What factors ensure the formation of personality. Factors influencing personality formation

Vlasenko Marina

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

From one point of view, the formation and development of personality is determined by its innate qualities and abilities, and the social environment has little influence on this process. From another point of view, personality is formed and developed in the course of social experience, and the internal traits and abilities of the individual play a small role in this.

But, despite the difference in views, all psychological theories of personality agree on one thing: personality is established and the process of its formation continues throughout life.

In a broad sense, human personality is an integral integrity of biological and social elements. The biological basis of personality covers the nervous system, glandular system, metabolic processes (hunger, thirst, sexual impulse), sexual differences, anatomical features, processes of maturation and development of the body. The social “dimension” of personality is determined by the influence of the culture and structure of communities in which a person was raised and in which he participates.

So what factors influence the formation of personality?

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Regional educational and scientific conference for students

"YOUNG INITIATIVE"

Factors influencing personality formation

Performed:

Vlasenko Marina Olegovna,

11th grade student

Member of the ShNOU "Mysl"

MKOU Secondary School s. Bobrovka

Supervisor:

Volkova Tatyana Pavlovna,

history and social studies teacher

Saratov

2012

Introduction…………………………………………………………………………………

1. Factors influencing the formation of personality…………………..

2. Social factors affecting personality………………

2.1 The role of the family in the formation of personality………………………….

2.2 The influence of the team on the formation of personality………………

Conclusion…………………………………………………………………….

List of references…………………………………..

Application……………………………………………………………...

Introduction

The subject of my research is the study of factors that influence personality development in adolescence. I see the importance of this issue in the fact that it is at this stage, when a worldview is formed, that moral self-determination occurs. Under the influence of worldview, the choice of a future path and professional self-determination occurs. The problem of the meaning of life is very significant for us, teenagers, and life’s meaning orientations do not arise out of nowhere, but are prepared through the entire course of previous personal development. We can say that this is the period of formation of the personal foundation.

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

From one point of view, the formation and development of personality is determined by its innate qualities and abilities, and the social environment has little influence on this process. From another point of view, personality is formed and developed in the course of social experience, and the internal traits and abilities of the individual play a small role in this.

But, despite the difference in views, all psychological theories of personality agree on one thing: personality is established and the process of its formation continues throughout life.

In a broad sense, human personality is an integral integrity of biological and social elements. The biological basis of personality covers the nervous system, glandular system, metabolic processes (hunger, thirst, sexual impulse), sexual differences, anatomical features, processes of maturation and development of the body. The social “dimension” of personality is determined by the influence of the culture and structure of communities in which a person was raised and in which he participates.

So what factors influence the formation of personality?

1. Factors influencing the formation of personality

Personality is the social appearance of a person as a subject of social relations and actions, reflecting the totality of social roles that he plays in society. It is known that each person can act in many roles at once. In the process of fulfilling all these roles, he develops the corresponding character traits, behavior patterns, forms of reaction, ideas, beliefs, interests, inclinations, etc., which together form what we call a personality.

The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say “newborn personality.” A person becomes a person, and is not born one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment. Personality not only exists, but is also born for the first time precisely as a “knot” tied in a network of mutual relations between the factors of its formation.

Here I come to the main question of my work. So what factors influence us? And most importantly, who is the direct participant in this impact?

There are many aspects that change personality. Scientists have been studying them for a long time and come to the conclusion that the entire environment is involved in the formation of personality, right down to climate and geographical location. But the most significant factors are biological and social. I will focus my main attention on them.

Biological factors mean the transfer from parents to children of certain qualities and characteristics embedded in their genetic program. Genetics data make it possible to assert that the properties of an organism are encrypted in a kind of genetic code that stores and transmits this information about the properties of the organism.
The hereditary program of human development ensures, first of all, the continuation of the human race, as well as the development of systems that help the human body adapt to changing conditions of its existence.

Of considerable interest is the question of the inheritance of inclinations and abilities for a certain type, or rather, for an area of ​​activity. With ty, which indicates, first of all, that in education it is necessary to take into account the natural nature of a person, identifying his inclinations and abilities, determining the nature and direction of the vital forces inherent in him, the characteristics of drives, inclinations and interests.It should be noted that inclinations characterize only the most general areas of activity. They are not focused on any specific type of labor or creativity, which are always specifically historically conditioned and associated with certain types of production, art, science, and are determined by the level of their development.

Considering the question of genetic inheritance, I began to study the workE. Erikson, his theories about personality formation. I was interested in this teaching for its unconventional approach to the interpretation of genetics as something predetermined, socially inherent in every person.

E. Erikson approached the issue of personality formation from the point of view of an empirical principle; he emphasizes that there is a genetic predetermination of the stages of development.

He identified eight psychological crises in life that inevitably occur in every person.

1. Crisis of trust - mistrust (in the first year of life).

2.Autonomy and the opposite of doubt and shame (about 2-3 years).

3. Showing initiative as opposed to feelings of guilt (from 3 to 6 years)

4. Hard work as opposed to an inferiority complex (7-12 years).

5. Personal self-determination as opposed to individual dullness and conformism (12-18 years old).

6. Intimacy and sociability as opposed to personal psychological isolation (about 20 years).

7. Concern for raising the new generation as opposed to “immersion” in oneself (between 30 and 60 years).

8. Late maturity. Understanding of all life, wisdom as opposed to death and despair (from 65 years old).

Erikson understands the formation of personality as a change of stages, each of which gives a qualitative transformation of the personality.

And yet, the predominant factors in the development and formation of personality, from Erikson’s point of view, are social factors.

I consider in more detail the influence of social factors, one of which is the influence of the social environment.

It should be recognized that this factor can be considered the main one in the process of forming the personal qualities of an individual. The influence of the social environment is carried out through the process of socialization.

Socialization is the process of an individual’s assimilation of patterns of behavior and values ​​necessary for his successful functioning in a given society.. The main social institutions that influence the development and formation of a person’s personality include: the family as the main unit of society, educational institutions covering all levels of the public education system, extracurricular and cultural educational institutions,mass media of information dissemination.

Socialization can be primary, that is, occurring in primary groups, and secondary, that is, occurring in organizations and social institutions. Failure to socialize an individual to group cultural norms can lead to conflicts and social deviance.

2. Social factors affecting personality

The questions in my questionnaires (see appendix) were aimed at identifying relationships in the family, school and team, since the main thing in the upbringing and further formation of the personality of a little person is the achievement of spiritual unity, the connection between parents and child. It is also known that a child, being in interaction with a particular environment, certainly adapts to it and becomes part of it. Moreover, the more time a person spends interacting with this environment, the greater the impact it has on him. Let us consider the influence of these environments on the development and formation of personality.

2.1 The role of family in personality formation

Educational influence has a great influence on the formation of a person’s personality. Family education plays a huge role here. A person receives his first elementary information in the family, which lays the foundations of both consciousness and behavior. It is the incorrect educational position of parents that can disrupt the process of formation of the child’s personal qualities. The positive impact on the child’s personality is that no one, except the people closest to him in the family: mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and cares so much about him. And at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. For example, it is known that according to statistics, in those families where adults smoke, in 79-86% of cases children also start smoking.

In addition, a child’s own self-esteem largely depends on the favorable atmosphere in which he is located and, first of all, in the family. Positive self-esteem of abilities favors a more harmonious development of inclinations and creates a solid foundation for normal socialization in the future. Low self-esteem serves as a brake in the formation of personality and the belittlement of one’s role in society in the future. To prevent this from happening, parents must pay enough attention to their child, teach an objective assessment of reality and instill generally accepted norms in the child. Thus, according to my research, in families where insufficient attention is paid to the child, in 25% of cases he does not want to be like his parents in the future. However, for 80%, the opinion of their parents is more important and 95% are proud of their mom and dad.

But often at the age of 14–16 years, many suffer due to the lower social status of their parents than other peers, or their low material income, the inability to dress expensively and tastefully in order to feel freer and more confident. Prejudices and complexes are laid down.Downplaying the role of the family can lead to large losses, mainly of a moral nature, which can subsequently result in large costs in work and socio-political life. As the following quote says: “Parents raise, and children are raised by the family life that develops intentionally or unintentionally. Family life is so strong because its impressions are constant, ordinary, that it acts unnoticed, strengthens or poisons the human spirit, like the air by which we live.”

2.3 The influence of the team on the formation of personality

The inclusion of a person in society is carried out through various social communities: social groups, social institutions, social organizations of the system of norms and values ​​accepted in society, i.e. through culture. Because of this, a person finds himself included in many social systems, each of which has a special impact on him. A person thus becomes not only an element of the social system, but he himself represents a system that has a very complex structure.

School is the second most important social institution after family

an institution involved in the formation of a child’s personality. At school, in addition to acquiring knowledge, independence and adequacy of self-esteem are also formed. In addition to the child himself, peers, teachers and parents also participate in this process. All this forms certain and often contradictory requirements for the child’s behavior, which cause internal conflict in him and attempts to resolve it in a compromise.The results of my survey showed that 50% of the guys when asked: “Who influences you the most?” find it difficult to answer.

I consider the influence of the team on the formation of personality using the example of interaction in a study group (class), becauseIt is the years spent at school that are in many ways the defining period in the life of every person. There is an intensive assimilation of the norms and rules of the society in which the person is located.How harmonious this period will be depends on the completeness of obtaining the information necessary for the life of an adult, the breadth and depth of coverage of problems that will have to be faced in the future, and the development of correct reactions to them; identification and development of natural inclinations and abilities, selection of the optimal direction of professional activity. To analyze and characterize this period, I asked the guys a question: “Who would you most like to go on vacation with?” , 80% of respondents answered that they had an excellent class, many friends and they would not mind going somewhere with classmates, but 20% would never do that. This indicates the presence of a conflict atmosphere among adolescent peers.

Conclusion

During the theoretical analysis of the literature and the results of a survey on the topic of this work, I realized that a person is something unique, which is connected, firstly, with hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which she is located. I will present the survey results in the form of graphs. The nature of the curves shows that at the first stage (8th – 9th grade) in the process of personality formation, the role of the family and the team turns out to be approximately the same. By the end of the period, the role of the family in the formation of personality decreases against the background of the growing influence of the team. I associate this with the beginning of the periodidentifying areas of your primary interest,the foundations of a worldview are formed, their views on life and their place in life are formed.

Rice. 1.

I believe that the further sharp increase in the influence of the team, observed among older schoolchildren, is associated with the emergence of the first serious feelings and relationships for the first time in life, such ethical values ​​as mutual assistance, love and friendship, concern for mental and physical comfort, the search for harmony in relationships, the desire for mutual understanding, the search for common interests.

Speaking about the comparison of the personality formation of boys and girls, I would like to note that during the developmental period corresponding to education in grades 8–9, it proceeds approximately the same way. The period of stay in high school, marked by a sharp increase in the influence of the team, is most typical for girls. I do not associate this process with the special influence of the social environment; in my opinion, it is more related to physiological differences.

The above factors that influence the process of personality formation are only part of a huge system that affects the personality. To fully assess all the factors influencing the development of personality, a lot of effort and knowledge in this area is required. We, today's children, are adults of the 21st century. Family, school and society should help us form a civic position and first experience for active civic activity in the future.

List of used literature

1. Bozhovich L. I. Personality and its formation in childhood. – M.: Pedagogy, 1986.-381 p.

2. Dubrovina I.V. Personality formation in the transition period from adolescence to adolescence - M.: Pedagogika, 1983.-831.

3. Kamenskaya U.N. Developmental psychology and age psychology: lecture notes: PHOENIX Publishing House, 2008.-251p.

4. Lupoyadova L.Yu. School and parents. Publishing house "Teacher" Volgograd, 2006.-207p.

5. Erickson. E. Identity. Youth and crisis - M.: Flinta, 2006.-352 p.

APPLICATION

Questionnaire

"Friends as a factor in personality formation"

1. Do you have a lot of friends?

A) many b) few c) few friends, but many good acquaintances

1. Do you value communication with them?

a) I value it b) I don’t value it c) I value it, but not with everyone

1. Do your friends have a big influence on you?

a) large b) medium c) small

1. Do you always enjoy spending time with friends?

1. Can you commit an offense with friends “for company”?

a) I can b) I can’t c) I find it difficult to answer

a) always b) not always c) never

1. Can you always turn to your friends for help?

a) always can b) I can, but not always c) never

1. Are you able to give up your personal beliefs if they do not coincide with the opinions of your friends?

a) capable b) not capable c) capable from some

Questionnaire

"Family as a factor in personality formation"

1. How much time do you spend with your family?

A) a lot b) a little c) enough

1. Do you think your parents pay enough attention to you?

a) yes b) no c) difficult to answer

1. Are you proud of your parents?

a) I’m proud b) I’m only proud of my dad (mom) c) no, I’m not proud

1. Do your parents have authority in your eyes?

A) have b) do not have c) only dad (mother) has

1. Do you want to be like your father or mother in the future?

a) I want b) I don’t want c) I find it difficult to answer

1. Can you always turn to your parents for help?

a) I can always b) I can, but not always c) I can’t

1. Do you often neglect the opinions of your parents?

a) often b) not often c) never

SURVEY.

1. How do you spend your free time?

a) at home with parents b) at school in sections and clubs c) on the street with friends

1. What (who) influences you more?

a) parents b) school (teachers) c) friends

1. If you have a problem, who will you turn to first for help?

a) to parents b) to friends c) to teacher

1. Who has more authority in your eyes?

a) parents b) teachers c) friends

1. Who will you share your secret with?

a) with parents b) with friends c) with teacher

1. Who would you rather go on holiday with?

a) with parents b) with class and class. hands c) with friends

1. Whose opinion is more valuable and meaningful to you?

a) parents b) teachers c) friends

Personality formation is a process that does not end at a certain stage of human life, but always lasts. There are no two identical interpretations of the term “personality”, because it is a rather multifaceted concept. There are two radically different professional views on the phenomenon of human personality. According to one of them, personality development is influenced by a person’s natural data, which is innate. The second view evaluates personality as a social phenomenon, that is, it recognizes exclusively the influence on the personality of the social environment in which it develops.

Factors in personality formation

From the many personality theories presented by different psychologists, the main idea can be clearly identified: personality is formed on the basis of a person’s biological data and the learning process, gaining life experience and self-awareness. A person’s personality begins to form in early childhood and continues throughout life. It is influenced by a number of factors, both internal and external. Let's look at them in more detail. Internal factors are, first of all, a person’s temperament, which he receives genetically. External factors include upbringing, the environment, the social level of a person, and even the time, the century in which he lives. Let us consider in more detail the two sides of personality formation - biological and social.

It should also be noted that personality is influenced by culture and social experience of previous generations, which cannot be transmitted with genes. The significance of the biological factor in personality formation cannot be ignored. It is thanks to him that people who grow up in the same conditions become different and unique. The mother plays the most important role for the child, because he is closely connected with her, and this contact can be attributed to the biological factors influencing the formation and development of personality. In the mother's womb, the child is completely dependent on the mother.

Her mood, emotions, feelings, not to mention her lifestyle, significantly influence the baby. It is a mistake to think that a woman and her fetus are connected only by the umbilical cord. They are interconnected, this connection affects the lives of both. The simplest example: a woman who was a lot nervous and experienced negative emotions during pregnancy will have a child who is susceptible to fears and stress, nervous conditions, anxieties and even developmental pathologies, which cannot but affect the formation and development of the child’s personality.

Each newborn person begins his own journey of personality formation, during which he goes through three main stages: absorbing information about the world around him, repeating someone else’s actions and behavior patterns, and accumulating personal experience. In the prenatal period of development, the child does not get the opportunity to imitate someone, cannot have personal experience, but he can absorb information, that is, receive it with genes and as part of the mother’s body. This is why heredity, the attitude of the expectant mother to the fetus, and the woman’s lifestyle are of such great importance for the development of personality.

Socialization is entry into society, which is why it has a duration limit. The socialization of the individual begins in the first years of life, when a person masters norms and orders and begins to distinguish the roles of the people around him: parents, grandparents, educators, strangers. An important step in the beginning of socialization is the individual’s acceptance of his role in society. These are the first words: “I am a girl”, “I am a daughter”, “I am a first grader”, “I am a child”. In the future, a person must decide on his attitude to the world, his vocation, his way of life. For adolescents, an important step in socialization is choosing a future profession, and for young and mature people - creating their own family.

Socialization stops when a person completes the formation of his attitude to the world and realizes his own role in it. In fact, the socialization of an individual continues throughout life, but its main stages must be completed on time. If parents, educators and teachers miss some points in raising a child or teenager, then the young person may have difficulties in socialization. So, for example, people who were not given sex education even at an elementary level in preschool age have difficulties in determining their sexual orientation, in determining their psychological gender.

To summarize, we can say that the starting point for the development and formation of personality is the family, in which the child learns the first rules of behavior and norms of communication with society. Then the baton passes to kindergartens, schools, and universities. Sections and clubs, interest groups, and rehearsed classes are of great importance. Growing up, accepting oneself as an adult, a person learns new roles, including the roles of a spouse, parents, and specialists. In this sense, a person is influenced not only by upbringing and communication environment, but also by the media, the Internet, public opinion, culture, the political situation in the country and many other social factors.

Personality formation process

Everything around the individual takes part in the process of socialization: family, neighbors, peers in children's institutions, school, the media, etc. For successful socialization (personality formation), according to D. Smelser, the action of three factors is necessary: ​​expectations, behavior changes and the desire to meet these expectations. The process of personality formation, in his opinion, occurs in three different stages: 1) imitation and copying by children of the behavior of adults, 2) the play stage, when children recognize behavior as playing a role, 3) the stage of group games, in which children learn to understand that from a whole group of people is waiting for them.

Many sociologists argue that the process of socialization continues throughout a person's life, and argue that the socialization of adults differs from the socialization of children in several ways: the socialization of adults rather changes external behavior, while the socialization of children forms value orientations. Identification is a way of realizing belonging to a particular community. Through identification, children accept the behavior of parents, relatives, friends, neighbors, etc. and their values, norms, patterns of behavior as their own. Identification means the internal assimilation of values ​​by people and is a process of social learning.

The process of socialization reaches a certain degree of completion when the individual reaches social maturity, which is characterized by the individual acquiring an integral social status. In the 20th century, Western sociology established an understanding of sociology as that part of the process of personality formation, during which the most common common personality traits are formed, manifested in sociologically organized activities, regulated by the role structure of society. Talcott Parsons considers the family to be the main organ of primary socialization, where the fundamental motivational attitudes of the individual are laid.

Socialization is a complex, multifaceted process of social formation and development of personality, occurring under the influence of the social environment and the targeted educational activities of society. The process of personal socialization is the process of transforming an individual with his natural inclinations and potential opportunities for social development into a full member of society. In the process of socialization, a person is formed as a creator of material wealth, an active subject of social relations. The essence of socialization can be understood provided that the individual is considered simultaneously as an object and subject of social influence.

The problem of education is one of the eternal social problems, the final solution of which is in principle impossible. Education remains not only one of the most widespread forms of human activity, but also continues to bear the main burden on the formation of human sociality, since the main task of education is to change a person in the direction determined by social needs. Education is the activity of transferring socio-historical experience to new generations, a systematic and purposeful influence that ensures the formation of personality, its preparation for social life and productive work.

Considering education as a function of society, which consists in consciously influencing an individual in order to prepare him to fulfill one or another social role by transferring to him the social experience accumulated by mankind, developing certain traits and qualities, we can determine the specificity of the subject of the sociology of education. The sociology of education is the formation of the individual as a specific bearer of sociality with certain ideological, moral, aesthetic attitudes and life aspirations as a result of education as a purposeful activity of society.

On the one hand, the education of the individual is aimed at introducing a person to the values ​​of culture, on the other hand, education consists of individualization, in the acquisition by the individual of his own “I”. Despite the importance of purposeful educational activities, the influence of specific living conditions is of decisive importance for the formation of a personality with conscious traits and principles of behavior.

Conditions for personality formation

The moral formation of personality is an important component of the process of socialization of the individual, his entry into the social environment, his assimilation of certain social roles and spiritual values ​​- ideology, morality, culture, social norms of behavior - and their implementation in various types of social activities. The socialization of an individual and his moral formation are determined by the action of three groups of factors (objective and subjective): – universal human experience in the sphere of work, communication and behavior; – material and spiritual features of a given social system and the social group to which the individual belongs (economic relations, political institutions, ideology, model, law); – the specific content of industrial, family, everyday and other social connections and relationships that make up the individual’s personal life experience.

It follows from this that the moral formation of personality occurs under the influence of the conditions of social existence. But social existence is a complex concept. It is determined not only by what characterizes society as a whole: the dominant type of production relations, organization of political power, level of democracy, official ideology, morality, etc., but also by what characterizes large and small social groups. These are, on the one hand, large social communities of people, professional, national, age and other demographic macrogroups, and on the other – family, school, educational and work groups, everyday environment, friends, acquaintances and other microgroups.

The individual is formed under the influence of all these layers of society. But these layers themselves, their influence on people, both in content and intensity, are unequal. General social conditions are the most mobile: they change to a greater extent as a result of social transformations, in them the new, progressive is more quickly established and the old, reactionary is eliminated. Macrogroups are slower and more difficult to respond to social changes and therefore lag behind general social conditions in their social maturity. Small social groups are the most conservative: in them the old views, mores and traditions that contradict collectivist ideology and morality are stronger and more stable.

Personality formation in the family

A family, from the position of sociologists, is a small social group based on marriage and consanguinity, the members of which are connected by a common life, mutual assistance, and moral responsibility. This ancient institution of human society has gone through a complex path of development: from tribal forms of community life to modern forms of family relations. Marriage as a stable union between a man and a woman arose in clan society. The basis of the marriage relationship gives rise to rights and responsibilities.

Foreign sociologists consider the family as a social institution only if it is characterized by three main types of family relationships: marriage, parenthood and kinship; in the absence of one of the indicators, the concept of “family group” is used. The word "marriage" comes from the Russian word "to take". A family union can be registered or unregistered (actual). Marriage relationships registered by government agencies (registry offices, wedding palaces) are called civil; illuminated by religion - church. Marriage is a historical phenomenon; it has gone through certain stages of its development - from polygamy to monogamy.

Urbanization has changed the way and rhythm of life, which has led to changes in family relationships. The urban family, not burdened with running a large household, focused on self-sufficiency and independence, has moved into the next phase of its development. The patriarchal family was replaced by the married one. Such a family is usually called nuclear (from the Latin nucleus); it includes spouses and their children). Weak social security and financial difficulties currently experienced by families have led to a reduction in the birth rate in Russia and the formation of a new type of family - a childless one.

Based on the type of residence, the family is divided into patrilocal, matrilocal, neolocal and unilocal. Let's look at each of these forms. The matrilocal type is characterized by the family living in the wife's house, where the son-in-law was called "primak". For a long period in Rus', the patrilocal type was widespread, in which the wife, after marriage, settled in her husband’s house and was called a “daughter-in-law.” The nuclear type of marriage relationship is reflected in the desire of the newlyweds to live independently, separately from their parents and other relatives.

This type of family is called neolocal. For a modern urban family, a characteristic type of family relationship can be considered a unilocal type, in which spouses live where there is the possibility of living together, including renting housing. A sociological survey conducted among young people showed that young people entering into marriage do not condemn marriages of convenience. Only 33.3% of respondents condemn such marriages, 50.2% are sympathetic to it, and 16.5% even “would like to have such an opportunity.” Modern marriages have aged. The average age at marriage has increased by 2 years among women and by 5 years among men over the past 10 years. The tendency, characteristic of Western countries, to start a family by solving professional, material, housing and other problems, is also observed in Russia.

Marriages nowadays, as a rule, are of different ages. Usually, one of the members of the marriage union, often the eldest, takes responsibility for solving economic, household and other problems. And although family psychologists, for example, Bandler, consider the optimal age difference between spouses to be 5-7 years, modern marriages are characterized by a difference of 15-20 years (and the woman is not always younger than the man). Changes in social relations have also affected the problems of the modern family.

In the practice of family relations, fictitious marriages take place. In this registered form, marriage is typical for the capital and large industrial and cultural centers of Russia; their basis is the receipt of certain benefits. The family is a complex multifunctional system; it performs a number of interrelated functions. The function of a family is a way of displaying the activity and life of its members. The functions include: economic, household, recreational, or psychological, reproductive, educational.

Sociologist A.G. Kharchev considers the reproductive function of the family to be the main social function, which is based on a person’s instinctive desire to continue his kind. But the role of the family is not limited to the role of a “biological” factory. Performing this function, the family is responsible for the physical, mental and intellectual development of the child; it acts as a kind of regulator of fertility. Currently, demographers note a decline in the birth rate in Russia. Thus, in 1995, newborns amounted to 9.3 per thousand of the population, in 1996 - 9.0; in 1997-8 newborns.

A person acquires value for society only when he becomes an individual, and its formation requires targeted, systematic influence. It is the family, with its constant and natural nature of influence, that is called upon to form the character traits, beliefs, views, and worldview of the child. Therefore, highlighting the educational function of the family as the main one has social meaning.

For each person, the family performs emotional and recreational functions that protect the person from stressful and extreme situations. The comfort and warmth of home, the fulfillment of a person’s need for trusting and emotional communication, sympathy, empathy, support - all this allows a person to be more resistant to the conditions of modern hectic life. The essence and content of the economic function consists of managing not only the general household, but also economic support for children and other family members during the period of their incapacity.

A person is not born a personality, he becomes one in the process of interaction with the social, natural, technical and technological environment, with the material and spiritual circumstances of his life and activity. In the process of this interaction, a person is formed, revealed, and manifests himself as a person.

The leading role in the formation of personality is played by social circumstances, which include the following:

• - macrosocioenvironment - social system, government system, level of development of society and its capabilities to ensure the life and activities of people, features of the ideological and other influence on them of the media, propaganda, agitation, socio-political, ethnic, religious situation in society, place, weight, role countries in systems of international relations and relations, etc.;
• - microsocioenvironment - this is an environment of direct human contact interaction: family, friendly company, school class, student group, production, work team, other situational and relatively long-term relationships between a person and the social environment;
• - upbringing - a specially organized process of formation and development of a person, primarily his spiritual sphere. There are family upbringing, in preschool institutions, school, university, industrial; labor, moral, aesthetic, political, legal, environmental, professional, physical and other education;
• - activity - game, educational, production and labor, scientific. In the process of activity, being involved in various types, social connections and relationships, a person masters social experience and builds it up, develops his creative and physical potential, will, character, abilities and skills of objective and practical actions, behavior;
• - social interaction in all its diversity, communication with other people;
• - the mental (and also biological) development of a person is influenced by built environment his a habitat, modern technology, technologies for its production and operation, use, by-products of modern industries, the information and psychological environment that is created by modern radio, television and other technical devices. The nature and extent of this impact on humans is incomplete and in some areas only partially studied;
• - along with social circumstances, an extremely important role in the formation and development of the personality, the psyche as a whole, and its individual functions play biological factor, physiological characteristics of a person and, first of all, the biological sex of the individual, characteristics of general and specific types of GNI, the uniqueness of the morphology of the brain, the development of its individual functional structures, the presence of certain disorders, anomalies in the functioning of the brain and its parts;
• - affects the mental development of a person and the originality of the functioning of its individual physiological systems, the state of the body as a whole. The connections between a person’s mental development and the state of his body are ambiguous. With a certain system of education and corresponding activation of a person’s motivational sphere, he can compensate for certain shortcomings in the development and structure of the body by nurturing the will, developing intelligence, physical qualities, self-esteem, values ​​and other personal formations;
• - human mental development also depends on natural factors: climatic, geographical, geophysical, space and other conditions of human life and activity. Natural disasters and disasters have ambiguous, but usually destructive effects on the psyche and physiology of people: earthquakes, floods, fires, ozone holes in the atmosphere, general warming of the planet under the influence of the so-called greenhouse effect resulting from industrial and other environmentally destructive activities of people;
• - one of the least studied and increasingly attracting the attention of researchers factors in the formation and development of personality is noosphere as a special state of the Earth's information and energy environment. The sources of the noosphere have both a planetary and a cosmic basis. The noosphere influences the spiritual state of every person living on Earth.

In connection with the above, there is reason to talk about content structure of personality, which includes socially, biologically, environmentally, technically and technologically, noospherically determined substructures (Fig. 5 . 1).

Rice. 5.1.

A special role in the formation and development of personality, its individual spheres and functional structures plays she herself as one of the most important conditions for the manifestation of all external and internal influences on a person. Moreover, the more developed a person is, his basic regulatory structures (value systems, needs, interests, goals, level and nature of self-esteem, abilities, skills, attitudes, etc.), the more noticeable role he plays in correcting the characteristics of influence on him factors of its formation and development.

In general, personality as a systemic mental formation of a person is the result of a complex interaction of the above and other factors and circumstances that are presented in it, making up its content and system-structural design. At the same time, social, biological, natural, and other factors are not directly transferred into the personality by their content, but are presented in it as if in a filmed form (A. N. Leontiev), as reflected in the form of images, ideas, understanding of meaning, interests, etc.

The decisive role in the formation of a person’s personal structures is played by the social environment, cultural factors, and the totality of their influences (Fig. 5.2). It is under the influence of social circumstances that the essential, personal characteristics of a person develop and are formed. K. Marx noted that “the essence<.">personality is not her beard, not her blood, not her abstract physical nature, but her social quality, and that government functions, etc. - nothing more than the ways of existence and action of human social qualities."

Personality is a complex and systemic phenomenon of social development. A person as a person appears in the totality of those spiritual qualities, characteristics in which he acts as a bearer of certain social values ​​(moral, political, ethnic, aesthetic, legal, religious, family and everyday life, etc.), positions, value judgments and relationships, and also how subject knowledge and transformation of the reality around him and himself. It is important to note that the leading and determining aspect, the characteristic of personality, is subjectivity. It is as the child develops and develops the selectivity of his relationships with the surrounding reality, and then the conscious setting of goals for behavior and activity - subjectivity, that he develops and develops as a personality.

Thus, it stands out two leading personality traits: the presence of consciousness and subjectivity. Qualitative (content-axeological) and quantitative characteristics of these characteristics in a particular person make it possible to judge the level of maturity of the individual. There is reason to distinguish several levels of social and psychological maturity of the individual: short - insufficiently mature, emerging personality; average - sufficiently mature personality; high - socially mature personality.

The third leading personality trait is degree of "self-regulation" (A. G. Kovalev), human ability to manage

Rice. 5.2.

their mental states and achieve their goals, despite the difficulties in achieving them. At a high level of development of this trait in a person, we can speak of a fairly developed personality. The core of a person’s self-regulation is his views, beliefs, ideals, and volitional preparedness. Obviously, when characterizing, for example, the personality of a child (and often an adolescent), there is reason to say that this is not only an insufficiently developed, but also a socially mature personality.

As we see, when characterizing the personality of a particular person, it is important to identify the level of social and psychological maturity, as well as to what extent he has developed as a well-defined personality.

As personality develops, a person increasingly ceases to be a passive product of social and other circumstances and transforms into an active subject. Moreover, the more subjective™ there is in a person, the more personal there is in him. Subjectivity is one of the attributive characteristics of a person.

Another attributive characteristic of personality is activity. Personality is not a passive product of social and other circumstances. The activity of the individual is expressed in a person’s attitude to what he does, in his life position, in his behavior and activities, and methods of action. The nature of a person’s activity is manifested in the social and socio-psychological role functions that he performs, in his self-affirmation in behavior and activity. It is important to pay attention to the fact that the internal conditions of an individual’s activity, the human psyche as a whole, should not be understood as a device that passively refracts external influences. There is an active and purposeful, need-determined interaction of the personality with objective circumstances, their transformation in activity, and both the object (the surrounding world) and the subject, the personality itself, change. At the same time, as is commonly believed in Russian psychology, personality is characterized mainly by what, how, why and in the name of what she does something, realizes, manifests and asserts herself.

There is reason to say that personality is characterized not so much by what she acquired from society, the bearer of what social qualities she became, but a measure of comprehensive manifestation its essence, its capabilities in specific conditions of life and activity.

The concept of personality in sociology. Man - individual - personality.

The concept of personality is one of the main ones in sociology, because within the micro-level of human cognition, man is the main subject. Hence a whole series of concepts used in sociology for analysis. These concepts are man, individual, personality. The concept of man expresses the unity of the biological and the social, as if confirming that, on the one hand, man is a part of living nature and some natural aspects are characteristic of him, like other representatives of the animal world. Philosophers have been arguing for centuries about what is more animal or social in a person? The problem of the relationship between the biological and the social in a person is not simple, but it is obvious that both biological and social concepts influence.

The concept of a person is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race (Homo sapiens).

An individual is a single representative of the human race, a specific bearer of all the social and psychological traits of humanity: reason, will, needs, interests, etc. Individual is the most commonly used term, which is understood as a certain averaged unit that does not have individual qualities and is usually used in context - “one of ...” I.e. a social group consists of individuals, each of whom has the qualities of the group, but not their own properties. At the same time, neither age, nor gender, nor temperament and other qualities are recorded. However, there are huge differences between an old man and a child, a man of primitive society and a modern man. To reflect the specific historical features of human development at various levels of his individual and historical development, along with the concept of individual, the concept of personality is also used. The individual in this case is considered as the starting point for the formation of personality; personality is the result of the development of the individual. Personality is a combination of social qualities in a particular person. Individuality is inherent in a person. Individuality is a term that implies qualities unique to a given individual.

Essence and structure of personality.

Personality is a concept developed to reflect the social nature of a person, consider him as a subject of sociocultural life, define him as a bearer of an individual principle, self-revealing in the contexts of social relations, communication and objective activity. By “personality” we understand: 1) the human individual as a subject of relationships and conscious activity (“person” in the broad sense of the word) or 2) a stable system of socially significant traits that characterize the individual as a member of a particular society or community. Although these two concepts - face as the integrity of a person (Latin persona) and personality as his social and psychological appearance (Latin resonalitas) - are terminologically quite distinguishable, they are sometimes used as synonyms

The personality is the bearer of socially significant qualities. theories of personality development:

1) structural functionalism, the main unit of analysis is the role-set of those expectations regarding a person’s behavior that his environment has.

2) symbolic interactionism, according to Cooley (“I” CONCEPT), the process of formation is long and proven and is not possible without the participation of people, according to Mead, the “Generalized Other” concept involves an attempt to take on the behavior of a person who is in a different situation and performs another role, and plays roles 3) PSYCHONALISIS (Zygmunt Freud) personality structure of 3 components: id (it), Ego (I), Super-EGO (Super-EGO)

The main factors of personality formation.

Personality formation, although it is a process of mastering a special sphere of social experience, is a completely special process. It differs from the acquisition of knowledge, skills, and methods of action. After all, here we are talking about such assimilation, as a result of which the formation of new motives and needs occurs, their transformation, subordination, etc. And all this cannot be achieved through simple assimilation. An acquired motive is, at best, a known motive, but not really effective, that is, an untrue motive. Knowing what you should do, what you should strive for, does not mean wanting to do it, really striving for it. New needs and motives, as well as their subordination, arise in the process not of assimilation, but of experience, or living. This process always occurs only in a person’s real life. It is always emotionally rich, often subjectively creative. Most psychologists now agree with the idea that a person is not born but becomes a personality.

If in relation to the development of cognitive processes it could be said that childhood is decisive in their formation, then this is even more true in connection with the development of personality. Almost all the basic properties and personal qualities of a person develop in childhood, with the exception of those that are acquired with the accumulation of life experience and cannot appear before the person reaches a certain age.

Personal development in childhood occurs under the influence of various social institutions: family, school, out-of-school institutions, as well as under the influence of the media (print, radio, television) and the child’s live, direct communication with people around him. At different age periods of personal development, the number of social institutions that take part in the formation of a child as an individual and their educational significance are different. In the process of development of a child’s personality from birth to three years, the family dominates, and his main personal developments are primarily associated with it. In preschool childhood, family influences are supplemented by the influence of communication with peers, other adults, and access to accessible media. Upon entering school, a new powerful channel of educational influence on the child’s personality opens through peers, teachers, school subjects and activities. The scope of contacts with the media through reading is expanding, and the flow of educational information reaching the child and having a certain impact on him increases sharply.

The development of personality is influenced to a certain extent by the nature (habitat) around it. Here we can cite the undeniable fact that a temperate climate for personal development is more favorable than the harsh climate of the north and the hot climate of the tropics.

It is unlikely that anyone will dispute, along with climate, the importance of other meteorological, as well as geographical conditions. Great deserts, unsuitable for human life, and all those areas where a person has to spend a lot of strength and energy fighting the surrounding nature are not conducive to the development of personality.

Likewise, unfavorable soil and meteorological conditions, characterized by the endemic (Endemic - local, characteristic of a given area) development of certain common diseases, cannot but have a detrimental effect on the development of the individual, worsening the physical health of the body.

The first and main condition for the correct development of personality is the nature of the organism, the heritage of its fathers or those anthropological characteristics that form the basis for the development of personality.

Hardly anyone can doubt the significance of race in this respect. The best example is the fact that of the three human races, the black, despite its numerousness, has not reached the same degree of cultural development as the other two races.

For all their numbers, representatives of this race have never played (with a few exceptions) an important role in history. This important fact cannot but be compared with the anthropological fact that the capacity of the skull and the weight of the brain of this race are less than that of the other two races, especially the white one. It seems to me that this should not be subject to any doubt.

Another example of the influence of anthropological characteristics on the development of personality is the peoples of ancient Hellas, who achieved an amazing culture and no less amazing personal development and then died due to special historical conditions.

Another factor that influences personality development deserves no less attention. This is a biological factor associated with the conditions of conception and development of the human body.

Education deserves no less attention in the sense of personal development. Education is the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment. (Brief psychological dictionary / A.V. Petrovsky and M.G. Yaroshevsky) and training.

The formation of personality involves the development of the process of goal formation and, accordingly, the development of the subject’s actions. Actions, becoming more and more enriched, seem to outgrow the range of activities that they implement and come into conflict with the motives that gave rise to them. As a result, there is a shift in motives for goals, a change in their hierarchy and the birth of new motives - new types of activities; previous goals are psychologically discredited, and the actions corresponding to them either cease to exist altogether or turn into impersonal operations.

Independence is one of the most important prerequisites for the correct formation of personality.

Social conditions shape personality as a system of relationships. They determine both the content of personality and its structure and form. Personal development is, first of all, its social development. Social development leads to mental development. But this latter has a strong influence on the social development of the psyche, prepares and anticipates the future social development of the individual, and determines its usefulness.