously control yourself and stop when you notice that unconscious actions contradict your own words.
Take care of yourself, which is physical activity, proper diet, sound and good sleep, as well as in the balance of mental, physical and spiritual development. All of the above will contribute to the establishment of absolutely all aspects of life. However, do not forget about the rest. Even superheroes need a break sometimes.
Set yourself a goal that will both inspire you and feel a little impossible. Try to get closer to its realization every day. Introduce a drop of variety into your life - define a goal that will go beyond your usual interests.
You need to control your emotions to explore your consciousness. Every time you feel any emotion, you need to be aware that it is the result of your thoughts. Therefore, it is necessary to find out what caused the emotions that arose. Such introspection contributes to the awareness of personality traits and character traits that you might not have suspected before. When you are aware of your own involuntary emotional manifestations, you can transform your perception of circumstances and improve your reactions to them just by changing your thoughts about them.
Try to avoid negative environments. Remember that you may unconsciously adopt the qualities of individuals with whom you often spend a lot of time. Therefore, give preference to communication with people who will inspire you, make you smile and challenge.
The key to self-awareness is the understanding of personal existence and clarity of thought through journaling. It is needed for recording various ideas, interesting thoughts, and not just for the sake of a dry statement of events that happen daily with you.
Remember that self-improvement should take place in various directions. So, for example, physical self-improvement is inextricably linked with personal growth and self-improvement. Physical self-improvement is work on your own body, its strength, beauty, hardiness, stamina and health.
The most successful businessmen are not only graduates of prestigious economic or law faculties, but also athletes, graduates of physical education departments. Competent work on your own body is work on improving your personality.
Unfortunately, many people in the daily pursuit of material well-being forget that spiritual self-improvement plays a very important role. important role for personal growth and development. Spiritual self-improvement is aimed at realizing the correct choice of the direction of life principles and goals.
Moral self-improvement consists in adapting to life, in flexibility while maintaining one's own inner core. The first concepts of morality are laid down in early childhood parents and then teachers. However, this knowledge in adulthood is not enough. After all, life often throws up many unexpected surprises. For the purpose of moral self-improvement, one should try to evaluate oneself impartially in various life situations, read serious literature, engage in self-knowledge, attend trainings.
5. PROFESSIONAL SELF DEVELOPMENT
The pace of modern progressive development brings tension, transformation and modernization in absolutely all areas of human life. As a result of such changes, the problem of self-improvement in all areas is of particular relevance and urgency. This is due to the fact that the knowledge that was obtained earlier quickly becomes obsolete. After all, time always dictates its own. Even in the last century, the professional skills of the absolute majority of specialists did not change, since the pace of life was more measured, and therefore the pace of transformation also corresponded to it. Individuals practically did not strive for professional growth and self-improvement, since life did not require this.
Today, with the use of the latest scientific achievements and technologies, time requires the training of highly qualified and professional specialists who are fluent in the knowledge, skills and abilities necessary to work in the chosen field. They must be competitive professionals, not just competent workers. The present time requires mobility, creative drive and the ability to put into practice the daily growing flow of information from every working individual. This cannot be achieved without independent persistent systematic professional self-improvement. Today's specialists strive to get the most out of life in the shortest possible time. Therefore, such terms should be used more competently and wisely.
The speed of career advancement directly depends today on how much a specialist is able to learn and improve his own professional excellence and not so much from his efforts.
Therefore, in recent years, various corporate trainings have received wide demand, which are aimed at both personal growth and professional improvement. Today, quite often people of the older generation, who still have to work and work, become practically unsuitable for professional implementation in society due to the difficulty of adapting to constantly changing conditions, mastering new skills and interacting with the modern world.
Professional self-improvement trainings are aimed at helping those who wish to cope with this particular task. Employers interested in the prosperity of the company include in their plans the mandatory training of employees through trainings, improving their qualifications. They understand that this is the most important condition for competent human resource planning. Professional self-improvement is one of the directions of the formation and development of a person in the course of her life path.
6. STRIVE FOR SELF DEVELOPMENT
The goal of self-improvement lies, first of all, in knowing oneself and developing certain personal qualities and properties, realizing one's destiny, striving to rise above oneself.
As one of the probable motives for self-improvement, one can single out the individual's desire for personal change, self-improvement, which is called the desire for self-improvement.
A socially determined motivational readiness for accomplishments, realized by a person, is an aspiration. Those. the desire is not only in the desire and need, the motivation for activity. Aspiration can be displayed as some form of manifestation of activity, combining two consecutive actions “I want” and “I can”, which, while supporting each other, are smoothly transformed into each other.
Personal aspiration implies the orientation of the individual to the generation of such accomplishments, the process of implementation of which is felt as pleasure. Those. in this case, the very probability of action is transformed into an incentive response (“I can” is transformed into “I want”). Satisfying the desire to act undoubtedly gives rise to an increase in the potential for action.
The desire for self-realization is the leading driving force of a formed personality, which encourages and gives direction to its activities.
The value and semantic components of the individual's psychological culture necessarily contain such a component as the desire for self-improvement.
So, the value-semantic component of personality can, as constituent parts contain the following types of aspirations: the desire for self-improvement, to understand oneself, to regulate one's own behavioral reactions and relationships in accordance with humanistic universal values, to build a life future and create life.
It follows that the desire for self-improvement is an integral part of the psychological culture of the individual, which is a conscious motivation and determines the search, choice and direction of improving the subject's own abilities and potential for the most effective existence in specific environmental conditions. The desire for self-improvement as a conscious motive, which is characterized by a willingness to become even better, more successful, is not an invariable state given to an individual from birth. Aspiration passes a certain way of formation, modification. Any age period is characterized by individual prerequisites for development and forms of aspiration.
Striving for perfection is the basis of any development and technological progress, both in the spiritual sphere and in the material one.
7. CREATIVE POTENTIAL OF THE PERSON AND THE CONDITIONS OF ITS DEVELOPMENT
Creativity is one of the important components of self-development.
Creativity is an activity that generates something new that has never existed before. It is associated with the ability of a person to think outside the box. Everyone is endowed with this gift to a greater or lesser extent, since creativity is the realization of the originality and uniqueness of the human personality. Any activity can be called more or less creative.
In human life, creativity performs the following functions:
acts as a mechanism for solving vital tasks, the algorithm for solving which is not known to a person;
implements the individual's right to freedom;
is a means of self-actualization, self-realization and self-improvement of the individual.
Creative activity arises in the conditions of solving creative problems, and any person can become a creator for some time.
A creative person hardly "fits" into the life of a social group, although he is open to others and enjoys a certain popularity. He accepts generally accepted values only if they coincide with his own. This person is inquisitive and constantly strives to operate knowledge from different areas. The perception of the world in such people is constantly updated. Creative people are also characterized by the ability to surprise and admiration, daydreaming.
All children - creative personalities, however, schooling is structured in such a way that the child, as a rule, turns into a reasonable, conservative and prudent adult conformist with average creative abilities.
A combination of abilities that creates the basis for excellent performance of a complex creative activity is called giftedness.
Internally - psychological and physiological criteria of giftedness are characterized by development, originality of the flow and manifestation of all mental and neuro-physiological processes.
Depth, clarity, originality of theoretical or figurative thinking; freedom of speech self-expression; wealth of creative imagination; strength and efficiency of logical, visual, auditory, emotional, sensory-motor memory; speed of reactions, flexibility of the nervous and physical organization of the body; intellectual exuberance.
Creative activity makes our life more attractive; art rests on creativity; without it the progress of science is impossible.
The researchers found that the development of creative potential depends on the characteristics of education and training, rather than on age, so the conditions for the development of creative capabilities are extremely important.
The education of creative possibilities in the university should be based on taking into account individual characteristics and the use of individual methods of work. This allows students to comfortably express their thoughts and feelings.
The researchers also found that creative individuals view their work as a hobby. They work for hours, driven by curiosity and dedication to reach their goal. Creative people are usually hard workers.
M. Gorky wrote: "You need to love what you do, then work elevates to creativity." Thus, the essence of creativity is labor born from an internal motive.
Motivation is the process of actualizing the needs of the individual, which leads to tension in the psyche and the emergence of motives - internal incentives for vigorous activity or behavior.
If the motivation comes from the individual himself, then it is called internal. The motivation that is commonly offered at school and at work is called extrinsic motivation; it comes from others in the form of promises or money.
One of the external sources of creative motivation is social facilitation, that is, an increase in the speed or productivity of creative activity due to the imaginary or real presence of other people acting as rivals or observers. At the same time, "white" and "black" envy is often found among creative workers.
With "white" envy, someone else's success turns out to be an incentive for the individual to be creative and strive for competition. "Black" envy pushes the individual to commit hostile actions in relation to the object of envy and has a destructive effect on the personality of the envious person.
In order to stimulate a person to creativity, it is necessary to increase his internal motivation. In most educational institutions and in almost all industries, there is only external motivation - teachers give grades to schoolchildren, employees are paid salaries.
And yet, at school and at work, activities should be organized in such a way that they contribute to the manifestation of creativity. One cannot consider a person a capable scientist, a great writer, without possessing the knowledge and technical skills necessary in this field.
Internal sources of creative motivation are intellectual and aesthetic feelings that arise in the process of creative activity.
Curiosity, surprise, a sense of the new, confidence in the right direction of the search and doubts in case of failures, a sense of irony and humor - these are examples of intellectual and creative feelings.
L.N. Tolstoy said that he wrote only when he was not able to resist the inner attraction to writing.
A.M. Gorky noted: "To the question: why did I begin to write? - I answer: due to the pressure on me of a painfully poor life and because I could not stop writing."
This means that the unity of creative motivation is manifested in the very fact of the existence and development of a person's need for self-actualization, self-realization and self-improvement.
CONCLUSION
Self-development is a continuous process in which, under the influence of certain motives, specific goals are set and achieved by changing one's own activity, behavior or by changing oneself, using the forms of self-affirmation, self-improvement, self-actualization.
The process of self-development is also associated with certain difficulties, which are consciously or unconsciously perceived by a person as barriers to self-development. There are many such barriers, some of them a person can overcome on his own if he has enough motivation and will, others - only with the help of significant people who will take on a responsible role, a mission of tactful leadership of a person's self-development.
From point of view modern psychology, the process of self-development is based on an internal mechanism for overcoming the contradiction between the current level of personal growth and some imaginary state of it. The goal of self-improvement is never achievable, it runs away constantly, like a horizon line.
Therefore, the limit of self-development of the individual does not exist.
BIBLIOGRAPHY
1 Fundamentals of psychology and pedagogy: tutorial/ I.I. Hare, N.A. Korminova, Yu.P. Kozlovskaya - Minsk: BSEU, 2006. - 153 p.
2 Modern vocabulary in Pedagogy / E.S. Rapatsevich. - Minsk: Modern Word, 2001. - 928 p.
3 Pedagogy and practical psychology / N.V. Basova - Rostov-on-Don: Phoenix, 2000. - 416 p.
4 Fundamentals of psychology and pedagogy: answers to exam questions: textbook / G. F. Vechorko - Minsk: TetraSystems, 2007. - 160 p.
5 Professional and creative self-development of personality: essence and technology / I.A. Sharshov - Moscow: Tamb publishing house. state un-ta, 2003.- 145 p.
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If we turn to self-development as a specific process unfolding in time and space of human life, we should note its ambiguity and diversity. It is no coincidence that in the Russian language there are many terms that fix different forms of self-development: self-presentation, self-expression, self-affirmation, self-improvement, self-actualization, self-realization, etc. All of them are composite. The first part of "self-", as we have already noted, indicates that the subject, the initiator of the activity is a person. The second - characterizes the specifics, originality of activity: to express oneself, to establish oneself, to be realized, to improve.
Which of these forms are the most important and describe self-development in their totality quite fully? These include self-affirmation, self-improvement, self-actualization and self-realization.
Self-assertion makes it possible to declare oneself fully as a person. Self-improvement characterizes the desire to get closer to some ideal image, which acts as a guideline for achieving any qualities in oneself in the future. Self-actualization - to reveal a certain potential in yourself and use it in life.
The situation is more complicated with self-realization. In some studies, it is identified with self-actualization. In others, self-realization, along with self-development in general, is considered as an independent process. In particular, A. A. Dsrkach and E. V. Saiko believe that self-development and self-realization are the basic components of an individual’s development and characterize his two sides of movement-development in living space[Derkach, Saiko, 2009]. There is also a point of view where self-realization is a more general concept in relation to self-actualization. For example, D. A. Leontiev considers self-realization as a broader concept, since it is used in various psychological theories and directions. And self-actualization is a term characteristic of the humanistic direction in psychology [Leontiev, 2002].
We believe that self-realization is both a form of self-development and an independent process.
These basic forms of self-development are closely related to each other. Primary, of course, is self-affirmation. This fact has been pointed out by many researchers. In particular, A. Maslow called self-affirmation the forerunner of self-actualization. In order to improve and become fully actual, you must first establish yourself in your own eyes and in the eyes of other people. On the other hand, a self-improving and self-actualizing personality is objectively a self-affirming personality. At the same time, self-affirmation, self-improvement, and self-actualization are closely interconnected with the self-realization of the individual. Affirming, improving and actualizing his potential, a person is realized in life and in activity: in a pile, in teaching, in cognition, in communication, in creativity. In this sense, self-realization acts as a peculiar form of self-development. The level of self-realization also indicates the stage in self-development to which a person has risen. However, it can also be viewed as an independent process. The fact is that, even having an actualized potential, a person, due to objective or subjective circumstances, is by no means always able to realize himself. And vice versa, it can be realized in accessible activities, without experiencing a desire for self-development and without making special efforts for this.
You are tormented by depression, you hate life and are looking for the culprits of failures: blame your spinelessness on greenhouse upbringing, bad work on a picky boss, loneliness on selfish friends who are not interested in your problems? And in general, for every incident you always have a million culprits, besides yourself? But in fact, the source of all your failures is you, only you and no one else. And only you can fix it.
To first of all myself. It is for this purpose that self-development of the individual exists. To begin with, let's look at what, in fact, this concept means.
What is self-development?
Self-development is a conscious process that a person carries out without any external support, using only his moral and physical resources in order to improve his potential and realize himself as a person. Self-development is impossible without:
Setting specific goals for yourself;
The presence of convictions;
Creating settings for action.
The concept of personal growth is identical and inextricably linked with self-development. a person, during which he improves his positive qualities, his actions become more effective and, as a result, his personal potential increases significantly, which helps to achieve success in all areas of life.
What does it consist of?
The concepts of "self-education", "personal potential", "success" sound quite abstract. All this can be achieved only through concrete actions. And personal growth and self-development are processes that give positive results, both moral and material, only under the condition of constant painstaking work on oneself. Let us consider more specifically what actions are required of us in order to change for the better.
Self-development is undoubtedly a big and important step, but you also need to make an action plan for yourself to achieve your goals. Don't think that your life can change in one second or in a day. It takes a lot of time to accomplish great things. But if you try hard, the result will certainly meet all your expectations.
Personal self-development can be divided into five stages, which are inextricably linked:
1) awareness of its necessity;
2) study of needs;
3) self-knowledge;
4) drawing up a strategy;
5) actions.
The self-development program requires a careful approach to each of its points. Let's consider them in more detail.
Step 1. Recognize the need
Before you take action, you must clearly understand why you need it and whether you really want to change something. At this point, the subject of your irritation does not play a significant role. Either you are not satisfied with the level of income, or you want people to perceive you differently, or you need some changes in appearance ...
All these and any other desires have something in common: they must be based on a powerful irresistible desire for change and a complete readiness to use the maximum of one's strength to accomplish the tasks set.
The goal of self-development is to overcome the fear of exiting and stop. If you are ready for this, you can start resetting your life.
Step 2. We study the needs
To change your life for the better, you need to decide which aspects of it require refinement and improvement. To understand and articulate what you want, do the following exercise.
Take a sheet of paper and divide it into two parts. In the first half, list in a column everything that does not suit you. In the other - ways to solve these problems and the results you want to achieve.
Then number the items from the second column depending on the possibility of their implementation: from simple to complex. This will help you formulate your short-term and long term goals and develop an action plan to achieve them.
After compiling this list, you do not need to grasp everything at the same time. Such a strategy often leads to the fact that, performing a bunch of tasks at once, a person is very dispersed and cannot solve any of them qualitatively. Proceed gradually, focusing on the simpler problems first and gradually moving on to the more complex ones. Only by following such a system will you be able to achieve maximum results.
Step 3: Knowing Yourself
Once you've set your goals, figure out what's going on inside you. You must clearly understand which qualities of yours will help you achieve your goals, and which, on the contrary, will interfere. Everyone has the ability to self-development, but not everyone can use it because of their other character traits.
Try to assess your capabilities and abilities as objectively as possible so that on the path of self-development you will be ready for the steps that you yourself (often unconsciously) will substitute.
In self-digging, you will also need a written exercise. This time you need to put your positives on paper and Be as objective as possible: you should neither overpraise nor humiliate yourself. Just describe what is. And to get more accurate information, ask someone close to compare the traits you listed with the real state of affairs.
So you will not only find out what people who care about you think about you, but you will also be able to compare how you position yourself with how it looks from the outside.
Step 4. We draw up a strategy
Self-development is not only knowledge, but also planning. When you have decided what you want and understand what qualities will help you achieve your goals, it is time to draw up a plan of concrete actions.
The self-development program cannot give a universal answer to the question: “What should be done?” Everyone has their own priorities and desires. But we all have something in common: we want to be happy. But how - everyone decides for himself.
You choose what you need to do to get your way. In doing so, you must adhere to the following rules:
1. Assess your capabilities objectively and set goals that you can realistically achieve on this stage own life. If you want more - take on its achievement a little later, when you reach a new level. The path of self-development cannot be called simple and short, but your efforts will certainly bring you pleasant results.
2. Remember: even the smallest victory is a step taken on the steps leading up. The more steps you take, the higher you get.
3. Set yourself specific deadlines for achieving each goal. When you have everything scheduled by dates (or at least by approximate periods of time), it is much easier to work on the result than on an abstract desire.
Don't get discouraged if something doesn't work the first time. your dreams and works wonders. If you have already decided to do something, then go to the end, and personal growth and self-development will help you in this.
Step 5. Let's act!
Everything that was said above is a dry theory, and practice should begin this very minute. No need to say that you will change something tomorrow or from next week, or from the first day. Do not put off until later what you can do now, because the sooner you start, the sooner you will achieve results.
The tasks of self-development seem simple in theory, but in reality, a lot of obstacles await you. Whatever happens, do not doubt your dreams, forget about the failures of the past, because the future is what is happening right now, and it depends only on you what it will be like.
What's stopping us?
On your way to achieving your goals, you will encounter many obstacles. But all external barriers are nothing compared to internal ones. Only by defeating yourself, you will be able to subjugate the surrounding reality and reach your destination. You must know your main enemies by sight, because self-development is a constant struggle. So, meet...
Doubts
Inside each of us sits an evil censor who criticizes our every decision. Even if at first glance it looks the most correct and rational of all possible, we still ask ourselves the question: “Maybe we shouldn’t?”, “Are you sure?”, “Let's not risk it better?”
The voice of doubt... In some cases, it really saves us from erroneous reckless decisions, but sometimes it prevents us from making a breakthrough towards our dream. How to deal with it? Its main enemy is desire. Only in it lies the power sufficient to overcome any doubts. No wonder they once said: "If you really want to, you can fly into space."
Desire gives us energy, it inspires and inspires us, makes us fight for what we really need, pushes everyone out of their comfort zone with a kick. Only armed with a real sincere desire, you can overcome any doubts.
Laziness
Laziness is another problem of self-development. But it does not exist, it is a kind of placebo, fiction. But wrong desires and dreams are quite real. It is they who poison our lives, forcing us to sit still and not strive anywhere.
If you do not have an incentive, then there will be no desire either. How can you change something if you don't want it with all your heart? No way. Dreams are the fuel of our self-development. The nourishment they give us is equal to their scale. And if the dream is useless, then it will not really work to refuel from it.
But when you have a really worthwhile goal, then you don’t even want to remember any laziness. After all, we are driven by a strong desire for change.
If you don't have a truly inspiring dream, find one. If it doesn’t work out, change your social circle, reach out to people with ambitious goals, and you yourself will have the same ones. Fight for your dreams. And you will certainly be able to defeat laziness!
habits
Habits are priceless fuel for laziness. They appear as a result of actions that are constantly repeated. Habits are both good and bad. But, regardless of the level of their usefulness, we bring them all to automatism.
Where do they come from? When a person performs the same actions for a long time, he gets used to them, and they become an integral part of his life. Many people fall into a catastrophic dependence on their habits, and it is they that prevent us from moving forward.
That is, if we need change, we need to start doing something new that you have not done before. If you do not act, then you will be stuck at the zero point of reference, not moving forward. Remember: changing habits entails global changes in destiny.
Ignorance
Another obstacle in your path is ignorance. Its essence lies in the fact that a person does not perceive new information and in advance, not knowing any facts, condemns it.
As a rule, people suffering from ignorance are very sensitive to change and do not want to notice anything new. They trust no one and nothing, and the saddest thing about their situation is that they have driven themselves into a dead corner.
But they can still fix everything if they change their perception of the world around them. If you belong to this type of people, then you must fully realize that everything around you is constantly changing and moving forward. You will either have to keep up with progress, or hang in the past for an indefinite period of time.
Change - and the world around you, and your life will certainly change for the better!
What causes the process of positive self-development to be disrupted? Why does a person lose his identity, preferring a full life and activity to drug addiction, alcohol? And many others. But back to the positive note we started with. The major note sounds quite optimistic and inspires hope and confidence: "Man is the author, the subject of his life, his destiny and his biography." The realization of this fact literally made a revolution in psychology, gave rise to a number of original studies, and found a direct way out into practice. At the same time, nothing appears out of nowhere. Our well-known psychologists have long been preparing the ground for new views. The idea of subjectivity is touched upon by S.L. Rubinshtein, B. G. Ananiev, A. N. Leontiev and many others. The grounds for this idea are simple: if a person is active, then he is its initiator, he has priority in determining his life goals, plans, he has freedom of choice. Already L.S. Vygotsky in his pedagogical psychology, written in 1926, noted that a person cannot be educated, he educates himself, and those around him provide only the material that a person may need to build his personality. - The introduction of the ideas of humanistic psychology into public consciousness, psychology and pedagogy played a big role. According to humanist psychologists (G. Allport, A. Maslow, K. Rogers, etc.), a person is an integral and unique personality that is able to independently build its own life path, advance in its highest spiritual development. Humanistic psychology is permeated with faith in man, in his potential and actual possibilities for the construction and realization of values of a higher order. She also postulated the fact that a person builds himself, that interference in this process does not contribute to development, but hinders it. A person himself must take on a certain measure of responsibility for what he does, for his development, he himself must find a way out of difficult situations, determine the meaning of his life as a whole. It is impossible to impose or form all this, therefore, it is only necessary to create conditions for self-development, to provide support and assistance to the individual in this process, but in no case to impose on her values and some stereotyped ways of moving forward, even if these ways turned out to be for someone. then effective. - A significant role was played by studies of the inner world of a person, the beginning of which in domestic psychology put the work of I.S.Kon, V.V.Stalin, A.G.Spirkin, B.G.Ananyev, I.I.Chesnokova and many others. A fairly fruitful and detailed study of the personality's self-consciousness, its> 7-concept (this term is used to a greater extent in foreign psychology) gave rise to new approaches that are reflected in the works of V. I. Slobodchikov and E. I. Isaev on the study of structure and development subjective reality, T.N. Berezina on the study of the internal space and time of a person, internal dialogue. -I would like to note the achievements in the field of practical psychology, in particular in the field of education, where the idea of support was put forward and put into practice (the works of G. Bardier, I. Romazan, T. Cherednikova, M.R. Bityanova, T.I. .Chirkova). Accompaniment is a way to include an adult in the educational process in order to create conditions for self-development, self-promotion in the activities of all subjects of interaction. We will dwell on this problem later, where we will discuss the issues of support, accompanying self-knowledge and self-development of children. preschool age and schoolchildren. § 3. The essence of self-development and its main characteristics Let's try to define what self-development is. In Russian psychology, V.I. Slobodchikov and E.I. Isaev were among the first to define and substantiate its distinctive features; the concept of “self-development” is the fundamental ability of a person to become and be a true subject of his life, to turn his own life activity into an object of practical transformation. What are the characteristics and signs of self-development? First of all, it should be noted that for the analysis of self-development, the most common concept is life activity as a continuous process of goal-setting, activities and human behavior. Within the framework of life, the process of self-development is also carried out. Therefore, a person already from an early age, within three years, from the moment his Self is separated from the surrounding world (the formation of the Self system), becomes the subject of his life, as he begins to set goals, obey his own desires and aspirations, taking into account the requirements of others. However, as noted by researchers, in particular G. A. Zuckerman, the child becomes the subject of self-development only in adolescence, when cardinal changes in self-consciousness occur, a sense of adulthood arises, and the process of reorientation from childish norms to adults is underway. But a person becomes the subject of self-development only when he more or less consciously begins to set goals for self-affirmation, self-improvement, self-realization, i.e., to determine the prospects for what he is moving towards, what he is achieving, what he wants or, conversely, does not want to change in yourself. Another characteristic of self-development is the activity of the individual, which can be either social activity or social reactivity. The unit of analysis of social activity is the optimal combination of initiative and diligence. Social reactivity manifests itself either in the form of social impulsivity or in the form of passivity, but in both cases it does not characterize a person as a subject of life activity. Social activity goes through a number of levels in its development. For preschoolers and elementary school student Basically, a normative level is characteristic, when the child only repeats, imitates even in his initiatives what he learns as a result of interaction with adults. The normative-personal level is characteristic mainly of adolescents and young men. Here there is a going beyond the limits of the normative-specified, one's own attitude to what a person does, learns is manifested. Personally productive and productive creative levels are typical for adults, when a person through his activity gives a significant increase to society, society, creating, for example, something new, original or improving the old. It is clear that the normative level is the level of reproduction (albeit in the author's performance of what is already known), but the normative-personal level allows the personality to fully manifest itself as an individual, to declare itself. That is why in adolescence a child can become a subject not only of his life, but also of self-development. With regard to the problem of self-development, the ability for personal initiative extends to the organization of self-knowledge and self-education. However, if in adolescence self-education still bears the features of the formation of individual properties and qualities in itself, then already in adolescence, the personality as a whole is subject to revision. Consciousness and independence are integral attributes of social activity, which strengthen the position of the individual as a subject of self-development. The ability to manifest social activity gradually determines the ability to make personal choices, i.e. develops a tendency towards subjective freedom. This freedom consists in the fact that a person can independently make choices among a number of alternatives, design these alternatives. The ability to make choices yourself, including personal growth choices, is a sign of the subjectivity of the individual as the author of his life and biography. When a person makes a choice himself, he learns to take responsibility and answer not only to others (such responsibility is of a formal nature), but also to himself, to his conscience. Finally, an important characteristic of self-development is the level of development of self-consciousness, the ability to self-knowledge. We have already led the reader to this thought throughout the first section. The developed ability to self-knowledge with its mechanisms (identification and reflection) is organically included in the process of self-building of the personality, determination of perspectives, methods and means of self-development. Let us now turn to the problem of the relationship between self-development and the formation of the inner world of a person, his subjective reality in the process of ontogenesis (individual development). Chapter 2. SELF-DEVELOPMENT, FORMATION OF THE INTERNAL WORLD, AND THE LIFE WAY OF A HUMAN without analyzing subjective reality. The fact is that self-development is one of the complex forms of work of the inner world, including the transformation of the inner world itself, along with the processing of experience, the development of one’s own positions and beliefs, setting life goals, and the search for ways of self-determination. And all this is carried out in the process of a person moving along his life path, within which a person discovers himself, builds himself, comprehends the meaning of his existence. § 1. The inner world of a person The inner world of a person, or subjective reality, is all that inner content of psychological activity, which is characteristic only for this particular person. Therefore, the inner world is always individual and always unique. Each person, through cognition of the external world and self-knowledge, tries to penetrate into his inner world, to understand it, in order to use such understanding to build his life, his unique life path. It is very difficult to explore the inner world with objective methods; we can only see its “reflections” that appear in the outer world. Nevertheless, attempts to objectively penetrate into the inner world will probably never stop - its nature is so interesting and attractive. In psychology, there are quite interesting experiments in describing and analyzing the inner world, its structure, its "work". It has been established, for example, that the inner world does not arise by itself, it is a reflection in a specific form of the outer world and has its own spatial and temporal characteristics, its own content. The inner world as a reflection in a specific form of the outer world. According to some religious and philosophical concepts, the inner world is given to man from the very beginning, and in the course of life he only discovers and cognizes it. According to other ideas, which have a more materialistic basis, the inner world arises and develops as a person develops as a person who is active in reflecting and mastering the surrounding reality. A person can become a person only thanks to the human brain, which is ready for a special reflection of the external world and in which consciousness arose and developed. In psychology, experiments are known when a chimpanzee cub was brought up in the same way as a child, but the chimpanzee never became a man due to the fact that his brain was not initially adapted for mastering speech, abstract thinking , consciousness in general. Thus, the presence of a human brain is the most important prerequisite for appropriate development. But suppose for a moment a situation where a born child, having a human brain, from birth does not see, does not hear, does not touch, does not feel. For some time, he may live as an organism, but he will never become a person, a person, especially a person with an inner world. In another case, when a person was born with all functioning sense organs, but was not brought up among people (and such cases are known), he also will not become a person with his own unique inner world. From this it becomes clear that the inner world of a person is not set initially, it arises as a result of the reflection of the outer world. As a result of such a reflection, the Image of the World arises (as the well-known Russian psychologist A.N. Leontiev wrote). But such an image is not a simple cast of the external world, it is initially individual and subjective, since each person constructs the reflected reality in his own way, creates his own unique system of images, he has his own unique experiences, his own vision of reality and himself. All this is carried out thanks to one's own activity in reflecting the external world, adapting to it and transforming it, asserting one's existence as a person. Thus, the outer world and the inner world are interconnected, have points of intersection, depend on each other. Spatial-temporal structure of the inner world. If the inner world exists, then it is logical to assume that, like the outer world, it has its own. inner space and its inner subjective time. Special studies conducted by psychologists fully prove this fact. For example, let us turn to the results obtained by the domestic psychologist T.N. Berezina, who conducted a series of curious experiments to study the inner world of a person. In her opinion, internal space in a broad sense is a form of psychological existence in general, and in a narrower sense it is a form of existence of internal images. It does not exist outside of these images, just as the images themselves cannot exist outside of space. Images are subjective forms of objects and are generated by the inner world, acquiring a unique uniqueness as a result of the impact on them of attitudes, needs and motives of the individual. They themselves perform an informational, emotional, regulatory role in the human psyche. As a result of experiments, it was shown that these images can be located in the internal space and localized differently in different people: on the left, on the right, behind, above, below, panoramic, they can be taken out, as it were, outside the person, they can be close, distant, differ in form, color, located on the time axis: in the past, present and future. Example. Do a little experiment on yourself: imagine yourself going to school for the first time. What image emerged? What is its shape, color? Where was it located: above, below, left, right, etc.? Where are you, inside the image or outside it? If you have done all this and answered the questions posed, then it will be clear to you what an image is and where it is located in the inner space. No less interesting data were obtained regarding subjective time. First, it has been proved that such time actually exists. Secondly, the facts of acceleration or deceleration of internal time, its reversibility, the possibility of obtaining information from the future or the past, the existence of parallel time, etc. have been discovered. Example. Let's consider the facts of acceleration-deceleration of subjective time (each of us knows about it from personal experience ). If we are busy with something interesting and exciting, then time passes very quickly and imperceptibly, but for us subjectively it seems to stop. On the contrary, if we are inactive for a long time, do nothing, wait, for example, for a train for several hours, then time flows very slowly - it also seems to stop, but the nature of such a stop is different than when we do not notice it. After a few weeks or months, the period that passed very quickly seems to us longer, since it was full of interesting events, and the period where we did nothing is perceived as one moment. Age-related changes in the flow of subjective time are also known. One person internally lives faster, because of this he feels older than he really is, the other is slower, so even in adulthood it seems to him that everything is still ahead, that he is just starting to live and will have time to do a lot. We can also encounter some paradoxes of time, when, for example, when we get to a certain place or meet certain people, it seems to us that it has already happened, or, conversely, when we get to a well-known place, it seems to us that we see it for the first time and with interest we begin to study it. content of the inner world. So, the inner world has its own inner space, subjective inner time. Who "lives" in this space and time? And each of us lives there, our personality, our Self, which, thanks to reflection, has unity and plurality at the same time. Thus, the content of our world is the psyche as a whole, consciousness and the unconscious. Structuring this content is extremely difficult, each of us learns it independently: consciously and intuitively. At the same time, attempts are being made in psychology to single out some of the leading structural elements in this content. Let us refer again to the theoretical and experimental studies of T.N. Berezina. The author notes: on the one hand, the inner world is subjective and includes our thoughts, feelings, experiences, dreams, dreams and much more; on the other hand, it is social, since it includes images of other people, their actions and deeds. The inner world of a person, that is, his reflections, fantasies, dreams, exists either in a sensual-figurative form, or in the form of a thought clothed in the form of inner speech, or, most often, in a combination of both. The mode of existence is a monologue or dialogue: with oneself, with others, telling another about the events happening to you, a complex dialogue - one's own Self is presented through the eyes of another. With the help of a special study, the seven most common states of our psyche that characterize our inner life were identified. 1. "Self-expressions I" - a person's thoughts about himself, related to the present time; features of the state - monologue thinking (monologue) and the predominance of the pronoun I in inner speech. 2. "Thinking about the other" - is characterized by dialogue, the predominance of the pronoun "You". This state is characterized by self-approval, but mental self-criticism is possible. 3. "Non-objectivization of mental images" - the other or Others are imagined in an abstract form and exist, as it were, in the head. The subject is focused on himself, his merits, shortcomings are rejected. 4. "Planning the future" - a state in which a person comprehends his prospects, plans the future, sets certain goals, reflects on the problems of their implementation. 5. "Fixation on an obstacle" - is characterized by the fact that a person, fixing on obstacles, difficulties, feels loneliness ("no one needs anyone"), rejects the possibility of interaction in resolving a difficult situation. 6. "Sensual perception of the world" - all images are presented very brightly, in contrast, thoughts are voiced (thoughts in the form of voices). 7. "Fantasy" - the most creative state, where any goals seem achievable, while obstacles are considered insignificant ("There is no such hopeless situation from which it is impossible to find a way out"). A person presents himself as strong and active, capable of reaching any heights. So, we tried to show that the inner world of a person, or subjective reality, is closely connected with outside world and is its reflection in a specific individualized form with the introduction of its "vision" and its "partiality" through its own activity. It has a spatio-temporal structure and exists in a sensory-figurative and mental form, enlivened by a monologue and dialogue that a person leads with himself, with real or imaginary people, plans his future, praises or scolds himself and others, fantasizes and much more. Now it is expedient to consider the question: how does this inner world, this subjective reality, develop? § 2. The Development of Subjective Reality At the beginning of this section, we considered development as an objective process, citing two periodizations of psychological development as an example (authors D. B. Elkonin and E. Erikson). From the point of view of the problem of self-development, it is important to raise the question of the possibility of periodization, when development is considered not as an objective process, but “from within”, as the formation of the inner world, subjective reality; as the formation of the subject of one's own life activity, carried out nevertheless in close connection with the social environment. It should be noted that in modern psychology there is a periodization, which was developed by V. I. Slobodchikov. We will dwell on its characteristics. The initial concepts are "event commonality" and "self-existence". An event community is a way of existence of a person's connection with other people; without this connection, development itself cannot take place. At first, the role of the other is played by the mother, then close people, a social adult, all of humanity (to the limit). Self-existence is, as it were, a way out of the community, individualization, an opportunity to show independence, to create something new. Further, crises of birth and crises of development are distinguished. The author believed that a person is born several times. Of course, biological birth and biological death occur only once, but the "birth" of a person as a person occurs repeatedly. It is carried out during the period of entry into a new community, when the mode of individual life fundamentally changes. A developmental crisis occurs at the moment when a gap is discovered between individual and joint forms of activity and consciousness, when a contradiction arises between what or who a person wants to become and his capabilities (for example, for a child, the contradiction is expressed as follows: “I want to be like you - and I can't be like you." Crises of birth and development are interspersed with stages: the stage of acceptance and the stage of development. The birth crisis is followed by stages of acceptance, i.e. acceptance by partners of each other in new circumstances. Behind the crisis of development - the stage of mastering - is the ability to independently build and establish interactions on their own initiative. Finally, five levels of subjectivity are distinguished: revitalization, animation, personalization, individualization, universalization. Periodization is schematically presented in Table 1. Table 1 Integral periodization of subjective reality (according to V.I. Slobodchikov) Stages of subjectivity Period of formation of eventfulness Period of formation of originality Crises Stages of acceptance Crises of development Stages of development of birth Crisis Birth crisis: Newborn: Infancy: Revival of the newborn: 0- 2 months ±3weeks 0.4 - 3.5 months 6 - 12 months 3.5 - 7 months Crisis Crisis of early Preschool Early childhood: Animation of infancy: 11 - childhood: childhood: 3 years - 1.5 - 3 years 18 months. 2.5-3.5 years 6.5 years Personalization Crisis of childhood: Adolescence: Crisis of adolescence: Youth: 13-18 years and 5.5-7.5 years 6.2-I, 5 years I-14 years Individual Crisis Youth: Youth: Crisis of youth: Adulthood: 17-21 years old 19-28 years old 27-33 years old 32-42 years old years 55 -65 Let us briefly analyze the content of these steps. At the first stage - revival - the child, together with his own adult (biological mother or person performing the maternal function), begins to build communication, at first not mediated by cultural tools, objects, signs. The cultural event of this stage of the development of the subject is that the child masters his own bodily, psychosomatic individuality, “fitting” himself into the spatio-temporal organization common life families. The cardinal acquisition of this stage is the true synthesis of the human body, its “revitalization” in sensors, motor, sociable, effective dimensions. At the second stage - animation - the child, together with a close adult, masters object-mediated forms of communication in terms of joint imitative-object actions with a real partner and in terms of pictorial play actions with an imaginary partner. Two significant events stand at the beginning of a new stage of development - bipedalism and speech - which are ways of primary self-determination in the external and internal space of subjectivity. This is the stage of mastering cultural skills and abilities, here the child for the first time discovers his own personality (“I myself!”), realizes himself as the subject of his own desires and skills. At the third stage - personalization - a growing person becomes a partner of a social adult, embodied in a system of social roles: teacher, mentor, master, etc., together with whom the teenager masters the rules, concepts, principles of activity in all spheres of socio-cultural life: in science, art, religion, morality, law. It is at this stage that a person for the first time realizes himself as a potential author of his own biography, takes personal responsibility for his future. The culminating moment of personal development at this stage is the manifestation of the ability for self-development, but its realization is limited by the fact that a person: does not yet achieve inner freedom, despite a pronounced desire for adulthood, cannot free himself from dependence on other people. At the fourth stage - individualization - humanity (within certain limits) becomes the port of a young person, with which he enters into activity relations mediated by a system of social values and ideals. And the individualization of the social "inventory of values" according to the measure of a person's personal position is the essence of this stage of development of the subject of social relations. Separating from the assessments of others, a person becomes responsible for his personality. which often evolved against his will and without his knowledge. The last - the fifth step - universalization - marks the going beyond the limits of one's own individuality and the simultaneous entry into the space of common superhuman values as into "one's own". An accomplice in the construction of a universal event is God-humanity, when a person realizes the universality of his spiritual essence, regardless of whether he is a believer or not. Such, in general terms, is the periodization of the development of subjective reality. From the conclusion of V. I. Slobodchikov it follows that the process of self-development - as an essential form of human existence - begins with life and unfolds within it. But for many years a person may not be its subject, the one who initiates and directs this process. This role is assumed for a very long time and too often not by the individual, but by the community in which he lives, with which he interacts. The author's conclusion largely explains why we paid so much attention to the structure of the inner world and the stages of its development. The fact is that, although self-development is always an internal, even intimate, process that concerns an individual, an individual, at the same time it is an objective process, carried out jointly with significant others. Self-development as an objective process is carried out throughout life. Another question: does a person always take the initiative of self-development into his own hands, becomes a full-fledged subject of it? According to the above periodization, under favorable conditions, this occurs at the stage of personalization, when the youth shows interest in setting the goals of self-determination, change and improvement of his personality. At the two previous stages - revitalization and animation - preparatory work is going on, when the child, showing initiative and achieving certain results, often does not always consciously build his personality. By imitating generally accepted patterns (not only positive ones), he acquires independence, learns to assume responsibility, expresses his personality in acts of self-determination and cognizes it. What is the unit, the "brick" of self-development? Such a unit is the act of self-construction of personality. Self-building is a process equal to human life, carried out through acts of self-building in a specific situation. This process is quite complicated, in the most general terms, its essence is as follows. A person is able, through the mechanisms of self-prediction, to build a Model of the real Self, that is, to project himself into the near future, limited by a specific situation. This Model of the Self is embodied in the real Self. We will not describe the mechanisms of how this happens (very many factors are included here: “what I was”, “what I achieved”, “how I experienced”, “what I am now”, “whatever I wanted to see myself” and much more, and all this work does not always take place on a conscious level). Note that in the end, a person chooses a strategy of self-building: recreates himself in the old quality or recreates himself as a new one. Both that and another, accumulating, transforming, reproduce the personality already at a new level. G: about-this, indeed, a person is always in motion in the process of self-development. Another thing is the nature of his self-development: positive or negative, progressive or regressive, how significant and stable positive and negative changes are. Using the periodization of V. I. Slobodchikov, it is possible to single out the directions of self-development of the individual at each stage. For example, at the stage of revival, the initiative of an adult is to achieve a break in the emotional-personal unity by introducing objects used by adults or substitute objects - toys used by children. The child, in turn, takes the initiative in restoring unity and, consequently, builds his developing personality in this direction. But building the old relationship is no longer possible, as a result of which the child himself requires the introduction of objects. The result is the destruction of the unity "child-adult", the emergence of a new unity - "child-subject of joint actions-adult". At the stage of animation, adults take the initiative in building an image of independence in a child who builds his personality in imitation of the essential content of adult behavior (“I am myself”, “I am big”, “I am like daddy”). The resolution of this contradiction follows the path of joint game imitation of adult behavior. The child builds his personality (self-develops) in a playful, visual, elementary labor activity. As a result, the imaginary assimilation to an adult is destroyed. At the stage of personalization, the initiative of a social adult consists in presenting social expectations and values. The teenager's initiative is to set the tasks of self-determination; they require a joint search for ways to solve social and personal problems. As a result, dependence relations are destroyed, possible relations of equality are built. Thus, at each age stage, self-development through specific acts of self-building of the personality makes it possible to solve the problems of age, up to the task of becoming a full-fledged and independent subject of one's own self-development, one's life and destiny, as far as the circumstances allow. All of the above makes it possible to analyze the problem of self-development in the context of a person's life path. § 3. Self-development and the life path of a person The concept of a life path is widely used in modern psychology. A life path is an individual history of a person as a subject of activity, which unfolds in real space and time and is determined by life circumstances and by the subject himself. The originality of the life path is determined by many factors: gender, age, education, the microenvironment where a person lives, the way of life in certain historical conditions, psychological features and others. The unit of psychological analysis of the life path is biographical events: a radical restructuring of the character, a change in the directions and rates of development and self-development of the individual. Events (not to be confused with the event community) can be random and regular. If each of us is asked if you can name the events that literally turned your life upside down, made you feel different, then the answer is likely to be yes. “Yes,” you say, “I was greatly influenced by a meeting with a wonderful person ...” (or reading a work of art by a certain author, or illness, or work, or study, etc.). As we have already noted, many events are random, but there are many that we create ourselves, quite consciously and purposefully, for example: we set and achieve certain goals, choose a communication partner; we predict the difficulties of such communication and friendship; consciously take risks or, conversely, avoid difficulties. What is an event? Perhaps the most complete definition of this concept was given by the famous Russian psychologist S. L. Rubinshtein. Life events are the key moments and turning points in the life path of an individual, when, with the adoption of a decision for a more or less long period of time, life prospects are determined. In modern psychology, attempts are being made to develop a classification of events. So, the domestic psychologist N. A. Loginova distinguishes: environmental events; events of human behavior in the environment; inner life events. The events of the environment most often do not depend on the individual and are due to the intrusion of various external forces into the fate of a person. These include: war, various natural disasters, the birth or death of a loved one, appointment to a new position. The actions of others related to the life and activities of a particular person become the circumstances of his development, and in other cases - events. It should be noted that the events of the environment make changes in the course of a person's life, but are not unambiguous for him. The significance of this or that event is determined by the position of the individual, which she occupies in relation to what is happening. The role of the event is also determined by whether a person becomes a victim of external forces or a fighter defending his individuality. For example, a person is wrongly accused of something. You can put up with such an accusation, but you can defend your case. Events of human behavior in the environment, or actions are the circumstances of the life of others and at the same time transform the circumstances of the development of the subject of life. People do many things, but only some of them take on the character of events, opening up new perspectives (not always positive ones). Actions are different: civil; labor; moral; actions associated with self-change and self-formation. For example, there are many people for whom quitting smoking is an act, making peace with an enemy is also an act. The events of the inner life relate to the inner world of a person and reveal the positive value of oneself. What can be significant for the inner life? These are the moments: assertions of oneself; self-development as a reflection of the achievements that have taken place in external life. Let us recall the well-known words of A. S. Pushkin, when, after a successful job, he exclaimed “Ai, yes Pushkin, ai, yes, son of a bitch!” Success in life is also success in self-development. The events of inner life include: new experiences of a person, new thoughts, the discovery of new traits of one's own personality, the discovery of new abilities in oneself, as well as the discovery of something “terrible” in oneself, which completely changes a positive attitude towards oneself, actualizing tendencies to self-flagellation, self-abasement, etc. All three groups of events are closely intertwined and form a complex that determines the uniqueness of a person's life path. A person's attitude to these events determines how much he is the author of his life, the subject of self-development. In turn, self-development and life path are interconnected and interdependent. They have a number of common and a number of distinctive features. Firstly, both the life path and self-development are purely individual processes that characterize the unique uniqueness of each individual. Secondly, despite the uniqueness and individualization, they are given to each person objectively. A person cannot live life without having his own life path, without building his personality (without developing). Thirdly, they are equal in time: both the life path of a person and self-consciousness begin at birth and end with death. The differences between them are a different degree of interdependence, which can be carried out either throughout life, or at certain stages of it. We are talking about the fact that at certain life stages the intensity of self-development radically changes the life path; in other cases, life events themselves intensify, slow down or give the opposite sign to a person's self-development. Much depends on how and when a person becomes the subject of his own life and the subject of his own self-development. If he is not such, and the role of the subject is performed by others, then the life path is subject to accidents, coincidences of circumstances, the person, as it were, “floats with the flow” of the events of his life. It should be noted that such a "swimming" is not always unsuccessful. Circumstances can also develop in such a way that luck, despite the absence of pronounced urges for self-development, goes into the hands. The opposite situations are also possible, when a person clearly knows what he needs, knows how to manage himself and build himself in a positive direction, but the circumstances are extremely unfortunate, and he “survives” only thanks to his courage, dedication, his position and philosophy of life. This is what is usually called destiny, which a person always has, even regardless of whether he is the author of his life and the subject of self-development, or is subject to pure chance and is unconsciously involved in the whirlpool of life. And yet the position of the subject and author of one's life, one's self-development is preferable (despite even unfavorable events and the so-called vicissitudes of fate) than submission to circumstances, even with happy outcomes. A person who strives for self-development based on a deep knowledge of his personality builds his life path more purposefully and realizes himself to a greater extent (despite life's difficulties and obstacles), deserves more respect and, as a rule, achieves greater results than a person whose self-development subject to external causes. In the first case, a person is capable of responsibility, if necessary - of risk, does not blame others or circumstances for his failures. In the second, everything is determined by external circumstances (which can be both favorable and unfavorable), and a person turns out to be dependent on them, incapable of taking the initiative in building a life path and his inner world in case of failure; despair is born, self-esteem and adaptability to life are sharply reduced. All this suggests that in self-development a person needs to be assisted so that he can fully realize himself and realize his mission, his destiny, take a worthy position in relation to his destiny. But we will talk about these problems in section 3. So, a person has a unique, inimitable inner world of his own, which is a derivative of the outer world, its reflection, carried out in a form specific to each individual. This world has a spatio-temporal organization, its own unique content, which is based on sensual images and thoughts in the form of inner speech. The human self, as the center of the inner world, conducts dialogues and monologues both with itself and with real or fictional interlocutors, plans its life and activities. , cognizes himself, dreams, sets goals of various significance. The inner world, or subjective reality, develops through the stages of revitalization, animation, personalization, individualization and universalization, which is the meaning, the essence of a person’s self-development, carried out in close connection with significant relatives or significant others (people, society). at each specific moment of time to reproduce, improve or worsen oneself. In general, any age has its own specific tasks for self-building and self-development of the individual. Self-development is carried out in the course of a person’s life and is closely connected and interdependent with his life path, at a certain stage of which (most often in adolescence) he becomes the subject of his own self-development. Chapter 3. SELF-DEVELOPMENT AS A PROCESS. FORMS OF SELF-DEVELOPMENT If we turn to self-development as a specific process unfolding in time and space of human life, we should note its ambiguity and diversity. Here it is much more difficult to clearly identify the sequence of actions that characterize self-development than, for example, the sequence of actions that describe the process of self-knowledge. This is due to many reasons, the most important of which is the existence of various forms of self-development. It is no coincidence that in the Russian language there are many terms that fix different nuances of the process of self-development: self-presentation, self-expression, self-affirmation, self-improvement, self-actualization, self-realization, etc. characterizes the specificity, originality of activity: to express oneself, to establish oneself, to be realized, to improve. Therefore, it is not possible to simply analyze the goals, motives, methods and results of self-development, as was the case with self-knowledge. All this can be analyzed within the framework of one form or another of self-development. What forms of self-development are the most important and describe self-development in their entirety quite fully? These include: self-affirmation, self-improvement and self-actualization. Self-assertion makes it possible to declare oneself fully as a person. Self-improvement expresses the desire to get closer to some ideal. Self-actualization - to reveal a certain potential in yourself and use it in life. All three forms allow you to express yourself and realize in varying degrees. Therefore, they adequately characterize the process of self-development as a whole, where the internal moment of movement is the self-building of the personality. These three main forms of self-development are closely related to each other. Primary, on the one hand, is self-affirmation. In order to be perfected and actualized to the full extent, it is first necessary to establish oneself in one's own eyes and in the eyes of others. On the other hand, a self-improving and self-actualizing personality is objectively
Having analyzed the essence of personality self-development, having revealed the content characteristics of this phenomenon, we can determine the structural components of this process:
1. The reflexive component is expressed, on the one hand, in the construction of new images of oneself, its various substructures (“I am real”, “I am the future”, “I am ideal”), which are realized in the form of corresponding actions, and on the other hand, in the development of more adequate knowledge about professional creative activity and a deep understanding of the meaning of the relationship between the individual and professional activity.
The development of the reflexive component is associated with the solution of problematic and conflict-forming tasks. These tasks make it possible to simulate special conditions, unique in relation to the teacher, in which his personal and intellectual experience is not only not insufficient, but also serves as a kind of obstacle to achieving the goal. When the creative task is problematic, an intellectual contradiction is revealed, actualized in the form of a collision of knowledge and skills known to the teacher with those special conditions of the pedagogical situation in which the teacher implements the methods of action available to him. The conflict-forming nature is manifested between the established forms of behavior of the teacher as a person and the real requirements that a particular situation imposes on him. The essence of the reflexive task, therefore, is that in the process of solving it, a contradiction arises between the existing experience of the teacher and the unique conditions and requirements of the task situation. The teacher's independent overcoming of this contradiction ultimately acts as a creative discovery of the principle of solving the problem and, at the same time, his personal growth and creative self-development.
2. The regulatory component - includes professional knowledge, self-regulation skills, combines specific means of transforming the pedagogical situation and the individual capabilities of the teacher.
The development of this component is associated with the teacher's ability to correlate knowledge about possible transformations in pedagogical activity and in himself with the requirements of activity, choose means and methods to achieve the goal (including communicative ones), determine the conditions by which the goal can be achieved. , analyze the reasons for success or failure and fix the result in individual experience. The regulatory component involves the development of introspection, self-assessment and self-improvement of the personality of the teacher.
3. The communicative component is the central component of the creative self-development of the individual, since the activity of the teacher is communicative in nature and cannot be realized outside of communication. This component finds its expression in the teacher's ability to find conditions for their own personal growth and development in the process of interaction with the participants in the pedagogical process.
The need for the development of this component is due to the fact that communicative activity, like any other, imposes its own specific requirements on the person performing it, that is, it implies that a person has a special kind of abilities - communicative abilities. No less important for communication activities the desire of the individual for self-expression, disclosure to people. And at the same time, besides this, a person should strive to enrich his own development, which is an indispensable condition for his effective self-development. The communicative component must be formed for each student by the time of graduation. Since the formed communicative component is a prerequisite and guarantee of successful creative activity of the future professional. Communication skills are one of the most important conditions for motivating, activating and energizing a developing personality.
All components of the phenomenon under study are closely interconnected and interdependent. Next, we will consider in detail the communicative component of the creative self-development of the personality, since we assume that the effectiveness of the creative self-development of the student's personality is most clearly seen in the aspect of the formation of his communicative abilities.
The structural components of self-development of the teacher's personality that we have identified and the definition of the communicative component as the central one, which most clearly characterizes this process, gives us the opportunity to designate the mechanism of self-development of the student's personality:
1. A student's awareness of the need for self-knowledge, self-education, self-improvement, self-development based on self-diagnosis of their individual capabilities:
Individual properties: type of GNI, temperament; extraversion - introversion: typological features perception of information: ethics, logic, sensory, intuition, rationalism, irrationalism.
Mental properties: features of cognitive style (type of thinking), social attitudes; abilities: general and pedagogical, categorical structures of individual consciousness: activity, intentionality, ability to reflect, motivational and personal attitudes.
Personal structure: emotional sphere, volitional sphere, communicative sphere, etc.
2. Evaluation of the results of their educational and pedagogical activities, analysis of the reasons for success or failure, awareness of possible personal and professional difficulties in further pedagogical activities.
3. Awareness and independent choice of means, methods, conditions necessary to resolve the contradictions between the requirements for the teaching profession and the internal readiness of the student to implement them; between the student's natural personal need for self-realization, self-education, self-improvement and the possibilities of achieving this in the conditions of educational and professional activities.
4. Awareness and independent choice of pedagogical means necessary to overcome the barriers to the creative development of the student's personality. Professional and pedagogical barriers: lack of interest in pedagogical innovations, low level of methodological culture of the student, lack of ability to creatively use the experience of others, lack of interest in new technologies of education and upbringing, lack of striving for high performance results. Organizational and pedagogical barriers: lack of conditions for creative self-realization of students.
5. Goal-setting by the student of his creative self-development and himself as a regulator of this process. Considering the impossibility of simultaneous realization of all potential personality traits, the student makes a conscious choice of precisely those goals that are important and have real opportunities for implementation in the process of effective creative self-development of the personality.
Thus, having outlined the mechanism of creative self-development of the personality of students, we thereby determined the sequence of the student's actions, in the formation of the structural components of creative self-development, defining a special role communicative component, recognizing for the student the priority of self-development in self-knowledge, self-improvement, self-actualization.
34. The concept of the content of education. The concept of selecting the content of education.
The concept of the content of education
The content of education is defined as a system of scientific knowledge, practical skills, philosophical and moral and aesthetic ideas that students master, elements of cognitive, social, creative experience. The essence of the content of education is systematized objective scientific knowledge as social values, culture, accumulated in the process historical development humanity. Orientation to scientific knowledge, social values selected for assimilation at school contributes to the realization of the goal of education - the formation of a diversified personality, its fundamental and at the same time practical preparation for further education and activities.
v experience of cognitive activity in the form of its results - knowledge about nature, society, technology, thinking and methods of activity;
v experience in the implementation of known methods of activity in the form of the ability to act according to the model (intellectual and practical skills and abilities);
v experience in creative activity in the form of the ability to solve problems in new conditions, make non-standard decisions in problem situations(assimilation of the experimental methodology, participation in artistic, technical and social creativity);
v the experience of implementing emotional-value relations in the form of personal orientations (attitude towards the surrounding world, towards people, towards oneself, towards norms, morality, worldview ideas, etc.).
The components of the content of education should be comprehensively implemented in the system of secondary general education in order to master the social experience accumulated by mankind, the formation of an independently thinking, creative, fully developed personality.
According to the student-centered approach, the content of education should be personal in nature, i.e. the system of knowledge and skills is aimed primarily at the development of a person, the satisfaction of his educational, life, cultural needs. The personal orientation of the content of education and the entire learning process implies the possibility for the student to choose his own individualized content of education, as scientists write, the implementation of an individual trajectory of learning and development, the choice of academic disciplines, as well as methods and forms of studying them. The personal orientation of education and the learning process also implies a competency-based approach to determining and evaluating learning outcomes.
Mostly in the late XVIII - early XIX century. the main theories of the formation of the content of education appeared, which were called the theories of the material and formal content of education.
The theory of the formal content of education (the theory of didactic formalism). According to the supporters of this theory, the content of education should be such that it is primarily aimed at the development of intellectual abilities, cognitive processes, the formation of a general culture of the child and the personality as a whole. Representatives of this theory (J. Locke, I. G. Pestalozzi, I. Herbart) believed that it was important not so much to possess factual knowledge as to develop logical thinking. And for this it is necessary to study developing subjects, the main of which were considered languages, primarily Latin and Greek, and mathematics. Therefore, in Europe and Russia in the 19th century there were “classical” gymnasiums, where most of the time was spent on studying classical languages and ancient history.
The theory of the material content of education (didactic materialism or encyclopedism). According to this theory, it is necessary to teach “useful” knowledge that is useful in life and has a practical orientation. During the period of rapid development of sciences in the middle of the 19th century, such knowledge was natural science and applied knowledge (accounting, agrarian business). Therefore, there are new educational establishments- "real" gymnasiums and schools.
The great Russian teacher K.D.Ushinsky criticized both theories. He rightly believed that the development of the mind and abilities of the child is more effective not in formal exercises, divorced from actual, subject knowledge, but in the assimilation of scientific and applied disciplines. Thinking depends on the volume and composition of knowledge: in the development of sciences and crafts, the child develops. School develops intellectual ability a person, enriching him with knowledge and teaching him to apply in practice.
At the beginning of the 20th century, the theory of didactic pragmatism (didactic utilitarianism) appeared. The creator of pragmatism, J. Dewey, believed that the content of education should be as close as possible to the life of children and meet their needs. The content of the training should expand the experience of children in various activities. Therefore, it is presented not in traditional academic subjects, but in interdisciplinary knowledge systems, complex topics (“complexes”) that introduce students to the world. For the development of knowledge by students, it was considered necessary to use active methods (“project method”), game forms of learning, classes that encouraged independent collective cognitive activity.
The theory of didactic utilitarianism gained great popularity in schools in Western countries, especially in the United States. According to this theory, students were given the opportunity to freely choose academic disciplines; the entire pedagogical process was organized taking into account the interests and needs of each student.
There are other theories of the content of education, but the theories of didactic materialism, formalism and pragmatism had the greatest influence on the selection of the content of education.
Principles and criteria for selecting the content of education
There are a large number of principles and criteria for selecting the content of education. We will not consider them in detail, but will focus only on a few.
1. The principle of compliance with the social order. According to this principle, the content of education should include not only modern knowledge, skills and abilities. The possibilities of the content of education chosen by the individual should also be taken into account. Thanks to this, a person achieves a comprehensive development and growth of personality.
2. The principle of ensuring scientific and practical significance educational material. In accordance with this principle, the knowledge included in the content of education must coincide with the latest achievements of a particular science. Moreover, the practical significance of the acquired knowledge is also important. In other words, theory and practice must be one.
3. The principle of taking into account the real possibilities of a particular learning process. In other words, when choosing the content of training, its methods, means, forms, technologies are important. The levels of assimilation that determine this or that learning process at school are also important.
4. The principle of ensuring the unity of the content of education from the standpoint of all academic subjects. In accordance with this principle, the components of the content of education should be closely interconnected, balanced and proportional. Educational material should not be duplicated in other subjects.
5. The principle of humanization. According to this principle, the content of education is aimed at cultivating in a person a humanitarian culture, a culture of knowledge, creative activity, a free choice of a profession in accordance with creative abilities and abilities.
When choosing the content of education, one should be guided not only by principles, but also by special criteria. Let us consider some of them, proposed by the domestic didact Yu. K. Babansky, in more detail.
1. The criterion of a holistic reflection of the tasks of forming a comprehensively developed personality makes it possible to check whether they have been applied in curriculum on the subject, all the necessary theories, laws, concepts, methods that enable a holistic representation of a particular science. This criterion makes it possible to determine whether the basic activities that ensure the development and education of the personality and the improvement of its cognitive interests were applied in practice.
2. The criterion of the scientific and practical significance of the content of education, according to which in any curriculum only the most universal and informative elements of knowledge necessary to reveal the meaning of the basic theories, laws of science and its methods should be used.
3. The criterion of compliance of the complexity of the content with the real learning opportunities of students of a particular age makes it possible to test students' knowledge using control sections, analysis of the results entrance exams. At the same time, students should not have increased fatigue during the complete assimilation of educational material by them in a certain time.
4. Criteria for the correspondence of the volume of content to the time of study this subject used during laboratory experiment. Control cuts are carried out on the quality of assimilation of educational material. Moreover, their time and volume are strictly limited.
5. Criteria for the compliance of the content of education with the existing educational, methodological and material base modern school. For example, to introduce new laboratory works, you must first take care of the availability of the necessary equipment.