It is almost impossible to give an unambiguous definition of the word “culture”. This term can apply to any aspect of life. In the ordinary understanding, culture can exist exclusively in a civilized society, however, in reality the situation is somewhat more complicated. It is worth remembering that every country has its own traditions and rules of behavior. Even a primitive society has its own culture. This term can be used to define the differences between urban and rural life.
Culture and personality are inextricably linked with each other. These are two parts of one whole. It is people who create culture, which in turn influences them. It is a process of continuous improvement and renewal. Personality is culture. Man constantly improves it in accordance with the requirements of society and the era. In turn, culture shapes a person’s character and makes him more socialized. It presupposes certain rules, without which no community can exist.
Culture and personality are a rather complex area of science that can be represented in the form of a structure. A person can play several roles in relation to culture. Let's look at them all.
Personality is a product of culture. That is, only a person who has mastered all the traditions, rules, and values of his society can be adequate to society and his time.
The individual also acts as a consumer of culture. That is, a person in a ready-made form, most often in the form of stereotypes, assimilates language, traditions, norms, knowledge, and so on.
The personality is the producer of culture. It is man who creates, rethinks, complements, improves and interprets
Personality is a kind of transmitter of culture. A person passes on his values, priorities, traditions and rules to his children and his immediate environment.
Personal culture is a necessary element for the successful socialization of an individual. The child begins to acquire knowledge and rules, with which his parents help him. Thus, a person becomes adequate to the culture accepted in his society. An individual assimilates a certain set and is formed as a personality. Only after this will he be able to function successfully in society.
As mentioned, culture and personality are two things that are necessary for socialization. Let's consider which areas of life are influenced by cultural development.
First of all, the Personality masters skills precisely through the assimilation of certain rules and norms. At the same time, a person’s culture influences the ability to evaluate one’s activities and set goals.
Secondly, the sphere of communication. A person cannot interact with members of a particular society without knowing their traditions, rules and norms.
Culture and personality, as well as their interaction, are also important for the sphere of self-awareness. In this case, the formation of one’s own “I” occurs, understanding one’s social role.
To summarize, we can say that each person has his own special culture, formed under the influence of his environment. An individual begins to master rules and traditions from infancy. Culture is not just a sign of a civilized society, but a term for the persistent differences between certain groups. It can relate to the traditions of city or village life, to the norms and rules that exist in each individual country. In addition, there is industrial, physical, intellectual culture, as well as many other types.
Largely as a reaction against the biological explanations long dominant among psychologists and psychiatrists, anthropologists have emphasized the importance of the cultural matrix in which personality development takes place. They argued that many of the generalizations formulated by psychologists applied only to Western culture, and they demanded that socialization theory take into account the diversity of cultures around the world. Some advocated the study of cultural “determinants” of personality, others wrote about cultural “conditioning,” and still others went so far as to argue that personality is merely an individual copy of culture. Although such requirements introduced many necessary amendments to the blind biological determinism, they were at the same time misleading.
If personality is a product of culture, the distribution of personality types should be unequal. In every culture, some behaviors are approved and others are frowned upon. If personality is a product of childhood experiences, there must be corresponding differences in the personalities of people in different societies, for each is characterized by in a special way child care. Most famous in this type of approach is the attempt to draw a "modal personality structure" for each culture. People of one society are said to be friendly and tolerant, while people of another society are said to be suspicious and hostile, or hardworking and practical. Similar attempts have been made to identify typical representatives of certain classes and ethnic groups. It is not always clear, however, whether the modal personality is the type that is most often found in a particular society, the type that is essential to the preservation of a given culture, or the type that is most consistent with prevailing institutions and mores.
Based on several studies of "national character", attempts have been made to explain the emergence of individual political institutions among Americans, British, Germans, Japanese and Russians in connection with inclinations derived from childhood experiences typical of these peoples. The rise of anti-Semitism, Nazism, and other social movements have been explained in terms of typical motivational patterns that appear to characterize large portions of certain populations2. This type of research has attracted numerous objections, and fierce controversy still continues.
Since mental illness syndromes appear to be easier to define than other personality types, attempts have been made to trace class and cultural differences for mental illness. In some societies, relaxed parenting may make personality disorders less likely to occur; in others, due to the harsh treatment to which children are exposed, such disorders are more likely to occur. Such claims are difficult to verify because observations were not always made by experienced psychiatrists and the facts are therefore not comparable.
Since people from different cultural backgrounds have different ideas about man's place in the universe and about themselves, delusions are not the same, but no one has proven that any clinical syndrome is found in different societies in various proportions. The Menymoni Indians are paranoid and fear witches or snakes, while the paranoid people in our society fear radio stations or FBI agents. But attributing malevolent motives to imaginary personifications and taking protective measures against them is general template. This is what he says comparative study paranoid psychoses, conducted by Lambo.
Lin studied 3 Chinese communities in Formosa - a rural area, a small town and a neighborhood big city- and studied 19,931 people. He found 214 cases of abnormalities. There were no significant differences in the prevalence of the various syndromes in the three areas. The facts did not confirm the opinion of the famous anthropologist that among the Chinese manic-depressive psychoses predominate over schizophrenia. The actual prevalence of various disorders does not differ significantly from what is known about the situation in other areas globe. The symptoms differ from culture to culture, but the structure of these psychoses and probably their etiology are the same. If this were not so, it would be impossible to recognize them.
Some critics of modern industrial societies point to their complexity and internal contradictions as a source of tension. They argue that schizophrenia is more common in mass societies than in simpler and more stable primitive societies, where the social status of each individual is clearly defined. However, a study of several Hatterite communities, a religious sect inhabiting rural areas Dakota, Montana and adjacent Canadian provinces - seems to refute this opinion. This close-knit, almost autonomous group maintained its identity for more than 100 years and enjoyed a well-ordered way of life, sharply different from the American one. Although there was great cohesion and consistency, and expectations and career paths were clearly defined, which is supposedly the ideal from the point of view of psychiatrists, the prevalence of mental disorders did not differ significantly from corresponding rates in other parts of the country. Apparently, a simple and uncomplicated lifestyle does not necessarily create immunity against mental illness.
The relationship between class status and mental illness is shed light by a study conducted in New Haven, which studied about 98% of those receiving treatment at the time. Taking into account occupation, education and area of residence, the researchers determined an index of each person's class position and found significant differences in the proportion of patients among the groups. The most privileged classes, whose proportion in the population exceeded 11.4%, provided only 8% of patients; the lower classes, making up 18.4% of the population, represented 38.2% of the patients. It was discovered that Various types diseases are not equally distributed. In the upper classes, most patients were classified as neurotic; in the lower classes, 91.6% were diagnosed as psychotic. It should be borne in mind, of course, that many of the poor who were troubled by neurotic symptoms could not afford to seek medical help8. A careful study of fifty patients in the same sample showed that in the lower class, victims of schizophrenia come from families characterized by disorganization, parental neglect and lack of guidance; patients from middle-class families suffer more from internal anxiety about their inability to achieve high goals, shaped by the influence of their mothers and the lack of respect for their fathers9. These facts point to the importance of class differences in personality development, but this conclusion is contradicted by the results of other studies. In a study of 1,462 rural children in Wisconsin, for example, a significant relationship between social status and the identity was not revealed.
In connection with attempts to explain the supposed differences in the distribution of personality types, there is increasing interest in the comparative study of practice children's education. Anthropologists are now conducting more detailed studies of the education of young children than they did in the past. There have also been a number of studies of class differences in child rearing. A survey of 200 lower- and middle-class mothers in Chicago about breastfeeding, bottle-feeding, and toilet training found that middle-class parents were more strict in teaching their offspring clean and regular eating habits and ensured that their children learned various responsibilities at an early age. In general, blacks are less demanding, but the same differences were found among blacks12. A 1952 study of 379 mothers in the Boston suburbs found that working-class mothers were more strict, seeking tangible rewards as incentives and physical rather than mental punishments as punishment. Since both studies in general they gave similar results, the idea arose that the seemingly contradictory details may be due to changes in views on children's education that have occurred over the past ten years. Given the changes in American economic system Since the last century, Miller and Swanson have proposed to distinguish between two types of families - the "entrepreneurial" family, consisting of people who work in small enterprises with a relatively simple division of labor, and the "bureaucratic" family, represented by people employed in large corporations. They found that in the first type of family, middle-class mothers insisted on an active, efficient approach to life, instilling self-reliance in their children, while lower-class mothers were less demanding; in "bureaucratic" families, however, it was impossible to detect significant class differences. A survey of several hundred mothers by other researchers found that working-class parents focused on qualities that ensured respectability, while middle-class parents focused on internalizing standards of behavior. Most researchers agree that there are class differences in child rearing practices, but they adhere to different views on the nature of these differences.
That the practice of child upbringing determines the development of personality still cannot be considered conclusively proven. The study of 162 children from rural Wisconsin communities used an elegant system of tests and scales, followed by interviews with parents about how these children were raised.
Comparing the adjustment scores and personality traits of children who experienced various educational techniques, the researchers did not find significant differences. Then, characteristics such as duration of breastfeeding, age of toilet training, etc., were grouped into two groups - those approved in psychoanalysis and those not approved. Impressive correlation between lax parenting and favorable development no identity was found; in fact, some coefficients were even negative. This suggests that parenting techniques, as such, may not be as important as the feelings directed towards the child. In essence, all of these studies focused more on what parents do than on how they do it. The style of parental behavior towards the child has often been mentioned, but it has not been the subject of effective study.
Although the question of the different distribution of personality types has not yet been resolved, it is likely that all personality types can be found in all societies. If this were not so, stories translated from one language to another would be incomprehensible. Of course, those who share a common culture are characterized by similar patterns of behavior, but a distinction must be made between the façade of conventional behavior and what the individual is actually disposed to do. Personality should be defined in terms of its potential actions rather than overt behavior. It manifests itself in spontaneous tendencies to action, which are often restrained.
There are many concepts of personality, but most psychiatrists and psychologists use this term to refer to a specific style of behavior that characterizes a given individual, which the best way illustrated by his characteristic ways of dealing with people. This concept refers to something unique. Although most meanings are learned through participation in organized groups, they emerge in a specific combination for each individual. It is difficult to imagine how the formation of something individual could be explained from the point of view of culture - conventional patterns, apparently, are adhered to by everyone in the group. If personality is a product of culture, everyone sharing the common cultural heritage should be like the others. However, it is precisely the fact that each person is not like the others that needs explanation.
The proliferation of culture and personality research is surprising given the dubious evidence on which such research is based. In many studies of child rearing practices, the correlation coefficients are very low, and the evidence presented in various works, are contradictory. Many statements that are made about various groups only seem plausible when people are viewed from a very great distance. The literate members of the primitive tribes studied were amazed at what was said about them; many Americans were surprised by Gorer's publication on their national character, just as Japanese scholars were unimpressed by Ruth Benedict's and Gorer's studies. Since the concepts of "modal personality" and "national character" are very tenuous, generalizations based on them are dangerous. Political theorist who argues that people in a certain country are more susceptible to communism because they are toilet trained in a special way is treading on very thin ice, if there is any ice underneath at all. National character, despite the scientific forms of its study, is in many ways similar to a respectable ethnic stereotype, acceptable primarily for those who are not closely acquainted with the people in question.
MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION
Federal State educational institution
Higher vocational education
Pedagogical Institute
Faculty primary classes
Specialty 050708-Pedagogy and methodology primary education
Department of Pedagogy and Psychology
Performed:
3rd year student
full-time training
Elena Kunchenko
PSYCHOLOGICAL CULTURE OF PERSONALITY
COURSE WORK
Ph.D., Associate Professor
Popova Nadezhda Nikolaevna
Michurinsk - Naukograd 2012
Introduction...3
1. The concept of psychological culture of personality, its development and formation. 5
1.2. Psychological culture high level… 8
2. Psychological culture of students and its improvement... 10
2.2. Psychological culture of student and teacher... 13
3. Testing… 15
Conclusion...20
List of used literature...21
Introduction
A harmonious state of personality presupposes the presence of a certain level of inconsistency, stimulating self-development and a taste for life. The process of self-testing has no boundaries. If a person is involved in it, then in his basic state there will always be a certain, but not very large, amount of problems that arise from incomplete fulfillment of the tasks set for oneself, especially if these tasks are of an almost endless nature.
The presence of a certain, optimal share of personality inconsistency, incompleteness of its consistency with itself and with the world, incomplete self-satisfaction, processes of self-testing and self-development is essential feature harmonious personality And harmonious life person. It is important to note that these are contradictions and problems that are actually resolved by the individual himself through trial and error, attempts at special self-organization of his life. That is, life is both an experiment with oneself and with the world. Each step of such a reasonably organized experiment represents, albeit a small, but forward movement. So, a harmonious state of personality is, on the whole, a self-governing state and a self-governing process, distinguished at the same time by a certain amount of problematic, fundamental incompleteness.
Psychological culture, along with an optimal lifestyle, ensures the sustainable harmonious functioning of the individual and is at the same time its expression.
According to O.I. Motkov, psychological culture (PC) is a system developed and internalized by an individual constructive ways, skills of self-knowledge, communication, self-regulation of emotions and actions, creative search, business management and self-development. IN developed form characterized by high quality of self-organization and self-regulation various types life activity. To the extent possible, it is expressed in good self-management of the dynamic characteristics of one’s needs and tendencies, character traits, relationships and values, as well as in the optimal construction of processes for their implementation. This is primarily a behavioral, procedural component of an individual’s life, manifested in his real actions, based on a wide repertoire of developed self-control skills. There is also a value-based, motivating aspect here: for a person with a developed PC, it is important to behave in an optimal way, every time to find economical ways of behavior that are acceptable to oneself and others. The word “cultural” refers to those patterns of behavior that are created taking into account both the desires and goals of one’s personality and one’s body, and taking into account the perception of other people and the laws of nature in general. In other words, these are reasonable, voluntary actions of a person, organized by his subject (his operational self).
The purpose of this work is to study the constituent components of psychological culture.
Object of study is the psychological culture of the individual, and subject - the process of emergence and formation of a person’s psychological culture, its main principles.
Material(main) were inspired by the works of O.I. Motkov, V.N. Druzhinina, L.S. Kolmogorova.
Socio-economic reform and ongoing changes in modern Russian education place the problem of general cultural development of schoolchildren and students at the forefront. New requirements are being placed on education related to the need for highly qualified training of future specialists for professional activities in a rapidly changing world. IN educational practice trends have been noted that indicate the importance and necessity of forming a psychological culture in the learning process in educational institutions, distinctive feature which is attention to human individuality, independence, responsibility, motivation. Psychological culture provides social value the future specialist, his adaptability and resilience in the modern world on the labor market. In connection with this, my tasks course work will be:
- study of the psychological culture of the individual, its main components, literature on this topic;
- assessing the strength of psychological aspirations, as well as the degree of completeness of their implementation in the everyday life of schoolchildren and students, through tests;
- draw the necessary conclusions.
The concept of psychological culture of personality, its development and formation.
Psychology in the 20th century. ceased to be scientific exoticism and turned into
“normal” science has become equal in rights among other, no less respected areas of human knowledge: physics, chemistry, biology, linguistics, etc. Psychological practice has become an independent sphere of human activity and brings specialists who decide psychological methods people's problems, regular (albeit not very large) income. Hence, psychological knowledge practical, operational, and effective psychological activities bring real benefits to people. Finally, psychology has become an essential part of our Everyday life. In all bookstores, the Psychology department is independent and filled with a lot of books. The specialty of psychology has become one of the most prestigious. Competitions for the psychology departments of Moscow State University and Russian State University for the Humanities reach up to 13 people per place. In the United States, the profession of psychologist is one of the ten most prestigious. Each American family, who belongs to the middle class, has a family lawyer, a doctor and a psychologist.
Psychological culture - in its developed form, this is a fairly high quality of self-organization and self-regulation of any human life activity, various types of his basic aspirations and tendencies, personality relationships (to himself, to loved ones and distant people, to the living and inanimate nature, The world as a whole). This is an optimally organized and ongoing process of life. With the help of a developed psychological culture, a person harmoniously takes into account both the internal requirements of the individual, psyche, his body, and external requirements social and natural environments life.
The concept of “psychological culture” is close in its content to the concept of “arbitrariness” of the cultural-historical theory of L.S. Vygotsky. It is important, however, to note that PC as an expression of the action of the mind, the action of the subject, can manifest itself partially in unconscious forms, and not necessarily involving the mechanism of speech every time. The mediation of constructing plans for behavior and decision-making, communication, can also occur with the predominant use of visual and other images and ideas, as well as psychomotor patterns and emotional preferences.
For the first time, the definition of the concept of “psychological culture” and the methodology for its study “Cultural-psychological potential” were described in the book “Psychology of Personal Self-Knowledge” by O.I. Motkov. It is close in content to the concept of “culture” mental activity", presented in a book on the cultural studies of ancient China (Abaev N.V., 1989). Today, according to Oleg Ivanovich, the concept of PC, sometimes overly expanded and incorrectly identified with the concept of “general culture” of an individual, has firmly entered the field of research on personality and its development.
Kolmogorova L.S. argues that a person’s knowledge of how best to behave in various life situations matters. However, without their internal acceptance as significant for oneself, without turning them into internal values, they remain simply information that does not have special significance and, therefore, does not motivate the performance of appropriate behavior. In the development of PC (mainly in self-development), it is important both to stimulate the desire to learn how to behave optimally, and to train methods of reasonable behavior.
So, a developed PC is considered as reasonable self-organization and self-realization of one’s aspirations, taking into account internal needs, capabilities, and characteristics environment. Psychological culture, along with an optimal lifestyle and developed spiritual values, ensures the sustainable harmonious functioning of the individual and is at the same time one of its manifestations. She happens to be important part general culture of a person and his integral harmony, and ultimately serves as a personal means of optimally fulfilling the desires and goals of the individual, ensuring a “good life”.
Psychological culture, along with an optimal lifestyle, provides sustainable harmonious functioning of the individual and is at the same time its expression.
Harmonious functioning is manifested in:
Predominant good health;
Deep understanding and acceptance of oneself;
Positive harmonizing orientations towards constructive communication and business management, creative play, etc.;
High satisfaction with life - the nature of one’s communication, the progress of affairs, one’s health, one’s lifestyle, the creative process;
A high level of self-regulation (but not too high!) with your desires, emotions and actions, your habits, the development process, etc.
As can be seen from this list of manifestations of the “good life”, it is
integral characteristic and is expressed in various psychological aspects personal life: both in emotional experiences and self-perceptions, and in motivational and cognitive manifestations, and in behavior. A person’s “good life” is ensured by an optimal set of multidirectional aspirations and interests of his personality, the predominance positive motivation over negative ones, harmonious functioning in general.
Presented by: Morozkina Irina Leonidovna
Date: November 29, 2001
Development of personal spiritual culture by means art education
One of current problems education for modern stage is the development of the spiritual culture of the individual in the course of managing the pedagogical process. In this case, the teacher must take into account the child’s need for freedom of self-realization. The need for freedom of self-realization, first of all, means freedom to choose forms of life activity, goals and methods of achieving them, directions and spheres of existence. A child’s freedom of self-realization is related to his capabilities and inclinations. The child fully reveals himself only in conditions that meet his inclinations. And it is in such conditions that Personality is born.
The greatest opportunities for self-realization lie in a child’s creative activity. Creative activity includes such human activity, which, by processing a person’s previous experience, creates something new, previously unknown. The basis of creative activity is imagination and fantasy.
The development of imagination and fantasy is one of the main tasks of art education at school, helping to form the artistic culture of the child’s personality, the ability to maintain and update the culture of their country, constantly improving as an individual. In order for a child to learn to think creatively, it is important to acquaint him as much as possible with the rich heritage of art and the experience of humanity. This requires a process of experience and empathy, which can be achieved through the means of fine art, literature and music. Getting to know the wealth of world culture and art is also one of the important ways to form a person’s spiritual culture. However, while highly appreciating the role of aesthetic perception, we must not forget about the importance of visual skills in the development of a child’s creative abilities. Thus, mastery of drawing can be considered as mastery of one of the means of cultural development of the individual, which leads to enrichment and restructuring mental properties child and has a significant impact on holistic formation personality.
Recently, an environment-oriented approach has been used in teaching, which allows the student to engage in self-learning and self-development. With such an organization of learning, there is an increase in the child’s internal activity, which is expressed in further co-creation between the teacher and the student.
One of the tasks solved within the framework of the environment-oriented approach is the analysis of the influence of the environment on the development of the child as an individual. The artistic and aesthetic environment gives rise to a child’s perception of beauty, the ability to demonstrate his creativity, and compare it with standards; makes it possible to be included in the general creative environment, requiring the child to realize the beauty of the surrounding reality. In addition, the social environment establishes the relationship between art and the surrounding reality, ensures the use of creative products in the life of society and its historical processes. With his drawings, the child, without a specific intention, reflects the ideological and cultural orientation of the society around him. While in search of the inner content of his own world, the child assigns values characteristic of the country, the region where he lives. Hence the growing interest in national culture, which can significantly increase the spiritual potential of a child’s personality.
It is important to choose the right developmental environment, to find methods and forms that would help the child reveal himself as a creative person. But the most important thing is that the teacher must always develop with the child, exceed his level and be constantly in creative search. A teacher, teaching students to create, must himself, first of all, be a Creator, be able to think unconventionally and find non-standard methods problem solution. The activity of a teacher is his development and self-development, forward movement forward, improving skills, searching for new things and improving old ones. When these qualities are combined in a teacher, it means that he has matured as a Personality; he can and should lead children forward.
Cultural development of personality
Personal development is one of the main goals of education and does not occur spontaneously, but as a result pedagogical management. The basis for the goal-setting activities of teachers should be the child’s freedom of self-realization, which is connected with the needs and capabilities of schoolchildren.
The need for freedom of self-realization of one’s essential powers is understood as freedom to choose a form of life activity, goals and methods of achieving it, directions and spheres of existence. Much more possibilities self-realization is represented by creative activity.
Creative activity is a human activity that creates something new. Human brain capable of combining, creatively processing a person’s previous experience and creating something new, previously unknown, from the elements of this previous experience.
Thus, human activity can be divided into two types: reproducing, associated with human experience and memory, and combining, associated not with the reproduction of images in memory, but with the creation of new images based on their combination. It is the second activity, based on the combining ability of our brain, that psychology calls imagination or fantasy, and it forms the basis of human creative activity.
The process of imagination itself is quite complex. psychological process. It consists of many components. But based on what has already been said, one rule can be singled out: in order for the imagination process to work in children during art lessons, it is necessary to acquaint them as much as possible with the rich heritage of fine art and the experience of mankind. But showing reality objects in art classes is not enough to activate the imagination. A process of experiencing or empathy is necessary, you need to “wake up the child.” For these purposes, it is necessary to influence the child’s emotions through music and literature, i.e. Three types of art must be involved in the process of the emergence of fantasy: fine art, literature and music at the same time.
All of the above helps to activate children’s feelings and liberate their imagination. But in order to realize the creative images that arose in the minds of children, they need practical skills and skills that accumulate in the long process of learning the fine arts. Therefore, while highly appreciating the role of aesthetic perception in art lessons in the development of imagination, we must not forget about the importance of visual skills in the development of children’s creative abilities.
A child learns a lot through culture. Central location Art occupies a place in culture.
The purpose of art education in school is to form artistic culture students, which presupposes the ability to appreciate and understand the beauty in nature, in products - results of physical, mental and spiritual labor of people; the ability to actively participate in the processes of maintaining and updating public culture by improving one’s personality, artistic communication and one’s own participation in artistic creativity and cultural life country and world.
Art has special potential for an emotional and figurative impact on a person and contributes to the development of all aspects of the personality.
If we follow the concept of L.S. Vygotsky, mastery of drawing can be considered as mastery of one of the means of cultural development of the individual, related to the sphere of development of higher mental functions. Drawing not only expresses certain results mental development the child, but also ensures this development, leads to the enrichment and restructuring of mental properties and abilities. Intertwined in this development is the appropriation of common human properties and abilities, mastery of visual culture itself and the influence of the nature of leading activities on the specifics of development visual arts at one or another period of the child’s social development.
Increasing interest in national culture increases the spiritual potential of the country. Without any special intention, children reflect the ideological and cultural orientation of society with their drawings and learn to evaluate reality by imitating the assessments of adults. The development path of each culture is unique, therefore, along with the system universal human values, a child, as he develops, assigns values characteristic of the country, the society in which he lives. By assimilating the orientations of the people around him, the child develops his own personal position, his own private ideals.
The effective artistic and aesthetic development of a child’s personality in fine arts classes is determined, first of all, by the use of the wealth of world culture and art in the educational system.
Drawing is a complex synthetic activity in which the emerging complex personality of a child is revealed and which itself has a significant impact on the formation of personality.
Study of philosophical, aesthetic, art history foundations folk art not only increases the level of artistic and creative development of children, but also at the same time continues the humanistic and national education of the younger generation.
Acquaintance with art, introducing children to artistic activity is one of the ways of personality formation, the development of its inclinations and qualities, recognized in pedagogy.
An environment-oriented approach to teaching allows you to shift the emphasis in the teacher’s activities from active pedagogical impact on the student’s personality in the area of formation of a “learning environment” in which his self-learning and self-development takes place. With such an organization of education, the mechanisms of internal activity of the student in his interactions with the environment are included.
Basic practical problems, solved within the framework of an environment-oriented approach:
Designing a variety of learning environments,
Determination of their general and local learning effect and its increase,
Analysis of the influence of the environment on subsequent behavior and the development of the subject.
Managing the formation of the educational environment as an activity is associated with the concepts of humanization and humanitarization of education.
Humanitarianization of both society and school is not limited to the transformation of the “information-verbal” method of education into a creative one. An important direction This process is the humanitarization of the content of education, expressed in the increasing role of disciplines that shape the spiritual culture of the individual
Only in conditions that meet his inclinations does a child discover himself. The Creator is born, the Personality is born. Capable children, whose inclinations the teacher was able to consider through the prism of his work, observing and researching children's group, in their development and movement forward, they strive to be completely saturated with information, and then give it out in practical activities through the indirect product of co-creation between teacher and student.
The aesthetic environment, which includes both material and spiritual, social, gives rise to the child’s perception of beauty, the ability to demonstrate his creativity, compare with standards, and subsequently makes it possible to be included in the general creative environment. Immersion in the world of art already requires the child to realize the beauty of the surrounding reality. Material environment: art material, aesthetics of design - stimulates the interests of the child. Spiritual is the world of feelings of relationships, acquaintance with the best spiritual examples of art, such as music, literature, theater, etc., provides the child with the opportunity to “revive” images, spiritualize beauty, give it development and creative creation. Social - establishes a relationship in art, the release of creativity into the external social environment, introducing an image into the development of society, its historical processes. While in search of the inner content of his own world, the child himself poses to the teacher responsive tasks that require creative intervention.
It is important to choose the right developmental environment for a child, to find methods and forms that would help the child reveal his abilities, show talent, and find his creative path. But the most important rule is that the teacher must always follow the student, this is his pedagogical wisdom and tact.
A teacher, teaching students to create, must first of all be a Creator, be able to think unconventionally and make creative solutions to problems. The hard work of a teacher is his development, progressive movement forward, advanced training, search for new things, improvement of old ones. For gifted children, the teacher must become a “leader” on the professional path of mastery; teach creativity and convey your love for this species activities. When these qualities are collected in one person, a teacher, it means he has matured as a person, he can and should lead children forward. A gifted teacher is a complex, multifaceted personality, in constant development and interaction with students and others. The main thing in the profession of a gifted teacher is to develop together with the child, strive for his level, surpass him and be constantly in creative search.
The central figure of culture is man, because culture is the world of man. Culture is the development of spiritual and practical abilities and potentials of a person and their embodiment in individual development of people. Through the inclusion of a person in the world of culture, the content of which is the person himself in all the richness of his abilities, needs and forms of existence, both the self-determination of the individual and his development are realized. What are the main points of this cultivation? The question is complex, since these strongholds in their specific content are unique depending on historical conditions.
The most important point in this process is the formation of developed self-awareness, i.e. the ability to adequately assess not only one’s place in society, but also one’s interests and goals, the ability to plan one’s life path, to realistically assess various life situations, readiness to implement a rational choice of behavior and responsibility for this choice, and finally, the ability to sober assessment your behavior and your actions.
The task of forming a developed self-awareness is extremely difficult, especially if you consider that a reliable core of self-awareness can and should be a worldview as a kind of general orienting principle that helps not only to understand various specific situations, but also to plan and model one’s future.
Constructing a meaningful and flexible perspective, which is a set of the most important value orientations, takes special place in the self-awareness of the individual, in his self-determination, and at the same time characterizes the level of culture of the individual. The inability to construct and develop such a perspective is most often due to the blurring of an individual’s self-awareness and the lack of a reliable ideological core in it.
Such inability often entails crisis phenomena in human development, which are expressed in criminal behavior, in a mood of extreme hopelessness, in various forms maladjustment.
Resolution itself human problems living on the paths of cultural development and self-improvement requires the development of clear ideological guidelines. This is all the more important if we consider that a person is not only an active, but also a self-changing being, at the same time both a subject and a result of his activity.
Education plays an important role in the development of personality, but the concepts of education and culture do not completely coincide. Education most often means possession of a significant stock of knowledge, human erudition. At the same time it does not include whole line such important personality characteristics as moral, aesthetic, ecological culture, culture of communication, etc. And without moral foundations, education itself can turn out to be simply dangerous, and a mind developed by education, not supported by a culture of feelings and volitional sphere, either sterile, or one-sided and even defective in their orientations.
That is why the unity of education and upbringing, the combination in education of the development of intelligence and moral principles, the strengthening of humanitarian training in the system of all educational institutions from school to academy.
The next guidelines in the development of personal culture are spirituality and intelligence. The concept of spirituality in our philosophy until recently was considered as something inappropriate only within the framework of idealism and religion. Now it becomes clear that this interpretation of the concept of spirituality and its role in the life of every person is one-sided and flawed. What is spirituality? The main meaning of spirituality is to be human, that is, to be humane in relation to other people. Truth and conscience, justice and freedom, morality and humanism - this is the core of spirituality. The antipode of human spirituality is cynicism, characterized by a contemptuous attitude towards the culture of society, towards its spiritual, moral values. Since man is a rather complex phenomenon, within the framework of the problem we are interested in we can distinguish internal and external culture. Based on the latter, a person usually presents himself to others. However, this very impression can be deceiving. Sometimes, behind seemingly refined manners, a cynical individual who despises the norms of human morality can be hidden. At the same time, a person who does not boast of his cultural behavior can have a rich spiritual world and a deep inner culture.
The economic difficulties experienced by our society could not but leave their mark on spiritual world person. Conformism, contempt for laws and moral values, indifference and cruelty - all these are the fruits of indifference to the moral foundation of society, which led to widespread lack of spirituality.
Conditions for overcoming these moral and spiritual deformations in a healthy economy, in a democratic political system. Of no less importance in this process is broad familiarization with world culture, comprehension of new layers of domestic artistic culture, including Russian abroad, and understanding of culture as a single multidimensional process of the spiritual life of society.
Let us now turn to the concept of “intelligence,” which is closely related to the concept of spirituality, although it does not coincide with it. Let us immediately make a reservation that intelligence and intelligentsia are diverse concepts. The first includes certain sociocultural qualities of a person. The second speaks about his social status, received special education. In our opinion, intelligence presupposes a high level of general cultural development, moral reliability and culture, honesty and truthfulness, selflessness, developed sense duty and responsibility, loyalty to one’s word, a highly developed sense of tact and, finally, that complex alloy of personality traits called decency. This set of characteristics is, of course, incomplete, but the main ones are listed.
In the development of personal culture, a large place is given to the culture of communication. Communication is one of the most important areas of human life. This is the most important channel for transmitting culture to a new generation. The lack of communication between a child and adults affects his development. Fast pace modern life, the development of communications, the structure of the settlement of residents of large cities often leads to forced isolation of a person. Helplines, interest clubs, sports sections - all these organizations and institutions play a very important positive role in consolidating people, creating an area informal communication, which is so important for human creative and reproductive activity, maintaining a stable mental structure of the individual.
The value and effectiveness of communication in all its types - official, informal, leisure, family communication, etc. - in decisive degree depends on compliance with the basic requirements of communication culture. First of all, this is a respectful attitude towards the person with whom you communicate, the absence of the desire to rise above him, and even more so to put pressure on him with your authority, to demonstrate your superiority. This is the ability to listen without interrupting your opponent's reasoning. You have to learn the art of dialogue, this is especially important today in the conditions of a multi-party system and pluralism of opinions. In such a situation, the ability to prove and justify one’s position in strict accordance with the strict requirements of logic and, just as logically, without rude attacks, to refute one’s opponents becomes especially valuable.
Movement towards a humane democratic social order is simply unthinkable without decisive changes in the entire edifice of culture, for the progress of culture is one of essential characteristics social progress at all. This is all the more important if we consider that deepening scientific and technological progress means increasing demands on the level of culture of each person, and at the same time creating the necessary conditions for this.