UDC 378 K03ACH0K A.I.
Candidate of Pedagogical Sciences, Associate Professor, Academy of the FSO of Russia
Email: [email protected] er.ru FORESTER A.B.
Applicant, Department of Continuing Education and New Educational Technologies, Oryol State University named after I.S. Turgenev E-mail: [email protected]
UDC378 KOZACHOKA.I.
Candidate of Pedagogy, Associate Professor, Federal
Guard Service Academy Email: [email protected] LESNICHIYA. v.
Applicant, Department of Continuing Education and Modern Educational Technologies, Orel State University
named after I.S. Turgenev E-mail: [email protected]
THE ESSENCE, CONTENTS AND MAIN COMPONENTS OF THE PROFESSIONAL SELF-DEVELOPMENT PHENOMENON OF THE MILITARY HIGHER EDUCATION INSTITUTION TEACHER PERSONALITY
The article is devoted to the consideration of the essential characteristics of the phenomenon of professional self-development of the personality of a teacher of a military university. The main components of the indicated phenomenon and its place in the process of personality development are revealed.
Key words: teachers, military university, self-development, professional self-development, components of self-development.
The article is devoted to the consideration of the essential characteristics of the professional self-development phenomenon of the military higher education institution teacher personality. The main components of the designated phenomenon and its place in the personality development process are revealed.
Keywords: teacher, military higher education institution, self-development, professional self-development, self-development components.
The changes taking place in the system of higher education in Russia require the modernization of the management system of universities and the implementation of measures to optimize their staffing. In addition, the adopted strategy for the development of higher education requires the activation of the activities of the teaching staff in the main types of activities of universities - educational and scientific activities. Improving pedagogical skills, increasing the level of professional competence is possible only in the process of self-development of the teacher's personality. In this regard, consideration of the philosophical and psychological-pedagogical aspects of the phenomenon of professional self-development of the personality of a teacher of a military university is of particular relevance.
Philosophical anthropology defines "man" as the main ideological category. Based on this, a system of ideas about nature, personality and society is formed. The personality appears to be free and developing. Modern humanistic approaches are also based on the principle of the highest value of a person as a subject, but they do not take into account the fact that human development and self-development have a social factor.
Later, scientists began to consider human
centuries as a social being (A.I. Herzen and N.G. Chernyshevsky). Researchers believe that the causes of human behavior are in the environment in which he was brought up and formed. The environment and events influence the person. At the same time, events also bear the imprint of personalities. In German classical philosophy (G. Hegel, I. Kant, I. Fichte, etc.), polar points of view - natural science and humanitarian scientism - interact. Valuable for considering the issue of self-development of the personality is the thought of I. Kant, that, "" every personality is an end in itself"
Dialectics considers the principles of self-knowledge and self-development of the individual as "an analogue of the world spirit" (G. Hegel). The continuation and development of these ideas took place in dialectical materialism. The principle of self-development (G. Hegel, K. Marx) asserts that the dialectic of development itself and various contradictions are the source and driving forces of self-development of the individual.
In the process of self-development, a person has to overcome contradictions in self-knowledge, self-organization and self-realization. Previous achievements of the individual become a feature for moving towards new achievements and determine the prospects. Dialectical materialism considers the objective world as a single
© Kozachok A.I., Lesnichiy A.V. © KozachokA.I., Lesnichiy A.V.
whole. All phenomena are interconnected and interdependent. Nature, society and man are in constant regular movement and change. The process of human self-development is also continuous, and internal contradictions are the source and driving force of development and self-development.
Representatives of Russian religious philosophy considered spirituality as a defining property of a person. They believed that the moral content of a person is often stronger than the influence of external factors.
Gradually, philosophers came to the conclusion that the world is multifaceted and it can be considered and evaluated using two opposite and at the same time complementary scientistic and anthropological attitudes (sociobiology, neo-Freudianism, neo-Marxism, neo-Thomism, existentialism, etc.).
For a long time "self-development" was considered as identical to "self-promotion". Hegel imagined the whole world as a process in constant motion, transformation and development. He saw the source of movement in the subject under consideration. Consequently, the phenomenon we are considering is a motivational internal process aimed at achieving a certain result. Movement is opposed to a spontaneous change in self-movement. External forces during self-motion play a defining or modifying role.
Self-motion is a spontaneous, spontaneous change of some system under the influence of internal factors and contradictions, taking into account the indirect impact of external conditions and the characteristics of a changing environment. Self-development is the highest level of self-movement, at which not chaotic, but directed, conscious changes occur, leading to a qualitative transformation of the elements of the system and their functions, as well as the emergence and complication of new dynamic connections and relationships with the environment.
An analysis of philosophical literature has shown that self-development of a personality is its own internal necessary process of changing the individual qualities of a personality, arising spontaneously on the basis of internal contradictions and as a result of external influences. The degree of influence of external factors on a person is inversely proportional - the less organized its structure, the greater the impact. Therefore, strengthening independence from external factors is a condition for increasing the level of personality organization. An increase in the importance of internal sources of development increases the level of self-development, as a result of which the changing structure of the personality increases the possibility of stability and an adequate response to external environmental influences.
In the works of L.S. Vygotsky and S.L. Rubinshtein determined that external conditions determine the probability of realization of internal opportunities.
A.B. Suvorov believes that “the essence of any self-development lies in a qualitative change in the vision of the world, oneself, one’s role in this world, restructuring not only in relation to the world as a whole, in communication with others and oneself, but also in actions, in deeds that the subject begins to actively practice. The presence of independence in the actions of a person, even under conditions of his coercion, determines the success of developing influences.
P.G. Shchedrovitsky wrote that one of the important discoveries made by philosophical anthropology is the idea that a person is able to cost himself. The process and result of a person's self-development are determined by the influence of a number of factors - heredity, the social environment of living and upbringing.
Many researchers believe that needs are one of the main forces of human development, which leads to transformations. The need is considered in a broad sense as a need for something, and also in a narrow one - as a reflection of a person's dependence on the conditions in which he exists. In particular, this is how the humanistic theory of personality considers needs (B.G. Ananiev. A. Maslow,
B.C. Merlin and others). The "Pyramid of Needs", proposed by A. Maslow, shows changes in needs with a person's age - from physiological to self-affirmation of the personality through development. He believes that the source of development motives is the human need to realize their abilities. The less they are implemented. the stronger the desire to use them increases. The higher the level of motivation, the stronger the abilities are improved and developed. The scientist made an important conclusion that the motives of self-actualization of the personality are at the top of the pyramid of motives.
K. Rogers notes that a person has an unlimited potential for self-improvement, and not for the development of abilities and inclinations, which he may not have. The scientist suggested that all human behavior is inspired and regulated by the most important motive in life - the tendency to actualization.
The analysis carried out allows us to formulate some essential characteristics of self-development. "This is a process of self-change taking place within the system under the influence of its own contradictions; the way a person reacts to the impact of the sociocultural environment around him; a person's conscious improvement of himself; only the internal resources of a self-developing system cannot be a source of long-term existence.
From the point of view of philosophy, under the professional self-development of the personality of a teacher of a military university, we will understand our own internal process of changing the professional qualities of the personality of a teacher of a military university, which arises spontaneously on the basis of internal contradictions and as a result of the influence of external factors.
Psychologists study personality as a subject of activity.
knowledge and experience. B.G. Ananiev believes that the personality of a person must be considered simultaneously from four sides: a person as a biological species, a person as an individual, a person as a person, a person as a part of society. K.A. Abdulkhanova-Slavskaya describes a person as a subject of activity and life path. D.N. Uznadze interprets personality as a holistic and spiritual entity, whose motives and actions can also be of an unconscious nature.
When conducting the study, we rely on the proposed K.K. Platonov's concept of the personality structure, in which it is considered as a dynamic functional structure, the elements of which are: orientation, experience, features of mental processes, biopsychic properties. In the structure of self-development of the individual, the following components are distinguished: value-motivational, content-activity, emotional-volitional, evaluative-reflexive and communicative-creative.
From the point of view of synergetic ideas, the professional self-development of a teacher's personality is an open, holistic, self-developing dynamic non-linear system. The development of this system is provided by its internal needs and resources, as well as the external environment of the university (S.P. Kurdyumov, I.R. Prigozhin, I.A. Sharshov, etc.).
Self-development is a process of purposeful activity of a person for continuous self-change, conscious control of one's development, choice of goals, ways and means of self-improvement in accordance with life attitudes (E. A. Vlasova).
The analysis of publications showed that at present scientists do not have a common opinion about the content of the main components of professional self-development. So. L.N. Kulikova notes that personal self-development must be considered "as a conscious control of one's development." The process of self-development is considered by the author as a set of processes of self-knowledge, volitional self-regulation, self-education, self-control, increasing one's own productivity, spiritual self-strengthening, self-determination, self-actualization and self-realization. P.I. Tretyakov believes that the processes of self-awareness, self-determination, self-expression, self-affirmation, self-realization, self-regulation form the internal nature of a person's self-development. V.G. Maralov proposes to consider self-affirmation, self-improvement and self-actualization as the leading forms of self-development. IN AND. Andreev considers the process of self-development as a special kind of creative activity, which is formed by self-knowledge, self-government. creative self-determination, creative self-realization and self-improvement of the individual. N.B. Krylova proposes to consider self-development as an association of interrelated basic blocks: a self-organization block, a self-determination block, a self-knowledge block. block of self-regulation and self-rehabilitation.
self-realization block, self-education block.
We are close to the idea of I.A. Sharshov that the main components of the process of self-development are: self-knowledge, self-organization, self-education, self-realization. These components can form the basis for considering the structure of professional self-development of the personality of a military university teacher.
When studying the problem of professional self-development of a personality, most scientists consider the success of a person in professional activities and compliance with his professional requirements (K.A. Abulkhanova-Slavskaya, A.K. Markova, etc.).
Professional self-development is an internally determined progressive self-change of a person, expressed in a change in the quality of his professional activity and dialectically connected with the dynamics of change in this quality.
The professional activity of the teacher belongs to the category of creative. The teacher, being the main link in educational and scientific activities, participates in the educational, methodological, educational and scientific work of the university. In addition, researchers have recently singled out the innovative activity of a teacher as having its own characteristics. The teacher of a military university, in addition to actually performing his functions in the implementation of the educational and scientific activities of the university, participates in other types of activities that are not typical for a civilian university (service in daily duty and guard duty, command and staff exercises, tactical and special classes, exercises, etc. .). Part of the events, in accordance with regulatory legal acts, can be carried out without limiting the duration of the event.
Professional self-development is based on a complex system of incentives and sources of activity. The internal factors that stimulate the process of self-development include self-esteem, self-respect and personal interest (the desire to have more in-depth knowledge, to use the acquired knowledge in practice, etc.). To external factors - the opinion of others, the requirements and expectations of which act as the main factor of motivation, determine the direction and depth of the necessary self-improvement.
The objectively existing features of the professional activity of a military teacher determine the features of the motivation of their work. In addition, in our opinion, the established traditions of officer training and interpersonal relationships in military teams have a significant impact on motivation. Thus, in military universities, material (monetary) incentives for the activities of the teaching staff cannot be the main type. It is advisable to form and use the potential of non-financial motivation.
When considering the process of professional self-development of a university teacher, it is necessary to take into account the qualities of the personality and its value orientations, as well as professional knowledge and abilities.
Based on the identified features of the professional self-development of a university teacher, it is possible to form a system of methods, including: methods for the development of professional self-awareness (the method of mutual observation and the method of mutual reflection); methods of developing professional skills (the method of mutual compromise and game design); methods of stimulating the activity of a teacher (feedback method and rating method) and methods of controlling the process of professional self-development (methods of self-control and methods of collective control).
Consideration of existing in Russian education
educational institutions (organizations) approaches to solving the problem of evaluating the results of the professional activities of teachers showed that a system based on the rating method seems to be more technologically advanced. The method of rating evaluation of the activities of teachers allows you to combine many of the advantages of other well-known methods for evaluating teachers, since it does not deny objectivity, systematicity, etc. It is one of the effective methods for stimulating the professional activities of the teaching staff of military universities based on psychological and pedagogical methods of influence.
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Having analyzed the essence of personality self-development, having revealed the content characteristics of this phenomenon, we can determine the structural components of this process:
1. The reflexive component is expressed, on the one hand, in the construction of new images of oneself, its various substructures (“I am real”, “I am the future”, “I am ideal”), which are realized in the form of corresponding actions, and on the other hand, in the development of more adequate knowledge about professional creative activity and a deep understanding of the meaning of the relationship between the individual and professional activity.
The development of the reflexive component is associated with the solution of problematic and conflict-forming tasks. These tasks make it possible to simulate special conditions, unique in relation to the teacher, in which his personal and intellectual experience is not only not insufficient, but also serves as a kind of obstacle to achieving the goal. When the creative task is problematic, an intellectual contradiction is revealed, actualized in the form of a collision of knowledge and skills known to the teacher with those special conditions of the pedagogical situation in which the teacher implements the methods of action available to him. The conflict-forming nature is manifested between the established forms of behavior of the teacher as a person and the real requirements that a particular situation imposes on him. The essence of the reflexive task, therefore, is that in the process of solving it, a contradiction arises between the existing experience of the teacher and the unique conditions and requirements of the task situation. The teacher's independent overcoming of this contradiction ultimately acts as a creative discovery of the principle of solving the problem and, at the same time, his personal growth and creative self-development.
2. The regulatory component - includes professional knowledge, self-regulation skills, combines specific means of transforming the pedagogical situation and the individual capabilities of the teacher.
The development of this component is associated with the teacher's ability to correlate knowledge about possible transformations in pedagogical activity and in himself with the requirements of activity, choose means and methods to achieve the goal (including communicative ones), determine the conditions by which the goal can be achieved. , analyze the reasons for success or failure and fix the result in individual experience. The regulatory component involves the development of introspection, self-assessment and self-improvement of the personality of the teacher.
3. The communicative component is the central component of the creative self-development of the individual, since the activity of the teacher is communicative in nature and cannot be realized outside of communication. This component finds its expression in the teacher's ability to find conditions for their own personal growth and development in the process of interaction with the participants in the pedagogical process.
The need for the development of this component is due to the fact that communicative activity, like any other, imposes its own specific requirements on the person carrying it out, that is, it implies that a person has a special kind of abilities - communicative abilities. No less important for communicative activity is the desire of the individual to express himself, to reveal himself to people. And at the same time, besides this, a person should strive to enrich his own development, which is an indispensable condition for his effective self-development. The communicative component must be formed for each student by the time of graduation. Since the formed communicative component is a prerequisite and guarantee of successful creative activity of the future professional. Communication skills are one of the most important conditions for motivating, activating and energizing a developing personality.
All components of the phenomenon under study are closely interconnected and interdependent. Next, we will consider in detail the communicative component of the creative self-development of the individual, since we assume that the effectiveness of the creative self-development of the student's personality is most clearly seen in the aspect of the formation of his communicative abilities.
The structural components of self-development of the teacher's personality that we have identified and the definition of the communicative component as the central one, which most clearly characterizes this process, gives us the opportunity to designate the mechanism of self-development of the student's personality:
1. A student's awareness of the need for self-knowledge, self-education, self-improvement, self-development based on self-diagnosis of their individual capabilities:
Individual properties: type of GNI, temperament; extraversion - introversion: typological features of information perception: ethics, logic, sensory, intuition, rationalism, irrationalism.
Mental properties: features of cognitive style (type of thinking), social attitudes; abilities: general and pedagogical, categorical structures of individual consciousness: activity, intentionality, ability to reflect, motivational and personal attitudes.
Personal structure: emotional sphere, volitional sphere, communicative sphere, etc.
2. Evaluation of the results of their educational and pedagogical activities, analysis of the reasons for success or failure, awareness of possible personal and professional difficulties in further pedagogical activities.
3. Awareness and independent choice of means, methods, conditions necessary to resolve the contradictions between the requirements for the teaching profession and the internal readiness of the student to implement them; between the student's natural personal need for self-realization, self-education, self-improvement and the possibilities of achieving this in the conditions of educational and professional activities.
4. Awareness and independent choice of pedagogical means necessary to overcome the barriers to the creative development of the student's personality. Professional and pedagogical barriers: lack of interest in pedagogical innovations, low level of methodological culture of the student, lack of ability to creatively use the experience of others, lack of interest in new technologies of education and upbringing, lack of striving for high performance results. Organizational and pedagogical barriers: lack of conditions for creative self-realization of students.
5. Goal-setting by the student of his creative self-development and himself as a regulator of this process. Considering the impossibility of simultaneous realization of all potential personality traits, the student makes a conscious choice of precisely those goals that are important and have real opportunities for implementation in the process of effective creative self-development of the personality.
Thus, having outlined the mechanism of creative self-development of the personality of students, we thereby determined the sequence of the student's actions, in the formation of the structural components of creative self-development, defining a special role for the communicative component, recognizing the priority of self-development in self-knowledge, self-improvement, self-actualization for the student.
34. The concept of the content of education. The concept of selecting the content of education.
The concept of the content of education
The content of education is defined as a system of scientific knowledge, practical skills, philosophical and moral and aesthetic ideas that students master, elements of cognitive, social, creative experience. The essence of the content of education is systematized objective scientific knowledge as social values, culture, accumulated in the process of the historical development of mankind. Orientation to scientific knowledge, social values selected for assimilation at school contributes to the realization of the goal of education - the formation of a diversified personality, its fundamental and at the same time practical preparation for further education and activity.
v experience of cognitive activity in the form of its results - knowledge about nature, society, technology, thinking and methods of activity;
v experience in the implementation of known methods of activity in the form of the ability to act according to the model (intellectual and practical skills and abilities);
v experience in creative activity in the form of the ability to solve problems in new conditions, to make non-standard decisions in problem situations (assimilation of experimental methods, participation in artistic, technical and social creativity);
v the experience of implementing emotional-value relations in the form of personal orientations (attitude towards the surrounding world, towards people, towards oneself, towards norms, morality, worldview ideas, etc.).
The components of the content of education should be comprehensively implemented in the system of secondary general education in order to master the social experience accumulated by mankind, the formation of an independently thinking, creative, fully developed personality.
According to the student-centered approach, the content of education should be personal in nature, i.e. the system of knowledge and skills is aimed primarily at the development of a person, the satisfaction of his educational, life, cultural needs. The personal orientation of the content of education and the entire learning process implies the possibility for the student to choose his own individualized content of education, as scientists write, the implementation of an individual trajectory of learning and development, the choice of academic disciplines, as well as methods and forms of studying them. The personal orientation of education and the learning process also implies a competency-based approach to determining and evaluating learning outcomes.
Mostly in the late XVIII - early XIX century. the main theories of the formation of the content of education appeared, which were called the theories of the material and formal content of education.
The theory of the formal content of education (the theory of didactic formalism). According to the supporters of this theory, the content of education should be such that it is primarily aimed at the development of intellectual abilities, cognitive processes, the formation of a general culture of the child and the personality as a whole. Representatives of this theory (J. Locke, I. G. Pestalozzi, I. Herbart) believed that it was important not so much to possess factual knowledge as to develop logical thinking. And for this it is necessary to study developing subjects, the main of which were considered languages, primarily Latin and Greek, and mathematics. Therefore, in Europe and Russia in the 19th century there were “classical” gymnasiums, where most of the time was spent on studying classical languages and ancient history.
The theory of the material content of education (didactic materialism or encyclopedism). According to this theory, it is necessary to teach “useful” knowledge that is useful in life and has a practical orientation. During the period of rapid development of sciences in the middle of the 19th century, such knowledge was natural science and applied knowledge (accounting, agrarian business). Therefore, new educational institutions appeared - “real” gymnasiums and schools.
The great Russian teacher K.D.Ushinsky criticized both theories. He rightly believed that the development of the mind and abilities of the child is more effective not in formal exercises, divorced from actual, subject knowledge, but in the assimilation of scientific and applied disciplines. Thinking depends on the volume and composition of knowledge: in the development of sciences and crafts, the child develops. The school develops the intellectual abilities of a person, enriching him with knowledge and teaching him to apply in practice.
At the beginning of the 20th century, the theory of didactic pragmatism (didactic utilitarianism) appeared. The creator of pragmatism, J. Dewey, believed that the content of education should be as close as possible to the life of children and meet their needs. The content of the training should expand the experience of children in various activities. Therefore, it is presented not in traditional academic subjects, but in interdisciplinary knowledge systems, complex topics (“complexes”) that introduce students to the world. For the development of knowledge by students, it was considered necessary to use active methods (“project method”), game forms of learning, classes that encouraged independent collective cognitive activity.
The theory of didactic utilitarianism gained great popularity in schools in Western countries, especially in the United States. According to this theory, students were given the opportunity to freely choose academic disciplines; the entire pedagogical process was organized taking into account the interests and needs of each student.
There are other theories of the content of education, but the theories of didactic materialism, formalism and pragmatism had the greatest influence on the selection of the content of education.
Principles and criteria for selecting the content of education
There are a large number of principles and criteria for selecting the content of education. We will not consider them in detail, but will focus only on a few.
1. The principle of compliance with the social order. According to this principle, the content of education should include not only modern knowledge, skills and abilities. The possibilities of the content of education chosen by the individual should also be taken into account. Thanks to this, a person achieves a comprehensive development and growth of personality.
2. The principle of ensuring the scientific and practical significance of educational material. In accordance with this principle, the knowledge included in the content of education must coincide with the latest achievements of a particular science. Moreover, the practical significance of the acquired knowledge is also important. In other words, theory and practice must be one.
3. The principle of taking into account the real possibilities of a particular learning process. In other words, when choosing the content of training, its methods, means, forms, technologies are important. The levels of assimilation that determine this or that learning process at school are also important.
4. The principle of ensuring the unity of the content of education from the standpoint of all academic subjects. In accordance with this principle, the components of the content of education should be closely interconnected, balanced and proportional. Educational material should not be duplicated in other subjects.
5. The principle of humanization. According to this principle, the content of education is aimed at cultivating in a person a humanitarian culture, a culture of knowledge, creative activity, a free choice of a profession in accordance with creative abilities and abilities.
When choosing the content of education, one should be guided not only by principles, but also by special criteria. Let us consider some of them, proposed by the domestic didact Yu. K. Babansky, in more detail.
1. The criterion of a holistic reflection of the tasks of forming a comprehensively developed personality makes it possible to check whether all the necessary theories, laws, concepts, methods that make it possible to holistically represent a particular science have been applied in the curriculum on the subject. This criterion makes it possible to determine whether the basic activities that ensure the development and education of the personality and the improvement of its cognitive interests were applied in practice.
2. The criterion of the scientific and practical significance of the content of education, according to which in any curriculum only the most universal and informative elements of knowledge necessary to reveal the meaning of the basic theories, laws of science and its methods should be used.
3. The criterion of compliance of the complexity of the content with the real learning opportunities of students of a particular age makes it possible to test students' knowledge with the help of control cuts, analysis of the results of entrance exams. At the same time, students should not have increased fatigue during the complete assimilation of educational material by them in a certain time.
4. The criterion of compliance of the volume of content with the time of studying a given subject is used during a laboratory experiment. Control cuts are carried out on the quality of assimilation of educational material. Moreover, their time and volume are strictly limited.
5. Criteria for the conformity of the content of education with the existing educational, methodological and material base of a modern school. For example, in order to introduce new laboratory work into the educational process, you must first take care of the availability of the necessary equipment.
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Self-knowledge is the process of understanding oneself. Through self-knowledge, a person comprehends himself as a person, cognizes his “I”, studies his psychological and physical abilities. Self-knowledge is a mental process that ensures the integrity, unity and development of the individual. This process begins in infancy and continues throughout life.
To understand what self-knowledge is, one should trace the main aspects of its formation. The process of self-knowledge is formed in stages as the external world is displayed and the gradual knowledge of oneself as a unique person.
Self-knowledge of the personality includes three levels, which correspond to the three spheres of the organization of the individual. At the biological level, knowledge of oneself is accomplished as a separate, autonomous organism. The social level expresses the ability to study, master skills and master the norms of behavior in society. The personal level represents the ability to make choices, make decisions, coordinate one's behavior, organize one's life.
Self-knowledge and personal development
Self-knowledge and personal development are categories that ensure the success and effectiveness of human self-realization.
Self-knowledge of a person is a person's assessment of himself, the ability to objectively look at himself and the ability to treat himself as an object of knowledge.
Development means the ability to improve one's potentialities on one's own in order to reach the highest level of development.
In psychology, there is a scientific concept, according to which the process of self-knowledge has some semantic characteristics, represented by certain aspects: human health (psychological and mental); personal potential (optimal realization of potential); harmony (inner peace and psychological maturity). All these aspects interact and work holistically, causing the high efficiency of self-knowledge of the individual.
Self-knowledge, as well as self-development of a person, is a fairly long-term process. They are carried out during the entire conscious life of the individual.
Self-knowledge begins at an early age. Children develop, learn what they are capable of, learn to distinguish themselves from other objects of the outside world, get acquainted with the world around them using imitation mechanisms. The psyche of a young child is so receptive that, like a sponge, he absorbs literally everything that happens around him, all the information about objects and processes, while making no difference in content (does he need this kind of information, what is bad, what is good and what he needs). The child begins to realize the meaning of objects and share the perceived information when the self-development of the personality becomes even more formed, approximately after the age of three.
There are many different theoretical approaches and concepts of human self-development. For example, self-concept, it implies the ability and readiness of a person for the process of self-development.
In the process of age formation, a person creates a number of his own beliefs about himself and finds such a personal motive that becomes the main motivation for self-development and determines human behavior. Regarding this motive, a certain content of a person’s thoughts and feelings is created, the specificity of his behavior, personal attitude to the world around him and his worldview are developed. From this theory it follows that each individual creates his own life scenario and can improve it through a change in consciousness and way of thinking.
The theory of self-concept lays down the structure of the personality, which consists in the triplicity of the image of the human "I".
"I" - ideal - is a clear idea of a person about his uniqueness, his personal characteristics, dreams, ideals and hopes. "I" - the ideal is an integrated image of the ideal person for a particular person. Such an ideal combines the best qualities, desirable character traits, optimal behavioral patterns and life values.
"I" - the real - is a person's own image, the way he sees himself, how he really is in reality. This is a kind of internal mirror that reflects the real person, her behavior, worldview, and so on.
How a person evaluates himself, displays his level, gives a feeling of attractiveness or expresses dissatisfaction with himself. Depending on the level of self-esteem, it either supports individuality or drives a person into a framework, which causes great personal discomfort.
Self-development of a person in the presented concept occurs as a process of interaction and integration of all components of the "I".
The initial stage involves the creation of one's own ideal image of a perfect person according to certain characteristics, which makes it possible to see the tasks of self-development as accurately as possible and select the necessary optimal methods for this. The thinking of a self-developing person is aimed at analyzing his own opinion at least within 15 minutes every day. Thus, the idea of ways to approach the desired ideal (how to behave, with whom to communicate, what to do) gradually develops. If a person observes all these rules and tasks, then he is getting closer and closer to his ideal, and the distance between the "I" - ideal and "I" - real is gradually decreasing. The component “I, how I evaluate myself” will help to see if a person is moving in the right direction.
Self-knowledge and human development are two inseparable processes that take place in a person. When a person does not understand and does not perceive himself as a unique personality, he will not be able to develop himself in a constructive way, he will not know in which direction to move and he will not have a corresponding one either.
Self-knowledge arises and develops as a person matures and matures, also under the influence of how mental functions develop and contacts with the outside world expand.
Self-knowledge and self-esteem are also closely related and together influence the process of self-development. There are three main motives through which a person turns to self-esteem: self-understanding; growth of self-importance; . The level of self-esteem also has a connection with the degree of satisfaction of a person with himself and what he does.
Adequate self-esteem corresponds to the actual possibilities, and contributes to a better self-development of a person, a distorted self-esteem prevents this.
Self-esteem rises if a person succeeds in some business or as a result of lowering the requirements for the ideal. If self-knowledge is realized and self-esteem of the personality is adequate, a person will develop a positive image of himself than if a person had low self-esteem and gave almost all his qualities a negative assessment.
To understand what self-knowledge is, you need to consider this process in stages.
The process of self-knowledge has several stages. At the stage of primary self-knowledge, self-knowledge of a person occurs with the help of other people. Such self-knowledge is receptive and constructive. Here a person trustingly perceives the opinions of others, his “I-concept” is created, which is formed under the influence of the assessments and judgments of others. At this stage, there may be problems of inconsistency between the views of other people and the person himself.
After primary self-knowledge, the second stage is the crisis of primary self-knowledge. At this stage, inconsistent judgments about the personality appear that come from the surrounding people, there are internal changes that do not fit into the usual image of the personal "I" - all this causes the emergence of cognitive dissonance, which also requires resolution. Perhaps self-knowledge, as knowledge of oneself, and not of others, arises precisely from a meeting with experience that is not included in the usual “I-concept”. Also, the crisis leads to the fact that the role of the opinions of others in self-knowledge is changing. The personality is no longer guided by the judgments of others, and the person moves to self-determination.
The third stage of self-knowledge is secondary self-knowledge. This stage is represented by a change in the person's ideas about himself. Here the process of self-knowledge is quite active, since a person has learned to fully define himself. The opinion of others now plays a passive role, since a person gives preference to his own ideas. Such knowledge is reconstructive, since the “I-concept” is redefined on the basis of the existing idea, and the person questions the truth of the habitual construction, he remakes himself according to his own plan.
Types of self-knowledge
The process of self-knowledge can be represented as a sequence of the following actions: revealing some personal quality in oneself, fixing this quality in the mind, analysis, evaluation and acceptance of the quality. If a person is characterized by high emotionality and non-acceptance of himself, he may develop complexes, and the process itself will turn into “self-digging”. Therefore, it is important that in self-knowledge, as well as in other processes, certain limits are observed.
The processes of self-knowledge and self-development become even more effective if a person has knowledge of the basics of personality psychology and the psychology of feelings.
There are such ways of self-knowledge of a person: self-observation (observation of one's behavior and thoughts, internal processes); introspection (those things that were discovered as a result of self-observation are analyzed, causal relationships are determined, a person analyzes those characteristics that were revealed to him); comparison (comparison of oneself with other people, with ideals, samples); personality modeling (a person models his own personality, through displaying his individual characteristics and relationships with others, using signs and symbols); awareness of opposites (a person is aware of the existence of opposites of some quality or behavioral characteristic).
The last method (recognition of opposites) is used at the later stages of self-knowledge, when a personal characteristic is singled out and analyzed. Individual personal qualities of a person can simultaneously have positive and negative sides. If a person has learned to find the positive side of a characteristic in which he previously saw only negative, then the pain of accepting it will be less, and the person will feel stronger. This last point is very important, because self-acceptance is very important in self-knowledge, self-development and.
Ways of self-knowledge contribute not only to a better understanding of oneself, but also to know other people. If a person is aware of himself as a person, endows himself with certain characteristics, he will also be able to compare himself with others in order to understand well what makes him different from others.
The following means of self-knowledge of a person are distinguished: self-report (for example, in the form of a diary); watching films, reading literature paying attention to the psychological images of the characters, comparing oneself with these characters; study of personality psychology, social psychology; passing psychological tests.
There are also special means of self-knowledge that make up various forms of psychologist's activity: individual counseling, where the psychologist competently draws up an individual plan of work with the client, as a result of which the client is able to open up as much as possible, understand problems and find internal resources to solve these problems; group work within the framework of socio-psychological training, in which relationships are built in such a way that in the group there is an intensification of the processes of self-knowledge and knowledge of others.
Speaker of the Medical and Psychological Center "PsychoMed"
You are tormented by depression, you hate life and are looking for the culprits of failures: blame your spinelessness on greenhouse upbringing, bad work on a picky boss, loneliness on selfish friends who are not interested in your problems? And in general, for every incident you always have a million culprits, besides yourself? But in fact, the source of all your failures is you, only you and no one else. And only you can fix it.
To first of all myself. It is for this purpose that self-development of the individual exists. To begin with, let's look at what, in fact, this concept means.
What is self-development?
Self-development is a conscious process that a person carries out without any external support, using only his moral and physical resources in order to improve his potential and realize himself as a person. Self-development is impossible without:
Setting specific goals for yourself;
The presence of convictions;
Creating settings for action.
The concept of personal growth is identical and inextricably linked with self-development. a person, during which he improves his positive qualities, his actions become more effective and, as a result, his personal potential increases significantly, which helps to achieve success in all areas of life.
What does it consist of?
The concepts of "self-education", "personal potential", "success" sound quite abstract. All this can be achieved only through concrete actions. And personal growth and self-development are processes that give positive results, both moral and material, only under the condition of constant painstaking work on oneself. Let us consider more specifically what actions are required of us in order to change for the better.
Self-development is undoubtedly a big and important step, but you also need to make an action plan for yourself to achieve your goals. Don't think that your life can change in one second or in a day. It takes a lot of time to accomplish great things. But if you try hard, the result will certainly meet all your expectations.
Personal self-development can be divided into five stages, which are inextricably linked:
1) awareness of its necessity;
2) study of needs;
3) self-knowledge;
4) drawing up a strategy;
5) actions.
The self-development program requires a careful approach to each of its points. Let's consider them in more detail.
Step 1. Recognize the need
Before you take action, you must clearly understand why you need it and whether you really want to change something. At this point, the subject of your irritation does not play a significant role. Either you are not satisfied with the level of income, or you want people to perceive you differently, or you need some changes in appearance ...
All these and any other desires have something in common: they must be based on a powerful irresistible desire for change and a complete readiness to use the maximum of one's strength to accomplish the tasks set.
The goal of self-development is to overcome the fear of exiting and stop. If you are ready for this, you can start resetting your life.
Step 2. We study the needs
To change your life for the better, you need to decide which aspects of it require refinement and improvement. To understand and articulate what you want, do the following exercise.
Take a sheet of paper and divide it into two parts. In the first half, list in a column everything that does not suit you. In the other - ways to solve these problems and the results you want to achieve.
Then number the items from the second column depending on the possibility of their implementation: from simple to complex. This will help you formulate your short-term and long-term goals and create an action plan to achieve them.
After compiling this list, you do not need to grasp everything at the same time. Such a strategy often leads to the fact that, performing a bunch of tasks at once, a person is very dispersed and cannot solve any of them qualitatively. Proceed gradually, focusing on the simpler problems first and gradually moving on to the more complex ones. Only by following such a system will you be able to achieve maximum results.
Step 3: Knowing Yourself
Once you've set your goals, figure out what's going on inside you. You must clearly understand which qualities of yours will help you achieve your goals, and which, on the contrary, will interfere. Everyone has the ability to self-development, but not everyone can use it because of their other character traits.
Try to evaluate your capabilities and abilities as objectively as possible so that on the path of self-development you will be ready for the steps that you yourself (often unconsciously) will substitute.
In self-digging, you will also need a written exercise. This time you need to put your positives on paper and Be as objective as possible: you should neither overpraise nor humiliate yourself. Just describe what is. And to get more accurate information, ask someone close to compare the traits you listed with the real state of affairs.
So you will not only find out what people who care about you think about you, but you will also be able to compare how you position yourself with how it looks from the outside.
Step 4. We draw up a strategy
Self-development is not only knowledge, but also planning. When you have decided what you want and understand what qualities will help you achieve your goals, it is time to draw up a plan of concrete actions.
The self-development program cannot give a universal answer to the question: “What should be done?” Everyone has their own priorities and desires. But we all have something in common: we want to be happy. But how - everyone decides for himself.
You choose what you need to do to get your way. In doing so, you must adhere to the following rules:
1. Assess your capabilities objectively and set goals that you can realistically achieve at this stage of your life. If you want more - take on its achievement a little later, when you reach a new level. The path of self-development cannot be called simple and short, but your efforts will certainly bring you pleasant results.
2. Remember: even the smallest victory is a step taken on the steps leading up. The more steps you take, the higher you get.
3. Set yourself specific deadlines for achieving each goal. When you have everything scheduled by dates (or at least by approximate periods of time), it is much easier to work on the result than on an abstract desire.
Don't get discouraged if something doesn't work the first time. your dreams and works wonders. If you have already decided to do something, then go to the end, and personal growth and self-development will help you in this.
Step 5. Let's act!
Everything that was said above is a dry theory, and practice should begin this very minute. No need to say that you will change something tomorrow or from next week, or from the first day. Do not put off until later what you can do now, because the sooner you start, the sooner you will achieve results.
The tasks of self-development seem simple in theory, but in reality, a lot of obstacles await you. Whatever happens, do not doubt your dreams, forget about the failures of the past, because the future is what is happening right now, and it depends only on you how it will be.
What's stopping us?
On your way to achieving your goals, you will encounter many obstacles. But all external barriers are nothing compared to internal ones. Only by defeating yourself, you will be able to subjugate the surrounding reality and reach your destination. You must know your main enemies by sight, because self-development is a constant struggle. So, meet...
Doubts
Inside each of us sits an evil censor who criticizes our every decision. Even if at first glance it looks the most correct and rational of all possible, we still ask ourselves the question: “Maybe we shouldn’t?”, “Are you sure?”, “Let's not risk it better?”
The voice of doubt... In some cases, it really saves us from erroneous reckless decisions, but sometimes it prevents us from making a breakthrough towards our dream. How to deal with it? Its main enemy is desire. Only in it lies the power sufficient to overcome any doubts. No wonder they once said: "If you really want to, you can fly into space."
Desire gives us energy, it inspires and inspires us, makes us fight for what we really need, pushes everyone out of their comfort zone with a kick. Only armed with a real sincere desire, you can overcome any doubts.
Laziness
Laziness is another problem of self-development. But it does not exist, it is a kind of placebo, fiction. But wrong desires and dreams are quite real. It is they who poison our lives, forcing us to sit still and not strive anywhere.
If you do not have an incentive, then there will be no desire either. How can you change something if you don't want it with all your heart? No way. Dreams are the fuel of our self-development. The nourishment they give us is equal to their scale. And if the dream is useless, then it will not really work to refuel from it.
But when you have a really worthwhile goal, then you don’t even want to remember any laziness. After all, we are driven by a strong desire for change.
If you don't have a truly inspiring dream, find one. If it doesn’t work out, change your social circle, reach out to people with ambitious goals, and you yourself will have the same ones. Fight for your dreams. And you will certainly be able to defeat laziness!
habits
Habits are priceless fuel for laziness. They appear as a result of actions that are constantly repeated. Habits are both good and bad. But, regardless of the level of their usefulness, we bring them all to automatism.
Where do they come from? When a person performs the same actions for a long time, he gets used to them, and they become an integral part of his life. Many people fall into a catastrophic dependence on their habits, and it is they that prevent us from moving forward.
That is, if we need change, we need to start doing something new that you have not done before. If you do not act, then you will be stuck at the zero point of reference, not moving forward. Remember: changing habits entails global changes in destiny.
Ignorance
Another obstacle in your path is ignorance. Its essence lies in the fact that a person does not perceive new information and in advance, not knowing any facts, condemns it.
As a rule, people suffering from ignorance are very sensitive to change and do not want to notice anything new. They trust no one and nothing, and the saddest thing about their situation is that they have driven themselves into a dead corner.
But they can still fix everything if they change their perception of the world around them. If you belong to this type of people, then you must fully realize that everything around you is constantly changing and moving forward. You will either have to keep up with progress, or hang in the past for an indefinite period of time.
Change - and the world around you, and your life will certainly change for the better!
Reflection (S.L. Rubinshtein, L.I. Antsiferova, K.A. Abulkhanova-Slavskaya, I.S. Kon, etc.), self-acceptance and self-prediction (V.G. Maralov) are considered as mechanisms of self-development.
The researchers point out that reflection allows a person to go beyond the limits of his own life, activity and designate his thoughts, emotional states, actions, relationships and himself as a whole as the object of his research, analysis, evaluation and practical relationship. Reflection is considered as the ability for value self-orientation, semantic self-regulation. It is indicated that reflection is, as it were, built into the very mechanism of self-development of the individual.
I.S. Kon, showing the role of reflection as a mechanism and means of self-development, analyzes the model of "reflexive I AM”, in which the lower levels of psychological functions are the basis for the self-development of higher levels. According to this model, the individual first becomes an observer of his own feelings, thoughts, and actions. Then he can realize the orientation of his own consciousness to his own " I AM”, overcome the preoccupation with the current life and take a position above it. This helps a person to realize the inconsistency and inconsistency of some of his thoughts, actions, principles and activates his internal dialogue, turning self-knowledge into self-education, into the conscious formation and consolidation of new, desirable elements of behavior. Reflexivity determines a high level of volitional regulation of the individual in the context of activity and communication and ensures self-organization and self-assertion of the individual in accordance with life goals and values.
Reflection as a mechanism of human self-development is studied by Yu.N. Kulyutkin, referring to the problems of reflexive self-regulation as a process of conscious, purposeful management by a person of his activities and behavior, which are characteristic of a socially responsible maturing personality, are carried out on the basis of value orientations and personal meanings. Interesting are the ideas of V.P. Zinchenko, who considers the problem of self-development as a creative self-building on its own "scale" on the basis of reflection, correlated with social expectations. Reflection is understood as a process of cognition and modeling by a person of someone else's and his own consciousness.
self-acceptance as a mechanism of self-development, according to V.G. Maralov, is manifested through the recognition by a person in himself of all aspects and qualities of a personality that cause both positive and negative emotions. Self-acceptance is the recognition of the right to existence of all aspects of one's own personality, as well as the personality as a whole. Both strengths and weaknesses, both positive and negative - they all have an equal right to exist, to function, no matter what negative emotions and experiences these weaknesses, negative traits may cause in us.
Another mechanism for self-development is self-prediction- makes it possible for a person to go beyond the limits of today's self, to anticipate the events of external and internal life, to set tasks for future activities and self-development. Self-forecasts can be analyzed in terms of their content, direction, certainty-uncertainty, stability, location on the time axis.
Orientation to certain events of the life path (actions, events of inner life, environment);
the orientation of self-forecasts to anticipate the events of the environment and oneself in them, one's actions, events of one's inner life;
· self-predictions associated with self-image at different stages of life, at different stages of mastering activities, aimed at creating ideas about the development of one's qualities in the future.
Certainty–uncertainty self-predictions. This parameter can be judged by the clarity of ideas or judgments of the individual about himself in the future. When assessing the degree of certainty of self-forecasts, it is important to analyze their argumentation, conclusiveness, and realism.
Sustainability self-predictions is determined by the frequency of the person's appeals to the same image of himself in the future. Sustainable self-projections are gradually turning into perspectives for the development of the individual.
Temporary characteristics of self-forecasts are determined by psychological age as a measure of realized psychological time.
From a practical point of view, it is quite acceptable to operate with three groups of self-predictions: situational(forecast for the near future, based on their capabilities and the current situation); promising(forecast of achievements, performance results after a certain period of time); vital(distant prospects associated with the formulation and implementation of the tasks of self-improvement and self-realization).
The mechanisms of self-acceptance and self-prediction are interdependent. Their combination creates different self-development strategies. Moreover, as V.G. Maralov, self-prediction as the basis for developing a strategy for self-development is largely determined by the level of self-acceptance of the individual, the opposite trend is also possible, but less likely.
One of the most obvious and understandable strategies for self-development is the following: a person fully understands his own personality, strengths and weaknesses, he does not see the need to predict any other changes in himself, he does not have the desire to be better, more perfect, he even asserts himself, According to him, there is no need. This leads to the fact that the personality becomes self-sufficient, but such self-sufficiency is false and marks not development, but stagnation of the personality: “I am good, everything is fine with me, and I am satisfied with this, satisfied, it makes no sense to develop further.”
Another strategy of self-development is determined, on the contrary, by conscious dissatisfaction with any of their qualities, characteristics of personality and behavior. Therefore, self-prediction will work towards anticipating the image I AM, rid of the deficiency. It is good if a person in the process of hard work on himself really manages to get rid of shortcomings, realize this and be satisfied. And if not? In these situations, one's own shortcomings and traits are even more rejected, a feeling of extreme dissatisfaction with oneself arises, a person begins to constantly reproach himself for being weak-willed, unable to cope with his shortcomings - this, of course, will not ease tension, but will increase it. .
The essence of the third strategy is that a person, not always realizing the reasons for his personal discomfort, instead of building a psychologically healthy personality capable of taking responsibility, due to inability and ignorance, begins to see himself in the future as a fully protected personality by building up more and more new and new psychological defenses and protective behavior. As a result, an illusion is created - the problems have disappeared, you have become different, more perfect. In fact, everything is different, and problems, personal shortcomings are not eliminated, but are intensified many times over.
The fourth strategy is suboptimal and occurs when a person is subject to the attitude: “I am bad”, “I am worse than others”. Here there is a tendency not to reduce the level of tension, but, on the contrary, to increase it. Self-development takes the form of self-abasement and self-flagellation, and a person can experience satisfaction from this: “I am bad, that’s how I need it.”
As an optimal strategy, one should recognize a strategy when a person, taking in himself both positive and negative qualities, nevertheless sets, by self-prediction, real tasks of personal growth and change that are permanent and sustainable. Without denying himself, he asserts himself; without destroying himself, he improves himself; taking into account all the circumstances of his life path, he fully realizes himself, builds such an image of himself that actually expresses not his appearance, but his true essence.
Forms of self-development
Characteristics of self-development as a specific process unfolding in time and space of human life are ambiguity and diversity. This is due to many reasons, the most important of which is the existence of various forms of self-development. There are many terms in the Russian language that fix different nuances of the process of self-development: self-presentation, self-expression, self-affirmation, self-improvement, self-actualization, self-realization, etc. characterizes the specificity, originality of activity: to express oneself, to establish oneself, to be realized, to improve.
V.G. Maralov identifies the following main forms, which are the most important and describe self-development in their entirety quite fully: self-affirmation, self-improvement and self-actualization. Self-assertion makes it possible to declare oneself fully as a person. Self-improvement expresses the desire to get closer to some ideal. Self-actualization is to reveal a certain potential in yourself and use it in life. All three forms allow you to express yourself and realize in varying degrees. Therefore, they adequately characterize the process of self-development as a whole, where the internal moment of movement is the self-building of the personality.
These three main forms of self-development are closely related to each other. Primary, on the one hand, is self-affirmation. In order to be perfected and actualized to the full extent, it is first necessary to establish oneself in one's own eyes and in the eyes of others. On the other hand, a self-improving and self-actualizing personality is objectively self-affirming, regardless of how the person himself at these stages of development feels the need for self-affirmation. At the same time, acts of primary assertion of oneself are also acts of self-actualization.
self-affirmation as a form of self-development characterizes the direction of a person to independently assert himself as a person, so that this quality is not shaken by circumstances, other people, or the asserting subject himself. Or in other words, self-affirmation is a specific activity within the framework of self-development aimed at discovering, confirming one's certain personality traits, character traits, ways of behavior and activity.
This activity is based on the need for self-affirmation, which is synthesized from the primary needs of competitive existence among other representatives of the living world. In a person, it takes the form of three motives: to be like everyone else; be better than others; and negatively - to be the worst. The first two motives characterize self-affirmation, the last - self-denial.
The goals of self-assertion can be different. Depending on the characteristics of the spheres of self-affirmation, motives and needs, they can vary significantly. For one person, the goal is to gain confidence, for another - to prove that he is no worse than others, for the third - to experience a sense of superiority, his exclusivity, and hence the validity of the right to lead others.
Ways of self-affirmation are also diverse. They depend on the chosen spheres and types of self-affirmation. The spheres of self-affirmation can be practically all types of life activity that acquire personal significance for a person. An important role is played by the one in whose eyes a person is affirmed: in his own or close and significant people, strangers, etc. Ways can be classified depending on the leading motive. The motive "to be like everyone else" defines such ways as to do what others do, not to take actions that go beyond the expectations of this group. The mechanism of conformity works here, i.e. dependence on the group, compliance with the group. The motive “to be better than everyone else” gives rise to such methods as taking leadership positions, asserting oneself in will, mind, resourcefulness, etc. The motive "to be worse than everyone else" leads to ways of self-denial of personality, when a person demonstrates that he is not worthy of the attention of others, does not have talent, is the worst. Such a position often leads to the fact that a person begins to feel sorry for, sympathize with, provide him with certain advantages, but at this time he is affirmed through such self-abasement.
The results of self-affirmation are obvious - they give a person a sense of their need, usefulness, justify in his eyes the meaning of his own life and activity; the attitude “I am no worse than others” or a feeling of superiority, one’s exclusivity, overcoming any actions and actions, begins to work. In the case of self-denial, a person is affirmed in his worthlessness, uselessness, baseness, which can sometimes also give its advantages.
Other high (in the context of society, civilization) spheres of self-affirmation are also possible, when a person sets more significant goals of self-improvement and self-actualization. In this case, the personal need for self-affirmation recedes into the background, although it does not completely lose its potential, and self-affirmation becomes an objective process that depends not only on how and in what way the person asserts himself, but also on how and in what way others affirm personality, recognizing its dignity.
Self improvement- this is a form of self-development, which means that a person himself (independently) strives to be better, strives for some ideal, acquires those personality traits and qualities that he does not yet have, masters those types of activities that he did not own. Self-improvement is a process of conscious management of the development of the personality, one's qualities and abilities. Although the ideal, as a rule, is unattainable and is understood by each person in his own way, nevertheless, the tendency to development, if any, gives meaning to life, saturates it with fullness, stability and certainty.
Self-improvement can go in different ways: in one case, the acquisition of socially significant properties and qualities; in the other, the mastery of negative ways of life and activity. The reverse process of self-improvement is also possible, which is called self-destruction, when, for various reasons, a person makes special efforts that lead not to personal improvement, the achievement of an ideal, but, on the contrary, to degradation and regression, the loss of achievements, personal traits and qualities that were inherent in him. previously.
In modern psychological literature there are many concepts that describe the features, originality, goals of the positive aspect of self-improvement, which is called personal growth.
In psychoanalysis, this is a tendency towards individuation, or self-development, understood as a movement towards greater freedom (K. Jung); movement from self-centeredness for the purpose of personal superiority to constructive mastery of the environment, understood as a movement towards perfection (A. Adler). In Gestalt therapy - the transition from relying on the environment to relying on oneself and self-regulation (F. Perls). In humanistic psychology, personal growth means the acquisition of ever greater autonomy, independence of the individual, the desire for maturity and psychological health (K. Rogers) or the consistent satisfaction of ever higher needs (A. Maslow).
In general, we can say that at the heart of the desire for self-improvement, for personal growth lies a certain need, on the basis of which motives for self-improvement are formed (the motive for self-realization is the limiting one), motives for personal growth. Self-improvement is necessary in order to fully realize oneself in this life, and through self-realization to understand and gain the meaning of one's existence, the meaning of life, which is already characteristic of a higher form of self-development - self-actualization.
The goals of self-improvement are not only and not so much the goals of self-affirmation - to be no worse than others, to be better than others, but the goals - to be better than you were; achieve more significant results than you achieved.
There are many ways to improve yourself. They can be defined in a wide variety of activities. For example, mastering new knowledge, new types of activity, a person becomes one step higher in his development. By setting a specific goal - not to conflict with others - and achieving it, he also rises to a new level. By giving up bad habits, he also takes a step in his development. As a means of self-improvement are the means of self-education. These include competition with oneself, self-commitment, self-order, etc.
The results of self-improvement include, first of all: satisfaction with yourself, with your achievements, with the fact that you are coping with your own requirements; satisfaction with life, activities, relationships with other people.
Self-actualization is the highest form of self-development and includes to a certain extent the two previous forms, especially the form of self-improvement, having in many respects common goals and motives with it. The difference between self-actualization and previous forms is that here the highest semantic motives of human behavior and life are actualized. According to the definition of the author of the theory of self-actualization A. Maslow, self-actualization is the ability of a person to become what he is capable of becoming, i.e. he is obliged to fulfill his mission - to realize what is in him, in accordance with his own higher needs: Truth, Beauty, Perfection, etc. According to A. Maslow, the need for self-actualization is the top in a series of human needs, it cannot arise and be realized if the needs of a lower order are not realized.
On the basis of the need for self-actualization, motives are born that direct a person to the realization of the higher meanings of his existence. According to another representative of humanistic psychology, V. Frankl, the meanings of life are not given to a person initially, they must be specifically sought. In his opinion, there are three most common ways to search for meaning: what we do in life (creativity, creation); what we take from the world (experiences); the position we take in relation to a destiny that we cannot change. Accordingly, he distinguishes three groups of values: creation, experience and relationships. Meaning is determined by the person who asks the question, or by the situation that also implies the question. V. Frankl calls the method by which meanings are found conscience. Conscience is an intuitive search for the only meaning of this particular situation. The meaning of life is not in the search for pleasure, the pursuit of happiness, but in the comprehension and realization of values: creation, experiences, relationships.
On the basis of the need for self-actualization, motives are born in search of the meaning of one's own life as a whole. These motives determine the specific form of self-development called self-actualization. The purpose of self-actualization is to achieve a full sense of life, to experience the highest satisfaction with oneself and one's life, to be active, to rejoice at successes and the fact that something has been done.
In the process of self-actualization, two lines of human existence come close - self-knowledge and self-development. To know oneself as far as possible means to acquire the basis for self-actualization as the ability to use one's talents, abilities, and possibilities to the fullest. Self-actualization - to find the meaning of life, to realize oneself, thereby fulfill one's mission, one's destiny and, as a result, feel the fullness of life, the fullness of existence.
A. Maslow identifies eight ways (ways) of behavior leading to self-actualization:
· living and disinterested experience with full concentration and immersion; at the moment of self-actualization, the individual is wholly and completely human; this is the moment when I AM realizes itself;
Life is a process of constant choice: promotion or retreat; self-actualization is a continuous process when multiple individual choices are given: to lie or tell the truth, to steal or not to steal, etc.; self-actualization means choosing the possibility of growth;
The ability of a person to listen to himself, i.e. focus not on the opinions of others, but on your own experience, “listen to the voice of impulse”;
the ability to be honest, the ability to take responsibility;
the ability to be independent, to be ready to defend positions independent of others;
not only the final state, but also the process of actualizing one's capabilities;
· moments: supreme experiences, moments of ecstasy that cannot be bought, cannot be guaranteed and cannot even be sought;
The ability of a person to expose their own psychopathology - the ability to identify their defenses and then find the strength to overcome them.
The most important result of self-actualization is the feeling of meaningfulness of life and the fullness of your being, that everything is done correctly, despite private mistakes and mistakes, that others recognize you as a person, your unique individuality and at the same time universality.
The process of self-development is associated with certain difficulties, which are consciously or unconsciously perceived by a person as barriers to self-development. The most serious and insurmountable barrier to self-development, from the point of view of V.G. Maralov, is the barrier of lack of responsibility for one's own life (a combination of random events and circumstances when a person is not able and cannot, for objective reasons, be responsible for everything that happens to him). In addition, many difficulties are determined by: underdevelopment of the ability to self-knowledge; the influence of existing stereotypes and attitudes; unformed mechanisms of self-development; obstacles that other people create, for whom self-development, self-improvement of someone other than them, causes a reaction of opposition, complicated by a sense of envy and the desire for personal superiority.
In this way, self-development is a complex, non-linear, multifaceted process that can go both in a positive direction and in a negative one in terms of compliance with the highest standards and ideals developed by mankind. As a process, it has its own goals, motives, methods, results, which are determined by the forms of self-development.
conclusions
Self-development is the fundamental ability of a person to become and be a true subject of his life, to turn his own life activity into an object of practical transformation.
Self-development is carried out within the framework of human life in the process of manifestation of activity, determined by the ability to make personal choices based on self-knowledge.
Self-development expresses in an active form the features of the inner world of the individual. The inner world, or subjective reality, is in the process of constant becoming.
· Mechanisms (reflection, self-acceptance, self-forecasting), forms of self-development (self-affirmation, self-improvement, self-actualization), as well as barriers that can restrain a person's transformative activity are singled out.
Issues for discussion
1. What is the interdisciplinary nature of the problem of self-development?
2. What are the main philosophical models of development that created the prerequisites for the formation of ideas about human self-development?
3. How is self-development of a person considered in foreign psychology in the context of the problem of "determination - freedom" of a person?
4. What is the principle of self-development from the standpoint of the cultural-historical theory of personality development?
5. How is self-development viewed from the standpoint of the subjective approach?
6. How is self-development viewed in the anthropological model of subjective reality?
7. What are the mechanisms of self-development?
8. What are the forms of self-development?
9. How do the processes of self-knowledge and self-development correlate?
10. What is the significance of self-development in human life?
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