The decisive factor in the formation of personality. Stages of Personality Development

Personality is a systemic quality of an individual, acquired by him in the course of cultural and historical development (A. N. Leontyev). As a person, a person manifests himself in a system of relationships. However, relationships in turn influence the formation of personality. What other patterns can be identified in the development of personality, and what factors influence its formation - let's figure it out.

Determinants are factors and conditions that play a leading role in the development of something. In our case, these are the leading factors in the development of personality.

Heredity

Who is a formed personality

Psychology has proven that a person is not born, but rather becomes. However, the question of who can be considered a person remains open. There is still no single list of requirements, description of properties or classification of criteria. But some features characteristic of a formed personality can be identified.

Activity. It implies voluntary activity, the ability to manage one’s life in any situation.
Subjectivity. It assumes control over one’s life and responsibility for choice, that is, the role of the author of life.
Bias. The ability to evaluate the surrounding reality, accept something or not, that is, not be indifferent to the world and your life.
Mindfulness. The ability to express oneself in public forms.

Development criteria

From the above, we can highlight the criteria for personality development, or personal growth:

strengthening subjectivity;
integrity and integration into the world;
productivity growth;
development of mental (spiritual) qualities and abilities.

A characteristic feature of a mature personality is overcoming and acquiring a broad identity (the ability to identify oneself with the world, society, situations, nature; a sense of community and understanding).

In children and adolescents, personality development is assessed according to the characteristics of socialization and reflection.
In adults - by the ability to self-actualize, the ability to accept responsibility and stand out from society, maintaining a connection with it.

Self-awareness as a separate component and sign of personality development

Self-awareness (the product of which is the Self-concept) is actively formed in, although the emergence begins much earlier. It flows from the consciousness of the individual. This is a system of attitudes, an attitude towards oneself. You can read more about self-awareness in the article.

Development process

The development of personality can be characterized through the development of its system. That is, a person develops as a personality when:

the duration of the needs increases;
needs become conscious and acquire a social character;
needs move from lower to higher (spiritual, existential).

Stages of Personality Development

The goal of personal development is to gain personal freedom. There are several classifications of stages of personality development.

E. Erickson's concept

In terms of considering personality development, I think E. Erikson’s theory is interesting. The psychoanalyst noted 8 stages, at each of which a person faces opposing forces of his personality. If the conflict is resolved successfully, then certain new personality traits are formed, that is, development occurs. Otherwise, a person is overtaken by neurosis and maladjustment.

So, among the stages of personality development the following can be distinguished:

Contradiction of trust and distrust in the world around us (from birth to one year).
Conflict of independence with shame and doubts (from one year to 3 years).
Contradiction between initiative and guilt (from 4 to 5 years).
Contradiction between hard work and feelings of inferiority (from 6 to 11 years).
The contradiction between awareness of identity with a particular gender and a lack of understanding of the behavior characteristic of it (from 12 to 18 years).
The contradiction between the desire for intimate relationships and the feeling of isolation from others (early adulthood).
Contradiction between vital activity and focus on one’s problems, needs, interests (middle adulthood).
Contradiction between the feeling of fullness of life and despair (late adulthood).

Concept by V. I. Slobodchikov

The psychologist considered the formation of personality from the perspective of the development of a person’s subjectivity in relation to his behavior and psyche.

Revival (up to a year)

A characteristic feature of this stage is the child’s familiarity with his body, his awareness, which is reflected in motor, sensory and sociable actions.

Animation (from 11 months to 6.5 years)

The child begins to define himself in the world, for which the baby learns to walk and handle objects. Little by little, the baby masters cultural skills and abilities. At 3 years old, the child realizes his desires and capabilities, which is expressed by the position “I myself.”

Personalization (from 5.5 years to 13-18 years)

At this stage, a person first realizes himself as the creator (real or potential) of his own life. In interaction with senior mentors and peers, the individual builds the boundaries of identity and begins to understand his own responsibility for the future.

Individualization (from 17-21 years old to 31-42 years old)

At this stage, a person appropriates and individualizes all social values, passing them through the prism of his own worldview and personal position. A person overcomes group restrictions, environmental assessments and builds his “self”. He moves away from stereotypes, outside opinions and pressure. For the first time, he himself accepts or does not accept what the world gives him.

Universalization (from 39-45 years old and onwards)

The stage of universalization is characterized by going beyond individuality to the level of existentiality. A person comprehends himself as an element of all humanity in the context of what has happened in the history of the world and what will happen.

As we see, personality development is closely related to age-related development. But if you pay attention to the dates indicated in brackets, you can note their wide range. Moreover, the older a person becomes physiologically, the wider the range of personal development. From this arises what is popularly called “precocious” or “stuck in development.” But now you know that, perhaps, no one got stuck anywhere and “ran away”, the point is the difference in physical and personal development.

In addition, personality development can be considered as a change in a person’s individual psychological space, which includes:

body;
surrounding personally significant objects;
habits;
relationships, connections;
values.

These elements do not appear immediately; they accumulate as the child develops physically. But in an adult personality, all these elements can be distinguished. For the favorable development of personality, the integrity of the above components is important.

Life path

The structure of personality is formed in the process of life, that is, in the development of a person as a subject of his own life. The goals, motives and values of the individual are reflected in the life plan, which structures the life path.

Simply put, this is a person’s life script. There is still no consensus on this issue.

Some scientists (S. L. Rubinshtein, B. G. Ananyev), mainly domestic ones, are of the opinion that only a person forms and regulates his script. That is, he consciously chooses the path, but not without the help and influence of his parents.
Other researchers (Adler, Berne, Rogers) adhere to the theory of the unconscious. And among the leading factors that determine the scenario are the parents’ parenting style and their personal characteristics, the child’s birth order, first and last name, random stress factors and situations, and upbringing by grandparents.

Personal growth

Personal growth is a product of life’s journey, considered through an assessment of an individual’s ability to manage his life, build relationships with others, defend his beliefs, and perceive life as one in all its diversity.

The basis of this is reflection. A quality that begins to develop in childhood and which involves a person’s analysis of his own actions. This is an element of self-awareness - introspection.
The second basic element arising from reflection is personal autonomy, that is, self-control, taking responsibility for one’s choice and the right to make this choice.

Personal growth is closely related to self-esteem and evaluation, or rather, it is nothing more than a transition from a system of external criteria to a system of internal ones, based on personal beliefs.

Afterword

Personal development is a difficult and contradictory process that continues throughout life. A stop in development is fraught with degradation and disintegration of personality.

Personality formation is a purposeful and organized process. At first it is organized by the parents and the child’s environment, and later by the person himself and the environment.

Thus, the formation and development of personality occurs in the process of human interaction with the outside world and people. However, in order to become a person, you need to learn to set boundaries between the understanding of “yourself” and “not yourself.” What does it mean:

participation in the life of society, but not total dissolution in it;
the ability to resist and maintain individuality.

Recently, it has been important to talk not only about the creative element of personality, but also about the creative principle, which means “being the creator of life.”

The question of the boundaries of the influence of the biological and social in a person during the development of personality has not yet been settled. Gene research continues. Scientists do not rule out that in the future some phenomena recognized as acquired will actually be transferred to the category of hereditary ones.

Despite the fact that personality is mainly formed through communication with other people, a number of factors influence the process of personality formation:

First of all, the formation of personality is influenced by the genetic characteristics of the individual received at birth. Hereditary traits are the basis for the formation of personality. An individual's hereditary qualities, such as abilities or physical qualities, leave an imprint on his character, the way he perceives the world around him and evaluates other people. Biological heredity largely explains the individuality of a person, his difference from other individuals, since there are no two identical individuals in terms of their biological heredity.

The second factor influencing the formation of a person’s personality is the influence of the physical environment. It is obvious that the natural environment around us constantly influences our behavior and participates in the formation of human personality. For example, we associate the emergence of civilizations, tribes, and individual population groups with the influence of climate. People who grew up in different climates are different from each other. The most striking example of this is the comparison of mountain dwellers, steppe dwellers and jungle people. Nature constantly influences us, and we must respond to this influence by changing our personality structure.

The third factor in the formation of a person’s personality is considered to be the influence of culture. Any culture has a certain set of social norms and shared values. This set is common to members of a given society or social group. For this reason, members of every culture must be tolerant of these norms and value systems. In this regard, the concept of a modal personality arises, embodying those general cultural values that society instills in its members in the course of cultural experience. Thus, modern society, with the help of culture, strives to form a sociable personality who easily makes social contacts and is ready to cooperate. The absence of such standards puts a person in a position of cultural uncertainty, when he does not master the basic cultural norms of society.

The fourth factor that shapes a person’s personality is the influence of the social environment. It should be recognized that this factor can be considered the main one in the process of forming the personal qualities of an individual. The influence of the social environment is carried out through the process of socialization. Socialization is the process by which an individual assimilates (internalizes) the norms of his group in such a way that the uniqueness of that individual or personality is manifested through the formation of his own Self. Personal socialization can take various forms. For example, socialization is observed through imitation, taking into account the reactions of other people, and communication of different forms of behavior. Socialization can be primary, that is, occurring in primary groups, and secondary, that is, occurring in organizations and social institutions. Failure to socialize an individual to group cultural norms can lead to conflicts and social deviance.

The fifth factor that shapes an individual’s personality in modern society should be considered a person’s individual experience. The essence of the influence of this factor lies in the fact that each person finds himself in different situations, during which he experiences the influence of other people and the physical environment. The sequence of such situations is unique for each person and is oriented toward future events, based on positive and negative perceptions of past situations. Unique individual experiences are one of the most significant factors in shaping a person’s personality.

Plan

1. Introduction.

2. The concept of personality.

3. Personality structure.

4. Factors in personality formation.

5. Personality and society.

6. Conclusion.

Bibliography.

1. Introduction

Of all the problems that people have faced throughout human history, perhaps the most perplexing is the mystery of human nature itself. In what directions have we searched, what many different concepts have been put forward, but a clear and precise answer still eludes us. The essential difficulty is that there are so many differences between us. People differ not only in their appearance. But also by actions, often extremely complex and unpredictable. Among the people on our planet you will not find two exactly alike. These enormous differences make it difficult, if not impossible, to solve the problem of establishing what the members of the human race have in common.

Astrology, theology, philosophy, literature and social sciences are just some of the movements that attempt to understand the complexity of human behavior and the very essence of man. Some of these paths turned out to be dead ends, while other directions are on the verge of flourishing. Today the problem is acute. More than ever, since most of the serious ailments of humanity are rapid population growth, global warming, environmental pollution, nuclear waste, terrorism. Drug addiction, racial prejudice, poverty are a consequence of people's behavior. It is likely that the quality of life in the future, and perhaps the very existence of civilization, will depend on how much we advance in understanding ourselves and others.

2. The concept of personality.

Personality is a concept rich in content, including not only general and special characteristics, but also individual, unique properties of a person. What makes a person a person is his social individuality, i.e. a set of social qualities characteristic of a person. But natural individuality also has an impact on the development of personality and its perception. The social individuality of a person does not arise out of nowhere or only on the basis of biological prerequisites. A person is formed in a specific historical time and social space, in the process of practical activity and education. Therefore, personality as a social individual is always a concrete result, synthesis and interaction of very diverse factors. And the personality is more significant the more it accumulates a person’s socio-cultural experience and, in turn, makes an individual contribution to his development. The problem of personality in philosophy is the question of what is the essence of man as a person, what is his place in the world and in history. Personality here is considered as an individual expression and subject of social ideals, values, social relations, activities and communication of people. .Especially it should be said about the influence of activity on the individual. Human activity is the basis on which and thanks to which the development of the individual occurs and the fulfillment of various social roles in society. Only in activity does the individual appear and assert himself as a personality, otherwise he remains a “thing in itself.” A person himself can think whatever he wants about himself, but what he really is is revealed only in action.

The concept of personality is one of the most complex in human knowledge. In Russian, the term “lik” has long been used to describe the image of a face on an icon. In European languages, the word “personality” goes back to the Latin concept of “persona,” which meant the mask of an actor in the theater, a social role and a person as a kind of holistic being, especially in the legal sense. A slave was not considered as a person; for this you had to be a free person. The expression “losing face,” which is found in many languages, means losing one’s place and status in a certain hierarchy.

It should be noted that in oriental languages (Chinese, Japanese) the concept of personality is associated not only with a person’s face, but also with the whole body. In the European tradition, the face is considered in opposition to the body, since the face symbolizes the human soul, and Chinese thinking is characterized by the concept

"vitality", which includes spiritual qualities.

In both Eastern and Western thinking, preserving one’s “face,” i.e. personality is a categorical imperative of human dignity, without which our civilization would lose the right to be called human. At the end of the 20th century, this became a real problem for hundreds of millions of people, due to the severity of social conflicts and global problems of humanity, which could wipe out a person from the face of the Earth.

It is interesting to note that the Latin term "homo" goes back to the concept

"humus" (soil, dust), from which man is produced, and in European languages "man" is derived from "manus* (hand). In Russian the word

“man” has the root “chelo” - forehead, the upper part of the human being, bringing him closer to the creator.

Consequently, even etymologically, the personal characteristics of a person carry different meanings depending on a particular culture and civilization.

The first concept with which to begin studying the problem of personality is “individual”. Literally it means a further indivisible particle of some single whole. This unique “social atom,” an individual person, is considered not only as an individual representative of the human race, but also as a member of some social group. This is the simplest and most abstract characteristic of a person, which only says that he is separated (primarily bodily) from other individuals. Separation does not constitute its essential characteristic, because all objects in the Universe are separated from each other and in this sense “and go species”. In the history of philosophy and socio-political thought, individualism is known - a philosophical and ethical concept that asserts the priority of the individual over any form of social community, based on the idea of the atomicity of the individual.

There are several large social personality types that can be traced throughout the entire historical path of human development.

The first type is “activists” - hunters and fishermen, warriors and artisans, farmers and workers, engineers and geologists, doctors and teachers, managers, etc. For such individuals, the main thing is active action, changing the world and other people, including myself.

The second type is “thinkers”. These are people who, according to Pythagoras, come into the world not to compete and trade, but to watch and reflect. The image of a sage, a thinker who embodied the traditions of the family and its historical memory (chronicles) has always enjoyed enormous authority.

The third type is “people of feelings and emotions,” who acutely feel how

“The crack of the world” (G. Heine) passes through their hearts. First of all, these are figures of literature and art, whose brilliant insights often outstrip the most scientific forecasts and prophecies of the sages.

The fourth type is “humanists and ascetics”, distinguished by a heightened sense of feeling the mental state of another person, as if

“feel” into it, alleviating mental and physical suffering. Their strength lies in faith in their destiny, in love for people and all living things, in active action. They made mercy their life's work. “Hurry to do good” is the life motto of the 19th century Russian humanist doctor F.P. Gaaza symbolizes the core of such personalities.

In the main cultures and civilizations of the Earth, certain types of personalities have developed, reflecting the characteristics of the East and the West. Thus, if we compare the European canon of personality, reflecting the ideal of Western civilizations, with the Japanese one, as a model of Eastern cultures, then significant differences are obvious. In the European model, personality is understood as a certain integrity, which acts in a similar way in different situations, maintaining its basic core. And for the Japanese, it is more typical to perceive a person and his actions as a combination of several “circles of responsibilities” in relation to the emperor, parents, friends, himself, etc.

Although Buddhism denied that a person has a soul in the European sense, the individual strives for an egocentric attitude towards the world, which distorts the vision of reality. This is the second truth.

Finally, the fourth “truth of the path” contains a description of eight steps at which control over the sphere of cognition, actions is sequentially exercised and, finally, Buddhist psychotechnics (samadhi) is established.

Thus, within the framework of the three world religions, it is possible to distinguish different types of personality and ways of its improvement. This does not exhaust the range of this concept and it is obvious that most people “combine the characteristics of different types of personalities, and sometimes there is a change in leading attitudes. The choice of a personal path and the field of its activity is the result of a person’s free will. Therefore, personality is unthinkable outside the phenomenon of freedom. And According to Hegel, the true nature of man is “freedom, free spirituality.”

3. Personality structure

First of all, there is the so-called physical personality or physical self. This is the body, or the bodily organization of a person, the most stable component of the personality, based on bodily properties and self-perceptions. The body is not only the first “object” for cognition, but also an essential component of a person’s personal world, both helping and hindering in the processes of communication. Clothes and home may also be considered physical personality. It is known that a lot can be said about a person from these elements.

Factors influencing personality formation

The formation of human personality is influenced by external And internal, biological And social factors. Factor(from lat. factor-doing, producing) is the driving force, the cause of any process, phenomenon (S.I. Ozhegov).

TO internal factors refers to the individual’s own activity, generated by contradictions, interests and other motives, realized in self-education, as well as in activity and communication.

TO external factors include the macroenvironment, meso- and microenvironment, natural and social, education in the broad and narrow social and pedagogical sense.

Environment and upbringing are social factors, whereas heredity is biological factor.

There have long been discussions among philosophers, sociologists, psychologists and teachers about the relationship between biological and social factors, about the priority importance of one or another in the development of a person’s personality.

Some argue that a person, his consciousness, abilities, interests and needs are determined by heredity (E. Thorndike, D. Dewey, A. Kobe, etc.). Representatives of this trend elevate hereditary factors (biological) to absolutes and deny the role of environment and upbringing (social factors) in the development of personality. They mistakenly transfer the achievements of biological science about the heredity of plants and animals to the human body. It's about recognizing innate abilities.

Other scientists believe that development depends entirely on the influence of the environment and upbringing (D. Locke, J.-J. Rousseau, C. A. Helvetius, etc.) They deny a person’s genetic predisposition and argue that a child from birth is a “blank slate , on which you can write everything,” that is, development depends on upbringing and environment.

Some scientists (D. Diderot) believe that development is determined by an equal combination of the influence of heredity, environment and upbringing.

K. D. Ushinsky argued that a person becomes a person not only under the influence of heredity, environment and upbringing, but also as a result of his own activities, ensuring the formation and improvement of personal qualities. A person is not only a product of heredity and the circumstances in which his life takes place, but also an active participant in changing and improving circumstances. By changing circumstances, a person changes himself.

Let us consider in more detail the essential side of the influence of leading factors on the development and formation of personality.

Some authors, as noted above, assign a decisive role to the biological factor - heredity. Heredity is the ability of organisms to transmit certain qualities and characteristics from parents to children. Heredity is due genes(translated from Greek “gen” means “giving birth”). Science has proven that the properties of an organism are encrypted in a kind of gene code that stores and transmits all information about the properties of the organism. Genetics has deciphered the hereditary program of human development. It has been established that it is heredity that determines what is common that makes a person human, and what is different that makes people so different from each other. What does a person inherit? The following are inherited from parents to children:

-anatomical and physiological structure, reflecting the specific characteristics of an individual as a representative of the human race (Homo sapiens): the inclinations of speech, upright walking, thinking, labor activity;

-physical features: external racial characteristics, body features, constitution, facial features, hair, eye, skin color; physiological features: metabolism, blood pressure and blood group, Rh factor, stages of maturation of the body;

-features of the nervous system: the structure of the cerebral cortex and its peripheral apparatus (visual, auditory, olfactory, etc.), features of nervous processes that determine the nature and certain type of higher nervous activity;

-anomalies in the development of the body: color blindness (color blindness), “cleft lip”, “cleft palate”;

-predisposition to certain hereditary diseases: hemophilia (blood disease), diabetes mellitus, schizophrenia, endocrine disorders (dwarfism, etc.).

It is necessary to distinguish congenital features person associated with changes in genotype, from acquired, which were the result of unfavorable living conditions. For example, complications after an illness, physical injuries or oversights during the development of a child, violations of the diet, labor, hardening of the body, etc. Deviation or change in the psyche can occur as a result of subjective factors: fear, severe nervous shock, drunkenness and immoral acts of parents, other negative phenomena. Acquired changes are not inherited. If the genotype is not changed, then Some congenital individual characteristics of a person associated with his uterine development are also not inherited. These include many anomalies caused by such reasons as intoxication, radiation, the influence of alcohol, birth injuries, etc.

An extremely important question is whether intellectual, special and moral qualities? And what children inherit - ready abilities to a specific type of activity or only the makings?

It has been established that only inclinations are inherited. Makings of- These are anatomical and physiological characteristics of the body, which are prerequisites for the development of abilities. Inclinations provide a predisposition to a particular activity.

There are two types of makings:

- universal(structure of the brain, central nervous system,
receptors);

- individual(typological properties of the nervous system, on which the rate of formation of temporary connections, their strength, strength depends
concentrated attention, mental performance; individual structural features of analyzers, individual areas of the cerebral cortex, organs, etc.).

Abilities are individual characteristics of a person, which are subjective conditions for the successful implementation of a certain type of activity, Abilities are not limited to knowledge, skills and abilities. They are revealed in the speed, depth and strength of mastery of methods and techniques of activity. High level of development of abilities - talent, genius.

Some scientists adhere to the concept of innate abilities (S. Burt, H. Eysenck, etc.). Most domestic specialists - physiologists, psychologists, teachers - consider abilities as lifetime formations, formed in the process of activity and as a result of upbringing. It is not abilities that are inherited, but only inclinations. The inclinations inherited by a person can either be realized or not. Being an individual-natural basis of abilities, inclinations are an important, but insufficient condition for their development. In the absence of appropriate external conditions and adequate activity, abilities may not develop even if there are favorable inclinations. The lack of early achievements may indicate not a lack of abilities, but rather an inadequacy of the organization of activity and education to the existing inclinations.

Particularly controversial is the question of inheritance of abilities for intellectual (cognitive, educational) activities.

Some scientists believe that all people receive from nature high potential opportunities for the development of their mental and cognitive powers and are capable of almost unlimited spiritual development. The existing differences in the types of higher nervous activity change only the course of thought processes, but do not predetermine the quality and level of intellectual activity itself. They do not agree with the idea that intelligence is passed on from parents to children. At the same time, these scientists recognize that heredity can adversely affect the development of intellectual abilities. Negative predispositions are created by brain cells in children of alcoholics, disrupted genetic structures in drug addicts, and some hereditary mental illnesses.

Another group of scientists considers the existence of intellectual inequality of people to be a proven fact. The cause of inequality is considered to be biological heredity. Hence the conclusion: intellectual abilities remain unchanged and constant.

Understanding the process of inheriting intellectual inclinations is very important, since it predetermines the practical ways of educating and training people. Modern pedagogy focuses not on identifying differences and adapting education to them, but on creating conditions for the development of the inclinations that each person has.

An important question is about inheritance of special deposits And moral qualities. Special are called the inclinations for a certain type of activity. Special inclinations include musical, artistic, mathematical, linguistic, sports, etc. It has been established that people with special inclinations achieve higher results and advance at a faster pace in the relevant field of activity. Special inclinations can manifest themselves at an early age if the necessary conditions are created.

Special abilities are inherited. In the history of mankind there have been many hereditary talents. It is known, for example, that J. S. Bach had 18 famous musicians in five generations of his ancestors. There were many talented people in the family of Charles Darwin.

Particularly significant is the question of inheritance of moral qualities And psyche. For a long time, the prevailing assertion was that mental qualities are not inherited, but acquired in the process of interaction of the organism with the external environment. The social essence of a person, his moral qualities are formed only during his lifetime.

It was believed that a person is born neither evil nor good, nor stingy, nor generous, nor a villain or a criminal. Children do not inherit the moral qualities of their parents; human genetic programs do not contain information about social behavior. What a person becomes depends on his environment and upbringing.

At the same time, such prominent scientists as M. Montessori, K. Lorenz, E. Fromm argue that human moral qualities are biologically determined. Moral qualities, behavior, habits and even actions are passed on from generation to generation - both positive and negative (“the apple doesn’t fall far from the tree”). The basis for such conclusions is data obtained from the study of human and animal behavior. According to the teachings of I.P. Pavlov, both animals and humans have instincts and reflexes that are inherited. The behavior of not only animals, but also humans in some cases is instinctive, reflexive, based not on higher consciousness, but on the simplest biological reflexes. This means that moral qualities and behavior can be inherited.

This question is very complex and responsible. Recently, domestic scientists (P.K. Anokhin, N.M. Amosov, etc.) have taken a position on the genetic determination of human morality and social behavior.

In addition to heredity, the determining factor in personality development is the environment. The environment is the reality in which human development occurs. Personality formation is influenced geographical, national, school, family, social Wednesday The concept of “social environment” includes such characteristics as the social system, the system of production relations, material living conditions, the nature of production and social processes, etc.

The question of whether environment or heredity has a greater influence on human development remains debatable. The French philosopher C. A. Helvetius believed that all people from birth have the same potential for mental and moral development, and differences in mental characteristics are explained solely by the influence of the environment and educational influences. The environment is understood in this case metaphysically; it fatally predetermines the fate of a person. A person is considered as a passive object of environmental influence.

Thus, all scientists recognize the influence of the environment on the formation of a person. Only their views on assessing the degree of influence of the environment on the formation of personality do not coincide. This is due to the fact that there is no abstract medium. There is a specific social system, a person’s specific immediate and distant surroundings, specific living conditions. It is clear that a person achieves a higher level of development in an environment where favorable conditions are created.

An important factor influencing human development is communication. Communication- This is one of the universal forms of personality activity (along with cognition, work, play), manifested in the establishment and development of contacts between people, in the formation of interpersonal relationships.

A person becomes a person only through communication and interaction with other people. Outside human society, spiritual, social, and mental development cannot occur. The interaction of a person with society, as is known, is called socialization.

Socialization of the individual is an objective phenomenon observed in the life of every person when he begins to live independently in society. Like any social phenomenon, socialization is multidimensional and therefore is studied by many sciences: sociology, cultural studies, ethnography, history, psychology, pedagogy, etc.

In addition to those listed above, an important factor influencing the formation of personality is upbringing. Education in a broad social sense is often identified with socialization. Although the logic of their relationship could be characterized as the relation of the whole to the particular. Is socialization a process? human social development as a result of spontaneous and organized influences the totality of factors of social life. Education is considered by most researchers as one of the factors human development, which is a system of targeted formative influences, interactions and relationships carried out in various spheres of social life. Education is a process of purposeful and consciously controlled socialization (family, religious, school education); it acts as a unique mechanism for managing socialization processes.

Education allows you to overcome or weaken the consequences of negative influences on socialization, give it a humanistic orientation, and attract scientific potential for forecasting and designing pedagogical strategies and tactics. The social environment can influence unintentionally, spontaneously, but the educator purposefully guides development in the conditions of a specially organized educational system.

Personal development is possible only in activities- In the process of life, a person constantly participates in a wide variety of activities - gaming, educational, cognitive, labor, social, political, artistic, creative, sports, etc.

Acting as a form of being and a way of human existence, activity:

Ensures the creation of material conditions for human life;

Contributes to the satisfaction of natural human needs;

promotes knowledge and transformation of the surrounding world;

is a factor in the development of a person’s spiritual world, a form and condition for the realization of his cultural needs;

enables a person to realize his personal potential and achieve life goals;

creates conditions for human self-realization in the system of social relations.

It should be borne in mind that the development of an individual under the same external conditions largely depends on her own efforts, on the energy and efficiency that she displays in various types of activities.

Personal development is greatly influenced by collective activity. Scientists recognize that, on the one hand, under certain conditions, the collective neutralizes the individual, and on the other hand, the development and manifestation of individuality is possible only in the collective. Collective activity contributes to the manifestation of the creative potential of the individual; the role of the team is irreplaceable in the formation of the ideological and moral orientation of the individual, his civic position, and emotional development.

An important role in the development of personality self-education. Self-education begins with awareness and acceptance of an objective goal as a subjective, desirable motive for one’s activity. The subjective setting of a specific goal of behavior or activity generates a conscious effort of will, the determination of a plan of activity. The implementation of this goal ensures personal development.

Thus, the process and results of human development are determined by various factors - both biological and social. Factors of development and personality formation do not act in isolation, but in combination. Under different circumstances, different factors may have a greater or lesser influence on personality development. According to most authors, in the system of factors, if not the decisive, then the leading role belongs to education.

Questions for self-control

1. What is personality development?

2. What are the driving forces of personality development?

3. How are socialization, education and personal development related?

4. What factors determine personality development?

5. How does activity influence personality development?

Main literature

1. Slastenin V. A., Kashirin V. P. Psychology and pedagogy: Proc. aid for students higher textbook establishments. M., 2001.

2. Likhachev B. Pedagogy: Course of lectures. 3rd ed. M., 1999.

3. Kharlamov I. F. Pedagogy. Minsk, 2001.

additional literature

1. Voronov V.V. Pedagogy in a nutshell (notebook). 3rd ed. M., 1999.

2. Gessen S.I. Fundamentals of Pedagogy: Introduction to Applied Philosophy. M., 1995.

3. Kon I. S. Child and society. M., 1988.

4. Kotova I. V., Shiyanov E. N. Socialization and education. Rostov-on-Don, 1997.

Dubinin N.P. What is a person? M., 1983.

Chapter 3. Education as a social phenomenon and pedagogical process

A person, if he wants to become a person, needs to get an education.

Y. A. Komensky