the ability to make socially significant transformations in the world based on the appropriation of the wealth of material and spiritual culture, manifested in creativity, acts of will, communication.
Excellent definition
Personal activity
from lat. activus - active) - an active attitude of the individual to the world, the ability to make socially significant transformations of the material and spiritual environment based on the development of historical experience humanity; manifests itself in creative activity, acts of will, communication. Formed under the influence of environment and upbringing. A.L. – type of social and mental activity: the intensity of a person’s focus on a specific activity, most clearly manifested in character. Trans-situational (non-adaptive) activity is a person’s ability to rise above the level of situational requirements, set goals that are redundant from the point of view of the main task, overcoming external and internal limitations of activity; presupposes the existence of motivation, the essence of which lies in the very attractiveness of actions with an uncertain outcome. A person knows that the choice he is about to make will be paid for, perhaps with disappointment or failure, but this does not repel, but even more stimulates him to action. Intensively developed by psychologist V.A. Petrovsky. A.N. appears in the phenomena of creativity, cognitive (intellectual) activity, “disinterested” risk, and excess activity. In the process of education, it is necessary to stimulate such activity in children and adolescents and encourage its manifestation. Cognitive activity – active state personality, which is characterized by the desire to learn, mental stress and the manifestation of volitional efforts in the process of acquiring knowledge. A.P. - view mental activity, manifested in animals in the form of an orienting reflex, and in humans, in addition, in the forms involuntary attention, curiosity, inquisitiveness, creativity. The physiological basis of A. is the discrepancy between the current situation and past experience. There are three levels of AP. – reproducing, interpreting, creative. Social activity is a person’s active attitude to the life of society, in which he acts as an initiative bearer and guide or destroyer of the norms, principles and ideals of this society or a certain class; complex moral and volitional quality of personality. It assumes an interest in social work and organizational skills, responsibility in carrying out assignments, initiative, diligence, self-demandingness and a willingness to help others when performing public tasks. Social activity is a generic concept relative to specific ones: socio-political, labor, cognitive, etc. It is implemented in the form of social useful actions, under the influence of motives and incentives based on social significant needs. Subject – carrier A.S. is a person, social group, or other community. As a social property of a person, A.S. develops through a system of connections between a person and the environment social environment in the process of cognition, activity and communication. Being a dynamic entity, A.S. may have varying degrees of manifestation. This or that level of A.S. depends on the relationship between the social responsibilities of the individual in socially significant activities and subjective attitudes towards the activity.
Personal activity- a special type of activity or special activity, characterized by the intensification of its main characteristics (purposefulness, motivation, awareness, mastery of methods and techniques of action, emotionality), as well as the presence of such properties as initiative and situational awareness. In praxeology, the activity of a person (subject of a relationship) is the transmission of a signal to the subject of a relationship (object of influence) in the interdependence of establishing (perceiving) a norm.
Approaches to defining the concept of personal activity
The term activity is widely used in various fields of science, both independently and as an additional term in various combinations. Moreover, in some cases it has become so familiar that independent concepts have formed. For example, such as: active person, active life position, active learning, activist, active element of the system. The concept of activity has acquired such a broad meaning that, with a more careful approach, its use requires clarification.
The Russian language dictionary gives a commonly used definition of “active” as active, energetic, developing. In literature and everyday speech, the concept of “activity” is often used as a synonym for the concept of “activity”. In a physiological sense, the concept of “activity” is traditionally considered as a universal characteristic of living beings, their own dynamics. As a source of transformation or maintenance of vital connections with the outside world. How is the property of living organisms to respond to external stimuli. In this case, activity is correlated with activity, revealing itself as its dynamic condition, as a property of its own movement. In living beings, activity changes in accordance with evolutionary development processes. Human activity becomes special meaning How most important quality personality, as the ability to change the surrounding reality in accordance with one’s own needs, views, goals. (A.V. Petrovsky, M.G. Yaroshevsky, 1990).
Great importance is attached to the “principle of activity”. N.A. Bernstein (), introducing this principle into psychology, represented its essence in postulating the determining role of the internal program in the acts of vital activity of the organism. In human actions, there are unconditioned reflexes, when movement is directly caused by an external stimulus, but this is, as it were, a degenerate case of activity. In all other cases, the external stimulus only triggers the decision-making program, and the movement itself is to one degree or another connected with internal program person. In the case of complete dependence on it, we are dealing with so-called “voluntary” acts, when the initiative to begin and the content of the movement are set from within the body.
Based on the analysis of specialists’ positions, a number of common essential signs of personality activity are identified. These include ideas about activity as:
- form of activity, indicating the essential unity of the concepts of activity and activity;
- activity for which a person has developed his own internal attitude, which reflects a person’s individual experience;
- personally significant activity: a form of self-expression, self-affirmation of a person on the one hand and about a person as a product of active and proactive interaction with the surrounding social environment - on the other;
- activities aimed at transforming the world around us;
- as a person, personal education, manifested in internal readiness to purposeful interaction with the environment, to self-activity based on the needs and interests of the individual, characterized by the desire and desire to act, purposefulness and perseverance, energy and initiative.
The idea of activity as a form of activity allows us to assert that the main components of activity should be inherent in activity (V.N. Kruglikov, 1998). In psychology, these include: purpose or focus, motivation, methods and techniques by which activities are carried out, as well as awareness and emotions. Speaking about a goal, it is meant that any activity is carried out for something, that is, that it is aimed at achieving a certain goal, which is interpreted as a conscious image of the desired result and is determined by the motivation of the subject of the activity. A person, being under the influence of a complex of external and internal motives, chooses the main one, which turns into the goal of activity aimed at achieving it. Therefore, the goal can also be considered as the main conscious motive. From here it becomes clear that productive activity is motivated and conscious character. However, not all motives, unlike goals, are realized by a person. This does not mean, however, that unconscious motives are not represented in human consciousness. They appear, but in a special form, in the form of emotions, as an element of the emotional component of activity. Emotions arise about events or the results of actions that are associated with motives. In activity theory, emotions are defined as a reflection of the relationship between the result of an activity and its motive. In addition, they act as one of the evaluative criteria for choosing a course of action. Methods and techniques act as an element of activity, but not simply as a means for carrying out an action to which movements adapt, but as an element of the action scheme, as a tool that enriches the latter with an orientation towards individual properties item-tool. When defining activity as a special form of activity, it is necessary to be aware of its differences and its features. As distinctive features, it is proposed to consider the intensification of the main characteristics of activity, as well as the presence of two additional properties: initiative and situationality.
Intensification reflects the fact that in all characteristics of activity elements of qualitative and quantitative assessments are clearly visible. There is an increase in the severity and intensity of its components, namely increased awareness, subjectivity, personal significance goals, there is a higher level of motivation and mastery of the subject in methods and techniques of activity, increased emotional coloring.
Initiative is understood as initiative, internal motivation for activity, enterprise and their manifestation in human activity. It is obvious that initiative is closely related and acts as a manifestation of motivation, the degree of personal significance of an activity for a person, is a manifestation of the principle of activity, indicating the internal involvement of the subject in the process of activity, the leading role of the internal plan in it. It testifies to the strong-willed, creative and psychophysical abilities of the individual. Thus, it acts as an integrative indicator of correlation personal characteristics and activity requirements.
The situational nature of activity can be considered as a characteristic indicating the transition of activity to a different quality - the quality of activity in the case when efforts aimed at achieving a goal exceed the normal level of activity and are necessary to achieve it. In this case, the level of activity can be considered from two positions - external in relation to the subject and internal. In the first case, activity can correspond to a normatively defined goal or exceed it. To characterize such activity, the concepts of “supra-situational” and “super-normative activity” are used, which is understood as the ability of the subject to rise above the level of the requirements of the situation or, accordingly, the normative requirements officially presented by society. In the second case, activity is considered from the point of view of the subject and is correlated with an internally determined goal that corresponds not to external, socially determined, but to his personal internal purposes. For an individual, activity is always “normative”, since it corresponds to the set goal, if it is achieved, the activity loses its energy basis - motivation and obviously cannot develop to the level of supra-situationalism. An activity that did not allow the subject to achieve the set goal is traditionally considered insufficiently active or “passive”, that is, in principle, cannot be called activity.
The level of activity, its duration, stability and other indicators depend on the consistency and optimal combinations of different components: emotional, motivational, etc. In connection with this, depending on the way the mental and personal levels of activity are connected, it can acquire an optimal or suboptimal character. For example, you can maintain a certain level of activity in two ways: by overexerting all your strength, which leads to fatigue and a drop in activity, and through emotional and motivational reinforcement. It is these two approaches, for example, that distinguish traditional education in higher school, based on lectures and innovative forms of teaching based on active learning methods
Activity is an integral property and state of any living organism, including humans. Without activity, a person cannot exist either as a biological being or as a member of society. The activity category is the basis scientific knowledge about the psyche, mental development, cognitive and creative possibilities personality.
The study of the nature, mechanisms of origin, development and manifestation of human activity is extremely important in order to find effective means and ways to promote the formation of individual activity aimed at improving one’s own well-being and the well-being of society. Modern performance about the nature, sources, forms and types, content and mechanisms, the formation and manifestations of human activity is formed on the basis of an analysis of the results of theoretical and experimental research problems of behavior, activity, communication, cognition, actions and their motivation.
Psychological problems of human activity concerned the work of many domestic psychologists different times. However, the foundations of a modern understanding of the nature of human activity are laid primarily in the works of M.Ya. Basova, L.S. Vygotsky, S.L. Rubinshteina, D.N. Uznadze. At M.Ya. Basov's person acts as an active figure in the environment. L.S. Vygotsky (1960), developing the idea of individual activity, considers the influence of the historical experience of mankind, concentrated in signs, on the formation of human activity. S.L. Rubinstein (1934) formulated the principle of the unity of consciousness and activity. He viewed activity as a human-specific form of activity. In the attitude theory developed by D.N. Uznadze (1961), based on consideration of the development of the subject’s attitude, the patterns of mental activity are analyzed.
The work of N.A. is devoted to the problem of the psychophysiological nature of activity. Bernstein, P.K. Anokhina, A.R. Luria and a number of other scientists. The social nature of activity greatest attention is given in the works of B.F. Lomova, K.A. Abulkhanova-Slavskaya, E.V. Shorokhova.
The problem of activity has not lost its relevance and practical significance for many years. Also A.N. Leontyev wrote in one of his latest publications: “Along with the problem of installation in psychological analysis Another, perhaps the most difficult, problem also opened up. This is the problem of activity phenomena that form difficult to capture experimentally, but, nevertheless, real moments human activity, elevating it above the function of direct or indirect adaptation to the existing or expected requirements of the situation. These moments constitute, as it were, an internal prerequisite for the self-propulsion of activity and its self-expression. But this problem, which we constantly encounter in living human life, remains now barely touched by experimental research, and its development to a large extent remains a matter of the future.
Activity is studied on physiological, psychophysiological, mental and social levels. This multidimensional approach to the study of activity is explained by its versatility, multi-level nature, and complexity. Essentially any psychological education personality, any physiological, psychological and social manifestations human beings are associated with the phenomenon of activity.
Domestic and foreign psychologists continue to intensively develop various aspects activity problems. The principle of human activity in domestic psychology is based on an activity approach to the study of the psyche.
In recent years, many psychologists have turned to the problem of subjectivity and subjective mental activity (A.V. Brushlinsky, A.K. Osnitsky, V.A. Petrovsky, V.I. Slobodchikov, V.O. Tatenko, V.E. Chudnovsky and etc.). A significant contribution to the study of the problem of personality activity was made by V.A. Petrovsky. He developed the concept of non-adaptive (supra-situational) activity and the related concept of personalization. Especially a lot of theoretical and experimental research is carried out on the psychophysiology of self-regulation of behavior, activity in general, activity (M.V. Bodunov, E.A. Golubeva, A.I. Krupnoe, V.M. Rusalov, etc.).
Activity is the subject’s constant resolution of the problems of his life, even in the absence of pronounced forms of action and behavior. Space activity - passivity exists as a field struggle of motives, choosing forms of action, affirming principles, etc., where passivity occupies an important place in the development of the subject’s position. Activity/passivity is a complexly structured state, inherent in different forms to each individual. Therefore, it is very important to distinguish different types, levels and forms of manifestation of activity.
When considering human activity, its most different levels and types are identified and analyzed:
- physiological (Vladimir Bekhterev, Ivan Pavlov, I.M. Sechenii, L.A. Ukhtomsky, etc.);
- psychophysiological (K. Anokhin, N.A. Bernshtein, M.V. Vodunov, E.A. Golubeva, A.I. Krupnoe, A.R. Luria, V.D. Nebylitsyn);
- mental (Mikhail Basov, Lev Vygotsky, Alexey Leontiev, V.N. Myasishchev, Sergei Rubinstein, Dmitry Uznadze, etc.);
- social (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, B.F. Pomov, E.V. Shorokhova, etc.);
- subjective (V.A. Petrovsky, V.I. Slobodchikov, V.O. Tatenko, V.E. Chudnovsky).
So, Ananyev B.G. identified three main forms of human activity: cognition, work and communication, which manifest themselves in the process of life in connection with the solution of certain problems, in specific actions.
How special shape activity, technical and scientific creativity stands out, considered by many researchers (E.S. Chugunova, E.S. Kuzmin, A.L. Zhuravlev, A.I. Kitov, B.F. Lomov, etc.).
Forms of activity also include: reflection and behavior (V.I. Sekun); value-oriented, transformative, creative, communicative, artistic (M.S. Kagan); Practical, cognitive (A.A. Grachev); information and communication, incentive (G.M. Andreeva, L.A. Karpenko, B.F. Lomoa)
According to D.N. Uznadze, forms of activity form a certain hierarchy:
Individual activity - communication, consumption, satisfaction of curiosity, play;
The subject's activity is satisfying aesthetic needs, entertainment, caring for others and oneself, fulfilling social requirements;
Personal activity - artistic creativity, mental and physical sports, service labor, social activity.
A.V. Brushlinsky calls all the above forms types of activity, complementing them with contemplation. Moreover, in modern psychological literature human activity is divided into voluntary and involuntary forms of its manifestation.
2. Factors that determine the activity of a person.
Typology of personality activity
In the studies of K.A. Abulkhanova-Slavskaya identified types of activity that differ in characteristics: stability-instability, confidence-uncertainty, predominance or a combination of initiative and responsibility. At the same time, to characterize the activity of an individual, the researcher used such indicators as satisfaction - dissatisfaction (with actions), desire for success - avoidance of failure, level of aspirations.
In her opinion, activity is personal level, the method and quality of satisfying the highest value needs of an individual who seeks, creates or transforms the conditions for their satisfaction in accordance with the positions of the individual, his values and the requirements placed on him. “Activity is a way of expressing the needs of the individual, in which the individual’s ideas about his abilities and capabilities are already integrated. Here the individual formulates his “right” to need satisfaction, which is expressed in a certain level of claims.
Based on this understanding of activity, the researcher believes that it is not universal, but individualized and typological in nature. Unified structures and tendencies of activity develop into certain variants, which we call types. Some individuals rely primarily on external socio-psychological supports, others primarily on internal ones, others connect in an optimal or contradictory way, etc. The former are regulated by imitation mechanisms, are suggestible, and act in an adaptive way, the latter rely on their own criteria, are self-regulatory, confident in their actions, autonomous in their decisions, etc. Specified typology, in addition to aspirations and self-regulation (the nature of external and internal supports that determine the degree of autonomy of self-regulation mechanisms), includes satisfaction, that is, the attitude towards the result.
So, K.A Abulkhanova-Slavskaya, in her study of personality activity, revealed and substantiated Various types individuals who differ in the nature of their manifestation of activity, determined by the researcher according to the relationship between manifestations of initiative and responsibility:
I. Harmonic type. This includes people for whom the connection between initiative and responsibility turned out to be the most optimal. Persons of this type When putting forward an initiative, they took responsibility for its implementation. The plans for implementing the initiative were problematic and constructive.
II. Productive type. This includes people who, when putting forward a problematic initiative to solve a problem, did not see themselves as executors of the initiative, but due to their passion they took responsibility.
III. A reflexive type, whose representatives had hyper-responsibility, increased control, and self-criticism. But these qualities weakened the initiative. As a result, people of this type showed lack of independence, seeking outside support.
IV. Performing type, which includes persons who take responsibility for solving a task, but do not show independence at the execution stage. At the same time, they resort to instructions or imitation, extinguishing their initiative.
V. Functional type personality, which is characterized by the fact that people do not take responsibility, however, focusing on the socio-psychological environment and using ready-made methods of performing tasks, without showing independence, they are active in implementing a ready-made solution, that is, they show productivity.
VI. The contemplative type, which includes people who put forward complex constructive initiatives, but do not take responsibility for their implementation, and do not show independence. Persons of this type are distinguished by their desire to express themselves. The manifestation of one’s own “I” extinguishes the possibility of implementing the initiatives put forward.
Thus, initiative, responsibility and various shapes their connections act as different ways of modeling the space of activity (problem- or personality-constructive) with the predominant use of internal or socio-psychological criteria, supports, etc. The highest level of activity is manifested with a harmonious and productive combination of initiative and responsibility while maintaining personal autonomy.
V.A. Petrovsky justified special type manifestations of the subject’s activity - supra-situational activity, which “characterizes the tendency of the subject to act above the threshold of external or internal situational necessity, to go beyond the framework of the initial situation...”.
Defining the described cases of exiting a situation as phenomena of supra-situational activity, V.A. Petrovsky identifies two levels:
1) as a phenomenon of “super-situationalism,” that is, the redundancy of the subject’s actions in relation to those requirements of the situation that determine the criteria for the effectiveness of his behavior and are accepted by him as the initial ones;
2) supra-situational activity can act at the level of “counter-situationalism”. “This is a case when a subject acts contrary to impulses that limit the possibilities of his free development... Any counter-situational action is super-situational (redundant), but, of course, not every action performed above the threshold of situational necessity is an action aimed at overcoming situational restrictions.. It is in the case of counter-situation that we speak about the fact of a pronounced discrepancy between the processes of implementation of activity at a given level and the processes of development of activity, in other words, the fact of the isolation of the moment of activity into an independent moment of movement...”
The main feature of the phenomena of supra-situational activity is that “the subject, acting in the direction of realizing the initial requirements of the situation, goes beyond the boundaries of these requirements; moments of activity appear as if separately in the facts of the subject’s “exit” beyond the scope of the situation.”
So it doesn't currently exist common approach to the differentiation of activity, both in determining its essence and in approaches to typology. In some cases, forms are distinguished based on the same characteristics, in others - types, in others - types or levels of activity. That is, there is no clear hierarchy of divisions and relationships between forms, types, types, levels of activity, which leads to mobility and instability of the existing classification of activity.
Literature:
1. Leontyev D.A. Essays on personality psychologists: Proc. manual for university students: 2nd ed. - M.: Smysl, 1997.
2. Vodopyanova N.E., Stein M.V. Assessment of optimism and personality activity // Workshop on health psychology / Ed. G.S. Nikiforova. – St. Petersburg, 2005.
3. Koverzneva I. A. Psychology of activity and behavior. Mn., 2010
Modern education is experiencing an era of rethinking its foundations with the aim of further self-organization. In this regard, it becomes topical issue about a possible change in the position of the student as a subject of learning. How active a subject of intellectual activity can a schoolchild be? After all, activity is a necessary condition for successful learning.
In psychology, activity is considered as one of the most important categories characterizing the active state of a person; a comprehensive characteristic of life, determined by innate needs acquired in ontogenesis and in the process of socialization of the individual. Activity is always aimed at eliminating or internal contradictions organism, or contradictions between the organism and the environment, between the subject and the environment, between the individual and the social environment. It manifests itself inside the body in the form of physiological, neurophysiological, mental processes, and outside the body - in the form of reactions, actions, behavioral acts, behavior, activity, communication, cognition, contemplation at the individual-subjective, individual-personal levels. The elimination of contradictions occurs either with a change in the subject himself or with a transformation of the environment.
Such a comprehensive definition outlines a fairly wide field of phenomena. Nevertheless, in relation to teaching, it should reveal the creation of such mechanisms that could, in turn, provide the conditions for the formation of the intellectual activity of students.
Studying the main approaches to education, we can identify those that take into account the activity of the subject of learning. These include approaches presented within the framework of the theories and concepts of M. N. Berulava, V. N. Marov and others, M. A. Kholodnaya, I. S. Yakimanskaya, R. Barth, A. Maslow, P. Nash, C. Patterson.
So, methodological features humanistic education is closely related to the views of the American researcher A. Maslow.
The theory of A. Maslow is based on the position of the initially given essence of a person, inherent in him from the moment of birth, as if in a “collapsed form”. In this case, the person is somehow subject to it and therefore does not have complete free will. Thus, the scientist came up with the idea of the primacy of the individual in relation to society, considering the main purpose of a person to be “the discovery of his identity, his true self.”
Forming a neo-humanistic teaching strategy, A. Maslow puts forward a number of fundamental principles: important provisions. Thus, the scientist says that “complete, healthy, normal and desirable development consists in the actualization of nature, in the realization of its potential capabilities and in its development to the level of maturity along the paths dictated by this hidden, poorly discernible basic nature. Its actualization should be ensured by growth from within, rather than formation from without.”
Education must be humanistic in the sense that it most fully and adequately corresponds to the true nature human personality. Thus, the main task is to “help a person discover what is already inherent in him, and not to teach him,” casting “into a certain form, invented by someone in advance” a priori.”
As a result of this approach to educational learning process, directed "from the outside" by society, must give way to teaching directed "from within." It is the teaching, guided by the individual himself, that opens up the most favorable conditions for self-realization.
The value of A. Maslow’s conceptual approaches in educational psychology is very great. Psychologists and educators in this area call for the creation in schools of conditions “for self-knowledge and support for the unique development of everyone” in accordance with their inherited nature.
The function of teaching in this case means creating the necessary conditions for the child to realize his natural potential for self-actualization of his “I.”
The child acts as an active subject of educational activities. In this case, the basis of personality activity, and in particular intellectual activity, its primary determinants are recognized as internal, immanent inherent in man structures of certain aspirations and motivations. Various levels A. Maslow associates manifestations of human activity with the hierarchy of needs. The system of needs, according to A. Maslow, is the main source of personality activity.
Motivating the need for knowledge, maintaining curiosity gives birth to, in turn, emotionally charged intellectual activity of the child.
Creating conditions for this may be one of the tasks of reforming modern education.
Supporters of the anthropological concept of humanistic education defend the human right to autonomy in their own development. These ideas practical psychologists and teachers implement in numerous alternative schools.
When studying the nature of intelligence and its activation in the context spiritual world human theorists of the humanistic school take into account its complexity and “multifactoriality,” as well as the motivational sphere of the individual. Representatives of this school are against systematic training, believing that this constrains the initiative of the student and teacher. The main goal of the educational process in this case shifts to giving the school scope for a wide range of educational courses that were not previously studied in a traditional school.
One of the leaders of the phenomenological direction, R. Barth, believes that every teacher should receive real opportunity“discover, develop, improve and apply uniquely idiosyncretic approaches to learning.” According to R. Barth, “there is very little evidence that one style, method or philosophy of teaching is better than any other. If pluralism is intended to be both political and pedagogical advantage, then schools must become a form where a wide variety of ideas can be developed, studied and questioned. pedagogical ideas and methods".
In this regard, M. Wertheimer completely agrees with R. Barth, who believed that in an environment that does not postulate strict standards, a child can think productively.
The variety of forms and methods used in the school indicate the effectiveness of its development.
Humanization and democratization, system differentiation and individual approach, which have proven themselves to be necessary at the present time, are reflected in pedagogical techniques and ideas of modern school.
One of the leading theorists of humanistic education, S. Patterson, believes that “the meaning of knowledge lies in the student, and not in the content.” academic subject“, accordingly, the student “discovers this meaning for himself, and only then relates it to the content.”
The formation of mental abilities is possible, of course, only in the course of mastering knowledge, but the connection between both is far from clear-cut. In addition, not every acquisition of knowledge and not in all cases gives the same effect in the development of intelligence.
Training should not, of course, be limited to learning, skills and abilities. In this process, cognitive abilities must develop, students must acquire the ability to have a conscious, creative attitude towards acquiring knowledge, and become intellectually proactive and active.
In the traditions of Russian psychological and pedagogical science, a gap is excluded between the two sides of the single task of learning - mastering knowledge and developing mental abilities. Any stage of assimilation is vital necessary knowledge should lead to the development of mental abilities and thereby create new opportunities for further assimilation and application of knowledge.
The American scientist S. Rogers put forward the concept of “freedom of learning,” when the content of an academic subject is perceived by each student through the prism of “direct relation to his own concerns, interests and goals.” This provision is fully consistent with Russian approaches that consider personal experience subject as a necessary condition for the realization of the student’s intellectual capabilities and his success in learning.
Proponents of a humanistic approach to education widely popularize open learning.
Thus, according to Charles Rathbone, the main principles of open learning are, firstly, that each child is considered as an autonomous “self-actualizing individual”; secondly, there is no such knowledge that every child must master, since the significance of any knowledge is determined subjective perception.
One of the main theorists of open learning, G. Koll, talks about creating a flexible learning environment that is “open, natural and trusting”, but at the same time has “consistency and firmness”. With such “open” teaching, the teacher must abandon the traditional role of an authoritarian controller. In this case, the teacher is a self-actualizing person who openly expresses his feelings about the behavior of students and the progress of educational process.
Within the framework of humanistic education, Charles Rathbone identifies six main aspects that determine functional role“didactic coordinates”, these include: 1) the importance of “active learning” and the acquisition by students of direct and valuable cognitive experience for them; 2) “personalized” knowledge as the only significant product training; 3) its focus on children’s mastery of learning, educational and cognitive activities, along with an emphasis on their individual needs as a condition for the development of independence, the ability to rely on their own strengths; 4) the role of the teacher as a “source of knowledge”; 5) an atmosphere of openness and mutual trust in class; 6) respect for the child’s inalienable right to care and attention.
It must be emphasized that foreign school reformers strive to highlight precisely the “personological aspect” of humanistic education. This aspect may also be a priority in the conditions of Russian education.
A prominent figure in the humanistic movement, R. Nash, defines the basic idea of the “humanistic perspective.” In his writings, the scientist says that “the basic humanistic assumption is that people are free beings. But not in the sense that human behavior is causeless, arbitrary or uncontrollable. This also does not mean that people are not influenced by their environment, their life history or experiences. Rather, it means something else: that they can make their own meaningful choices, formulate their goals, become the initiators of certain actions and deeds, and in one way or another regulate the course of their own lives.
In general, the humanistic education program, aimed at activating the student’s personality, contains a number of psychologically substantiated provisions. Among the most rational ones we can highlight: 1. School program characterized by an emotionally stimulating learning environment. At the same time, special importance is attached to students’ initiative in cognitive activity, as well as interdisciplinary approaches in relation to “human needs,” as well as self-regulation and “freedom with a sense of responsibility.” 2. Learning should take place in a positive environment, in an atmosphere of warmth, emotional sincerity, mutual acceptance, and the absence of biased judgments and threats from the teacher. A necessary condition are in this case the establishment of constructive interpersonal relationships in the classroom, and mutual respect and trust between teachers and students. 3. The educational process is structured by the teacher and students on a “solidary basis,” that is, in such a way that there is mutual agreement regarding its intended goals. 4. The teacher cannot act in the thankless role of “controller”, dominating the educational process. He acts with the mission of a consultant and a valuable “source of knowledge” who is always ready to help in word and deed. 5. Each student gets a real opportunity to choose “cognitive alternatives”, and the teacher, without defining the goals of the lesson in advance, encourages children to self-realization in one form or another, depending on current level development. 6. The main criterion of the educational program is its capabilities in terms of maximum potential and stimulation of the individual’s creative abilities. The essence of the learning process is accumulation subjective experience knowledge that permeates human life, enriching it with more and more new facets and meaningful elements. 7. In principle, the teacher does not evaluate academic performance; in any case, he does not use evaluations as a form of pressure on students, since this neuroticizes the individual. He also refrains from critical judgments, unless the students themselves ask for it. Problems of the cognitive process and methods of assessing it are discussed jointly by the teacher and students. This agreement is necessary to maintain a positive classroom environment.
According to A. Combs, the new humanism in education is “a systematic, conscious attempt to put into practice all the best that we know about the nature of people and their ability to learn.”
The scientist proves the viability of humanistic trends in education, putting forward the following arguments: 1) the interdependence of people in an increasingly complex high-tech civilization makes it “human problems” that are urgent; 2) the future more and more urgently requires that educational processes be directed primarily at “ inner life» students, how it manifests itself in the shared value orientations, self-esteem and emotions; 3) teaching is nothing more than a “deeply human, personal, affective process,” and precisely humanistic education should come to the fore.
Taking into account the main arguments of A. Combs, it should be noted that their implementation will allow taking into account the personal experience of the subject in the context of education. However, what can serve as an indicator of the effectiveness of such an educational process?
Russian psychologist M.A. Kholodnaya believes that, probably, in the formation of criteria for assessing the effectiveness of the educational process, along with knowledge, skills and abilities (KUN), the concept “KITSU” introduced by her (competence, initiative, creativity, self-regulation, uniqueness) should also be taken into account mentality). KITSU is a specific system of indicators of individual intellectual development. In this case: 1) K - intellectual competence as a special type of knowledge organization, providing the possibility of accepting effective solutions in a certain subject area; 2) I - intellectual initiative as a desire to independently, by one’s own urge, find new information, put forward certain ideas, master other areas of activity; 3) T - intellectual creativity as the process of creating a subjectively new one, based on the ability to generate original ideas and use non-standard methods activities; 4) C - intellectual self-regulation as the ability to voluntarily manage one’s own intellectual activity and, most importantly, purposefully build the process of self-learning; 5) U - uniqueness of mentality as individually unique ways of intellectual attitude to what is happening, including individualized forms of mutual compensation of weak and strengths their intelligence, the expression of cognitive styles, the formation of individual intellectual preferences, etc. .
Thus, KITSU are those characteristics of the intellectual sphere of an individual, by the presence of which one can judge the degree of effectiveness of school education.
M. A. Kholodnaya considered the issue of intellectual education in the conditions of modern school education. The essence of the intellectual education of M. A. Kholodnaya can be presented in a number of the following provisions: 1) every child is a bearer of mental experience; 2) the addressee of pedagogical influences in the conditions of school education are the features of the composition and structure of individual mental experience; 3) the mechanisms of intellectual development of the individual are associated with processes occurring in the space of individual mental experience and characterizing its restructuring and enrichment, which results in the growth of individual intellectual abilities; 4) each child has his own range of possible growth of intellectual powers, and the teacher’s task is to provide necessary assistance means of individualizing the child’s educational and extracurricular activities; 5) the criterion for the effectiveness of the educational process, along with ZUN (knowledge, abilities, skills) is associated with a measure of the severity of the main indicators of the level of intellectual development of an individual in the form of KITSU.
It seems quite likely that such an approach will be implemented within the framework of teaching rhetoric to schoolchildren in order to activate their intellectual capabilities.
Aristotle defined rhetoric as “the ability to find possible ways beliefs regarding a given subject." Rhetoric - a new training course in modern school. Teaching rhetoric allows students not only to acquire knowledge of the structure of speech, but also the skills of the art of classical speech and “speaking.”
Research by Russian and foreign scientists, among whom are the works of L. A., L. G. Pavlova, Ch. Daletsky, H. Lemmerman, V. N. Marov, D. Kh. Vaganova, T. M. Zybina, Yu. Vinkova, V.V. Sokolova, are of interest in the field of development of rhetoric in modern school.
Thus, V. N. Marov, D. Kh. Vaganova, T. M. Zybina, Yu. V. Vinkov offer an original concept of rhetoric pedagogical communication, continuing the traditions of classical rhetoric and the latest rhetorical research. Based on the empathy and activity of the subject of learning, this concept allows, based on dynamic model communication, achieve synchronization of communication phases between teacher and student. The result of encouraging students to engage in active dynamic communication is, in our opinion, intellectual activity. Activation of a student’s intellectual capabilities in a rhetoric lesson is carried out through the formation of independence and perseverance in finding arguments to convince the interlocutor, the value-semantic organization of the individual, and the sthenic emotional orientation to communication in students.
Summarizing all of the above, it should be noted that such a concept as the activity of the subject of learning is being updated in educational psychology at the present stage.
In our opinion, the need to reveal the essence of the concept of “intellectual activity”, which has been little studied and has not been properly reflected in the psychological and pedagogical literature, is quite justified.
conclusions
Nature human intelligence multifaceted and unique.
That is why there are a number of definitions of intelligence.
They tried to resolve conceptual difficulties with the help of factor analysis, which made it possible to distinguish general and special abilities.
Representatives of cognitive theory suggest that intelligence is a component that interacts with information on different stages processing where unique operations are performed.
In the traditions of Russian methodology, such an approach to understanding intelligence and its development is of interest, which connects this process with the development of ways of representing knowledge, with the differentiation or hierarchical organization of cognitive structures.
The structural-integrative approach expands the understanding of the psychology of intelligence as a child’s own mental experience.
Within the framework of the theory of intelligence, the concept of “intellectual activity” has been poorly developed, reflecting the interrelationship of intellectual, volitional and emotional components.
Intellectual activity is a concept within common problems theories of intelligence and subject activity in the learning process.
IN traditional education this approach was not feasible.
From the standpoint of a humanistic approach to learning in a modern school, an active position of the student becomes possible, which, in turn, creates conditions for the development of his intellectual activity.
In his research work We are guided by the following definition of the concept of “intellectual activity”. Intellectual activity is one of the important categories of educational psychology, characterizing active behavior aimed at initiating independence, perseverance and success in considering and solving creative problems in the learning process. Intellectual activity is based on the student’s own mental experience and is interdependent with the emotional and volitional orientation of the individual, which contributes to successful educational activities.
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PERSONAL ACTIVITY (from Latin activus - active) - an active attitude of the individual to the world, the ability to make socially significant transformations of the material and spiritual environment based on the development of the historical experience of mankind; manifests itself in creative activity, acts of will, and communication. Formed under the influence of environment and upbringing. Trans-situational activity(non-adaptive) - a person’s ability to rise above the level of situational requirements, set goals that are redundant from the point of view of the main task, overcoming external and internal limitations of activity; presupposes the existence of motivation, the essence of which lies in the very attractiveness of actions with an uncertain outcome. A person knows that the choice he is about to make will be paid for, perhaps with disappointment or failure, but this does not repel, but even more stimulates him to action. It is being intensively developed by psychologist V. A. Petrovsky. Trans-situational activity appears in the phenomena of creativity, cognitive (intellectual) activity, “disinterested” risk, and excess activity. In the process of education, it is necessary to stimulate such activity in children and adolescents and encourage its manifestation.
Cognitive activity- an active state of personality, which is characterized by the desire to learn, mental stress and the manifestation of volitional efforts in the process of mastering knowledge. The physiological basis of cognitive activity is the discrepancy between the current situation and past experience. There are three levels of cognitive activity - reproducing, interpreting, creative. Social activity is a person’s active attitude to the life of society, in which he acts as an initiative bearer and guide or destroyer of the norms, principles and ideals of this society or a certain class; complex moral and volitional quality of personality. It assumes an interest in social work and organizational skills, responsibility in carrying out assignments, initiative, diligence, self-demandingness and a willingness to help others when performing public tasks.
Social activity- a generic concept relative to specific ones: socio-political, labor, cognitive, etc. Social activity is realized in the form of socially useful actions, under the influence of motives and incentives, which are based on socially significant needs. The subject—the carrier of social activity—is a person, a social group, and other communities. As a social property of an individual, social activity develops through a system of connections between a person and the surrounding social environment in the process of cognition, activity and communication. Being a dynamic formation, social activity can have varying degrees of manifestation. This or that level of social activity depends on the relationship between the social responsibilities of the individual in socially significant activities and subjective attitudes toward the activity.
Kodzhaspirova G. M., Kodzhaspirov A. Yu. Pedagogical dictionary: For students higher and Wednesday ped. textbook establishments. - M.: Publishing center "Academy", 2001, p. 8-9.
