Personality and society. Relations between the individual and society. Personality as a subject of interpersonal relations

Key concepts: the concepts of "man", "individual", "personality"; personality as an object and subject of social relations; socialization and individualization of personality, stages of socialization; means and directions of education; theories of education; social status and social roles.

In the social sciences and humanities, it is customary to distinguish between concepts that are close in meaning: “person”, “individual”, “personality”. Using the word " Human”, usually mean a biological species - homo sapiens (reasonable man). The term " individual"(from Latin individuum: indivisible) is used to refer to a specific representative of this species. That is, an individual is a unit of a biological species. The concept of " personality» determines the position of the individual among specific social communities.

Personality is a social characteristic of the individual. In sociology, the concept of personality is considered, Firstly , in connection with the interaction of individuals with specific small or large social groups (collectives, ethnic communities, classes, etc.) and, Secondly , from the standpoint of the social characteristics of the individual, determined by his interests, needs, value orientations.

Personality in the system social relations

Personality formation is possible only in contact with the social environment. On the one hand, social relations shape personality. Here she performs in the role object these relationships. On the other hand, each person is capable, one way or another, of influencing social relations, modifying them, that is, of being as subject these relationships. In other words, a person can act both as an object and as a subject of the surrounding social relations (see Fig. 2).

Social relations Personality (subject)

Personality (object) Social relations

Rice. 2. Personality as an object and subject of social relations.

It can be said otherwise. The interaction of the individual with the social environment clearly characterizes two of its forms :

1) adaptation, that is, the passive adaptation of the individual to the surrounding reality;

2) integration- active interaction of the individual with the environment, when not only the environment affects the personality, but also the personality participates in its formation.

Each individual is unique, not like the others. And not only in terms of external, physical qualities, but also in terms of social characteristics. This uniqueness stems from the conditions in which the social "I" of the individual was formed throughout his life, as well as personal qualities associated with physical characteristics, abilities, inclinations, which are largely determined by genetic factors.

Sociological science studies personality not as a unique, inimitable phenomenon. This is done by pedagogy, psychology and a number of other sciences focused on solving specific problems of individual behavior. Sociologists are interested in the personality as a social community: the personality of the student, the personality of the teacher, the personality of the worker, that is, typologized personality, which reflects the general, what distinguishes specific social groups people in terms of their personal characteristics. For example, students of the faculty of physical education differ from students of other faculties in terms of the level of physical development, inclination to active forms of pastime and a number of other indicators.

The process of assimilation by a person of the surrounding social norms and values ​​is commonly called socialization. Here the individual acts as an object of relations. The development of individual qualities of a person as a subject of social relations is denoted in sociology by the concept individualization.

personality education can be defined, firstly, as a complex and lengthy process of introducing a person to social norms and values ​​that are characteristic of a particular society in specific historical conditions ( socialization ) and, secondly, as the development of individual abilities and opportunities in the interests of society, individual social groups, the individual himself ( individualization ).

Dominance in the upbringing of elements of socialization over individualization is not desirable. In the process of such upbringing, conformist, overly dependent on other people, unable to make decisions independently. If individualization prevails, will be brought up maverick, focused on egocentrism, disregard for collective interests.

In other words, the main educational goals associated with the introduction of the individual to social norms and values, that is, to the main components spiritual culture . E This process must also take into account the characteristics, abilities, interests and needs of the individual. That is, personality socialization must be optimally combined with individualization . Only in this case can a harmoniously developed personality be formed.

The main mechanisms of purposeful development of the personality include the presence of a number of conditions and factors, among which the so-called facilities education . Their approximate list:

1. Family- the child tends to choose the lifestyle and behavior that are inherent in his family, his parents.

2. Groups of "equals"– include friends of the same age.

3. School- in addition to the formal learning process, there is a hidden process of education: the rules of school life, the authority of the teacher, his reactions to certain actions, the influence of a special “school environment.

4. Mass media- newspapers, magazines, movies, radio, television, which affect the education of the individual.

5. Labor collectives – the most important factor socialization of the individual.

6 . Religious organizations - often they are a strong means of spiritual and moral influence on a person.

7. Public association- create a unique social environment for each individual, shaping him as a person.

Highlight the most important directions education, including:

● ideological and political– formation of political culture;

● labor– development of a conscientious attitude to work;

● moral- mastering the norms and principles of morality;

● aesthetic- expansion of the need for beauty;

● ecological– optimization of the relationship of man to nature;

● religious- introduction to religious values;

● physical- the development of the physical capabilities of the individual.

Often there are other facilities And directions education. But, apparently, speaking of education, one should, first of all, keep in mind familiarization with culture . For example: to political culture, labor culture, religious culture, physical culture.

Stages of personality socialization

WITHsocialization- this is the familiarization of the individual with the spiritual values ​​​​and norms of behavior that have developed in society. Personality in the process of its formation borrows the rules of interaction with each other, views, beliefs, orientations that dominate in the surrounding social environment. It must agree with the prevailing ideas about the world, including the way of life of people, recognize as its own ways of life, moral ideals, rules of the “game” that dominate society, or come into conflict with it.

The entire life path of a person from birth to death is divided into separate periods (stages): childhood , youth , maturity , old age . On each of them, a person learns the values ​​and norms that have developed in society, develops his individual qualities, and is included in the system of social connections and interactions.

The process of socialization of the individual can be divided into two stages :

1) primary socialization - goes through children and teenagers years of an individual's life;

2) secondary socialization is the development of the individual subsequent years life.

At the initial stage of socialization, the formation of personality is especially strongly influenced by family , preschool And school institutions, as well groups of equals - companies of friends and peers.

It depends on how family roles were distributed, who is the head of the family, how friendly and warm relations were in the family, what methods and methods of encouragement or punishment are used. If power in the family unconditionally belonged to one person, if decisions were made solely by the head of the family, if discussions were suppressed, free expression of will - in such conditions, either a supporter of dictatorship grows (if the head of the family was a respected person), or, conversely, an active opponent of authoritarian relations (if the family the leader was not loved).

The behavior of the future citizen is greatly influenced by preschool, school, and other state and public institutions. How effectively and responsibly they carry out their functions largely depends on whether an individual becomes a full-fledged citizen of his society or joins the ranks of people with deviant, that is, socially unacceptable behavior.

The dominant direction of personality development also depends on orientations in the so-called "groups of equals". The methods of distribution of power, group roles in peer companies, as experience shows, can significantly affect the formation of subjective ideas about the "ideal" model of interaction with the outside world, and relationships in adolescent groups in the future can become a prototype of "optimal" interaction with the outside world. At the same time, stereotypes formed in childhood and adolescence often turn out to be durable and persist, often throughout the rest of life.

The end of the first stage of socialization is not associated with a specific age that is the same for everyone. Signs of the completion of primary socialization, that is, the transformation of a child into an adult, can be approximately the following:

● the ability to independently earn material resources necessary for a full life;

● the ability to properly manage money, the choice of an optimal and healthy lifestyle, regardless of parents;

● self-discipline and self-control over their behavior.

The second stage of socialization is associated with the impact on the personality of a complex set of objective and subjective factors that determine its social orientations and behavior. V youth, maturity and old age. During these years, the process of socialization of the individual is especially strongly influenced by various social institutions including the education system, the media, labor collectives and other institutions and organizations with which the individual interacts.

There are two related concepts associated with the concept of socialization:

● resocialization- the process of replacing already learned norms and values ​​with new ones, more appropriate to the changed conditions;

● desocialization- degrading processes associated with a change in, say, labor activity to a pension status.

Thus, the process of socialization is complex and multifaceted. Socialization is unthinkable without a person’s awareness of himself not only as an object, but also as a subject of social relations, which implies the other side of the “coin” - individualization associated with the constant fixation by the individual of his specific place in society, taking into account personal characteristics, orientation, life plans and process continuous improvement.

Sociological theories of education

1) imitation- mindless copying of the actions of adults;

2) a game- meaningful reproduction of adult behavior;

3) collective games- the child begins to take into account group expectations and reckon with them.

Young children develop primarily by imitating the behavior of their parents. Imitation of parents is especially noticeable in the process of the child's play. By the age of four or five, children can play the roles of adults: a car driver, a doctor, a store clerk. The roles of "mom" or "dad" are not uncommon. The child in the process of collective play begins to distinguish his "I" from "We". Under the "I" hides an individual with his spontaneous desires, ignoring the needs of others, and "We" is already a "social I", limited by the interests of other people.

Renowned Swiss educator and sociologist Jean Piaget(1896-1980) believed that four main stages should be distinguished in the upbringing of children:

First - sensory-motor(sensory-motor) stage of development of the child, associated with the first two years of his life. Up to four months of his life, the child does not distinguish himself from the environment. He only learns to distinguish between objects and people through touch. By the end of this stage, children are already able to recognize the qualities and characteristics of the people and objects around them.

Second - « foreshadowing”, corresponds age period two to seven years old. At this stage, children actively communicate, they develop speech, and the ability to use words in a symbolic sense appears. A feature of this age is egocentrism, the interpretation of surrounding phenomena in accordance with their own interests.

Third - « specific actions”, manifests itself at the age of seven to eleven as the ability for abstract thinking, the ability to draw conclusions and generalizations.

Fourth - « formal actions". This is the developmental stage of a child between the ages of eleven and fifteen. At this stage, the child develops the ability to build hypotheses, to choose the optimal solution to the problem from several possible behaviors. Education at this stage is inseparable from education.

The famous Austrian psychologist and psychiatrist conducted original research on the problems of education. Sigmund Freud(1856-1939). He focused on the inner world of man. Freud believed that even a newborn needs not only food, warmth, etc., but also affection, bodily contact with adults. At the heart of this need are erotic desires, which are actively manifested in a child, especially at the age of 3-5 years. It is during this period of raising children, Freud believes, that an erotic attraction to the mother can form at the subconscious level, which is usually accompanied by hostility to the father - the so-called " Oedipus complex". At a later age, the child tries to find explanations for his feelings, extracting facts from the behavior of his father and mother that confirm the legitimacy of his unequal attitude towards his parents. The consequences of this phenomenon can be the most unexpected: nervous breakdowns, "disobedience", aggressiveness, moral degradation.

In domestic and foreign pedagogy, other theories of education are also known. However, they often reveal incorrect, from the point of view of sociological analysis, principles (one might say myths), which once formed in pedagogical science as fundamental.

To such myths of education , can be attributed opposition between educator and student . The process of education at the same time looks like a set of ways to manipulate the behavior of the educated. Here it is appropriate to recall the principle "back to Socrates". The great philosopher did not seek to impose any truth on the student. The teacher, according to Socrates, should be in the role of a "midwife", that is, to help the student himself "give birth" to the truth. (By the way, the very concept of "school" originates from Greek word"leisure", or "entertainment").

Another "myth" is an attempt to find uniform parenting pattern , that is, the belief that it is possible to draw up a unified theory of education and apply it to any person. (Emphasis on socialization at the expense of individualization).

The "myths of education" include the so-called A complex approach to education, providing "the unity of ideological-political, labor and moral education", with the help of which it is possible to solve all the main educational tasks in the "collective". But people are not the same by nature. Everyone has their own needs, interests, guidelines. The goal of education is not only to introduce a person to collective norms and values, but also to develop individual talents and abilities so that he can use them with maximum benefit, both for himself and for society. It can be said how effectively each person realizes his individual capabilities for the benefit of society, so society will become richer. A different approach leads to social stagnation, to the degradation of society.

Social status and social roles of the individual

The position of the individual in society, the nature of its interaction with the environment is often associated with the concepts of " social status », « social prestige " And " social role ».

social status(from lat. status: state of affairs, position) is a characteristic of the position of the individual in the social hierarchy. It captures the differences between people according to their social prestige in society, determines the place of the individual in the system of social relations.

social prestige(from the French prestige: charm, charm) - an assessment by society of the social significance of things (their properties) and people (their behavior) in terms of the norms and values ​​\u200b\u200baccepted in this society.

In Western countries, for example, it is most prestigious to be a lawyer or a doctor. In the United States, the president has the highest status - 90 points on a 100-point scale. The astronaut is estimated at 80 points. The same number (80) is a university professor. The physicist is estimated at 78 points. Architect - 72, biologist, chemist - 69, psychologist, sociologist - 67. The same number (67) - a banker. Airplane pilot - 66, veterinarian - 61, postman - 58, entertainer - 57, broker - 56, journalist - 55, librarian - 54, dancer - 45, office clerk - 43, police officer - 40, soldier - 39, cook - 31, taxi driver 28, fisherman 28, hotel boy 14, drug dealer 6.

The social status of an individual depends on objective factors (availability of income), and subjective indicators (level and quality of education, qualifications, lifestyle). Status can be:

1) hereditary(or prescribed), when an individual acquires a position in society regardless of his personal efforts (the status of a millionaire, a black man, a woman);

2) acquired, achieved by a person, thanks to his choice, efforts, merits.

Statuses are classified according to other criteria. For example:

1) natural status - associated with biological characteristics, for example, the status of a man or woman can be different;

2) professional legal status - has social criteria its dimension, formally agreed or informal.

As a rule, several statuses can be found in a person: academician, driver of a personal car, amateur mushroom picker. But only one, the so-called integral status determines his position in society, associated with the profession, position, the amount of income received.

Having property usually raises status, but not always. Titled but poor nobles had a higher status than wealthy merchants. Being the president of a country is more prestigious than being a simple millionaire.

At the core social status there may also be an ethnic or party affiliation of a person. Party membership (according to Weber) can influence the position of a person in society, regardless of the attitude to the means of production. A political party is a group of people who have common interests and goals related to power. And power raises the status of a person.

Much in assessing the status of a person depends on specific social roles performed by each individual.

social role(from French rôle: social function) - a model of behavior due to the position of the individual in the system interpersonal relationships. It is adequate to the set of expectations associated with the behavior of a particular person in a social group. For example, the role of a teacher. What should be the teacher, what do you expect him to see? There are roles of a student, a groom, a father, an athlete. Raising a boy, we teach him male roles. A person acquires new roles throughout his life.

social roles can be permanent, that is, to exist for a long time (for example, the role of the mother) and temporary performed for a short period (for example, the role of a hospitable host). However, this division is often conditional - a mother can be deprived of parental rights, and hospitality towards loved ones is not excluded throughout life.

Social roles can be simultaneously applied to various estimates their content: role expectations, that is, the point of view on the role of the surrounding people and role behavior, consisting of specific actions of a particular individual, from the standpoint of his views and beliefs.

Sociology also uses the term role tension- incompatibility of role expectations (a priest in the army blesses soldiers to kill). Often performed roles can become incompatible (say, the role of a student, and the role of a young mother). Arises role conflict, who finds permission, for example, through a student's academic leave.

Control questions and practical tasks

1. What are the distinguishing features of the concepts of "man", "individual", "personality".

2. Personality as an object and subject of social relations.

3. Adaptation and integration as two interrelated conditions for personality formation.

4. Personal education as a social process.

5. The main means of education.

6. Approximate directions of education. What are the goals of each of the directions?

7. Compare various sociological theories of education (George Mead, Jean Piaget, Sigmund Freud).

8. What are the main problems that arise in the field of educating schoolchildren (see Chapter 8, paragraph 8.1).

9. The concept of socialization. The ratio of socialization and individualization of personality in the process of education.

10 . The main stages of the socialization of the individual.

11. Primary and secondary socialization. Resocialization and desocialization.

12 . Concepts of social status and social prestige.

13 . social roles. Role expectations and role behavior.

14. Role tension and role conflict.

15 . Read the recommendations for the valeological education of teenagers.

15.1. What is the importance of hygienic education of an individual in the process of socialization?

15.2. Is it necessary to teach the child in advance conflict-free relationships with others?

15.3. Is sexual education of the younger generation necessary and why? At what age is it better to start and in what forms?

15.4. Why is physical development and hardening of children necessary?

15.5. Which bad habits characteristic of youth? The value of education against bad habits?

The first social condition for the formation of society is the individual. The concept of "personality" in social sciences ah - one of the basic ones. Despite the presence of many other terms ("person", "individual", "individuality"), they are not interchangeable. Their semantic features in the social sciences are clearly distinguishable.

Human (Homo sapiens) is a generic concept denoting the highest stage of development of living organisms on Earth. It has gone through a long evolution (anthroposociogenesis), during which not only its appearance, but also needs, abilities, activities, basic human qualities were formed: intellect, memory, emotions, feelings, will, without which the spiritual life of a person would be impossible.

By nature, man is biosocial creature. This means that, as a living organism, it is included in the natural connection of phenomena and obeys biological (biophysical, biochemical, physiological) laws. In the process of long evolution, his brain and nervous system were formed, which led to the rapid development of intelligence. The structure of the hand and larynx contributed to the emergence articulate speech and helped in the process. Long-term dependence on parents made it possible to master the required volume social information: social norms, activity skills, knowledge, experience. A person has a biological program that is inherited, he is endowed with instincts, reflexes that help him adapt to the environment. But life in society has led to the fact that its social component began to dominate. Like all living things, man came out of the natural environment, but he was the furthest away from his cradle.

IN last years geneticists have published a number of sensational discoveries that help shed light on the origin of man. Having deciphered the human genome, scientists were amazed at its similarity with the genes of other living beings: 90% of it coincides with mouse genes, and only 1% differs from chimpanzees. Moreover, the loss of several important genes (of those that chimpanzees have) reduced the human immune defense against bacterial and viral infections, but at the same time removed the restriction on brain development.

Modern zoopsychology has established the fact that highly developed animals have the rudiments of intelligence. It has been established that monkeys and dolphins can perform simple mental operations, solve intellectual tasks that require the involvement of memory mechanisms and concentration of attention. Although animals can use some objects and even tools due mainly to the mechanism of imitation, they are not able to create new tools and means to satisfy their needs. The main thing that distinguishes ordinary person from the most highly developed animal, the ability of man to be creative.

Unlike animals, the orientation of a person in the world around him is determined not by instincts, but by consciously chosen goals and values. The child inherits the stock genetic information through the structure of the body, the structure of the brain, nervous system, makings. But his natural inclinations develop and are realized only in society. The animal simply adapts to the world around it or dies, while a person is able to change not only environment, but also of himself: He acquired these characteristics in society, and the social “component” prevails in him.

It is she who is of greatest interest to the social sciences and is designated by the concept of "personality".

Personality is a stable system of socially significant features that characterize an individual as a member of a particular society.

Humans are born and become individuals. However, the one who believes that a person is necessarily a positive or outstanding person is mistaken. This opinion is common in everyday life, but with scientific point vision is incorrect. The term "personality" is not yet applicable to a newborn child, although each newborn child already has some prerequisites for personality - natural inclinations. The main condition and decisive mechanism for the formation of a personality is his mastery of the world of things and social relations, in which the activities of previous generations of people are embodied. Personality begins from the moment a person realizes himself and from the beginning of a conscious correlation of his actions with accepted norms, and the formation of personality continues throughout life along with the development of society and culture. Therefore, one can speak of outstanding personality, which embodied bright universal and individual characteristics, and about the personality of a criminal, alcoholic, terrorist or homeless person. An obstacle to being a person for an adult is only irreversible organic damage to the brain.

Individual- this is a separate person, a single representative of the human race, a carrier of both biological and social qualities. More than five billion people live on Earth, and each of them combines not only typical, common in society social traits but also unique and unrepeatable. We all differ in skin color or eye shape, height or physique, fingerprints, gait, as well as character traits, value systems - our inner world. This originality, what makes us different from other people, is called individuality.

Each person is simultaneously a person, an individual and an individuality.

For example, L. N. Tolstoy, in the image of Prince Andrei Bolkonsky, showed the typical features of a Russian person from high society - an educated, secular manner, patriot, nobleman. These qualities characterize him as an individual.

In addition, Prince Andrei is a bright personality, which allows us to distinguish him from other characters and remember him. His character was formed under the influence of both social conditions and life personal circumstances, accompanied by reflections, experiences, individually learned lessons. We remember him as an honest, noble man. He took the French invasion as a personal tragedy, he was bold and courageous in the fight against the invaders. Having gone through severe trials, he did not harden, he retained good human qualities in his heart - longing for his small homeland, tender feelings for his beloved woman.

Typical social characteristics and individual qualities of the hero allow us to conclude that he is a mature person with an active social position.

Thus, a person appears before us in the unity of natural and social, individual and typical characteristics.

Personality as a subject of social relations, first of all, characterizes its autonomy, to a certain extent, independence from society. Personal independence is associated with the presence inner world personality - needs, interests, motives, social attitudes, value orientations that determine his behavior in society. The main element that determines the activity of the individual in society is the need, which is interpreted as the need for what is needed for the life of the organism in the first place, and for the development of the individual.

Needs are also considered as deep, unconscious attitudes of a person for self-preservation and self-sufficiency of their own integrity: biological and social. Animal needs are more or less stable and limited by biological needs. Human needs are more complex, constantly evolving throughout life. Human society, through production and the service sector, creates more and more new needs that cause people to have new and new needs.

Consider characteristics needs as a state of objective necessity experienced by a person. The first feature of needs is their specific content nature. Human needs are always objective in content, that is, each need has its own clearly defined subject. There are objective needs - for food, water, warmth, as well as functional needs - when the subject of the need is an action, function, condition. The second feature of needs is that they have a more or less clear awareness, which is accompanied by a characteristic emotional state(the attractiveness of the object of need, dissatisfaction and even suffering, etc.). The third feature of needs is associated with the emergence of an emotional-volitional state of motivation to satisfy them and finding appropriate ways for their implementation. Needs as a state of objective necessity can be weakened, and sometimes disappear altogether, and in some cases - turn into the opposite state if the need is satisfied (for example, the emergence of a feeling of disgust for food, in case of excessive satisfaction of this need) - this is the fourth feature. The fifth feature of needs is their recurrence or reproduction. Satisfying this or that need in a certain period of time, a person does not thereby eliminate the possibility of this need arising at another time, under other conditions, in another situation. (For example, the needs of the human body are cyclical, which depends on periodic changes in the state of the body or in the environment.)

The classification of needs is very diverse. they are divided into material, or primary, and spiritual, or secondary. Primary needs are the needs for food, clothing, shelter, warmth, etc. Secondary ones associated with the social existence of a person (needs for communication, creativity, self-realization, knowledge, self-affirmation, etc.). The more diverse the needs of the individual, the more motives for activity, the more diverse the activity itself. The needs of the individual, their content and diversity depend on the social conditions of a person's life, on the place that she occupies in this life, and the degree of her development as a person, his consciousness and self-awareness.

Interests are closely related to the needs of the individual. The interest of the individual is the selective attitude of the individual to the object, given its vital importance and emotional attractiveness. Interest is a feature of the personality, which is manifested in its focus on certain objects, the desire to know them better, to master them. A person experiences interest as a state permeated positive emotions. Extremely important role volitional traits also play in interest, the desire of the individual to establish contact with the object, to perform activities associated with it. So interest is a complex form of selective activity of a person, in which cognitive, emotional and volitional personality traits are uniquely combined. These are relatively constant, stable and important features that are closely related to the worldview, life and work self-determination of the individual. This is what distinguishes interest from temporary interest, which is situational.

The interests of the individual arise under the influence of the social conditions of his life, in the process of activity aimed at satisfying one or another of his needs. So, interest plays an extremely important role in the life and work of the individual. He encourages her to work in a certain direction, activates this activity. Highlight certain features of interest.

· Limited by a rather narrow range of certain knowledge and activities;

· More than in needs, concretization of goals and operations of activities in order to meet them;

· A person expands and deepens knowledge in a certain area and acquires practical skills and abilities in this area;

During the action of interest, not only cognitive processes, but also the creative efforts of the individual in a particular area of ​​activity;

In case of satisfaction of interests, the person receives a kind of emotional satisfaction, which encourages long-term engagement in the relevant activity.

So, real interest arises in a person when there is:

Knowledge they have in a particular area;

· Practical activities in this area;

· Emotional satisfaction, which is experienced given certain knowledge and activities.

Personal interests are very diverse. they are classified by content, duration, depth and features. By content, they are divided into educational, labor, professional, scientific, aesthetic, etc. By duration - into long-term, short-term. Depth - deep and shallow. According to the characteristics of the impact - effective interest, encourages activity; passive interest, when a person does not show persistent attempts to satisfy his interest, stops his activity in the presence of the slightest obstacles.

Along with the needs and interests of the individual, life goals are important. The more a person realizes his life goals, the more they begin to influence the formation of his needs and interests. In the sociological literature, the definition of "goals", "life goals" is ambiguous. Some scientists consider the goal as a form of anticipatory reflection, others - as the desired image of the future result of the activity. In particular, the well-known researcher A. I. Yatsenko gives the following definition: "The goal is perfect image(visual-sensory or abstract-mental) of the future result of activity towards conscious needs. "The life goals of the individual are characterized by the following features:

· Are the root, core, ultimate goals;

· They are absolute, in the sense that a person simply cannot have important goals;

· Considering what usually cannot be achieved immediately, due to the lack of ready-made means of implementation that require solving the problems of creating these means;

It is the result of the consistent implementation of actions related to the implementation of immediate and intermediate goals;

· Provide content to specific and individual purposes.

So, life goals reflect the fundamental, main interests of the individual, direct him to solve the most important tasks for him and are realized during human life.

The goals are divided into types depending on the chosen classification basis. In terms of social content - into progressive and regressive; humane and inhumane. For compliance with the objective possibilities of their implementation - on the real and utopian; abstract and concrete. According to the criterion of their flare-up in social time - for the nearest and future; short-term and long-term; final and intermediate. According to the criterion of significance for the subject of life - essential and non-essential; main and secondary.

Its ideals are closely connected with the life goals of the individual. The ideal is what a certain person strives for, is formed, who she wants to become in the future, what features she wants to possess. An ideal is also an image of a person; it is a model of life for a certain person. The ideal is formed under the influence of social conditions of life, as well as in the process of activity and communication of the individual, in the process of his training and education.

Beliefs are of great importance for the individual as a subject of social relations and his own life, as certain knowledge, in the correctness and vital importance of which a person is deeply confident, and which serve as a guide to action. The transformation of knowledge by persuasion is a long and complex process. The strength and firmness of beliefs is based not only on the logical validity of this knowledge, their comprehensive thoughtfulness, but also on the understanding of their vital significance, the life meaning suggested by human experience.

Among the variety of beliefs of the individual, moral beliefs that guide him public behavior, in particular, the relationship between people in society, their actions, figure, norms and rules of conduct. According to moral convictions, a person builds his relationships with other people, follows them as duties, considering them a matter of honor.

A.V. and V.A. Petrovsky allocate three components of personality structure:

intra-individual (intra-individual) subsystem - a systemic organization of its individuality, represented in the structure of temperament, character, abilities of a person;

interindividual (interindividual) a subsystem of the personality structure, located in the "space" outside the organic body of the individual. Not the individual in itself, but the processes of interpersonal interaction, which include at least two individuals (and in fact a community, a group), can be considered as manifestations of the personality of each of the participants in this interaction;

metaindividual (supraindividual) substructure - "contributions" to other people, which the subject voluntarily or involuntarily makes through his activities; continuation of oneself in another not only at the moment of the subject's influence on other individuals, but also outside the immediate momentary actual interaction. At the same time, the personality is not only taken out of the organic body of the individual, but also moved beyond the limits of its cash, existing "here and now" connections with other individuals.

Personalization - the process and result of imprinting the subject in other people, its ideal representation and continuation in them.

The formation of personality

In the process of personality development, culture acts as a system of objective values ​​(concepts, norms, samples), and society, the surrounding people - as carriers of these samples. Personal development is impossible without the inclusion of a person in the system of social relations, where:

assimilation of social experience;

production of their own meanings, goals, values.

The formed personality is characterized by:

ability to mediate behavior, suggesting the presence of a hierarchy in the motives of a person, that is, his ability to overcome immediate motives for the sake of socially significant motives set by society. The formation of these qualities is attributed to preschool age;

the ability to consciously manage one's own behavior on the basis of conscious motives-goals and principles, which implies the presence of self-consciousness. The formation of this ability begins in adolescence and is a complex process. internal activities evaluating one's own motives and actions, correlating individual situations, acts of behavior with a broader context of life. A special role in this process is played by situations of conflict of motives, critical life situations. The result of this process is the comprehension of life goals, the formation of a system of values.

Personality as a system of activity regulation

Personality is a specific human system of mental regulators of its activity.

Personal subsystems of activity regulation

Along with the concept personality We also use terms such as person, individual And individuality. All these concepts have specifics, but they are all interconnected. The most general, integrative concept is the concept Human - a being embodying the highest stage of development of life, a product of social and labor processes, an indissoluble unity of the natural and the social. But bearing in itself a social and generic essence, each person is a single natural being, an individual.

Individual- this is a specific person as a representative of the genus Homo sapiens, the bearer of the prerequisites (inclinations) of human development.

Individuality- unique originality specific person, its natural and socially acquired properties.

In concept personality the system of social significant qualities person. In the relations of a person with society, his social essence is formed and manifested.

Each society forms its own standard of personality. The sociology of society determines the psychological types of a given society.

The personality has a multi-level organization. Top and leading level psychological organization personality - its need-motivational sphere is personality orientation, its attitude to society, to individuals, to itself and its labor duties. For a person, not only his position is essential, but also the ability to realize his relations. It depends on the level of development of the activity capabilities of a person, his abilities, knowledge and skills, his emotional-volitional and intellectual qualities.

A person is not born with ready-made abilities, character, etc. These properties are formed during life, but on a certain natural basis. The hereditary basis of the human body (genotype) determines its anatomical and physiological features, the main qualities of the nervous system, the dynamics nervous processes. In the biological organization of man, his nature, the possibilities of his mental development. But a human being becomes a human being only through mastering the experience of previous generations, enshrined in knowledge, traditions, objects of material and spiritual culture. The natural side of a person should not be opposed to his social essence. Human nature itself is the product of not only biological evolution but also a product of history. The biological in man cannot be understood as the presence in him of some "animal" side. All natural biological inclinations of a person are human, not animal inclinations. But the formation of a person as a person occurs only in specific social conditions.

What at first glance seems to be the "natural" qualities of a person (for example, character traits), in reality, is the consolidation in the personality of social requirements for its behavior.

Personal development is associated with the constant expansion of its capabilities, the elevation of its needs. The level of personality development is determined by its characteristic relationships. At a low level of development, personality relationships are mainly due to utilitarian, "businesslike" interests. High level characterized by the predominance of her socially significant values, her spirituality.

By regulating his life activity in society, each individual solves complex life problems. The same difficulties, collisions are overcome different people differently. To understand a personality means to understand what life tasks and in what way it solves, what initial principles of behavior it is armed with.

Being included in certain social relations and conditioned by them, the individual is not a passive participant in these relations. Individual life activity is largely autonomous.

The personality trait is also its isolation. The consciousness of one's isolation allows the individual to be free from arbitrary transient social institutions, the dictates of power, not to lose self-control in conditions of social destabilization and totalitarian repression. The autonomy of the individual is associated with its highest mental quality - spirituality. Spirituality is the highest manifestation of the essence of man, his inner commitment to human, moral duty, subordination to the highest meaning of being. The spirituality of a personality is expressed in its superconsciousness, the need for a steadfast rejection of everything vile, selfless devotion to lofty ideals, isolation from unworthy motives, momentary prestige and pseudo-social activity. But the more primitive the society, the stronger its tendency towards general equalization, the more people in it who blindly obey the required standards. A person who speaks in ready-made slogans ceases to care about his personal self-building.

The qualities of a personality are determined by the range of its practical relations, its involvement in various areas the life of society. Creative person goes beyond the immediate social environment, forms itself on a wider social base. The perspective of society can manifest itself in the personality. It can personify the future society, get ahead of it state of the art. Isolation of the personality means its independence from the narrow framework of a closed group, it is an indicator of the development of the personality.

Personal development - the formation of a system of its social positive qualities- requires certain social prerequisites, social demand, neutralization of factors leading to the alienation of the individual.

In the formation of an individual as a personality, processes are essential personal identification(the formation of an individual's identification with other people and human society as a whole) and personalization(consciousness by an individual of the need for a certain representation of his personality in the life of other people, personal self-realization in a given social community).

Personality interacts with other people based on "I-concepts", personal reflection - their ideas about themselves, their capabilities, their significance. Personal reflection may correspond to the real Self, but may not correspond to it. Overestimated and underestimated levels of personal claims can give rise to various intrapersonal conflicts.

life path personality lies in a concrete historical social space. The peculiarity of the production of material conditions, the sphere of consumption, social relations determines the way of life of a person, the stable originality of his behavior and, ultimately, the type of personality.

Each personality creates its own life strategy- a stable system of generalized ways of transforming current life situations in accordance with the hierarchy of their value orientations. life strategy - general direction personality affirmation. A socially valuable strategy is the highly moral self-realization of the individual, the development of a spiritual-ethnic and spiritual-ethical lifestyle. At the same time, the life activity of the individual becomes internally determined not situational. A person begins to live his socially meaningful life prospects.

In the absence of a life strategy, the individual obeys only current meanings and tasks, his life is not realized with the necessary fullness, the motivation of his life activity is reduced, his spiritual and intellectual needs are narrowed.

All significant personality deformations are associated with its self-reflection, defects in its self-awareness, shifts in its meaning formation, with personal devaluation of objectively significant spheres of life.

The most important indicator of the state of the individual is the level of her mental self-regulation, the mediation of her behavior by socially formed standards.

A personality is characterized by a complex of stable properties - sensitivity to external influences, a stable system of motivation, attitudes, interests, the ability to interact with the environment, moral principles of self-regulation of behavior. All these personality traits are an integration of genetic, hereditary and socio-cultural factors.