There is no need to convince a person living in the third millennium that the world is rapidly changing, it has become so obvious. Since the new reality is accompanied by changes, people must change, but it is extremely difficult to agree with this, especially when it comes to the person himself. It is possible to accept the need to change others, but it is much more difficult to accept the need to change oneself. The mechanism for counteracting new conditions are psychological barriers as a specific form of manifestation of the syndrome of “resistance to change,” which has two sides: fear of losing the old, familiar and fear of the new, unusual. Let us dwell on this psychological phenomenon in more detail.
In a broad sense, “barrier” (from the French barriere) means an elongated partition placed as an obstacle on the way, or an obstacle. By analogy, this word is also used in the field of psychology to designate those obstacles, internal or external, that prevent a person from achieving his goal.
A psychological barrier is “a mental state that manifests itself as inadequate passivity that prevents the performance of certain actions.” Its emotional mechanism consists in strengthening negative experiences and attitudes, low self-esteem. In social behavior, psychological barriers are represented by communication barriers, manifested in the lack of empathy, in the rigidity of interpersonal social and other attitudes, as well as semantic barriers.
The problem of barriers is solved within the broader framework of the concept of psychological attitude - readiness to perceive and act, understand and interpret the object of perception, thinking or future events in a certain way. This special “vision” underlies a person’s selective activity and behavior. It regulates conscious and unconscious forms of mental activity in all spheres: motivational, cognitive, emotional. Attitudes develop as a result of a person’s life experience and create both colossal advantages and colossal limitations.
Psychological attitudes play a positive role, because they: determine the stable, consistent and purposeful nature of activity, which makes it possible to maintain this focus in a constantly changing situation;
free a person from the need to make decisions and consciously control activities in standard, previously encountered situations.
Psychological attitudes play a negative role: acting as a factor causing inertia and rigidity of activity;
making it difficult for a person to adapt to new, changed situations.
Attitudes have a particularly detrimental effect on thinking, which is manifested in its stereotyping, stereotypedness, rigidity, i.e. difficulties - up to complete inability - to change the planned program of activity in new conditions that objectively require its restructuring. Rigidity or flexibility of thinking depends significantly on the conditions of initial training.
Let us illustrate how attitudes are formed in an experiment with monkeys.
There are five monkeys in a cage. There is a bunch of bananas tied to the ceiling. Below them is a staircase. Hungry, one of the monkeys approached the stairs with the clear intention of getting a banana. As soon as she touched the stairs, the experimenter opens the tap and sprays cold water on all the monkeys with a hose. A little time passes and another monkey tries to eat the banana. The experimenter turns on the water again and pours it over all the monkeys. When the third monkey tries to get a banana, the others grab it, not wanting a cold shower.
Now one monkey is taken out of the cage and replaced with another. The new girl, noticing the bananas, immediately tries to get them. To her horror, she sees the angry faces of the other monkeys attacking her. After the third attempt, the new girl realizes that she will not be allowed to get a banana.
Now another of the original five monkeys is removed from the cage and a new one is introduced into it. As soon as she tried to get the banana, all the monkeys unanimously attacked her, including the one who had replaced the first one (and even with enthusiasm).
Gradually, all the monkeys were replaced, and there were five monkeys in the cage, who were not watered, but who did not allow anyone to get the banana. Why? Because that's the way it works here. Isn't it a very familiar situation?
The theoretical development of the installation problem belongs to G. Allport (1935). His formulation of the concept of attitude (as a state of psychological readiness, developing on the basis of experience, exerting a guiding, dynamic influence on the individual’s reactions regarding all objects or situations with which he is associated) remains one of the most authoritative in foreign psychology. Later, this concept, supplemented and refined by various researchers, was interpreted as “an unconscious socially significant reaction”, as “a state of readiness of a person’s thoughts, feelings and actions in relation to any social object” or as “readiness for a positive or negative reaction in relation to relevant objects . The theory of attitude of D.N. is recognized as the most developed in Soviet psychology. Uznadze and his students. Representatives of the Georgian school characterize the concept of attitude as an unconscious state that precedes a particular activity and determines its implementation.
A.G. Asmolov, trying to find significant points of contact between two leading psychological concepts: the theory of activity of A.N. Leontiev and the theory of installation D.N. Uznadze characterizes the concept of attitude as a multi-level formation, “stabilizer of activity,” “factor of inertia of behavior.”
Depending on the focus, three types of attitudes are distinguished: operational, goal-oriented and semantic, reflecting, respectively, three levels of regulation of human activity: methods - how I do it, goal - what I do and meaning - why I do it (Fig. 23).
How quickly do new psychological attitudes form?
It is impossible to answer this question unequivocally. Much depends on the nature of the attitude: operational ones are formed faster than goal or semantic ones. The psychophysiological characteristics of a person are important, determining the dynamic characteristics of thought processes, the level of education and the ability to reflect.
The development of new technologies forces people to change their operating settings quite quickly. For many years, psychologists have been using A. Lachins’ “Measure It Out” technique: the group is offered ten similar problems for an individual solution; the first five problems are solved using cumbersome calculations using all the data, the last five involve a simpler solution without using all the data; one of the problems contains the answer already in the condition. Under the influence of the learned method of solving the first five problems and compliance with all procedural requirements (consistent solution of problems, absence of pauses), an operational attitude is usually formed that does not allow a person to see changes in the conditions of subsequent tasks. In the 1970-1980s. in study groups, the number of students who accepted this attitude reached 40%; in recent years they have been extremely rare.
Operational settings change during training under the influence of speech influences, instructions, explanations, etc. Everything new that is in the nature of practical recommendations, ready-made methods and techniques is perceived quite acceptable at almost any age. Especially if you use adequate learning styles and methods. Operational attitudes are overcome, and quite successfully, but in the process of learning, and especially retraining, higher-level attitudes—target ones—interfere.
Goals are the core that preserves a person’s integrity and allows him to remain himself in any circumstances. We can say this: the goal creates a person, and it also preserves him. “Goal: a conscious image of the anticipated result towards which a person’s action is aimed”; the image of a “necessary future” (N.A. Bernstein), which determines the integrity and direction of behavior and activity.
The process of goal setting is complex and multidimensional; it is carried out simultaneously in different planes. There is no definite answer yet to the questions of how exactly a person accepts goals proposed from the outside, and how the process of internal goal setting is built, although work in this direction has been going on for many years.
In foreign psychology, experimental studies of goal setting go back to the Wurzburg school (19th century). In the developments of its representatives, the emphasis was placed primarily on the connection between motivation, rational and emotional forms of cognition. Subsequently, this direction was continued and received special resonance when studying the process of goal setting under conditions of uncertainty. It is the interaction of the sensory and rational principles that allows a person to navigate life’s tasks, which are characterized by a high degree of uncertainty. If, when solving technical problems, the role of the rational principle acts as a determining one, then in problems of interpersonal interaction the emotional sphere takes on the leading role.
J. Habermas notes: “As long as the question “What should I do?” concerns pragmatic problems, our observations, research, comparisons and reasoning are of the kind that, based on empirical information, we act on the basis of considerations of efficiency or with the help of other rules for solving problems. Practical reasoning here moves within the framework defined by the horizon of goal-oriented rationality, and its task is to find suitable technical means, strategies or programs. ...Such a guide to action tells us what we “should” or “must” do in a given case if we want to realize certain values or goals. However, once values themselves become problematic, the question "What should I do?" takes us beyond the limits of purposive rationality.”
The mind operates with certainty. Where the sphere of the unknown begins, a person uses emotional assessments as a goal-setting tool in his activities. They are imprecise and sometimes erroneous, but they allow a person to act. The process of human mental activity, and in particular goal setting, is not fundamentally algorithmized, due to which a person is able to act in not fully defined conditions, this is the conclusion made by A.F. in his work. Kogan.
It is still believed that the most significant results in the field of experimental research on goal setting were obtained by representatives of the school of one of the creators of Gestalt psychology, the German psychologist K. Lewin. Their experiments showed the existence of a connection between the spheres of goal setting and reflection, the dependence of the choice of complexity of tasks (goals) on the level of a person’s aspirations.
Goals are usually divided into two categories - those that are generated by the person himself, and those that are given to him from the outside, in particular due to work conditions.
One of the purposes of training is to transfer the student from the external method of goal formation to the internal one. This happens, firstly, through the acceptance of external goals as one’s own; secondly, through mastering goal-setting methods. The second is not just preferable - this is a necessary condition for working in tough competitive conditions, which forces you to react flexibly to changing market conditions and focus on the future, on what does not yet exist, and only by creating it (new technology, material, method, etc. .), the person gets a chance to win. But learning to accept someone else’s, for example, a new strategic goal is not easy. What tasks does a person usually solve in the course of daily activities? The ones they offered him today? Nothing like that, a person always solves his problem, realizes his goal. “And I understand!” - he claims.
Goal settings are caused by the goal and determine the sustainable nature of the action. If an action (the pursuit of a goal) is interrupted for some reason, then the goal orientations manifest themselves in the desire to complete the interrupted action, to achieve the intended goal, sometimes even when the objective need for it has already disappeared. Having once achieved a goal, a person will prefer to reproduce it again rather than set a new one. This substitution of goals occurs unconsciously.
Semantic attitudes are the most difficult to correct. In the process of life, a person develops one or another mentality that orients him towards certain values and life meanings. A person is born and grows in a specific society. Each society has its own “ideology” of behavior and system of rules, its own views and values, as well as patterns of “good” and “bad”. In the process of upbringing, a person learns social standards, which are transformed into his personal behavior, his personal views and values, i.e. into psychological attitudes. We can say this: standards and rules are a social phenomenon, and a person’s personal attitudes are their psychological copy.
A semantic barrier - misunderstanding between people - is a consequence of the fact that the same phenomenon has different meanings for them. The discrepancy between meanings, statements, requests, and orders creates obstacles to the development of interaction between partners. Semantic barriers are most pronounced in situations of global change that affect the foundations of human life, his values, and the system of life rules. In this case, even understanding the correctness of the new requirements and accepting them on a conscious level, the person continues to act, relying on the previous system of his personal meanings.
The semantic setting is complex in its structure and content. It includes several components:
informational - a person’s views on the world and the image of what he strives for;
emotional-evaluative - likes and dislikes in relation to what is significant for a person;
behavioral - the willingness to act appropriately in relation to what has personal meaning for a person.
With the help of semantic attitudes, a person joins the system of norms and values of a given social environment, provides himself with psychological protection when meeting a “stranger,” and asserts himself. In the process of repeated functioning, semantic attitudes turn into personality traits, so it is impossible to change them only by persuasion. Even if very authoritative people convince. "Why do I need it? - the person asks the question and answers himself - “I can’t do it any other way.” Meaningful attitudes are answers to numerous questions about “how to do, think, live correctly...”. To hurt a person’s semantic attitudes means to cause an emotional storm. They are protected by powerful psychological defense mechanisms, which instantly “trigger” when a “foreign” view, experience, or ideology approaches.
Answering the question about what semantic attitudes prevent a person from achieving his goals both in his personal life and in his work activities, foreign psychologists provide very impressive lists of reasons. Here are the most common ones.
Confidence that major problems lie “outside man.” - The most common cause of problem situations is
are a person’s own actions, so it’s better to look for it in yourself.
The hope that the problem will go away on its own, “will somehow resolve.”
- “If a person does not participate in solving a problem, then he participates in its creation” (E. Cleaver);
- Before solving a problem, you need to take responsibility for it, tell yourself: “This is my problem.”
The difficulties that a person experiences in solving a problem are due to the objective complexity of the situation.
- Complexity is a subjective category, the roots of which lie in human barriers, stereotypes, and thinking patterns. Such internal obstacles can include inadequately assessed life experiences and habitual ways of behavior and communication. We should abandon them, but sometimes a person simply does not realize them.
Expectation of psychological help in a very specific form - advice, teaching.
- There is no point in avoiding your own decision-making and shifting it to others. A person needs to master the role of a seeker and creator, and it is better to leave the role of a passive follower, waiting for a hint at every step, in the past.
To be a thinking person means to always be right or distinguished by wit.
- To be a thinking person means “to have a conscious desire to give birth to a qualitatively complete thought” (E. de Bono).
There is only one correct solution, and that is what you should look for.
- In life, exactly the opposite is required: the ability to navigate the infinite, work with uncertainty, look for what is yours, your own, and every time anew.
- It is possible to gain power over uncertainty, but first you need to free yourself from acquired limitations - attitudes that have begun to interfere.
- Refusal of old views, departure from the conquests of the past, disruption of peace: this is not quick success, this is risk, this is pain, in other words - DEVELOPMENT.
Studying semantic attitudes using verbal test questionnaires is a complex task. It is preferable to use projective techniques that allow you to look into the deep layers of the unconscious. However, verbal methods are most suitable for working on oneself, because they allow a person to make his own attitudes the subject of his consideration, analysis, and evaluation.
One of these techniques, which has proven itself well in practice, is the Dysfunctionality Scale (DSS). D. Berne revised the list of the 100 most common self-defeating positions (settings), reducing it to 30 and adding five new ones. Using a five-point scale of the degree of “agreement - disagreement” with the proposed statements (completely agree, somewhat agree, neutral, somewhat disagree, completely agree), Berne proposed using a key (counting points) to determine the degree of psychological resilience and vulnerability. In fact, we are talking about the degree of expression and emphasis of certain beliefs.
We accumulate our experiences by going through various trials in our lives. Participating in a variety of situations, from everyday life to vital ones, we accumulate certain types of energies into our thin shells, which, as they accumulate, can pass into the cells of our soul. First, experience accumulates in the cells of the matrix of consciousness, then, reaching automatism, it passes into the matrix of the subconscious, as a formed quality that has reached its absolute.
A person of the fifth race has seven energy shells and each shell has its own structure, its own development program and is filled with its own energies peculiar to it. The physical shell, our dense body, is the coarsest and lowest-frequency matter in relation to the matter of our other energy bodies. Our body accumulates experience specific to it through interaction with the outside world, with other people. For example, when we touch something hot with our hand, we automatically pull our hand back; this is an experience of our body, designed to protect our physical shell from damage.
In the same way, other shells are integral parts of our soul while on the earthly plane of existence. For example, the astral shell is responsible for our feelings and the manifestation of emotions. If someone caused us mental pain, betrayed our feelings, trust, respect, then this negative experience is also stored in this shell. The experience of the astral body is also intended to protect our feelings from destruction, from new mental pain, making adjustments to our behavior. Making us more careful and attentive when communicating with other people.
Our mental body also accumulates its experience as a result of mental, thinking activity. Thoughts come to us, ideas on how best to implement this or that task, we make a choice and begin to act, our actions lead to a certain result, on the basis of which the mental energy body accumulates its experience and thanks to this, the development of our intellect occurs. Time after time, our choice becomes more reasonable, logically consistent and justified, we begin to rely in making decisions on more facts and experience, thereby avoiding the mistakes that we could have made recently.
Thus, for a person, experience is of great value, comprehending which, a constant path of development and improvement of the soul, each of the seven shells, as well as the matrices of consciousness and subconscious is formed. This process also involves such structures of the soul as the matrix of concepts, the matrix of words and numbers, as well as the matrices of laws and time. The soul is a particle of God, who created it, for endless development and improvement. The task of everyone is to strive in their lives to maximally use each of their shells in the work in those life situations that we go through in accordance with our life program, recorded on the causal shell of our soul.
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Life experience for professional and personal growth
Once upon a time there lived a Chinese emperor. He had a beautiful palace, the most remarkable decoration of which was considered to be two vases - real works of art. The emperor loved them very much and placed them in the most luxurious hall of his palace. But one day an accident happened - one of the vases fell to the floor and broke into small pieces...
The emperor grieved for a long time, but then ordered to find craftsmen who could glue it back together. And such masters were found. They worked days and nights until finally the vase was assembled again. She was almost no different from her friend, but there was still one significant difference between them: the glued vase could no longer hold water. However, she had invaluable experience - the experience of being broken and put back together.
(Eastern parable)
Life experience is the knowledge that we acquire in the course of our lives. It is very individual and each of us has something that others do not have. We need life experience to realize, understand reality, and coordinate our actions, which allows us to successfully solve various life problems. Experience warns us against mistakes, tells us how we should or should not behave in certain situations, because they are often repeated.
Life experience is transmitted through communication between people, as well as through books, films, and programs. It appears as a result of human practical activity. And since our activities are closely related to mental abilities, the acquired life experience is our intellect.
We begin to gain life experience from the moment of our birth, when we just begin to learn to sit, crawl, smell, taste everything, try to find out what this or that thing consists of. Without this experience, our future life is impossible. Growing up, we learn to read, write, communicate, and also react correctly to various situations. We can already apply the acquired knowledge and skills in life, solving various problems, creating new ideas, and also reflecting on our possible actions and options for their actual outcome. As we get older, we have more life experience. Rich life experience makes a person self-confident, allows him to cope with any task, and he is not afraid to take on any type of activity.
Since experience is closely related to our activities and is also used by us in our activities, it is necessary to continuously develop the skills and abilities acquired in life. By consolidating them with practice, you can improve the quality of your work. By constantly working on yourself, you will contribute to your professional and personal growth and improve your abilities. You will become the best in your business.
This is the unity of skills and knowledge that is acquired by all people in the process of their life, from childhood, from the very moment a future member of society begins to receive impressions, experience, observe and carry out practical actions. In addition, experience is one of the basic concepts of the theory of knowledge. However, it is worth considering it in the traditional sense.
Life experience
It is necessary to talk about it first of all. What is life experience? This is the common name for a set of events occurring within the biography of the same person. This, one might say, is his individual history or even his social biography.
It is believed that the number of situations experienced and their depth are determining factors in the vitality of each individual, as well as his spiritual world. After all, experience grows from experiences, suffering, victory of the will over desires and achievements. All this leads to wisdom.
It is generally accepted that life is given to a person so that he can gain this experience. This is the purpose of earthly existence. To gain experience, a person is completely immersed in life, going through obstacles, experiencing storms that cause a lot of trouble. But it is in solving them that he often manages to find answers to many troubling questions.
Existence in society
It contributes to the accumulation of social experience, which is a set of skills necessary for participation in society.
What is experience in this context? This is practical knowledge about the joint life of people, which was recorded in the norms and principles of behavior, as well as in traditions, moral precepts, rituals and customs. It also includes feelings, reflexes, emotions, guidelines, views, points of view, languages and worldview systems.
Knowledge about all of the above is passed on from one generation to another. Without this, society is impossible. If at one moment the entire population, except for children under 3-4 years of age, disappeared, then civilization would die out. After all, kids would not be able to master all the skills of humanity. This is impossible without the transfer of social experience from adults who own it.
About individuality
It is important to pay attention to the topic of what the experience of independence is. It is most often experienced by children and adolescents. A little less often - adults. It manifests itself in those moments when a person begins to do something on his own, without guidance, advice or outside supervision.
This experience is especially important for children. If they do not get this opportunity, then they will have nothing to comprehend. In this case, it is necessary that the child has a person with whom he could consult (parent, teacher, guardian, one of the relatives). Otherwise, his own experience of independence will turn out to be empty or imperfect. It is not right. Experience must be “processed.” Here's an example: a child can pick out a simple melody on the piano by ear. But he will be able to play it correctly, with the “right” fingers, taking into account all the signs and pauses, only after working together on the piece with an adult. And there are thousands of similar examples.
Professional aspect
In addition to all of the above, children are taught during their schooling about what relevant work experience is. This is important for their future career guidance.
Relevant is the work experience that a person has acquired in a particular profile. If a candidate comes for an interview at a private clinic where he wants to work as a surgeon, then the owner of the institution is, first of all, interested in how many years the potential employee has worked in this specialty.
Why is knowledge on this topic important? Because children must learn from an early age that professional self-determination is important. Of course, tens of thousands of people who graduate from a university in one specialty end up working in other fields of activity. But this is exactly what the school is trying to convey to children - they should not waste 4 years. It is important for them to take a responsible approach to choosing a profession in order to receive a relevant education.
Army
In Russia, service is compulsory - that is the law. This awareness should also be instilled in boys while they are still at school. And besides this, teachers must explain to future defenders of the Fatherland what combat experience is.
The army is a real school of life. All guys, while in military service, undergo physical and drill training, go to shooting ranges, and also receive a certain specialty (which one depends on the type of military service). The army teaches you to endure unfavorable conditions and hunger, to be responsible for what is said and done, to choose people, to respect your elders. Service strengthens you in all aspects. After the army, guys become able to endure and do anything, even if they want to give up everything. The service helps you feel the true value of freedom, life, health, and, of course, loved ones.
Many people believe that all this can be achieved without an army. But only people who have not been there think so. A whole year spent in harsh, constantly brutalizing conditions is a combat experience that is never forgotten.
Practice
Talking about what experience is, one cannot fail to note one more nuance. It concerns practice - human goal-setting activity that accompanies each of us from birth.
If you watch a baby, you will notice something interesting, but at the same time simple. This refers to the process of acquiring skills. One day he can barely hold a toy in his hands. And after a week he consciously takes the spoon by the handle. Subsequently he learns to walk. First it falls and hits. But after a while he manages to stand firmly on his feet.
That's what practical experience is. We acquire it throughout our lives, right up to old age. This is true! After all, many people, having reached retirement, decide to learn something. Some people get on a bike, others go to a driving school, others sign up for foreign language courses. And during the classes they gain new experience. By the way, some may wonder why so many people want to do something and accumulate knowledge? It's simple. This is an innate instinct of curiosity, which often develops into inquisitiveness.
Other types of knowledge
So, above it was clearly explained what experience is. The definition is clear, but finally I would like to note several other existing types of knowledge.
In addition to the above, there is physical experience, the elements of which are sensations. Emotional experience involves feelings and experiences. But this is a rather complex holistic formation that integrates a variety of types of mental structures.
There is also mental experience, which includes aspects of consciousness and intelligence. And then there is religious, otherwise called spiritual and mystical. Its specificity lies in the maximum subjectivity of experience. This same feature makes it impossible to convey this experience unchanged to another person. Because everyone experiences their own experiences.
Experience noun, m., used often
Morphology: (no) what? experience, what? experience, (see) what? experience, how? experience, about what? about experience;
pl.
What? experiments, (no) what? experiences, what? experiences, (see) what? experiments, how? experiments, about what? about experiences
1.
Experience- this is the knowledge, skills and abilities that a person or any community of people acquired in the process of life, practical activity in a particular area. Experience. | Positive, negative experience. | Gain and transfer experience. | To share experience. | Study, use other people's experience. | Experience exchange. | Rely on someone else's experience. | Learn from the experience of your elders. | Convince yourself of something from your own experience. | The teenager has no experience of independent living yet. | The director has solid experience working at his native enterprise.
2. Experience you call knowledge of life based on what you have experienced and experienced.
Tremendous personal experience. | Life experience. | Experienced people. | Taught by bitter experience.
3. In philosophy experience call the totality of sensory perceptions that a person acquires in the process of interaction with the outside world and which constitute the source and basis of his knowledge about this world.
Experience is the source of all knowledge.
4. In science experience called the reproduction of a phenomenon or the observation of a new phenomenon under certain conditions for the purpose of studying and researching them.
Conduct, stage, perform an experiment. | An original, bold, interesting experience. | Good and bad experiences. | Laboratory experiments. | Physical, chemical, animal husbandry experiments. | What are the results of the experiment? | Experiments on animals and humans. | The first successful experiments in vision correction using lasers were carried out in the early 1980s.
Experiment
5. Experience- this is your attempt to do something, a trial implementation of something.
Literary and poetic experiments. | Early experiences of a young playwright. | The painter's experiments in the field of book graphics.
experienced adj.
Explanatory dictionary of the Russian language by Dmitriev. D. V. Dmitriev. 2003.
Synonyms:
See what “experience” is in other dictionaries:
experience- experience and... Russian spelling dictionary
Based on the practice of feelings. empirical knowledge of reality; in a broad sense, the unity of skills and knowledge. In the history of philosophy, the views of empiricism and sensationalism, according to which feelings. the data is... Philosophical Encyclopedia
The source of our wisdom is our experience. The source of our experience is our stupidity. Sasha Guitry Experience is the totality of our disappointments. Paul Auger Experience is lost illusions, not gained wisdom. Joseph Roux Learning is the study of rules; experience learning... ... Consolidated encyclopedia of aphorisms
EXPERIENCE, experience, husband. 1. pl. rare. A set of practically acquired knowledge, skills and abilities. “In order to lead correctly, it is necessary to supplement the experience of leaders with the experience of the party masses, the bulk of the working class, the experience of the working people, the experience... ... Ushakov's Explanatory Dictionary
An attempt, an experiment. Attempt at writing. First debut. See test... taught by experience, wise by experience... . Dictionary of Russian synonyms and similar expressions. under. ed. N. Abramova, M.: Russian dictionaries, 1999. experience, testing, trial, ... ... Synonym dictionary
Experience- Experience ♦ Expérience A way of comprehending reality; everything that comes to us from the outside (external experience) and even from within (internal experience), provided that as a result we learn something new. Opposes reason, but at the same time... ... Sponville's Philosophical Dictionary
Empirical knowledge of reality; unity of knowledge and skills. Experience acts as a result of interaction between a person and the world and is passed on from generation to generation... Big Encyclopedic Dictionary
experience- EXPERIENCE, experiment EXPERIENCED, trial, experimental... Dictionary-thesaurus of synonyms of Russian speech
experience- a way of knowing reality, based on its direct, sensory, practical development. O. serves as an important source of information both about the external objective world and about the mental life of the subject. In psychology, the concept of O.... ... Great psychological encyclopedia
EXPERIENCE, sensually empirical knowledge of reality; unity of knowledge and skills... Modern encyclopedia
L) a philosophical category that captures the integrity and universality of human activity as a unity of knowledge, skill, feeling, will. Characterizes the mechanism of social, historical, cultural inheritance; 2) epistemological category... History of Philosophy: Encyclopedia
Books
- Experience of the history of Eurasia. Links of Russian culture, G.V. Vernadsky. For the first time in Russia, two fundamental books by the greatest historian of the Russian diaspora G.V. Vernadsky are published: “The Experience of the History of Eurasia” and “Links of Russian Culture”. They show that...
