Modern methods of social management. Delicious recipes for those who have given up meat The principle of personalization
This article on teaching methodology And pedagogy. The authors of the publication are Krupenin A. and Krokhina I. The material is taken from the book " Effective teacher". You can on this topic. Copying of material is allowed with a direct link to the site and only with the consent of the user who posted the material, or the administration of the resource.
Let's now try to figure out what is behind a person's desire to satisfy his interpersonal needs, why problems arise in these areas, which contributes to the development of a different attitude to life. To do this, we will have to introduce three personal dimensions - intrapsychological, interpsychological and metapsychological.
In the first dimension, a person is seen as an individuality, as something that distinguishes him from another person. Here are the personality traits given to a person from birth. These are reaction speed, temperament, sensitivity - visual acuity, pain sensitivity, etc., mind, etc. You can continue this series yourself.
In the second dimension, there are such personality traits that arise in a person in the process of his interaction, communication with other people. For example, rudeness. Imagine a person who is on desert island. Can we say about him that he is rude? Obviously not, since a person can be rude only in relation to another person, but not to himself. The same applies to such personality traits as friendliness, sociability, conformity, desire for leadership, desire for submission, desire for belonging to a group, etc.
Thus, we found that a person can have such features that arise in him only in the presence of at least a second person. What does this mean? The fact that the "personality space" is larger than his physical body, it also includes such features that are outside the person, but are located, as it were, between people, in the interindividual space.
Finally, the third dimension of personality. Do you think that a person can influence other people not only in direct communication, in front of each other, but also after this direct communication? Or moreover, in the limit - is it possible for a person to influence other people even after her death?
What is it about in this case? In the course of your interaction with any person - for example, when you, as a parent, are talking to teacher your child, you have a certain idea about the teacher, his image. And not just his visual image. You can for some period with sufficient certainty predict the actions of this teacher, what and how it will tell you about your child's behavior and grades. You can judge a teacher as a person.
Now let's imagine the situation: the teacher's considerations about upbringing, about the role of parents and family in this process had such a strong effect on you that they changed your ideas about yourself as a parent, about the features of your interactions with children and spouse. In this case, the influence of the teacher on you will continue after you leave school. In other words, we can talk about the impact of the "ideal image" of the teacher or his "personalization" in you.
All this applies even more to the people with whom you constantly communicate - to spouses, children, parents, colleagues. Their influences, leading to a change in your intellectual sphere, your emotions, are their personalization in you, just as you are personalized in them. That is, personality can also be determined from the side of those changes that a person makes in the personalities of other people.
From the foregoing follows an important conclusion for us: information, skills, knowledge are not acquired by children on their own - They are brought up only in a complex with the personality of a parent or teacher. Remember your school childhood - you liked various subjects not by themselves, they attracted you mainly not for their content, but depending on which teacher taught them. The child does not put knowledge into sticks in his head, but personalizes them as belonging to the ideal image of the teacher.
There is a human need for personalization - the need to continue oneself in others, the need to “be a person”.
Objectively, the need for personalization - the need for oneself in others, influencing another by creating in him long-term images of himself, the desire to invest himself in others - can be experienced by a person subjectively as a need for fame, friendship, respect, leadership, attention and etc. This need acts mostly unconsciously, refracting through other needs.
A person is personalized not in the "soulless space of communication of souls", but in specific activities and communication, when he demonstrates to another different aspects of his personality. A situation is possible when the need for personalization is intense, but there is a shortage of personalization means - a person does not have original thoughts, wit, kindness, will, etc. - in a word, what is called “wealth of the soul”. Then, often, they use the seemingly effective but, in fact, dead-end path of alcohol intoxication. Not by chance main question alcoholic "Do you respect me?" (i.e. is there anything from me to you?). He literally seeks to be personalized in another - authoritative, understood and accepted in all the splendor of his exceptional virtues, intelligence and nobility, which he feels in himself. However, the surrounding people are not ready to accept this gift of an alcoholic. How can this obstacle be overcome? An alcoholic, for whom alcohol is equivalent to life, shares it with unusual ease with a drinking companion and worries if a sober person turns out to be in the company. An alcoholic needs to lower the barrier that prevents personalization, and this can be done only by getting the other drunk and equalizing him with himself at the beginning of mutual quasi-personalization. Why "quasi"? Because the drunkard does not produce any personality change, there are no appropriate means. The ability to communicate intimately, external signs An alcoholic receives personalization only at the moment of intoxication, but when he sobers up, personalization also disappears and everything has to start all over again.
Thus, there is not only a need for personalization, but also a capacity for personalization. The latter has great value, because of the two partners, a person will prefer the one who, ceteris paribus, will provide him with the maximum personalization.
In this regard, the experience of learning in Ancient Greece. In the words of Xenophon: "No one can learn anything from a person who does not like." Education in Greece was conceived as an extremely deeply personal communication, in which the elder should be a mentor, the ideal of the younger, who, in turn, should have felt a sense of love for the elder.
For personalization, only the activity of one person is not enough, the counter activity of another is necessary, his readiness to accept personalization. This willingness can be stimulated. Necessary condition personalization is interpersonal contact. Contact - special shape influence, which is symmetrical - that is, for the personalization of one person in another, it is not enough for the first to transmit his individuality to the second, the counter indifference of the other person is also necessary, aimed at appropriation, personal comprehension individual characteristics first. In contact, both people show activity, the results of which are personalization.
It is important for us that the need for personalization, being refracted in a person's behavior, also acts in the area of satisfying his interpersonal needs, in each of which he seeks to personalize in others. At the same time, he may have problems in the event of his own inability to personalize in another person, in the event that the other is unable to accept this personalization, and in the case when a person does not perceive the signs of personalization of himself in another - personalization blindness (here , probably, cases of false personalization should be attributed - a personalization illusion, when a person imagines that he has personalized in another, although in reality this is not).
We can say that personalization forms another, besides cultural and social, type of connection between people, which distinguishes human society from any other animal society. Imagine an invisible and often unconscious network that permeates the social-personal connection. Here are both the people of past generations imprinted and continuing to live in us, and our contemporaries. We can talk about the personalized unity of society and that falling out of this unity destroys the uniqueness of a person's personality.
Then, probably, it becomes clear why the most terrible punishment in past centuries was considered not the death penalty, but class ostracism - the deprivation of the nobility, merchant, craftsman and other ranks. After all, a person possessed personalization skills suitable only for his environment, and forcibly moving him beyond the boundaries of his own estate deprived him of the possibility of personalization, which, obviously, is fraught with severe mental breakdowns and is worse than death ...
It is possible that special, "local" ways of personalization may be one of the causes of xenophobia.
Let us now try to consider the phylogeny of personalization. It can be assumed that at the earliest stages of development human society there were very few problems related to personalization. The high variability of response and the same high imitation of ancient man contributed to the fact that any deviations in the behavior of one individual became the property of the entire group, which, on the one hand, contributed to the survival of Homo sapiens, and on the other hand, fixed this very personalization as distinguishing feature person. Thus, by the time of the differentiation of society, people could no longer live without this “habit”.
Complication public structure led to the first difficulties with personalization - the equality of group members was lost. Leaders, a shaman, warriors, hunters, cattle breeders, and farmers appeared in the tribe. To this must be added the obligatory sex-age differentiation. Life began to require a person to perform various functions, depending on his age and position in the tribe, he began to play various social roles. And immediately the problem of choice arose - how should a person be personalized from all this complex behavioral set? And was it personalized the way you wanted?
Society sought to unify personalization: the leader as such, and not the leader in particular, should be imprinted. Society always strives for averageness and monotony, although it is its outstanding elements that drive social development. It is desirable for society that there should be simply a Leader, well, at best, No. 1, No. 2, No. 3, etc.
In the same way, there should have been a “Priest”, “Warrior”, “Craftsman”, “Plumberman”, etc. However, this did not work out, the members of the tribe were personalized precisely by their difference from other performers of the same roles.
This trend was especially pronounced at a later time in the numbers of kings and emperors. The "numbered" rulers sought to win a special name, like "Terrible", "Lionheart".
Public life became more difficult. Slaves and slave-owners, feudal lords and serfs, workers and capitalists appeared. A unique mental formation arose, which we call "personality".
Personality, so to speak, has become more and more complex from century to century, more and more subtle and differentiated (those who want to get acquainted with this process in detail can refer to the works on historical psychology). A person, remaining a member of society and living in it, became more and more isolated from this society, became more free, independent, self-active, because only in this way could he survive in this new complex world.
However, the resulting freedom brought not only joy. Society could no longer guarantee status personalization. Now it is not enough to be a leader, a prince, a businessman, a president, in order to be imprinted in other people for sure. You need personality.
Of course, society made every effort to facilitate mutual personalization among its members. Special stereotyped forms of interaction were created and developed to ensure this process. This includes the rituals we have already considered, pastimes, operations, friendship, love. All of them were brilliant inventions. In principle, they are quite enough to create a public personalization network, if only...
If society consisted only of princes and princesses. These ways of interaction allow them to personalize in other people and feel their personalization in them, as well as to personalize other people in themselves. But the society consists not only of princes. It also has frogs. And each frog has some kind of personalization defect - either it is not capable of this itself, or it does not notice its own staff, or it does not personalize others, or it is subject to the illusions of personalization.
It is worth adding to this that, since each of the indicated types of interaction satisfies a certain interpersonal need, personalization also occurs in this area - recognition, acceptance, control. And each frog can have difficulties in any or all areas at the same time, which makes the ability to personalize frogs very problematic.
Brown frogs and their gray counterparts have great difficulty in personalizing themselves and other people in themselves and are subject to personalization blindness and illusions. This is understandable, since any other person is not good for them, and nothing can be taken from him, nothing is worth giving him, because he is nobody. Green frogs can personalize others in themselves, because others are good, but it is difficult with their own personalization, there is personalization blindness and illusions.
Brown and gray frogs may differ in the strategy of behavior in case of unsuccessful personalization. The latter are characterized by withdrawal, refusal of further attempts, the former are trying to impose their personalization, even by force. In this sense, crime - violence and, in extreme cases, murder - are specific ways of personalization by force in another person, since only in such an extreme situation does a frog of this type manage to be imprinted in another, to receive evidence of its existence.
This is the last, perhaps the most important thing in personalization - the need to leave your traces everywhere, the need to transform the world in your own image and likeness. When we communicate with another person, he changes a little and becomes something subtly similar to us, and only in this case we get the greatest satisfaction from communication, we say that we were understood (notice, appreciated, loved, etc.) .). If we failed to change another person, to make him look like us, then we are extremely dissatisfied with such communication, we say that this person did not understand us, that he is uninteresting (stupid, limited, cold, hostile, unloving, etc.). ). The more people we manage to make like us, to personalize in them, the better we feel.
In order to provide themselves with at least a minimum level of personalization, people usually get married and have children - I can certainly be imprinted in a spouse and children! Therefore, the special emotional tension of family relations is understandable where we fail to personalize family members. People with an increased need for personalization choose professions associated with special opportunities to leave a mark, first of all, teaching(as well as the army, where the possibility of personalization, as they think, is associated with rank).
Thus, princes, who do not need to perform any special, special actions not related to their natural behavior, have the greatest opportunity to personalize in other people and personalize them in themselves.
The possibilities of personalization in frogs to a large extent difficult. For this purpose, they need to carry out special efforts, mainly related to “power” methods, which is predetermined by the asymmetry of personalization, the complexity of personalization in others, the difficulties of personalizing others in themselves, the impossibility of either one or the other, and violations in the perception of the results of personalization.
However, society has found means to make life easier for its members here too. Was invented special way stereotyped interaction, however, somewhat similar to an ersatz of other relationships, which allows frogs to relieve personalization tension.
This method does not really ensure the personalization of the participants, but only creates the appearance, the illusion of personalization, but, nevertheless, it works and allows people to live. Of course, the frogs who use it remain frogs and are deprived of the feeling of happiness all their lives, however, even they sometimes get some pleasure from contacts. Berne called this method "games".
The game can replace the frog with all other types of interaction. The game is a perverted way of interacting. Perverted because in it all interpersonal needs are transformed into one - into the need for control. And a person uses force if he wants recognition, he uses force if he wants acceptance, and again, he uses force if he wants control. Regardless of the type of need and life situation, the game offers only one - power - solution. This is its inferiority, but in the same simplicity - and attractiveness.
The book "Effective teacher"
Lecture 5. MODERN METHODS OF SOCIAL MANAGEMENT
Lecture questions:
Model of group (brigade) self-government
Model of "responsible autonomous behavior"
Labor personalization
Flexible working hours
Literature:
Since the second half of the twentieth century, theory and practice social management in the sphere of production has become increasingly characterized by a tendency to humanize labor by enriching its content. The "enrichment" of labor was achieved through the complication of labor operations performed by workers, which was fundamentally at odds with all previous experience in organizing labor. The fact is that throughout the entire previous stage, under the influence of the ideas of Taylorism and Fordism, simplification production operations performed by workers, which, in turn, led to the semantic emasculation of labor. Simplicity and manufacturability of conveyor production were paid alienation worker from the process and product of his labor. Cases of unmotivated, it would seem, damage to commercial products by personnel have become more frequent at enterprises. The main culprit of this, which has become a mass phenomenon, was recognized as the "alienation of labor" described by Karl Marx. An attempt to treat the syndrome of "alienation of labor" and became humanization production environment and content enrichment labor process. Thus, purely economic, and not philanthropic, motives were those scientists and business organizers who in the 60-70s of the twentieth century began to abandon Taylor's methods of social management and conveyor technologies and switch to modern models of labor organization.
Many methods of social management can be called modern only conditionally. For example, model of group (brigade) self-government only returned many important managerial functions to the primary labor collective. Members of the brigade received the right to elect and dismiss their foreman, they could petition for the dismissal of a negligent colleague. The brigade, represented by its foreman, organizes its own work and rest, substitution and time off. The salary of members of the brigade now consists of two parts: the first is determined by the status and qualifications of the employee, and the second - by his diligence and above-standard usefulness to the cause. The second part, called the "labor participation rate" (KTU) - is personally determined at a team meeting and can reach a third or more of an employee's earnings. If, according to Taylor's approach, workers were completely deprived of the right to interfere in the technological process, then within the framework of group self-government, their rationalization and inventive fervor is encouraged in every possible way. One of the first with great success, the group self-management model was introduced at Volvo factories. There, in the mid-60s of the last century, a completely serviceable conveyor was dismantled and assembly of cars was introduced by one small (15-20 people) team. Workers now performed not one primitive assembly line operation all day, but a whole series of complicated assembly operations for large assemblies. Such work was more difficult, but also much more interesting. Performing it, the workers were less tired, receiving, in addition to wages, also the pleasure of difficult, important and responsible work. The brigade form of labor organization, along with other forms of participation of workers in production affairs, such as the "movement of self-control", "control over product quality", became widespread in the 70-80s of the twentieth century in the Scandinavian countries, in Germany, France , Japan, USA. Approximately 10% of US campaigns use various kinds of self-management structures. Group self-management contributes not only to improving the quality of products, but also stimulates the productivity of workers. The experience of American campaigns shows that the group method of organizing work can increase productivity from 60 to 600%. The economic effect of the skillful and consistent use of the potential of the potential of workers liberated by self-government can be illustrated by the following example: the largest metallurgical companies in Japan, which allocated 700 million yen for the "self-government movement", received an additional profit of more than 400 billion yen.
The successes of the practitioners of social management could not go unnoticed by theorists. In the late 1970s, there appeared the concept of "total participatory governance"(from English.participation- participation), which was interpreted as a system for making managerial decisions based on the unity of opinions of all employees of a given enterprise. This concept was contrasted in our presentation with the Taylor-Ford paternalistic system(from lat.Pater- father). Both systems did not differ in their main goal - this goal was to increase the productivity of workers. However, the means used by the participatory management system were different: the humanization of working conditions and the social, economic and motivational involvement of workers in the goals and objectives of production. The concept of participatory management had political significance, since the practice of harmonious functioning of managers and ordinary workers at the level of enterprises could become the basis of a national consensus between the authorities and the people.
Model "responsible autonomous behavior of workers", has become further development liberal direction in the theory and practice of social management at the enterprise level. Theoretically described within the framework of the sociotechnical approach by E. Trist and L. Davis in the 70s of the twentieth century, it has become firmly established in the practice of many modern firms. The essence of this model is that the employee is given the maximum possible degree of freedom of action. The degree of this freedom may vary from the right not to appear at the workplace without giving reasons for three days, as at the head plant of Volkswagen, to full legal independence. In the latter case, the employee assumes full responsibility for the production of goods or services, their quantity and quality, for the pace of production, he himself organizes production, determines the mode of work and rest, conditions and content of the production process. Moreover, being an independent legal entity from a legal point of view, it is free to set the goals and objectives of “its own business”, adapting to changes in the market under personal responsibility.
One of the most successful campaigns in the world - Toyota - back in the 80s made the model of responsible autonomous behavior the foundation of its organizational structure. The production of a multi-thousand range of vehicles is carried out by legally free small manufacturers who have concluded contracts for the supply of certain schedule required number of parts. At Toyota factories, only cars are assembled from components supplied “from the wheels”. Thus, the campaign saves a lot of money on renting space, social infrastructure gets rid of a significant part of the most problematic component of production - workers. Such a system provides workers with formal freedom and at the same time preserves their rigid technological dependence on the head production.
Modern Computer techologies, including the Internet, provide even more opportunities to put into practice the model of responsible autonomous behavior of workers. Many types of work today can be performed by staff at home or elsewhere. Some modern firms pay the employee for home Internet traffic, but save on office space, workplace equipment, and utility costs. Workers are also not at a loss: they save on gasoline and time. Society also benefits, as traffic congestion is reduced, polluting emissions into the natural environment become less.
One of the simplest and most widely used methods of social stimulation of employees by freeing them from excessive organizational routine is flexible working hours. The author of these lines is proud that, while still a student, he participated in the first experience in the USSR of introducing a flexible working day (FWP) at the Leningrad association "Svetlana" in the early 80s. There are many specific forms of this method; as an example, I will only talk about how it was implemented on Svetlana. The employee was given the right to come to work and leave work without To certain time, and during some time, for example, start work from 7 to 9 o'clock in the morning, and leave work from 16 to 18 o'clock in the evening. At the same time, he was obliged to work out the time specified by law in a week. And most importantly, he was obliged to comply with production standards and production targets. The time of the beginning and end of work in each personal case is recorded in a log or by an electronic device. This is the shortest and most simplified description analysis of the GDT method. Of course, this method cannot be implemented in conveyor or continuous production, as well as where collective coordinated work is required. The experience of introducing this method has demonstrated a huge not only socio-psychological, but also economic effect, since workers who have received a certain degree of freedom began to value their enterprise more and performed production tasks with greater responsibility, while showing initiative and increased dedication.
The theory and practice of social management have developed many models for stimulating human economic productivity. We can safely say that each enterprise, firm, organization develops its own individual system of social incentives and sanctions, which are formed depending on the traditions and specifics of the organization's activities, the moral and psychological characteristics of the staff and the leader. Students will learn about other specific methods of social management, among which there are very, at first glance, exotic ones, at lectures and seminars. But it is important to emphasize that the general trend for social management throughout the second half of the 20th century was the return to the worker of freedom of expression in labor and the product of his labor. We can consider justified the assumption of Karl Marx about the transformation of labor into the primary necessity of life. The more interesting, productive in every sense, and, most importantly, the freer the work of a person, the more clearly the meaning-life essence of labor manifests itself as a means and form of self-realization of a human creator, creator. I hope that today's students reading these lines, having received staff under their supervision in a few years, will not forget that taking into account the comprehensive interests and needs of employees is an important factor in the success of the enterprise, as well as their personal professional and career growth.
Model of group (brigade) self-government. Model of "responsible autonomous behavior". Work personalization. Flexible working hours
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Question number 7. Reveal general patterns and principles of education.
Principles educational process(principles of education) are general starting points that express the basic requirements for the content, methods, and organization of the educational process. They reflect the specifics of the upbringing process, and unlike general principles pedagogical process, discussed above, is general provisions, which are guided by teachers in solving educational problems. Let us characterize the requirements for these principles.
1. Mandatory. The principles of education are not advice, not recommendations; they require mandatory and complete implementation in practice. A gross and systematic violation of the principles, ignoring their requirements not only reduce the effectiveness of the educational process, but undermine its foundations. An educator who violates the requirements of the principles is removed from the leadership of this process, and for a gross and deliberate violation of some of them, such as the principles of humanism, respect for the individual, he can even be brought to justice.
2. Complexity. The principles carry the requirement of complexity, which implies their simultaneous, and not successive, isolated application at all stages of the educational process. The principles are not used in a chain, but frontally and all at once.
3. Equivalence. The principles of education as general fundamental provisions are equivalent, among them there are no main and secondary ones, such that require implementation in the first place, and those whose implementation can be postponed until tomorrow. Equal attention to all principles prevents possible violations of the course of the educational process.
At the same time, the principles of education are not ready-made recipes, and even more so, they are not universal rules, guided by which educators could automatically achieve high results. They do not replace any special knowledge, experience, or skill of the educator. Although the requirements of the principles are the same for everyone, their practical implementation is personally conditioned.
The principles on which the educational process is based constitute a system. There are and have been many systems of education. And naturally, the character, the individual requirements of the principles, and sometimes the principles themselves cannot remain unchanged in them. Podlasy I.P.. Pedagogy. New Deal: Textbook. - M.: VLADOS, 1999, Prince. 2, pp. 40-41
The principle of natural education. The modern interpretation of the principle of conformity to nature proceeds from the fact that education should be based on a scientific understanding of natural and social processes, be consistent with the general laws of the development of nature and man, form his responsibility for the evolution of the noosphere and himself. The content, methods and forms of education should take into account the need for age and gender differentiation, the organization of a person's social experience and individual assistance to him. A person needs to cultivate the desire for a healthy lifestyle and the ability to survive in extreme conditions. Of particular importance are the development of planetary thinking and the education of environmental behavior.
The development of man and his needs must be taken beyond I and the nearest society, helping to realize the global problems of mankind, to feel a sense of belonging to nature and society, responsibility for their condition and development.
The principle of cultural conformity. This principle was developed by S. T. Shatsky, I. A. Sukhomlinsky and others.
The modern interpretation of the principle of cultural conformity suggests that education should be based on universal human values and be built taking into account the characteristics of ethnic and regional cultures: to solve the problem of familiarizing a person with various layers of culture (everyday, physical, sexual, material, spiritual, political, economic, intellectual, moral, etc.). The goals, content, methods of education are culturally appropriate if they take into account the traditions and style of socialization that have historically developed in a particular society.
The principle of personalization. The principle of personalization of pedagogical interaction requires the rejection of role masks, adequate inclusion in this process of personal experience (feelings, experiences, emotions, corresponding actions and deeds). Slastenin V.A. and etc. Pedagogy: Proc. allowance. - M.: "Academy", 2002, S. 291-292
The principle of humanization. It requires: 1) a humane attitude towards the personality of the pupil; 2) respect for his rights and freedoms; 3) presenting the pupil with feasible and reasonably formulated requirements; 4) respect for the position of the pupil, even when he refuses to comply with the requirements; 5) respect for the human right to be himself; 6) bringing to the consciousness of the pupil the specific goals of his education; 7) non-violent formation of the required qualities; 8) refusal of corporal and other humiliating honor and dignity of the individual punishments; 9) recognition of the individual's right to a complete rejection of the formation of those qualities that for some reason contradict her convictions (humanitarian, religious, etc.). Podlasy I.P.. Pedagogy. New Course: Textbook. - M.: VLADOS, 1999, Prince. 2, p. 51
Principle of differentiation. It involves the division, the allocation of various programs. The education of each person is at the level of his abilities and capabilities.
The principles of the educational process (principles of education) are general starting points which express the basic requirements for the content, methods, organization of the educational process. They reflect the specifics of the upbringing process, and in contrast to the general principles of the pedagogical process discussed above, these are the general provisions that guide teachers when deciding educational tasks.
Productive manifestations of individuality
1) those processes of activity, in the cat. a person has to make a choice between different motives, positions and roles, find, and sometimes create techniques and means for mastering his behavior, use various protective means and mechanisms to resolve and restructure situations that lead to a deviation from the normatively given line of behavior. The product is a transformation of oneself.
2) productive processes also include those transformations, “personal contributions”, a cat. the personality by its actions introduces other people and culture into the semantic realm. Product-transformation of others.
Usually. These two manifestations are one: a person changes himself through the change of others.
Self-actualization
Self-actualization (from Latin actualis - real, real) - a person's desire for the fullest possible identification and development of his personal capabilities. In some areas of modern Western psychology, self-actualization is put forward (as opposed to behaviorism and Freudianism, which believe that the behavior of a person is driven by biological forces, and its meaning lies in defusing the tension they create and adapting to the environment) as the main motivational factor. Genuine self-actualization presupposes the presence of favorable social historical conditions.
Maslow: Self-actualization as an ability may be present in most people, but only in a small minority it is to some extent accomplished. Such people - self-actualizing personalities - being an example of normal development, fully embody the human essence.
At the level of a person, A. Maslow defines self-actualization "as such a development of a personality that frees a person from a deficit of growth problems and from neurotic (or infantile, or imaginary, or" unnecessary "or" unreal ") problems of life. So that he can turn to the "real" problems of life (essentially and ultimately human problems, unremovable "existential" problems that have no final solution) - and not only to address, but also to resist them, and take on them. That is, self-actualization is not the absence problems, but moving from transient or fake problems to real problems"
Self-actualizing personality(from lat. actualis - active).
In the development of an individual, after satisfying his basic needs (physiological, security, belonging, respect), it becomes possible to reach a new level of development, the level of self-actualization. The following qualities are characteristic of a self-actualizing personality: - a better perception of reality; - better acceptance of oneself, others, the world around; - increase in spontaneity of behavior; - the ability to focus on the problem; - emotional independence, rich inner life; - autonomy and ability to resist social pressure; - maturity of feelings; - experience of transpersonal experiences; - a better understanding of a person as a person (outside of social clichés); - improvement of interpersonal relationships; - democratic features in their own character; - increased creativity; - a more objective rating system.
The process of self-actualization of a person should be considered and described "from within" a person's life, from his point of view, as a definite, conscious choice of life goals and ways to achieve them. And it is seen from this point as a certain sequence of episodes, situations, in each of which "I" encounter certain problems, accept the challenge, and, making my own efforts, as I solve problems, I improve, develop, consciously choose even more difficult ones for myself ( but corresponding to my strengths and capabilities, my "self") realistic problems. Or I degrade, not accepting challenges, refusing to apply my own efforts in solving problems or choosing those that do not correspond to my strengths and capabilities, my "self". In this case, not finding a timely solution, the “I” also inevitably comes as a result of a collision with more difficult problems, but of a different, “neurotic” quality, the solution of which will be forced, will narrow the possibilities of my self-determination, will require psychological, social or medical assistance. . Maslow emphasizes that the choice in favor of growth, in the direction of self-actualization, must be made by a person in every situation of choice.
A person's refusal to make efforts to realize his potential is fraught with the emergence of pathology: nervous or mental disorders, somatic diseases or, in the most severe case, the development of metapathology, the "coagulation" of individual abilities, involution, and degradation. The absence in a particular region, country, community of conditions for self-actualization of a person leads to phenomena of stagnation, social and economic crisis. The conduct by the power elites of a policy aimed at preventing the processes of self-actualization is fraught with anti-social manifestations of extremism and terrorism. The growth of involutionary tendencies, the involvement of large groups of people in the processes of involution, the marginalization of individual regions and countries are fraught with a serious threat to the development of civilization and culture as a whole.
We can talk about self-actualization in the broad sense of the word at every age stage of human development. The act of self-actualization can be seen, for example, in a child's mastering a certain skill (say, riding a bicycle), in a teenager's mastering the technique of playing the guitar, in a student's mastering a certain amount of knowledge sufficient for successful admission to a university. In every case we are talking about the fact that more and more prolonged efforts of a person at some point lead to the realization: I can! I know! Quantitative changes accumulated by hard work for a long time bring a new quality that immediately manifests itself, characterizing itself in the practice of life as a certain social or personal competence. This kind of awareness, supplemented by the positive assessments of friends, examiners, adults, brings peak experiences that reflect a state of happiness.
In the strict sense of the term, self-actualization is a behavioral manifestation of the ability to self-regulate. Therefore, speaking of a child's self-actualization, we must remember that his behavioral acts are determined for the most part by unconscious motives, but are regulated by basic emotions directly related to the satisfaction of biological needs, and external factors control. The lower age limit of the possible observation of full-fledged acts of self-actualization refers to adolescence and is associated with (1) the acquisition of a conceptual level of thinking by a teenager; (2) the presence of a certain maturity of central inhibition mechanisms; (3) the experience accumulated in the previous period of development in the positive solution of situationally determined problems; (4) the presence of a tendency towards self-development in the motivational sphere. In this case, it is possible, but not inevitable, for a teenager to move from fantasizing, dreams, and play motives that dominate in childhood to drawing up realistic life plans and attempts to implement them through multi-step strategies and self-regulation. It is in these first attempts at self-actualization that the "docking" and coordination of the motivational sphere, the mechanisms of cognitive analysis and the volitional aspects necessary for the fulfillment of the plan take place. Successes in attempts of self-actualization allow a teenager to form a hierarchical structure of motives, to acquire higher forms of emotions and personal meanings.
Self-realization
Let us clarify the relationship between the concepts of self-actualization and self-realization. Realization, in the interpretation of the Oxford Dictionary of Modern English for Students (1984), is, first of all, awareness, mental (cognitive) activity. Actualization (actualization) - has the meaning of activity as a process, a waste of energy (from the Latin root actus - an act), which has a material result. The concept of "self-realization" thus means the mental, cognitive aspect of activity, theoretical activity, work on the inner plane. Self-realization is manifested in the construction and adjustment, restructuring of the "concept of I", including the "ideal I", pictures of the world and life plan, awareness of the results of previous activities (formation of the concept of the past). Self-actualization and self-realization thus turn out to be two inseparable sides of one process, the process of development and growth, the result of which is a person who has revealed and used his human potential to the maximum, a self-actualized personality.
The act of self-actualization is a certain finite number of actions performed by the subject on the basis of the goals consciously set in the course of self-realization and the developed strategy for achieving them. Each act of self-actualization ends with a specific emotional reaction - a "peak experience", positive in case of success, and negative (pain, disappointment) in case of failure.
Personalization
Personalization (from Latin persona - personality) is a process as a result of which the subject receives an ideal representation in the life of other people and can act in public life as a person. The essence of personalization lies in the effective transformations of the intellectual and affective-need sphere of the personality of another person, which occur as a result of the activity of the individual. The concept of personalization in this sense was introduced by V. A. Petrovsky. The need for personalization (the need to be a person) is not always realized the deep basis of many forms of communication between people (altruism, affiliation, the desire for self-determination and social recognition, etc.). The only effective way to satisfy the need for personalization is activity, since it is through his activity that a person continues himself in other people, transmits his individuality to others. The ability to personalization is a set of individual psychological characteristics of a person that allow him to carry out socially significant acts that transform other people. The ability to personalization is provided by the richness of the individuality of the subject, the variety of means by which he can exercise a personalizing effect in communication and activity. In many experimental studies, it was revealed that the personalization of the subject occurs under the condition of its significance for another, reference and emotional attractiveness. Under other conditions, there is no personalization. It has been experimentally shown that a full-fledged and socially positive manifestation of the ability to personalization is found in communities of such a type as a collective, while in groups of a low level of personalization of one person (leader) it can be the cause of depersonalization of other people.
(from lat. persona - personality) - a process, as a result of which the subject receives an ideal representation in the life of other people and can act in public life as a person. The essence of P. lies in the effective transformation of the intellectual and affective-need sphere of the personality of another person, to-rye occur as a result of the activity of the individual. The concept of P. in this sense was introduced by V.A. Petrovsky. The need for P. (the need to be a person) is not always realized the deep basis of many forms of communication between people (altruism, affiliation, the desire for self-determination and social recognition, etc.). The only effective way to satisfy the need for P. is activity, since it is through his activity that a person continues himself in other people, transmits his individuality to others. The ability to P. is a combination of individual psychological characteristics of a person, which allow him to carry out socially significant acts that transform other people. The ability to P. is provided by the richness of the individuality of the subject, a variety of means, with the help of which he can carry out a personalizing effect in communication and activity. In many experimental work it was revealed that the P. of the subject occurs under the condition of its significance for another, reference and emotional attractiveness. Under other conditions P. is absent. It has been experimentally shown (see the principle of reflected subjectivity) that a full-fledged and socially positive manifestation of the ability to P. is found in communities of this type, such as a team, while in groups of a low level of development of P. one person (leader) can be the cause of depersonalization of other people .
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