Self-improvement of the individual. What is the paradox of perfectionism in terms of self-development? best self development books

In modern psychological and pedagogical literature, this target model of a perfect worker, a specialist who has reached the heights or an act, as the ancient Greeks said, is depicted in the form of a list characteristic features, without which today it is impossible to imagine an effective employee.

Among the characteristics of such an ideal professional, a master of his craft, the following set of qualities is most often indicated, which can be divided into two blocks: personal and professional qualities.

Personal qualities inherent in people who have reached the heights of professional excellence, which distinguish them from people who are at a lower level of development:

1. energy, which means that the ideal employee is highly active, hardworking, tireless: he is full of desire to succeed both in his professional activities and in his personal life. This quality can characterize both an effective ordinary worker and a leader.

But this quality alone is not enough, especially for a leader. constantly dealing with people, encouraging them to quality work Motorina L. Philosophy of man. - M.: Prior, 2011. - S. 93 ..

2. sociability, i.e. desire, willingness to lead others, the ability to take responsibility for others, and not just for yourself. For a manager, this quality is not just one of many, but his main feature, which determines the effectiveness of all his activities;

3. firmness of will - another necessary quality of an effective worker, which is understood as the ability to show firmness and consistency not only in one's own business, but also the ability to inspire confidence in doubters, without which it is impossible to convince people of the correctness of the chosen goals and achieve results;

4. honesty, decency, moral qualities; this means that an exemplary worker, whatever position he may hold, must be distinguished by the unity of word and deed; without this quality it is impossible to ensure the trust of people, the possibility of cooperation with them. In the Code of 10 commandments proposed in our days by the Russian Orthodox Church both for bosses and for ordinary workers, the following moral standards are offered:

appropriating someone else's property, neglecting common property, not repaying the worker for work, deceiving a partner, a person violates the moral law, harms society and himself:

in a competitive struggle one cannot use lies and insults, exploit vice and instincts Motorina L. Philosophy of man. - M.: Prior, 2011. - S. 95 ..

5. extraordinary level of intelligence. He must be able to collect, analyze large amounts of information and use it both to solve the problems of his organization and for personal self-improvement.

Of course, the listed qualities are largely predetermined in each person at the biological, genetic level, but they can still be corrected, developed, strengthened to one degree or another during a person’s life, his work, will, desire for self-improvement.

But in addition to the listed personal qualities, an effective employee must also have a certain set of professional knowledge, skills and abilities. If a personal qualities exemplary worker are universal, more or less similar for workers of all categories, then professional signs specific to representatives of each profession, each specialty. The common between these two blocks of qualities is only that they equally need constant improvement and development.

The general direction of such development for each profession is established state standards special education, which establish a list of special knowledge and skills for each specialty. Of course, for a physicist, biologist, engineer, manager, this list is not the same.

But equally professional high class one can become only under the condition of mastering both of these blocks of qualities: personal and special Motorina L. Philosophy of man. - M.: Prior, 2011. - S. 96 ..

In connection with the selection of the qualities of an exemplary specialist, an exemplary worker, one important remark should be made in conclusion of the consideration of this issue: the presence of the entire complex of personal and professional qualities in an employee creates an opportunity. but by no means guarantees him the obligatory success in his activity. Much in practical activities depends on the ability to use one's abilities in relation to a specific production or life situation. Taking into account the specifics of a particular situation is the most important requirement for a modern effective specialist.

Having thus determined the dual goal of self-improvement, taking into account the conditions for the successful application of one's abilities, it is equally important to choose the right ways, methods, methods to achieve the goal.

Self-knowledge is a person's assessment of himself, this is the awareness of his interests, motives of behavior. The difficulty of this task is due to the fact that it involves an attempt to look at one's inner world as if from the outside, an attempt to connect the subject and object of observation. Therefore, the results of introspection are always not quite accurate.

Nevertheless, as is known from the history of philosophy, the great Socrates considered self-knowledge to be the basis of all human morality and wisdom.

However, this task turns out to be so difficult that it is, perhaps, comparable only to the one that Baron Munchausen faced when he got into a deep swamp with his horse. True, as is known from his stories, he, grabbing his hair, managed to pull out of the swamp, not only himself, but also Garanin's horse O.D. Philosophy of man. - M.: Science Press, 2011. - S. 102 ..

As a result of self-observation, we need to extract from the depths of the psyche the qualities hidden in it, and so on. so that the results of our work are somewhat more credible than the description of the exploits of the famous German baron.

What should be done in order to obtain more or less objective results of the analysis of one's own physical and mental qualities?

Psychologists believe that for this you need to use the following methods recommended by science:

1. The first of them is to evaluate, as far as possible, impartially the accumulated professional and life experience. Such an assessment will one way or another give an answer to the question about our strengths, for example, such as activity, honesty, willingness to take risks, sociability, the desire to improve one's social status etc., as well as our weaknesses, such as lack of energy, unwillingness to take risks, fear of new things, etc. The richer your life experience, the more diverse labor activity, the more material will be at your disposal to give yourself a truthful, and not embellished self-assessment. According to I.V. Goethe, "man knows himself only insofar as he knows the world."

However, with the help of this technique alone, it is difficult to achieve complete objectivity of the results of introspection. Therefore, psychologists recommend other methods of self-knowledge, including:

2. testing, trainings, business games. With the help of these techniques, which are becoming more widespread as methods of teaching, control and self-knowledge, more objective results can be achieved. These tools are now widely used to determine the psychophysical characteristics. knowledge, experience, skills of the subject. Thus, there are widely known tests that include several hundred questions and, on their basis, determine the level of intelligence (for example, the well-known test of the level of intelligence of the English psychologist Hans Eysenck and others);

3. Therefore, it is also important to take into account the opinions of other people about our strengths and weaknesses, especially the opinions of those who have known us for many years: relatives, friends, workmates:

4. Finally, the results of self-knowledge will be the most reliable. if they are constantly checked, supplemented, refined, corrected in the course of everyday work, cognitive, social activities person. “How can you know yourself? - asked Goethe and answered: - Thanks to contemplation, this is generally impossible, it is possible only with the help of action. Try to fulfill your duty, and then you will know what is in you ”Garanina O.D. Philosophy of man. - M.: Science Press, 2011. - S. 103 ..

Of course, in order to seriously engage in this difficult work. its importance must be well understood.

It must be remembered that the installation of a high value of self-knowledge is one of the central not only in the Western, starting with Socrates, but also in the Russian cultural tradition.

It is also appropriate to recall that one of the main ideas of Christianity, which is especially pronounced in Orthodoxy, is the conviction that "the kingdom of God is within us."

Russian thinkers have long seen the meaning of all human work in self-knowledge as finding the best correspondence between the abilities and talents that each person possesses and those real conditions for their development, improvement, which are given to him by fate, the conditions of his real life. This work is very intense, difficult, sometimes even tragic. But in the search and realization of such harmony between personal abilities and real possibilities, according to the tradition of Russian self-consciousness, lies the highest meaning of human life.

Based on the results of a comprehensive self-assessment, a more or less accurate picture of our negative and positive qualities is formed, which is the result of self-knowledge, which can be the basis for Garanin O.D.'s self-improvement plan. Philosophy of man. - M.: Science Press, 2011. - S. 105 ..

Clear planning is another important prerequisite for successful self-improvement. If at traditional forms education, the task of planning was carried out mainly by the school, then in the conditions of self-education, planning becomes the student's own task.

Planning is a kind of project for placing the processes of work, study, and other forms of activity in time for a more or less long period: from one day to the whole life of a person.

The main purpose of planning is to ensure rational use personal time. It has been established that an increase in the time spent on the planning process itself results in significant time savings in general.

As experience shows, the only alternative to planning can be disorder, confusion and chaos, both in public and private life.

Planning includes a number of steps:

Work on drawing up a plan is a type of work that is somehow present in any human activity, including self-improvement activities; this is a whole set of actions and operations, among which such ones as the study of time spent on certain types planned cases, consultations with people with significant planning experience, development of the plan itself.

Planning of personal work, training is a whole system that includes a number of subsystems: long-term plans that specify their medium and short-term plans.

Planning begins with a long-term plan that can span several years or even your entire life. In medium-term plans, drawn up for a period of one year to one month, events are planned, as a rule, held regularly every year or every month, short-term plans are plans for today or tomorrow, covering time from one day to a week. All these types of personal plans, of course, must be consistent with each other.

An obligatory component of this system is control, verification of results, comparison of "plan-fact". Moreover, this must be done at the end of each planning period.

The success of work on the implementation of the adopted plan, as established by research, largely depends on the ability to classify the planned tasks according to their degree of importance, i.e. from the ability to take into account that not all things that you have are equally important, just as not all branches of an apple tree bear the same fruit; the principle of planning, requiring the alignment of all cases according to their degree of importance. sometimes referred to as the ABC principle. these letters denote those three most important things that today need to be done in the first place, relegating all the rest to the background.

It is also necessary to plan your working day every day, defining a list of tasks and actions every morning. Moreover, this list should be realistic, feasible and not include more than five to seven cases. It should always begin with cases of the ABC category.

It is important to always remember that the main goal of planning is a concrete result. Therefore, the results and results of planning should be constantly monitored both in terms of timing and quality.

Having learned to plan, a person will be able to change for the better not only his career, but also his life, achieve top level self-improvement.

However, both the work on self-knowledge and the planning of self-improvement activities will be jeopardized if at the same time you do not pay due attention to your health, its psychophysical regulation.

subject and tasks of psychology

The main task of psychology as a science is to study the objective laws governing the functioning of mental phenomena and processes as a reflection of objective reality. At the same time, psychology also sets itself a number of other tasks: 1) to study the qualitative (structural) features of mental processes and phenomena, which is not only theoretical, but also of great importance. practical value; 2) to analyze the formation and development of mental phenomena and processes in connection with the determinism (causal dependence) of the psyche, the objective conditions of life and activity of people; 3) to investigate the physiological mechanisms underlying mental phenomena, since without their knowledge it is impossible to correctly master the practical means of their formation and development; 4) to promote the systematic introduction of scientific knowledge of psychology into practice (development of scientific and practical methods of training and education, rationalization of the labor process in various types of human activities.

The subject of psychology is: the psyche, consciousness, the unconscious, personality, behavior, activity.

Psyche- this is a property of the brain that provides humans and animals with the ability to reflect the effects of objects real world. The psyche is diverse in its forms and manifestations. The human psyche is his feelings, thoughts, experiences, intentions, i.e. everything that makes up the subjective inner world, which is manifested in deeds, actions, in relationships with other people.

Consciousness- this is the highest stage in the development of the psyche and the product of socio-historical development, the result of labor.

Unconscious- this is a form of reflection of reality, during which a person is not aware of its sources, and the reflected reality merges with his experiences.

Personality is a person with individual psychological characteristics inherent in him.

Behavior- this is an external manifestation of mental activity, actions and activities of a person.

Activity is a set of human actions aimed at satisfying his needs and interests.

Research methods in modern psychology

1. observation- this is a systematic and purposeful perception and comprehension, a manifestation of individual and group characteristics of the psyche. Observation as a method includes the following procedures: a) determination of goals and objectives; b) choice of object, subject and situations; c) determining the type of observation (included and not included); d) choosing the method of data registration; e) processing and interpretation of the received data

2. conversation- this is the direct communication of the researcher with the subjects in order to study their mental. features.

Conversation as a scientific method includes the following procedures: a) defining goals and objectives; b) thinking through questions; c) choice of data registration method; d) definition of situations for conversation; e) holding a conversation; f) analysis of the results.

3. test- translated into Russian "task". The "test" method is based on the assessment of a standardized task. Tests are widely used in the learning process, in professional selection. With the help of the test, you can determine the ability, temperament, thinking, imagination.

4. questioning- This is a survey based on a questionnaire designed in advance and designed in the form of a questionnaire. With the help of questionnaires, public opinion on any issue, traditions, mood, range of interests are studied. The development of the questionnaire includes a number of stages: a) definition of goals and objectives; b) formation of questions; c) preparation of the 1st version of the questionnaire; d) aerobatics of the questionnaire; e) use of the questionnaire.

Rules for the formulation of questions in the questionnaire: a) clarity and clarity; b) conciseness; c) specificity; d) lack of special terms e) balance of options "for" and "against"; f) the exclusion of suggestive moments in the content of the question.

5. experiment- this is a deliberate creation of situations that require certain properties of an individual or group psyche. The experiment can be carried out in laboratory and natural conditions. It can be stating or formative. During the experiment, simulators and various devices can be used to obtain the necessary information.

6. biographical method is a way of studying the human psyche based on an analysis of a person's life path. Using this method, you can get information about the features of motivation, character, thinking.

Domestic psychological thought in the XX century.

A significant contribution to the development of psychology of the XX century. Our scientists L. S. Vygotsky (1896-1934), A. N. Leontiev (1903-1979), A. R. Luria (1902-1977) and P. Ya. Galperin (1902-1988) contributed. L. S. Vygotsky introduced the concept of higher mental functions (thinking in concepts, rational speech, logical memory, voluntary attention) as a specifically human, socially conditioned form of the psyche, and also laid the foundations for the cultural and historical concept of human mental development. These functions initially exist as forms of external activity, and only later - as a completely internal (intrapsychic) ​​process. They come from forms of verbal communication between people and are mediated by the signs of the language. The system of signs determines behavior to a greater extent than the surrounding nature, since a sign, a symbol contains a program of behavior in a collapsed form. Higher mental functions develop in the process of learning, i.e. joint activities child and adult.

A. N. Leontiev conducted a series of experimental studies that reveal the mechanism of formation of higher mental functions as a process of “growing” (internalization) of higher forms of tool-sign actions into the subjective structures of the human psyche. AR Luria paid special attention to the problems of cerebral localization of higher mental functions and their disorders. He was one of the founders of a new field of psychological science - neuropsychology.

P. Ya. Galperin considered mental processes (from perception to thinking inclusive) as an orienting activity of the subject in problem situations. The psyche itself historical plan arises only in a situation of mobile life for orientation on the basis of an image and is carried out with the help of actions in terms of this image. P. Ya. Galperin is the author of the concept of the phased formation of mental actions (images, concepts). The practical implementation of this concept can significantly increase the effectiveness of training.

Perception

Perception - it is a mentally active process of reflection in the mind of a person of objects and phenomena in the totality of signs with their direct impact on the senses.

Types of perception: 1) simple and complex; 2) perception of space; 3) perception of time; 4) perception of movement; 5) intentional and unintentional;

Features of perception: 1) apperception- this property means the dependence of perception on the past experience of a person, his knowledge, interests; 2) constancy- this property means the ability to perceive objects relatively constant in shape, size, color; 3) illusions- deceptive perception.

Some ways of activating perception: a) involvement of several analyzer systems in the process of perception; b) activation of motives in the creation of a setting for perception; c) teaching a person the rules and norms of perception;

d) the acquisition of experience in the perception of objects and phenomena.

78% of knowledge we acquire through sight. 13% through hearing, and 3% through smell, taste, touch. In memory, we retain 10% of what we read, 20% of what we hear, 30% of what we see, 70% of what is seen and heard at the same time. After 3 hours we forget 30% of what we hear and 28% of what we see, and after 3 days we forget 90% of the information.

Feeling.

Sensation is an active process of reflection in the human mind of individual features and properties of objects with their direct impact on the senses. Types of sensations: auditory, gustatory, visual, tactile, olfactory, pain, organic, motor, vibration, temperature.

Properties of sensations: 1) quality; 2) strength; 3) duration; 4) interaction; 5) adaptation; 6) consecutive images; 7) contrast

Performance.

Representations are images of objects and phenomena previously perceived by a person.

View classification: 1. according to the leading organ there are: visual, auditory, gustatory, olfactory, motor, temperature; 2. according to the degree of novelty, there are: representations of the imagination and representations of memory;

3. according to the degree of generalization, there are single and general; 4. according to the content there are: physical, geographical, political, technical, pedagogical.

Attention.

Attention is the focus and concentration of human consciousness on certain objects and phenomena.

Types of attention: involuntary- self-arising attention, caused by the action of a strong, contrasting or new, unexpected stimulus or significant and causing an emotional response to irritation;

arbitrary- conscious focus on obtaining certain information, requiring volitional efforts;

post-voluntary- is based on the interest that arises when entering the activity. As a result of the occurrence of post-voluntary attention, tension is relieved and the person does not get tired, although post-voluntary attention can last for hours.

Attention Properties: sustainability- the duration of focusing attention on the object; switching- deliberately conscious transfer of attention from one object to another; distribution- the ability to keep several objects in the sphere of attention at the same time, to perform several types of activities; volume- the number of objects that can be captured by attention at the same time; concentration- the degree of focus on the object.

Memory

Memory is the process of remembering, preserving and then reproducing what a person did, experienced, perceived. Types of memory: 1) by duration happens : short-term(is a way of storing information for a short period of time - about 20 seconds); operational(a type of memory that manifests itself in the course of performing a certain activity); long-term(capable of storing information for an almost unlimited period of time).

2) according to the features of memorization, it happens: motor, emotional, visual-figurative, verbal-logical.

Memory loss is called amnesia which may represent a short-term or long-term loss of various types of memory. There are different types of amnesia: retrograde, anterograde and progressive.

At retrograde amnesia memory for recent events suffers mainly, but memories are usually preserved for those events that took place in the distant past.

At anterograde amnesia both short-term and long-term memory are preserved, but the ability to enter new information into long-term memory suffers. progressive amnesia It manifests itself in the gradual deterioration of memory up to its complete loss.

Memory is closely connected not only with the physical state of a person, but also with his personality, and in such a way that pathological changes in personality are almost always accompanied by memory impairment.

Thinking

Thinking is a process of indirect reflection by a person of connections and relations of objects and phenomena. The indicators of creative thinking are: the objective complexity of the tasks being solved, the novelty of the methods used to solve problems, the originality of the means used, the high quality of the products of the activity.

Forms of thought: concept(a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena, expressed by a word or a group of words) and inference(a form of thinking in which a certain conclusion is made on the basis of several judgments).

Thinking Methods:induction(logical conclusion in the process of thinking from the particular to the general) and deduction(logical conclusion in the process of thinking from the general to the particular).

Types of thinking: practical, theoretical, visual action, figurative, creative, stereotyped, limited.

mental operations

1. Abstraction- a mental operation based on the selection essential properties and connections of the subject and abstraction from others, unimportant. These selected characteristics as independent objects do not really exist. Abstraction contributes to a more thorough study of them.

2 . Analysis- a mental operation of dividing a complex object into its constituent parts or characteristics with their subsequent comparison.

3. Synthesis- an operation inverse to analysis, which allows you to mentally recreate the whole from analytically given parts.

4. Generalization- mental association of objects and phenomena according to their common and essential features.

5. Comparison- a mental operation based on the establishment of similarities and differences between objects.

Imagination

Imagination is the process of a person creating new images and their functioning.

Types of imagination: arbitrary, involuntary, technical, recreative, creative.

Some methods of imagination: 1) combination of features; 2) with a decrease and increase in the signs or properties of objects; 3) typification.

Some Ways to Develop the Imagination: 1) solving typical and atypical problems; 2) the use of traditional and non-traditional ways to solve them; 3) the use of new means of activity; 4) updating the motivation of creativity; 5) acquisition of experience in creative activity; 6) reinforcement of processes and products of creative activity.

Speech: its functions and types.

Speech- is the process of individual use of language to communicate with other people in the interests of joint activities. Language is a system of signs necessary for human thinking and communication.

Types of speech: internal, external, oral, written, geological, monological.

Speech functions: designations, messages, expressions, influences.

Types of communication: secular, business, intimate and personal. Ways to develop speech: training, mastery and expansion vocabulary, self-control and self-esteem.

Emotional-sensual sphere of personality

Emotions and feelings are the process of reflection of objects and phenomena by a person in the form of experiences.

Classification of emotions and feelings: 1) on the impact on human activities there are sthenic and asthenic (inhibiting activity); 2) complexity and content there are higher complex and lower simple ones; 3) in form leaks there are moods, affects, passions.

Higher feelings: patriotic, moral, intellectual, aesthetic.

Higher manifestations of emotions and feelings: in facial expressions, in pantomime (in motion), in speech.

The higher feelings of a person develop in the process of joint activity with other people.

Will and its characteristics.

Will is the ability of a person to control his behavior, to mobilize forces to overcome difficulties.

Volitional qualities of a person: 1) purposefulness(the ability of a person to fulfill his life goals);

2) composure(the ability to control oneself, one's actions and the external manifestation of emotions, constantly control them, even in case of failures); 3) independence(manifested in the ability to perform actions and make decisions based on internal motivation and one's own knowledge, skills and abilities); four) courage(manifested in the readiness and ability to fight, overcome difficulties and dangers on the way to achieving the goal, in an effort to defend one's life position); 5) discipline(means the conscious submission of one's behavior to certain norms and requirements).

Development of will, volitional actions.

Development of the will: self-knowledge and self-assessment of volitional qualities, setting appropriate goals and objectives, mastering the means and methods for their implementation, carrying out self-education activities, evaluating results, accumulating volitional action.

Types of volitional actions: long-term and short-term, committed on their own initiative, committed on the instructions of others, simple and complex. Simple volitional actions include two links: goal setting and its implementation. The structure of a complex volitional action includes three links: awareness and goal setting, planning actions to achieve the goal, and execution of actions.

Mental education: knowledge, skills, abilities.

Mental education is knowledge, skills, abilities acquired by a person in the process of life.

Knowledge is a set of learned information, concepts about objects and phenomena of reality.

Skill- these are the acquired abilities to carry out relatively simple actions with high quantitative and qualitative indicators and the useless control of consciousness almost completely and automatically.

Skills- these are complex mental formations that are formed to perform complex actions, the ability of a person to apply the acquired knowledge and skills in new conditions.

Classification of skills: intellectual, practical, technical.

Man as an individual, personality, individuality.

Human- this is a creature that embodies the highest stage of the development of life, the subject of socio-historical activity, different from other creatures. This is a biosocial creature with articulate speech, consciousness, higher mental functions (self-control, logic, thinking).

Individual is an individual person, a carrier of individually unique, physical, mental and social traits units of society.

Individuality- this is a special and unlike other personality, in the fullness of its spiritual and physical properties. Individuality is expressed in the presence different experiences, knowledge, opinions, beliefs, differences in character, temperament, ability. Individuality contains only those individual traits, such a combination of them that distinguishes them from other people.

Temperament and its characteristics

Temperament - these are innate, biologically determined dynamic characteristics of the course of mental processes and human behavior. Depending on the ratio of properties nervous system Academician Pavlov identified 4 main types of higher nervous activity: 1) unrestrained - a strong, mobile, unbalanced type of the nervous system, corresponding to the type of temperament of the choleric; 2) live - a strong, mobile, balanced type of the nervous system, corresponding to the temperament of a sanguine person; 3) inert - a strong, sedentary, balanced type of the nervous system, corresponding to the temperament of a phlegmatic person; 4) "weak" - a weak, sedentary, unbalanced type of the nervous system, corresponding to the temperament of a melancholic.

Ways to influence temperament: the formation of volitional and emotional qualities of character, the ability to control oneself; expedient staffing of working groups on the basis of psychological compatibility; in communication, take into account the characteristics of reactions, persons with different types of temperament and adequately respond to them.

Character

Character is a property of a personality that determines the system of its relations to environmental conditions, to activities, to other people.

Types of character: 1) by strength: strong and weak; 2) by stability: stable and unstable; 3) in relation to the social. Phenomena: convinced and unprincipled; 4) in relation to activity: industrious and inactive; 5) in relation to people: sociable and withdrawn; 6) in relation to himself: egoist and altruist.

The strength of character lies in the intensity of the manifestation of one or another trait of a character property. The stability of a person's character consists in the constancy of the manifestation of his properties and qualities. character development: 1. self-assessment of character traits; 2. definition of goals and objectives of character development; 3. mastery of methods and solutions; 4. planning and defining actions; 5. training.

Abilities: types and characteristics.

Capabilities - This is a mental property that enables a person to successfully master and effectively carry out activities.

Types of ability: 1) general - the possibilities for the development of the human psyche, which are equally important for many types of activities; 2) special - these are opportunities for the development of individual mental processes and personality traits for a particular type of activity; 3) private - these are the possibilities of individual organs and mental processes of a person for qualitative development.

Levels of ability development: giftedness, talent, genius.

Ability indicators: ease of mastering activities, speed of mastering actions, high performance results, faultless actions, gradual increase in the productivity of activities, balance in activities.

Development of abilities: psychodiagnostics and professional psychological selection; involvement of a person in activities; encouragement to independently search for ways to solve problems; reinforcement of the process and product of human activity; assistance to a person in the development of those qualities on which the manifestation of his abilities depends.

The concept of communication. The main aspects of communication

Communication - a complex, multifaceted process of establishing and developing contacts between people, the interaction of subjects. Communication involves the exchange of thoughts, feelings, experiences.

interactive side of communication - This is the interaction of people through the organization of their joint activities, interpersonal interaction, that is, the totality of connections and mutual influences of people.

perceptual side of communication - This is the perception of another person: his external signs, his correlation with the personal characteristics of the perceiving individual and the interpretation of his actions.

Small groups.

Small group - this is a community of people united by joint activities, which regularly and directly interact with each other, are aware of themselves as members of the group and have a certain system of values ​​and norms.

Signs of a small group: presence of a specific interaction, relative length of stay, certainty social roles, the presence of an emotional connection, a sense of belonging to a given group, the presence of common needs and motives.

Types of small groups: 1) labor, combat, educational, creative; 2) contact and non-contact; 3) diffuse associations, corporations, collectives; 4) permanent and temporary.

The subject and tasks of pedagogy.

The term "pedagogy" has two meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, craft, art. The literal translation from Greek is “tutor” in the sense of the art of “guiding a child through life”, i.e. to train, educate him, direct his spiritual and bodily development. Often with the names of people who later became famous, the names of the teachers who raised them are also called. In Russia, formally, a teacher is a teacher, scientist, management worker, manager in education (See the law “On Education”). As for the term pedagogy, new terms are increasingly used in the world pedagogical lexicon - "androgogy", "anthropogogy" (anthropos-man). Each science has its own subject - the area of ​​reality that it explores. The subject of pedagogy is the pedagogical system (PS). Research, design and development of PS is the subject of pedagogy. Elements of the OS actually cover all the issues pedagogical science. Running a little ahead, we note that the elements of the canonical pedagogical system are: the purpose of education, the content of education, trainees, teaching, methods, means and forms of education. Pedagogical activity in the framework of PS is also a subject of science, although it is also studied by psychology, ergonomics and other sciences. In accordance with the elements of PS, five structural elements of pedagogical activity have been identified: design (goal), constructive (content), communicative (teaching-student), organizational (process and forms), gnostic (teacher). In other words, the teacher in his professional activity sets goals, develops content, selects funds, organizes the learning process and the interaction of its participants.

Tasks of Pedagogy: 1) scientific justification, development of education systems with the content of teachings and education; 2) study of the essence, structure, functions of the pedagogical process; 3) identifying patterns and formulating the principles of the process of educating and educating people; 4) development of effective forms of organization of the pedagogical process and methods for its implementation; 5) development of the content of the methodology of self-education and self-education of people; 6) study of the features and content of the teacher's activities and ways of forming and developing his professional skills; 7) development of methodological problems of pedagogy, the method of its research, generalization, dissemination and implementation of the experience of teaching and education.

Socialization is a versatile and multi-stage process of change and development of one’s physical and mental qualities, inevitably experienced by every person under the influence of the surrounding social environment.

Education- this is, firstly, the process of searching for and assimilation by a person of a certain system of knowledge, skills and abilities, and, secondly, the result of this assimilation, expressed in a certain level of development of cognitive forces, as well as theoretical and practical training of a person.

Education- this is a dual process of teaching and learning, which has its task of systematic and systematic transfer and assimilation of knowledge in close connection with the formation of skills, abilities, experience of creative activity.

Upbringing - a type of educational activity based on the learning process and having as its task the transformation of accumulated knowledge into skills and abilities in order to develop the necessary qualities of a person.

Teaching methods

The system of basic teaching methods: oral presentation of educational material, discussion of the material being studied, demonstration or demonstration, exercise method (game), independent work.

Principles and methods of education

Principles of education- these are the main guidelines, the observance of which is necessary for the educator to effectively influence the educator on the educatee.

System of principles: 1) individual and differentiated approach to education; 2) education in a group and through a team; 3) education in the process of activity; 4) a combination of high demands on pupils and respect for their personal dignity and care for them; 5) reliance on the positive in the individual and in the group; 6) unity, consistency, continuity of education.

Education methods- these are ways of influencing the educator.

System of upbringing methods: persuasion, encouragement, example, coercion, exercise.

Self improvement

Self improvement - conscious, purposeful human activity aimed at self-development, self-education and self-education, at strengthening one's positive and overcoming negative personal qualities.

This process is conscious control personal growth, learning new knowledge and skills, modeling behavior, which should be traced in all areas of life. This is an essential attribute of every day lived in an effort to become better.

Ways of personal development

THE TERM OF SELF-IMPROVEMENT IS CONTINUOUS WORK ON YOURSELF.

This process includes knowledge of the world, improvement of acquired qualities and skills that correspond to life goals. Psychologists argue that the basis for self-development is the function of adaptability of human nervous activity to the conditions in which each individual develops. Since the motives and abilities for self-esteem are different for all of us, the goals of self-development can also be different: spiritual interests and beliefs, material wealth, professional development, etc.

Almost all books of self-development and self-improvement systematize the following conditions for starting work on oneself:

• conducting self-analysis and self-observation in order to compare yourself with others and identify "weak" places;
• goal setting for self-development;
• developing a program to improve one's personality;
• manifestation of will and strength of character.

Ways of self-improvement

Considering the specific directions of self-development of the individual, it is possible to identify several main ways of this process:

1. Improving morality

This process is somewhat similar to the methods taught by teachers - laying down the norms of tact, politeness, the concepts of good and bad. Undoubtedly, all this knowledge remains relevant throughout life. However, the older a person becomes, the more serious situations he has to get into. Moral values ​​and guidelines are no longer divided into "black" and "white", so you often have to engage in psychoanalysis and be as objective as possible, find the right solution.

2. The development of the mind is another direction for the self-improvement of the individual

Learning new skills and knowledge not only makes us erudite specialists, but also very interesting interlocutors anywhere, at any time. In addition, this is a great help in old age, because a trained mind does not lose its sharpness and concentration.

3. Aesthetic self-improvement

This process involves learning higher values society and art. Visits to art galleries, museums, exhibitions, theaters form personal opinion and taste. Do not think that if you were not born into a family of landscape painters and are not a connoisseur of art, then you will never be able to appreciate musical masterpieces or artistic canvases.

4. Development of physical fitness

This way of self-development and self-improvement of the personality involves keeping the body in good shape and in harmony with emotions. In addition to the medical benefits for the body, physical training allows you to feel more confident and love yourself.

5. Professional self-development

In conditions rapid growth technical capabilities, adaptation of society to new ideas and values, it is necessary to maintain competitiveness in the labor market. A competent, creative and self-confident specialist is worth its weight in gold. Therefore, the purpose of such self-improvement is to develop qualities and skills that are useful for professional activities.

Thus, we have considered the main ways of personal self-development that will help you find your purpose in life and become better every day you live.

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I often wonder why some people do not stop there and are constantly in the process of self-improvement, while others go with the flow and hope for chance?

Self-improvement and professional development

Self-development of a person is a process of purposeful, systematic, conscious actions on oneself, including self-improvement of one's knowledge, qualities, skills, abilities and competence in general, which makes it possible to increase performance in professional activities. Self-development can be decomposed into several components:

• personal development;
• intellectual development;
• Professional Development;
• Physical development.

If they remember professional development, then only in the case when the level of skill of a person has not changed a bit, but has increased by an order of magnitude.

Professional self-development is not a mass phenomenon, because not everyone has the necessary qualities that are needed for constant and hard work on oneself. Only those individuals who possess a number of qualities can boast of self-development:

• Understanding the basics of self-development;
• Motivation to solve professional problems and achieve high results;
• The ability to self-develop.

The effectiveness of self-development is also influenced by external factors:

• Creation of socio-psychological conditions within the framework of corporate culture companies;
• Presence of conditions for development;
• Access to information and the degree of preparedness to work with it.

As you can see, a necessary condition for self-development is the presence of:

1. intrinsic motivation;
2. Ability to self-develop.

I would like to note that there is no self-development without the desire to perform their tasks more effectively and efficiently. Therefore, the litmus test of a person who wants to engage in self-development will be his attitude to his work.

You can determine the level of professional self-development as follows. If the dominant factors for self-development are internal motives, then this person will be aimed at self-development, but if there are no internal motives, then we can safely say that the person has no motivation for self-development.

You can’t suck motives and internal motivation out of your finger - this is a long and rather complicated process. The presence of this type of motivation in a person will allow him to independently achieve success in the process of transformation.

Human development is due to various types activities and interactions with other people. But it happens more quickly when professional activity complemented by systematic self-development. Of course, just like the situation with motivation, self-development is not present in everyone, however, the ability for self-development can be created and developed quite quickly.

Skills necessary for self-development:

• To notice shortcomings and holding self-limitations;
• Analysis of own work;
• Constructive criticism of your work.

If you ignore self-development, you will have to go through the path of natural maturation, which cannot guarantee an effective result. If a person has motivation and abilities for self-development, then this indicates that the person has already matured and does not need external supervision of his professional growth. He is independently able to make efforts to realize the internal potential and achieve appropriate results.

A competent person, based on the tasks set, knows how to correctly prioritize and choose the right path of development. Tasks can be both real and unrealistic. Imagine that a person is on the fifth step career ladder. It would be logical for him to plan to go to the sixth or, with extra effort, immediately to the seventh. If a person who is on the fifth step plans to immediately move to the tenth, then this indicates wrong actions. Such a person does not understand his capabilities. Incorrect assessment of existing qualities will lead to stress, and not to success and professionalism.

There are three types of professional development:

The formation of skills and abilities that a person does not have. Without outside help, it will be almost impossible to cope with this task.

1. Develop and improve existing positive skills and qualities. This problem can be solved by independent efforts.
2. Eliminate self-limitations and weaknesses that negatively impact productivity and efficiency. Here you will also need the help of third-party specialists.

It should be noted that it will not be possible to work in three directions at once, since this is a laborious and mentally complex process.

Necessary conditions for self-improvement:

Most people think that self-improvement does not require special conditions. This is mistake! We need special conditions and some resources. To the most important conditions can be attributed cultural and personal groups of conditions.

1. Organizational culture can stimulate and help a person in self-improvement, or it can be an obstacle. The first can be attributed to a culture focused on creation and creativity, and the second - the bureaucratic apparatus.
2. Leadership can be an example of an innovator, or it can be a cautious conservative. From this will depend on what will be the atmosphere in the team. If the manager is interested in involving personnel in the discussion of production problems, supports initiative ones and shows with all his appearance that he wants to involve personnel in solving the tasks set, is not against constructive criticism and is not afraid to take risks, then a good opportunity for self-development is created.

For self-development, each person must have the following resources:

1. Free time for self-development;
2. Access to the information;
3. Availability of working conditions. Such conditions include training programs, trainings, seminars and various training events.

Creating the necessary conditions and resources that are needed for self-development, by definition, requires financial investments. If you do not try to save every penny, but invest in self-development, then this will be the most effective investment.

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The essence and content of self-education

self-education? conscious, purposeful human activity aimed at self-development, self-education, improvement of positive and overcoming negative personal qualities.

In proverbs and sayings different countries In the world, the idea is often expressed that you educate the person in yourself first of all by yourself. Folk pedagogy seeks to give children the ideal of a hero who should be imitated, tries to encourage them to develop positive qualities in themselves.

Progressive pedagogical figures of the past urged to take care of the child, paid much attention to his inner world. J.J. Russo, I.G. Pestalozzi, A.I. Herzen,
N.G. Chernyshevsky, speaking about the formation of a person, emphasized the "importance of self-education and self-improvement." The history of the development of pedagogical science shows how the attention of scientists to the inner world of the child increased, without knowledge of which there can be no full and effective education. Education is impossible without the participation of the child himself in it.

Today, not only in pedagogical literature, but also in a wide variety of socio-political publications, in the periodical press, the words: independence, creative initiative, self-education, self-education, self-discipline of citizens, self-consciousness, self-expression, self-control, self-criticism, etc. d. And the point is not at all that in Russian great amount words starting with the root "self", but that self-education and self-improvement for a long time were not given due attention.

Another objective prerequisite for self-development is the biological nature of a person, his genotype, the program of his maturation. No wonder I.P. Pavlov called man a magnificent, perfect, self-regulating system. modern science fully confirmed this definition.

How can all this be explained?

The inner world of a child? the result of the interaction of his psyche with the outside world, so changing this inner world is generated by two factors: the nature and content of external conditions and the level of development and state of the psyche. That is why upbringing can influence the development of a child only when it meets the needs of his development and relies on his inner world. We must not forget that the level of development achieved itself becomes the leading factor in the subsequent development of the child.

Therefore, education is a process of scientifically organized pedagogical influence on the child's psyche in order to form the qualities necessary for society and the individual himself, the process of inducing self-improvement, the process of managing self-development. If we figuratively express the essence of pedagogical influence, then we can say this: the fate of any educational influence depends not so much on the potentials of the destination station (i.e., on the strength public opinion the children's team, the influence of the family, etc.), how much from the potentials of the departure station (i.e., from the level of development of the child, his attitude to educational phenomena, from what and how he perceives, processes, etc.) Here why, with all its acuteness, the question arises of the essence of the development of the child, of the mechanisms for changing his inner world, of the possibilities of education and self-education, of their interaction.

Self-development in the psyche of a child is found in a variety of phenomena, which include: growth and maturation, self-regulation of the body and psyche, dominant, dynamic stereotype, internal contradictions in mental development etc.

Initially, self-development is determined by the action of heredity and primary material needs. In the future, the contradictions of the inner world of the child, generated by the interaction of heredity and the achieved level of development of the psyche, the needs and possibilities for their satisfaction, desires, aspirations and real forces, the real abilities of the child, become the sources of self-development. Gradually, the sphere of biological, physiological contradictions more and more moves into the spiritual life of the child, the action of heredity in development is replaced by the achieved level of development of the psyche.

Development? it is a spontaneous and conscious, controlled and self-controlled process, as a result of which the forces and abilities of a person are improved, providing him with high activity in the world around him.

Upbringing? it is a process of external management of personality development, including the creation of conditions for the self-development of hereditary data, it is an incentive to self-education and its management.

The child is actively involved in his own development. But the forms of this participation are different. There are various forms of self-development and self-improvement of the individual: personality-oriented, team-oriented, blind imitation (copying), conscious imitation (following the example), unconscious adaptation, conscious adaptation (fulfillment of requirements, regime, following traditions, exercises, training) and self-education. How to call all these forms of self-development and self-improvement of the personality, since all of them in the life of a child exist in interconnection, in interaction, manifest themselves at different levels in various combinations? The term “self-improvement” means conscious self-development, and meanwhile, unconscious self-development should also be included in this concept. Therefore, we conditionally call adaptation, imitation, self-education, etc. participation of the individual in their own development.

There are no strict boundaries between various forms of self-development and self-improvement of a person. Orientation to an adult can develop into adaptation or imitation, and the latter, under certain conditions, turn into self-education. The transition from one form of self-improvement to another depends, first of all, on those common components that are in adaptation, and in imitation, and in self-education, and in orientation towards an individual or a team.

The first common component that exists in all types of self-improvement, but at different levels, is orientation activity. Orienting activity is dominant in the orientation to the adult and the team, it largely determines the nature of imitation, adaptation. The dialectic of the development of orienting activity in various forms self-development and self-improvement of the child due to the increase in will and consciousness in the regulation of behavior. If in newborns, orienting activity was reduced to the manifestation of unconditioned reflexes, then by the age of one, an important place is occupied by conditioned reflexes. How older age, the more important in the orienting activity of the function of consciousness and acquired habits, behavioral skills.

The second common component, which manifests itself in all forms of self-development and self-improvement of the individual, is self-management of behavior. The child goes from a creature with uncoordinated, spontaneous movements to a person with his own will, direction, program of life. There are many stages on this path: mastery of elementary movements, the period of "I myself", the consistent formation of independence in all new types of activity, the formation of self-control, self-discipline, self-control of behavior with the help of will, the development of purposefulness, as a synthesis of will and beliefs. Self-education in its essence is a volitional process. Self-education requires a certain independence, activating sides of the will (activity, perseverance, self-order) and restraining sides of the will (endurance, self-control, self-discipline, self-enslavement, self-denial). All this is extremely important for self-management of behavior, since it is important either to strengthen actions, or to restrain them, or to control one's own forces and abilities, or to regulate them.

The third common component of all forms of self-development and self-improvement of the individual is the manifestation of the need for development. The biological basis of this need is maturation, but the psychological? achieved level of development of the psyche.

The maturation program inherent in heredity encourages the child to move, to act, to use his strength and develop his abilities. Gradually, maturation turns into a need for development, not only biologically, but also mentally.

In the process of upbringing and his activities in the world around him, the child first satisfies the need for development spontaneously, unconsciously. But every manifestation of life in a person eventually acquires a social and conscious character. And then self-development, as an objective phenomenon, turns into personality development, as a process controlled by other people and the personality itself. That is why the driving forces of self-education are both objective and subjective factors.

On the basis of the need for development, the need for self-improvement is formed. From here arise the goals of self-education, the motives for working on oneself, the desire to get rid of shortcomings, to follow good example etc. As you can see, the transition from natural, objective factors of self-education to subjective ones is complex, lengthy, but real.

In the same way, the nature of self-regulation changes with the connections between the organism and the environment. It is known that the presence of a certain environment? the main condition for the development of the organism. The interaction between the environment and the organism generates a dynamic stereotype, i.e. stable, albeit constantly changing system of internal self-regulation. At first, the child automatically regulates the metabolism in the body with the help of hereditary unconditioned reflexes. Then, as ties with environment, purely physiological self-regulation develops into psychic self-regulation. And at this level, biological self-regulation alone is no longer enough.

One internal self-regulation at all levels (biological and mental) is not enough for a favorable position in the social environment; there is, on the one hand, the need for additional reflation of human life from the outside (the requirements of society and the collective to the individual, the influence of education, etc.), and on the other? changing the social environment itself on the scale of society by the united efforts of people (self-regulation of society). Public and individual self-regulation are inseparable.

A person not only changes under the influence of external conditions, he himself changes these conditions. So self-regulation? it is not only a change in the inner world in accordance with the changes in the outer world. It is also a change in the most objective world through the efforts of a developing personality. Changing yourself and circumstances in a single process? this is the essence of the Marxist concept of personality development.

Thus, here the objective factors of self-development gradually turn into subjective ones, controlled by the will and consciousness of a person.

Let us try to define the basic terms with which the theory of self-education deals.

Self-development? is it an objective process of becoming a personality under the influence of a program of maturation, biological development, and factors of the external world independent of the personality? biological and social environment.

Development is a process that includes self-development, and, in addition, it is a physical, mental and social change that takes place under the influence of education and self-education.

Goals of self-education? these are the inner aspirations of the individual that impel him to constantly improve his strengths and abilities.

When the goals of life, reflecting the aspirations of the pupil in self-education, are combined with the will, a driving force self-education? purposefulness. Is it the connection of the ideal with purposefulness that gives the social orientation of the individual? the main internal source of motives for behavior, motives for self-education.

Motives for self-education- conscious reasons, interests, aspirations, attitudes, needs that make a person work on himself. The goal is the main motive of self-education. It is no coincidence that the presence of purposefulness is noted by all scientists as a decisive condition for successful self-education.

After a person has begun to work on himself, incentives for self-education come into play. They are external (the requirements of society, the team, the teacher, the conditions of competition, the nature of the activity, profession, etc.) and internal (demanding to oneself, self-criticism, the desire to establish oneself in one's own eyes, etc.). Incentives and motives are interconnected, often pass into each other.

Self-education control center? it is self-consciousness. Ideal? the highest and most complex formation of self-consciousness, which combines the idea of ​​the goals of life, the beautiful and other people and oneself, the criteria for moral behavior, life experience and the connection of one's "I" with the lives of other people. In self-education, the ideal is a compressed program and the main internal stimulus for self-improvement; it controls all the activities of self-consciousness, correcting the manifestation of self-criticism, self-demanding, introspection, etc.