How to determine the individual characteristics of a person. General provisions. Abilities are individual personality traits that ensure success in an activity and ease of mastering it.

Introduction

1. Physical and mental

2. Individual personality traits

3. Spiritual world

Conclusion

List of used literature

Introduction

The significance of psychology as one of the most important sciences of man is now recognized everywhere. Modern psychology in its development as an independent science acquires a solid natural scientific basis.

The problem of man, his essence and existence has a whole lot of very different aspects, but the main one among them is the relationship between social and biological, spiritual and natural. In contrast to other living beings, man, as a combination of various social qualities, is ultimately the product of his own material and spiritual activity. Man is not only a product of social existence, but also social existence itself is the result of human activity. On the one hand, man is the highest stage in the development of biological evolution, an element of living nature (the biological principle in man is represented in the form of inclinations, the physical structure of corporality, reflecting the dynamics of mental processes). On the other hand, he is an active participant in the development of material and spiritual production, the creator of spiritual values, the subject of social life, who carries out his actions in accordance with accepted norms and values that exist in society.

1. physical and mental

Two approaches can be traced in the study of the dialectics of spiritual and bodily principles: 1) revealing the influence of spirituality on the biological nature of man; 2) study of the impact of human biology on its social, material and spiritual activities, diverse social relations and functions.

There are several tendencies in the philosophy of sociology to understand this problem. However, we are closest to the idea of scientists who argue that a person is a biosociocultural system, the uniqueness of which is determined by the innate abilities of the individual, which, in turn, develop in the course of the formation of cultural values, under the influence of the social environment.

The nature of socialization cannot, in our opinion, not depend on the natural data of the individual, the originality of his bodily and mental organization, temperament, intellectual potential, his needs, inclinations and talents. In this regard, a person cannot be presented as a “result of society”, it is impossible to separate sociological and biological factors that influence his formation and development from each other. " At the same time, he realizes himself as a human being, thus making a small but real contribution,– says R.L. Livshits, - in the development of the generic essence of man". All these problems are especially relevant today, especially since the impact of modern society, science and technology on the human body and psyche has increased, and the role of the individual in the deployment of sociocultural processes has also increased.

However, it is difficult to consider the biological principle as a priority in a person. It is the material, the natural basis for the formation of a person, the formation of his social and bodily qualities, properties, and abilities. V.S. Solovyov, considering the question of the integrity of the individual, developed, as you know, the idea that spirituality lies in the ability to dominate the vital drives.

The socio-philosophical analysis of bodily culture is contained in the works of V.I. Stolyarova, L.V. Zharova. According to L.V. Zharova, the specific development of the scientific foundations of the analysis of human activity is on the way to understanding the main issue of philosophy. At the same time, human consciousness appears as a complex organization that includes spiritual and bodily structures (the internal and external organs of this corporality are not a spatial definition of the organs of the human body, but their semantic definition). Such an understanding of corporeality makes it possible to bring it closer to the concept of “human nature”, to give a holistic understanding of man, and thereby, as L.V. Zharov, interpret human corporeality in terms of understanding human essence.

The result of such mediation is a change by a person of his own nature. In this regard, we believe that the human body as a human corporeality is a substratum of a suprabiological order; it no longer appears as an organism, but as human corporeality, as sensory formation, as a cultural phenomenon. " Spirituality of the individual (as well as lack of spirituality)- writes R.L. Livshits, - is not something absolutely simple, elementary. The personality, determining its life-meaning position in the world, is self-determined in relation to society (social relations and the world of culture), in relation to other people, and also in relation to its own physicality..

The system of perfection of the spiritual and bodily potentials of a person is peculiar. It is based not on the laws of, say, value relations, as is typical, for example, for relations of commodity production or professional sports, but on the laws of the formation of forms of communication regarding the improvement of external and internal organs of human corporeality, spiritual and bodily unity of man. This approach is increasingly understood in relation to physical culture, which allows you to realize the unity of excellent spiritual, mental and bodily qualities.

Of course, the human body, considered in itself and to the extent that it is biologically determined, is given to him by nature, i.e. does not apply to the spiritual world. But human body only up to a certain point is outside the social sphere. At a certain stage, it is also included in the system of social relations, in the social life of people, acting as a product of this activity.

The corporeality of a person, his motor activity are included in the system of social spontaneously acting social factors that objectively lead to the strengthening or, conversely, to the destruction of certain human properties and qualities (it all depends on the characteristics of the lifestyle).

« The socialization of the organic body, its physical qualities and abilities occurs primarily, - writes V.I. Stolyarov, - due to the fact that there is a special social activity aimed at their social modification» . According to V.I. Stolyarov, this activity involves a certain attitude of a person, social groups, society as a whole to the body, to physical qualities and abilities, the use of certain knowledge and means of influencing these qualities in the right direction. In other words, the problem of corporeality is associated with the problem of the formation of certain needs, interests, value orientations , norms and rules of conduct. " The forms of satisfying even the elementary biotic needs of a person correspond not only to the physiological needs of the organism, says F.B. Sadykov, - but also generally accepted moral - aesthetic and other social norms, are determined by the development of culture, depend on the conditions and lifestyle of people“In his opinion, the objective relationship between a person and the material conditions for the reproduction of his life, his physical being determines the content of his primary, vital needs. This conclusion is also confirmed by the fact that the category of "need" acts as a fundamental characteristic physical culture. This approach is due to the unity and interconnectedness of the categories of social and biological; it is justified by the harmonious combination of bodily and spiritual principles that “elevates” a person, the “spiritualization” of the body, its integration into the value-spiritual series, and finally, the priority of spirituality in the process of mastering motor actions. , of course, take into account its humanistic role at the present stage of social development. The unity of the spiritual and motor sides in physical activity will form, in our opinion, the harmony of the essential (spiritual and bodily) forces of a person, the integrative moment of which can be the very creative nature of the activity. The spiritual sphere of culture, as we see, is closely connected with the bodily existence of people, their physical condition and is a cultural value. So, we can conclude that the human body is included in the world of culture not only because it undergoes social modification as a result of certain activities of people, but also because of the performance of certain social functions that are realized in various activities. The disclosure of the social functions of physical culture also provides a basis for a more complete presentation of its value aspect, the study of which is devoted to a fairly small number of publications. At the same time, it must be emphasized that at present the problem of values is being promoted to one of the leading places, contributing to the understanding of culture as if from within. In addition, values have not only cognitive, but also regulatory and target value for a person, are associated with the voluntariness of their choice, the prevalence of the spiritual side in the process of reflecting the material.

Characterizing modern spiritual life, A.K. Uledov argues as follows: “The spiritual atmosphere is a certain state of consciousness of society in a given period of its existence, and at the same time, it is the spiritual atmosphere - the “spirit of the times” - that must be taken into account when solving socially significant problems, because it is one of the most important conditions, factors, guarantors of their solution. ".

Starting from the idea of the unity of the bodily and spiritual beginnings, as well as from fundamental studies of the patterns of evolutionary development of motor skills in human ontogenesis, physical activity, in our opinion, must be considered as one of the fundamental activities throughout human life, which plays a different, but very significant role at different stages of its development.

According to S.L. Frank, spiritual being is not exhausted by its objective content, but has another dimension in depth, beyond the limits of everything comprehensible. In this regard, we come to the conclusion that any reasonable and expedient social reform can be fruitful only in combination with the internal, moral and spiritual development of people.

“From the point of view of the moral formation of the personality, systematic, methodically developed ethical education and training should begin already in children's educational institutions,- says S.F. Anisimov, - in a public school".According to his concept, it is necessary to radically change the structure of education and upbringing, strengthen spiritual and educational work and allocate much more time for it. S.F. Anisimov stands for the humanization of the educational process, the purpose of which is the formation of a spiritually rich personality. The formation of spiritual needs requires special efforts from the side of the individual, the team, society, efforts aimed at moral education, improvement and self-improvement. Continuing to develop this thought, he writes the following: « High level moral maturity of all people is one of the main signs of the spiritual health of society".

In his opinion, ethical enlightenment and education of the entire population at any age play an important role in this. The purpose of spiritual education is to give a person a true idea of the highest type of consciousness in the given concrete historical conditions, to develop in him a stable need in accordance with this idea. Noteworthy are his ideas on the use of physical culture for the development of spiritual health: “It should be said that today many, engaged in physical and spiritual education, not only understand the need for the conscious use of various types of strengthening physical and mental health (gymnastics, summer and winter sports, aerobics, various dietary nutrition systems, etc.), but they also use them to some extent. However, not everyone understands the important role of regular classes in mastering spiritual values for the sake of spiritual improvement and self-improvement. ”So, following this logic, bodily improvement and health, on the one hand, and the formation of spiritual health, on the other, not only do not exclude, but also complement each other .

2. Individual personality traits

Personality is based on structure- communication and interaction of relatively stable components (sides) of the personality: abilities, temperament, character, volitional qualities, emotions and motivation.

A person's abilities determine his success in various activities. A person’s reactions to the world around him - other people, life circumstances, etc. depend on temperament. The nature of a person determines his actions in relation to other people.

Volitional qualities characterize a person's desire to achieve their goals. Emotions and motivation are, respectively, people's experiences and motivations for activity and communication.

Most psychologists believe that a person is not born as a person, but becomes. However, in modern psychology there is no unified theory of the formation and development of personality. For example, the biogenetic approach (S. Hall, Freud, etc.) considers the biological processes of maturation of the organism to be the basis for the development of personality, the sociogenetic (E. Thorndike, B. Skinner, etc.) - the structure of society, ways of socialization, relationships with others, etc., psychogenetic (J. Piaget, J. Kelly, etc.). - without denying either biological or social factors, it highlights the development of mental phenomena proper. It would be more correct, apparently, to consider that a person is not simply the result of biological maturation or a matrix of specific living conditions, but a subject of active interaction with the environment, during which the individual gradually acquires (or does not acquire) personality traits.

A developed personality has a developed self-consciousness. Subjectively, for an individual, a person acts as his Self (“I-image”, “I-concept”), a system of self-representations that reveals itself in self-assessments, a sense of self-respect, a level of claims. and fulfill the goals of self-education.

Personality is in many respects a vitally stable formation. The stability of a person lies in the consistency and predictability of her behavior, in the regularity of her actions. But it should be borne in mind that the behavior of the individual in individual situations is quite variable.

In those properties that were acquired, and not laid down from birth (temperament, inclinations), the personality is less stable, which allows it to adapt to various life circumstances, to changing social conditions. Modification of views, attitudes, value orientations, etc. in such conditions is a positive property of the individual, an indicator of its development. A typical example of this is the change in the value orientation of the individual in the modern period.

Let's move on to other aspects of personality. In the very general view capabilities- these are individual psychological characteristics of a person, ensuring success in activity, in communication and ease of mastering them. Abilities cannot be reduced to the knowledge, skills and abilities that a person has, but abilities ensure their rapid acquisition, fixation and effective practical application. Success in activity and communication is determined not by one, but by a system of different abilities, while they can be mutually compensated.

A person capable of many and various types of activity and communication has a general talent, that is, a unity of general abilities that determines the range of his intellectual capabilities, the level and originality of activity and communication.

The vast majority of psychologists believe that inclinations are some genetically determined (innate) anatomical and physiological features of the nervous system that constitute the individual natural basis (prerequisite) for the formation and development of abilities. However, some of the scientists (for example, R.S. Nemov) believe that a person has two types of inclinations: congenital (natural) and acquired (social).

The anatomical and physiological basis of social abilities, when they become developed, are the so-called functional organs - neuromuscular systems that develop in vivo, ensuring the functioning and improvement of the corresponding abilities.

Temperament- a set of individual characteristics that characterize the dynamic and emotional aspects of human behavior, his activities and communication. Only conditionally, temperament can be attributed to the components of the personality, because its features, as a rule, are biologically determined and are innate. Temperament is closely related to character, and in an adult it is difficult to separate them.

Temperament can be divided into four most generalized types: choleric, sanguine, phlegmatic, melancholic. This division has a long history (Hippocrates, Galen, Kant, Pavlov, etc.), although there are other classifications of temperament types (Kretschmer, Sheldon, Seago, etc.).

There are no good or bad temperaments. Each of them has its own advantages and disadvantages. The advantage of a choleric person is the ability to concentrate significant efforts in a short period of time, and the disadvantage is that he does not always have enough endurance when working for a long time. The sanguine person, having a quick reaction and increased ability to work in the initial period of work, by the end of it reduces working capacity not only because of rapid fatigue, but also because of a drop in interest. The advantage of the phlegmatic is the ability to work long and hard, but he is not able to quickly assemble and concentrate his efforts. The melancholic is distinguished by great endurance, but slow entry into work, his efficiency is higher in the middle or at the end of work, and not at its beginning.

The type of temperament must be taken into account in specialties where work makes special demands on the dynamic and emotional qualities of a person.

In the most general form character can be defined as a system of stable personality traits that are manifested in a person’s relationship to himself, to people, to work performed, to leisure, etc.

In the character, a number of subsystems or properties (features) can be distinguished, just expressing the different attitude of the individual to individual parties reality. The first subsystem contains features that are manifested in activity (initiativity, efficiency, diligence, or, conversely, lack of initiative, laziness, etc.). The second subsystem includes personality traits that are manifested in the relationship of a person with other people, i.e. in communication (tact-tactlessness, politeness-rudeness, sensitivity- callousness, etc.). The third subsystem consists of traits that manifest themselves in a person's attitude towards himself (self-criticism-exaggerated self-conceit, modesty-arrogance, etc.). The fourth subsystem is a set of human relations to things (neatness-disorder, generosity-stinginess, etc.).

Consider the description of some types of people's characters, which does not claim to be complete and systematic.

Hyperthymic type- such people are characterized by extreme contact, talkativeness, expressiveness of gestures, facial expressions. These are energetic, enterprising, optimistic people. At the same time, they are frivolous, irritable, it is difficult to endure the conditions of strict discipline, forced loneliness.

Distimytype. These people are characterized by low contact, taciturnity, and a tendency to pessimism. They lead a closed life, rarely conflict. They are serious, conscientious, devoted in friendship, but excessively passive and slow.

Cycloid type. They are characterized by frequent periodic mood swings. During a spiritual upsurge, they behave according to a hyperthymic type, while during a recession, they behave according to a distimic type.

Pedantic type. These people are characterized by conscientiousness and accuracy, reliability in business, but at the same time they are able to harass those around them with excessive formalism and boringness.

Demonstrative type. They are artistic, courteous, their thinking and deeds are extraordinary. They strive for leadership, easily adapt to people. At the same time, such people are selfish, hypocritical, dishonest in their work, conceited.

extrovert type. They are stimulated to activity and energized by the outside world. They do not like solitary thoughts, they need the support and approval of people. They are sociable, have many friends. Easily suggestible, subject to influence. Willingly entertain, prone to rash acts.

introverted type. They are focused on their inner world Therefore, they have little contact, are prone to loneliness and thoughtfulness, do not tolerate interference in their personal life. Restrained, rarely come into conflict. At the same time, they are quite stubborn, conservative, it is difficult for them to reorganize in time.

Sado-masochistic type. In an effort to eliminate the causes of their life failures, such people are prone to aggressive actions. Masochist people try to take the blame on themselves, and at the same time they revel in self-criticism and self-flagellation, they sign their own inferiority and helplessness. Sadistic people make people dependent on themselves, acquire unlimited power over them, inflict pain and suffering, while experiencing pleasure.

Conformist type. Such people almost never have their own opinion or their own social position. They unquestioningly obey the circumstances, the requirements of the social group, quickly and without problems change their beliefs. This is the type of conscious and unconscious opportunists.

Thinking type. These people trust more what is thought out, logically justified. They strive for truth, not caring much about justice. They like to bring everything to full clarity. Able to remain calm when others lose their temper.

Feeling type. People of such a plan are distinguished by increased sensitivity to everything that pleases and everything that upsets. They are altruistic, they always put themselves in the place of another, they help with courtesy even to the detriment of themselves. Everyone is taken to heart, they are reproached for excessive indecision.

It is useful to keep in mind that the complexity and diversity of the human personality does not even fit into this lengthy typology. It would also be a mistake to underestimate the predisposition of each of us to any type or to several (together with each other) types at the same time. Therefore, familiarization with the typology of characters allows you to better use your own strengths, neutralize (if possible) weaknesses, and also helps to “pick up the key” to other people, as it reveals the hidden mechanisms of human decisions and actions.

Will- conscious regulation by a person of his behavior (activity and communication), associated with overcoming internal and external obstacles. This is the ability of a person, which manifests itself in self-determination and self-regulation of his behavior and mental phenomena.

At present, there is no unified theory of will in psychological science, although many scientists are making attempts to develop a holistic doctrine of will with its terminological certainty and unambiguity. Apparently, such a situation with the study of the will is connected with the struggle between the reactive and active concepts of human behavior that has been going on since the beginning of the 20th century. For the first concept, the concept of will is practically not needed, because its supporters represent all human behavior as human reactions to external and internal stimuli. Supporters of the active concept of human behavior, which has recently become the leading one, understand human behavior as initially active, and the person himself is endowed with the ability to consciously choose forms of behavior.

Consideration of the psychological interpretation of personality involves the interpretation of the phenomenon of its spiritual freedom.Psychological freedom of the individual is, first of all, free will. It is defined in relation to two quantities: to the vital drives and the social conditions of human life. Inclinations (biological impulses) are transformed in him under the influence of his self-consciousness, the spiritual and moral coordinates of his personality. Moreover, a person is the only living being who at any moment can say “no” to his inclinations, and who should not always say “yes” to them (M. Scheler).

However, freedom is only one side of a holistic phenomenon, the positive aspect of which is to be responsible. Individual freedom can turn into simple arbitrariness if it is not experienced from the point of view of responsibility (V. Frankl).

Under emotions understand, on the one hand, a peculiar expression of a person’s subjective attitude to objects and phenomena of the surrounding reality in the form of direct experiences of pleasant or unpleasant (emotions in the broad sense of the word), and on the other hand, only the reaction of humans and animals to the effects of internal and external stimuli, associated with the satisfaction or dissatisfaction of biologically significant needs (emotions in the narrow sense of the word).

It should be noted that a number of psychological theories of emotion do not exist. All of them affect physiological and other related issues, since any emotional state is accompanied by numerous physiological changes in the body.

evolutionary theory(C. Darwin proceeds from the fact that emotions appeared in the process of evolution of living beings as adaptive (adaptive) mechanisms to the circumstances of life. According to the concept of W. James - K. Lange, who develops evolutionary theory, organic changes are the root cause of emotions.

In humans, in the dynamics of emotions, cognitions (knowledge) play no less a role than organic and physical influences. Based on this, new concepts of emotions were proposed.

Theory of cognitive dissonance(L. Festinger) proceeds from the fact that positive emotional experiences arise when a person's expectations come true and cognitions are put into practice, that is, when the real results of behavior are in consonance (correspondence) with the intended ones. Negative emotions arise, function and intensify when there is dissonance (inconsistency, discrepancy) between the expected and the results that have come.

Essentially, cognitivist is and information Concept, proposed by the Russian physiologist Academician P.V. Simonov, based on which the strength and quality of the emotion that arose in a person is ultimately determined by the strength of the need and the assessment of the ability to satisfy it in a given situation.

Emotions are closely connected with the personality, inseparable from it. Emotions primarily reflect the state, process and result of meeting needs.

Emotionally, people as individuals differ from each other in emotional excitability, duration and stability of emerging emotional experiences, dominance of sthenic or asthenic, positive or negative emotions, etc. But the main difference is in the strength and depth of feelings, in their content and subject relatedness. The very system and dynamics of typical emotions characterizes a person as a person.

Emotionality is innate, but affects, and, moreover, feelings develop in the course of life, which means the personal development of a person. Such development is associated with: a) the inclusion of new objects in the emotional sphere of a person; b) with an increase in the level of conscious volitional control and control of one's feelings; c) the gradual inclusion of higher moral values (conscience, duty, responsibility, decency, etc.) into the moral regulation.

Motivation - this is an impulse to commit a behavioral act, generated by the system of human needs and, to varying degrees, conscious or unconscious by him at all. In the process of performing behavioral acts, motives, being dynamic formations, can be transformed (changed), which is possible at all phases of an act, and a behavioral act often ends not according to the original, but according to the transformed motivation.

The term "motivation" in modern psychology denotes at least two mental phenomena: 1) a set of motives that cause the activity of an individual and determine it. activity, that is, a system of factors that determine behavior; 2) the process of education, the formation of motives, the characteristics of the process that stimulates and maintains behavioral activity at a certain level.

The emergence, duration and stability of behavior, its direction and termination after achieving the goal, pre-tuning for future events, increasing efficiency, the semantic integrity of a single behavioral act - all this requires a motivational explanation.

Motivational phenomena, repeatedly repeated, eventually become personality traits of a person. These features include, first of all, the already considered motive for achieving success and the motive for avoiding failure, as well as a certain locus of control, self-esteem, and the level of claims.

Personality is also characterized by such motivational formations as the need for communication (affiliation), the motive of power, the motive of helping people (altruism) and aggressiveness. These are motives that have great social significance, as they determine the relationship of the individual to people. Affiliation- the desire of a person to be in the company of other people, to establish emotionally positive good relationships with them. The antipode of the motive of affiliation is rejection motive, which manifests itself in the fear of being rejected, not accepted personally by familiar people. Power motive- the desire of a person to have power over other people, to dominate, manage and dispose of them. Altruism- the desire of a person to selflessly help people, the opposite - selfishness as the desire to satisfy selfish personal needs and interests, regardless of the needs and interests of other people and social groups. Aggressiveness- the desire of a person to cause physical, moral or property harm to other people, to cause them trouble. Along with the tendency of a person's aggressiveness, there is also a tendency to inhibit it, a motive for inhibiting aggressive actions, associated with the assessment of one's own such actions as undesirable and unpleasant, causing regret and remorse.

3. Spiritual world

Spirituality of a person- this is the wealth of thoughts, the strength of feelings and convictions. To an ever greater extent, it becomes the property of an advanced person. He has a broad outlook, covering the horizons of science and technology and a high culture of feelings. Progressive thinkers have drawn ideally educated and spiritually developed person. N.G. Chernyshevsky considered such a person to be " who has acquired a lot of knowledge, and, moreover, is accustomed to quickly and correctly think about what is good and what is bad, what is just and what is unjust, or, as they say in one word, is used to “thinking”, and, finally, from whom concepts and feelings have received noble and elevated direction, i.e. acquired a strong love for all that is good and beautiful.All these three qualities - extensive knowledge, the habit of thinking and the nobility of feelings - are necessary for a person to be educated in the full sense of the word.. The man of a democratic society is being formed today. Great horizons of science and technology open before him. Natural science is developing and is increasingly entering the main branches of technology. Humanitarian sciences become the scientific basis for managing the development of society. But knowledge does not only lead to a certain type of activity. They illuminate the general picture of the world, the general laws of development of nature and society, thanks to which a scientific approach to understanding phenomena is developed.

Works of literature and art educate feelings, help to better know and understand life, develop creative activity. A spiritual person is a person gifted in artistic creativity, and capable of building a life according to the laws of beauty. The foundations of a child's spiritual development are laid in the family. From a very early age, children have ideas about nature, about the relationship between people, about the world around them. How broad these ideas are, how quickly they develop - it depends on the parents, their behavior and communication with children. It is known that the spiritual image of the child is formed under the influence of the spiritual image of the parents. The family lives with great spiritual interests. The desire of adults to be aware of everything that is happening in the country and around the world, what worries people in politics, national economy, science, technology, art, sports - this desire is certainly passed on to children, it becomes a source of children's inquisitiveness and curiosity. The daily concern of parents is to monitor how children learn, what they read, how inquisitive they are, to support any initiative of children aimed at enriching the mind and soul of a growing person.

The spiritual development of each individual is to a certain extent connected with the realization of those inclinations that are inherited by him genetically, manifesting themselves in the peculiarities of the organization of his brain. Society and the individual himself are forced to reckon with this fact. Without taking it into account, it is impossible to properly build upbringing and self-education. However, the opportunities provided by nature to man are extremely great. And, of course, intensive education and work of the individual on himself is required in order to use them properly. " Brain, - writes Academician N.P. Dubinin, - has unlimited possibilities for the perception of a versatile social program, ensures the universal readiness of the newborn to connect to the social form of the movement of matter. To properly realize this colossal potential is the task of education ... The human in a person is set by history, social culture. All normal people capable of almost unlimited spiritual development". This means that a person is potentially capable of unlimited self-improvement. I.P. Pavlov, noting that man is a system that improves itself, wrote “Is it not possible to maintain the dignity of a person, to fill him with the highest satisfaction, but everything remains vitally the same as with the idea of free will, this personal, public and state responsibility remains in me the opportunity, and hence the obligation for me, to know everything.”

Self-knowledge, taken in terms of effective self-relationship, should lead the individual to the realization of the need for self-improvement as a moment of individual development of each person. The formation of personality only in childhood proceeds without self-education or with extremely undeveloped self-education. At a certain stage in the development of an individual, as he realizes the requirements of society, under the decisive influence of the objective conditions of life and education, the prerequisites for connecting to the formation of his personality and self-education ripen. This is due to the fact that as a result of all previous development, the actual ties of the individual with society have become richer, his inner world has become richer. A person has acquired the ability to act as not only an object, but also a subject of his knowledge, change, improvement. He already relates to himself in a new way, makes “corrections”, “corrections” in his formation, to one degree or another consciously determines the prospects for his life, activity, self-development. Takv force social development and upbringing, a person has a need for self-education and abilities for it are formed.

Even Hegel noted that the formation of an individual's desire for self-education, personal improvement is as inevitable as the development in him of the ability to stand, walk, and speak. “... The ability to comprehend one's own “I” is an extremely important moment in the spiritual development of a child; from that moment on, he ... becomes capable of reflection on himself ... But the most important thing here is the feeling that awakens in them (children) that they are not yet what they should be, and a living desire to become the same as the adults among whom they live ... This own desire of children for education is an immanent moment of any education " .

The process of self-education, self-improvement in individual development personality inevitably, naturally begins in the period adolescence. It is at this age that a person’s attention to his spiritual world sharpens, a desire arises and the search for opportunities for self-expression and self-affirmation becomes more active, a special interest in self-knowledge, self-testing is shown. Actually, a stormy process of self-education begins, which covers all aspects of the spiritual life of the individual. This leaves a seal on the adolescent's relationship with other people and with himself. Having begun in the teenage period of personality development, the process of self-education, apparently, does not reach the level of high development becomes systematic. For some, it remains for life at the stage, in the terminology of psychologists, “ situational self-education". But one way or another, having arisen, self-education in one form or another accompanies a person throughout her life. The facts when an individual leads a thoughtless life, leaves his personal development to chance, do not contradict this, but only say that pathology, deep ignorance and even vicious self-education are possible in the formation of personality.

It is sad when a person, a conscious, social being, the life around which is increasingly imbued with the light of rationality and goodness, leads a way of life that is excusable, except perhaps for a creature that does not have a human mind.

An important aspect of self-education is self-education. It would be wrong to understand it only as a simple continuation of education, knowledge of the external world. In the process of self-education, a person cognizes himself, develops his intellectual abilities, will, self-discipline, self-control, forms himself in accordance with the ideal image of a Human.

In the context of the development of educational, scientific, industrial specialization, the complication of scientific and special terminology, the workload of narrowly professional activities, a person is often forced to be content with information, knowledge, and information obtained from "second hand". In itself, this phenomenon is necessary and, in a certain sense, certainly progressive. But being extended to all spheres of intellectual life, this form of obtaining knowledge is fraught with the danger of becoming accustomed to a facilitated way of satisfying spiritual, mental needs, satisfying them in a purely consumer way, without spending one's own efforts, without straining mental and volitional forces. There is a dependent attitude to spiritual values, an attitude that someone should, is obliged to prepare, give, present in a finished form, almost put into his head any ready-made ideas, information, artistic generalizations.

Intellectual dependency is especially dangerous in that it gives rise to "spiritual laziness", dulls interest in the constant search for something new, inculcates spiritual omnivorousness, indifference to the most important ideological demands of the time. Intellectual dependency most often extends to the area of the general culture of the individual. It causes particular damage to self-education when it “infects” such areas as literary and artistic requests, aesthetic tastes, communication in the sphere of leisure. This devastates the individual, leads to primitivism in mastering the values of life and culture. And it is very important that each person deeply realizes the need to make their own efforts to educate themselves in the spirit of civilization.

Conclusion

In modern psychology there is no single understanding of personality. However, most researchers believe that a personality is a life-forming and individually unique set of features that determine the way (style) of thinking of a given person, the structure of her feelings and behavior. The personality is based on its structure - the connection and interaction of relatively stable components (sides) of the personality: abilities, temperament, character, volitional qualities, emotions and motivation.

Self-education is a means of satisfying one of the main needs of a modern person - to constantly expand one's horizons, improve general and political culture, satisfy intellectual needs, maintain mental performance. Without this, a spiritually rich, saturated with high demands, creative life of an individual is generally unthinkable.

List of used literature

1. Anisimov S.F. Spiritual values: production and consumption. – M.: Thought, 1988, p. 212.218.

2. Balsevich VK Physical culture for everyone and for everyone. – M.: FiS, 1998.

3. Vyzhletsov G.P. Axiology of culture. - St. Petersburg: Leningrad State University, 1996.

4. Zharov L.V. // Issues of philosophy. 1997, No. 6, p. 145–147.

5. Kruglova L.K. Fundamentals of cultural studies. SPb., 1995.

6. Lubysheva L.I. Social and biological in human physical culture in the aspect of methodological analysis // Teor. and pract. Phys. cult. 1996, No. 1, p. 2–3.

7. Livshits R.L. Spirituality and lack of spirituality of personality. - Yekaterinburg: Ural Publishing House. un-ta, 1997, p. 40, 49.

8. Sadykov FB Criteria of reasonable needs // Questions of Philosophy. 1985, No. 1, p. 43.

9. Stolyarov V.I. Philosophical and cultural analysis of physical culture // Questions of Philosophy. 1988, No. 4, p. 82.

10. Stolyarov V.I. Values of sport and ways of its humanization. – M.: RGAFK, 1995.

11. Uledov A.K. Spiritual renewal of society. – M.: Thought, 1990, p. 216.

12. Asmolov A.G. "Psychology of personality". M., 1990.

13. Leontiev A.N. “Activity, Consciousness. Personality". M., 1982.

14. Dubinin N.P. “Biological and social inheritance.” - Kommunist, 1989, No. II, p. 67.68.

15. Pavlov I.P. "Favorite products" M., 1951, p. 395.56.

16. Hegel. "Encyclopedia of Philosophical Sciences." M., 1977, v. 3, p. 85.

17. Kovalev A.G. Self-education of schoolchildren. M., 1967, p. 25.

Topic: Individual personality traits.

1. The concept of personality in psychology

Definition of personality In a broad sense, a person's personality is an integral integrity of biogenic, sociogenic and psychogenic elements.

The biological basis of personality covers the nervous system, the glandular system, metabolic processes (hunger, thirst, sexual impulse), gender differences, anatomical features, the processes of maturation and development of the organism.

The social "dimension" of the individual is determined by the influence of the culture and structure of the communities in which the person was brought up and in which he participates. The most important sociogenic components of the personality are the social roles performed by it in various communities (family, school, group of peers), as well as the subjective "I", that is, the idea of \u200b\u200bthe self created under the influence of others, and the reflected "I", that is, the complex ideas about ourselves, created from other people's ideas about ourselves.

In modern psychology there is no single understanding of personality. However, most researchers believe that a personality is an in vivo forming and individually unique set of features that determine the way (style) of thinking of a given person, the structure of her feelings and behavior.

The personality is based on structure- communication and interaction of relatively stable components (sides) of the personality: abilities, temperament, character, volitional qualities, emotions and motivation.

A person's abilities determine his success in various activities. A person's reactions to the world around him - other people, life circumstances, etc. depend on temperament. A person's character determines his actions in relation to other people.

Volitional qualities characterize a person's desire to achieve their goals. Emotions and motivation are, respectively, people's experiences and motivations for activity and communication.

Orientation and personality stability Almost none of the researchers object to the fact that the leading component of the personality structure, its backbone property (feature, quality) is orientation- a system of stable motives (dominant needs, interests, inclinations, beliefs, ideals, worldview, etc.), which determines the behavior of the individual in changing external conditions.

Orientation has an organizing effect not only on the components of the personality structure (for example, on undesirable traits of temperament), but also on mental states (for example, overcoming negative mental states with the help of positively dominant motivation) and cognitive, emotional, volitional mental processes (in particular, high motivation in the development of thought processes is no less important than abilities).

Orientation, along with the dominant motives, has other forms of flow: value orientations, attachments, sympathies (dislikes), tastes, inclinations, etc. It manifests itself not only in various forms, but also in various spheres of human life. For example, one can speak of a moral-political orientation (liberal or conservative), professional (“humanitarian” or “technical”), and everyday (a person for home, for family, or “for friends and girlfriends”).

The orientation of the personality is characterized by the level of maturity, breadth, intensity, stability and effectiveness.

Most psychologists believe that a person is not born as a person, but becomes. However, in modern psychology there is no unified theory of the formation and development of personality. For example, the biogenetic approach (S. Hall, Z. Freud, etc.) considers the biological processes of maturation of the body to be the basis for the development of the personality, the sociogenetic (E. Thorndike, B. Skinner, etc.) - the structure of society, methods of socialization, relationships with others etc., psychogenetic (J. Piaget, J. Kelly and others). - without denying either biological or social factors, it highlights the development of mental phenomena proper. It seems more correct to consider that a personality is not just the results of biological maturation or a matrix of specific living conditions, but a subject of active interaction with the environment, during which the individual gradually acquires (or does not acquire) personality traits.

A developed personality has a developed self-consciousness. Subjectively, for an individual, a person acts as his I (“I-image”, “I-kneptsiya”), a system of self-image, which reveals itself in self-esteem, self-esteem, the level of claims. Correlation of the image of the Self with the real circumstances of the individual's life allows the individual to change his behavior and achieve the goals of self-education.

In those properties that were acquired, and not laid down from birth (temperament, inclinations), the personality is less stable, which allows it to adapt to various life circumstances, to changing social conditions. Modification of views, attitudes, value orientations, etc. in such conditions is a positive feature of the personality, an indicator of its development. A typical example of this is the change in the value orientation of the individual in the modern period, during Russia's transition to a market economy.

2. Ability

The concept of abilities Let's move on to other aspects of personality. In the most general form, abilities are individual psychological characteristics of a person that ensure success in activities, in communication and ease of mastering them. Abilities cannot be reduced to the knowledge, skills and abilities that a person has, but abilities ensure their rapid acquisition, fixation and effective practical application. Success in activity and communication is determined not by one, but by a system of different abilities, while they can be mutually compensated.

There are a number of classifications of abilities. We reproduce one of them, the most significant:

1)natural (or natural) abilities basically biologically determined, associated with innate inclinations, formed on them base, in the presence of elementary life experience through learning mechanisms such as conditioned reflex connections);

2)specific human ability having a socio-historical origin and providing life and development in social environment(general and special higher intellectual abilities, which are based on the use of speech, logic, theoretical and practical, educational and creative). Specific human abilities, in turn, are divided into:

a) general, which determine the success of a person in a variety of activities and communication (mental abilities, developed memory and speech, accuracy and subtlety of hand movements, etc.), and special, determining the success of a person in certain types of activity and communication, where a special kind of makings are needed and them development (mathematical, technical, literary and linguistic, artistic and creative, sports, etc.). These abilities, as a rule, can complement and enrich each other, but each of them has its own structure;

b) theoretical, determining a person's propensity for abstract-logical thinking, and practical, underlying propensity for concrete-practical actions. The combination of these abilities is characteristic only of versatile gifted people;

in) educational, which influence the success of pedagogical influence, the assimilation of knowledge, skills, skills, the formation of personality traits, and creative, associated with success in creating works of material and spiritual culture, new ideas, discoveries, inventions. The highest degree of creative manifestations of personality is called genius and the highest degree of personality abilities in a certain activity (communication) - talent;

G) ability to communicate, interact with people, namely, human speech as a means of communication, the ability to perceive and evaluate people, socio-psychological adaptability to various situations, getting into contact with various people, liking them to oneself, etc., and subject-activity abilities, associated with the interaction of people with nature, technology, symbolic information, artistic images, etc.

A person capable of many and different types of activities and communication has a general giftedness that is, the unity of general abilities, which determines the range of his intellectual capabilities, the level and originality of activity and communication.

Abilities, inclinations and individual differences The vast majority of psychologists believe that makings- these are some genetically determined (congenital) anatomical and physiological features nervous system, constituting the individual-natural basis (prerequisite) for the formation and development of abilities. However, some of the scientists (for example, R. S. Nemov) believe that a person has two types of inclinations: innate (natural) and acquired (social).

Individual (individual-psychological) differences- these are the features of mental phenomena (processes, states and properties) that distinguish people from each other. Individual differences, the natural premise of which are the features of the nervous system, the brain, are created and developed in the course of life, in activity and communication, under the influence of education and training, in the process of human interaction with the outside world in the broadest sense of the word. Individual differences are the subject of study in differential psychology.

Capabilities- these are individual psychological characteristics of a person that ensure success in activities, in communication and ease of mastering them.

They cannot be reduced to the knowledge, skills and abilities that a person has, however, they ensure their rapid acquisition, fixation and effective practical application.

Abilities can be classified as follows:

Natural (or natural). Basically, they are biologically determined, associated with innate inclinations, formed on their basis in the presence of an elementary life experience through the mechanisms of learning - such as conditioned reflex connections.
specific human. They have a socio-historical origin and provide life and development in the social environment.

The latter, in turn, are divided into:

General: they determine the success of a person in a variety of activities and communication ( mental capacity, developed memory and speech, accuracy and subtlety of hand movements, etc.). Special: they are associated with the success of the individual in certain types activities and communication, where a special kind of inclinations is needed - mathematical, technical, literary, linguistic, artistic, sports and other abilities.
Theoretical: determine a person's propensity for abstract-logical thinking, and practical - underlie the propensity for concrete-practical actions. Their combination is peculiar only to versatile gifted people.
Educational: affect the success of pedagogical influence, the assimilation of knowledge, skills, skills, the formation of personality traits by a person. Creative: associated with success in creating works of material and spiritual culture, new ideas, discoveries, inventions. The highest degree of creative manifestations of a person is called genius, and the highest degree of a person's abilities in a certain activity (communication) is called talent.
Ability to communicate, interact with people and subject-activity abilities, associated with the interaction of people with nature, technology, symbolic information, artistic images, etc.

A person who is disposed to many and various types of activity and communication has a general giftedness, i.e., the unity of general abilities, which determines the range of his intellectual capabilities, the level and originality of activity and communication.

Thus, abilities are the individual psychological characteristics of a person, manifested in his activity and are a condition for the success of its implementation. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on them, but the abilities themselves are not limited to knowledge and skills. Studies have shown that they develop in the process individual life and actively shape their environment and upbringing.

A deep analysis of the problem of abilities was given by B. M. Teplov. According to the concept developed by him, anatomical, physiological and functional features of a person can be congenital, creating certain prerequisites for the development of abilities, called inclinations.

Makings- these are some genetically determined (innate) anatomical and physiological features of the nervous system, which make up the individual natural basis (prerequisite) for the formation and development of abilities.
Capabilities- not static, but dynamic formations; their formation and development occur in the process of organized activity and communication in a certain way. The development of abilities occurs in stages.

Inclinations are ambiguous, they are just prerequisites for the development of abilities that are not predetermined by them. By themselves, the makings are not aimed at anything. They influence, but not decisively, the formation of such, causing different ways of their formation. Abilities develop in the process of activity and education. Inclinations only affect the level of achievement, the speed of development.

Each ability has its own structure, which distinguishes between leading and auxiliary properties. For example, the leading properties of literary abilities are the features of creative imagination and thinking, vivid, visual images of memory, a sense of language, and the development of aesthetic feelings. Similar properties of mathematical abilities are the ability to generalize, the flexibility of thought processes. For pedagogical abilities, the leading ones are pedagogical tact, observation, love for children, the need to transfer knowledge.

There are such levels of abilities: reproductive, which provides a high ability to assimilate ready-made knowledge, master the existing patterns of activity and communication, and creative, contributing to the creation of a new, original one. But it should be borne in mind that the reproductive level includes elements of the creative, and vice versa.

The same person may have different abilities, but one of them turns out to be more significant than others. At the same time, different people have the same abilities, although they are not the same in terms of development. Since the beginning of the XX century. repeated attempts were made to measure them (foreign psychologists G. Eysenck, J. Cattell, C. Spearman, A. Binet, and others). For this, tests were used. However, a more accurate way of determining is to identify the dynamics of success in the process of activity. The success of any action is determined not by some individual abilities by themselves, but only by a combination of those, unique to each person. Success can be achieved in various ways. Thus, the insufficient development of a particular ability is compensated by others, on which the successful performance of the same activity also depends.

Components of pedagogical abilities- constructive, organizational, communicative. The former are manifested in the desire and ability to develop the personality of the student, to select and compositionally build educational material in relation to the age and individual characteristics of children. Organizational factors affect the ability to include students in various activities and skillfully influence the personality of the child. Communication is associated with the ability to establish the right relationship with children, to feel the mood of the whole team, to understand each student.

Studies of various types of special abilities are carried out mainly when they are engaged in vocational guidance and vocational selection.

The whole variety of professions was proposed to be divided into five main types depending on the object to which they are directed (E. A. Klimov):

P - nature (plants, animals);
G- equipment (machines, materials);
H- person, groups of people;
W- sign information (books, languages, codes, models);
X - artistic images(art).

When solving the problems of vocational guidance, it is advisable to determine, first of all, the inclination of a young person to the listed types of professions.

The teacher not only transfers certain knowledge and skills to the student, but also forms, develops his abilities, helps him navigate the world of professions in order to choose the most suitable one according to the individual inclinations and abilities of this person.

The development of a person's general abilities involves the development of his cognitive processes, memory, perception, thinking, and imagination.

An important point is the complexity - the simultaneous improvement of several complementary abilities.

The individual characteristics of a person determine the unique style of activity (E. A. Klimov). It is characterized by:

a stable system of techniques and methods of activity;
conditionality of this system by certain individual qualities;
because this system- a means of effective adaptation to objective requirements;
the fact that the features of the style of activity are due to the typological properties of the human nervous system.

Psychologists answer the question, what is a personality, in different ways. The concept of "personality" usually includes such properties that are more or less stable and testify to the individuality of a person, determining his actions that are significant for people. Personality is a person taken in the system of his psychological characteristics that are socially conditioned, manifested in social connections and relations by nature, are stable, determine the moral actions of a person that are essential for himself and those around him. Along with the concept of "personality" in science, the term "individual", "individuality" is often used. The concept of "individual" includes both the qualities that distinguish this person from other people, and the properties that are common to him and many other people. Individuality is the narrowest concept in terms of content. It contains only those individual and personal properties of a person, such a combination of them that distinguishes this person from other people.

A personality can be characterized by revealing its individual psychological characteristics, such as temperament, abilities, character. When we try to understand and explain why different people, circumstances of life, placed in the same or approximately the same conditions, achieve different successes, we turn to the concept of ability, believing that the difference in successes can be quite satisfactorily explained by them. The same concept is used by us when we need to realize why some people acquire knowledge, skills and abilities faster and better than others. Meanwhile, the data of psychological research and pedagogical experience indicate that sometimes a person who initially did not know how to do something and therefore did not compare favorably with others, as a result of training, acquires skills and abilities extremely quickly and soon overtakes everyone on the way to mastery. He has more abilities than others. Abilities are something that does not come down to knowledge, skills and abilities, but explains (provides) their rapid acquisition, consolidation and effective use in practice. This definition was given by our domestic scientist B.M. Teplov. In the concept of "ability", in his opinion, there are three ideas. “Firstly, abilities are understood as individual psychological characteristics that distinguish one person from another. Secondly, abilities are not called all at all individual characteristics, but only those that are related to the success of an activity or many activities. Thirdly, the concept of "ability" is not limited to the knowledge, skills or abilities that have already been developed by a given person. Abilities and knowledge, abilities and skills, abilities and skills are not identical to each other. In relation to skills, abilities and knowledge, human abilities act as some kind of opportunity. Just as a grain thrown into the soil is only a possibility in relation to an ear, which can grow from this grain only under the condition that the structure, composition and moisture of the soil, weather, etc. turn out to be favorable, human abilities are only an opportunity for acquiring knowledge and skills. Abilities are an opportunity, and the required level of skill in a particular business is a reality. The musical abilities revealed in the child are by no means a guarantee that the child will be a musician. For this to happen, special training is required. Abilities are found only in activities that cannot be carried out without the presence of these abilities. You can't talk about a person's ability to draw if you don't see his work. An ability that does not develop, which a person ceases to use in practice, is lost over time. The success of any activity does not depend on any one, but on a combination of different abilities. The combination of various highly developed abilities is called giftedness, and this characteristic refers to a person capable of many different activities.

It is necessary to distinguish between natural, or natural, abilities and specific human abilities that have a socio-historical origin. Many of the natural abilities are common to man and animals, especially the higher ones. Such elementary abilities are perception, memory, thinking. A person, in addition to biologically determined ones, has abilities that ensure his life and development in a social environment. These are general (mental abilities, subtlety and accuracy of manual movements, developed memory, perfect speech and a number of others) and special higher intellectual abilities (musical, mathematical, linguistic, technical, literary, sports and a number of others), based on the use of speech and logic. Theoretical and practical abilities differ in that the former predetermine a person's inclination to abstract-theoretical reflections, and the latter to concrete, practical actions. Abilities can be called the ability to convince others, achieve mutual understanding, influence people. As for the ability to perceive people and give them correct assessments, it has long been considered a special kind of ability in social psychology. So far, in psychology, primary attention has been paid specifically to subject-activity abilities, although interpersonal abilities are of no less importance for the psychological development of a person. Without the ability to speak as a means of communication, for example, without the ability to adapt to people, correctly perceive and evaluate them and their actions, interact with them and establish good relationships in various social situations, a normal life and mental development of a person would be simply impossible. The absence of such abilities in a person would be an insurmountable obstacle just on the way of his transformation from a biological being into a social one.

Among the individual psychological characteristics of a person are the properties of temperament (they are innate), which have a significant impact on the formation of a person’s character and behavior, sometimes determine his actions, his personality. Temperament is the individual characteristics of a person that determine the dynamics of the course of his mental processes and behavior. Dynamics is understood as tempo, rhythm, duration, intensity of mental processes. The idea and the doctrine of temperament in their origins go back to the works of the ancient Greek physician Hippocrates. In modern psychology, they use the classification of temperaments belonging to the German philosopher I. Kant. I. Kant divided human temperaments into two types: temperaments of feeling and temperaments of activity. In general, “only four simple temperaments can be established: sanguine, melancholic, choleric, phlegmatic.”

The sanguine temperament of activity characterizes a person of a very cheerful disposition. He appears as an optimist, full of hope, a humorist, a joker. He quickly ignites, but cools down just as quickly, loses interest in what only recently worried him and attracted him to himself. Sanguine promises a lot, but does not always keep his promises. He easily and with pleasure enters into contacts with strangers, is a good conversationalist, all people are his friends. He is distinguished by kindness, willingness to help. Tense mental or physical labor tires him out quickly.

The melancholic temperament of activity, according to Kant, is characteristic of a person of the opposite, mostly gloomy mood. Such a person usually lives a complex and intense inner life, gives great importance everything that concerns him, has increased anxiety and a vulnerable soul. Such a person is often restrained and especially controls himself when making promises. He never promises what he is unable to do, he suffers greatly from the fact that he cannot fulfill this promise, even if its fulfillment does not directly depend on him.

The choleric temperament of activity characterizes a quick-tempered person. They say about such a person that he is too hot, unrestrained. At the same time, such an individual quickly cools down and calms down, if they give way to him, go to a meeting. His movements are jerky, but short.

The phlegmatic temperament of activity refers to a cold-blooded person. It expresses rather a tendency to inactivity than to intense, active work. Such a person slowly comes into a state of excitement, but for a long time. This replaces the slowness of his entry into work.

The properties of temperament exist and are manifested not by themselves, but in the actions of a person in various socially significant situations. Temperament definitely influences the formation of his character, but the character itself expresses a person not so much as a physical, but as a spiritual being.

It is believed that the properties of temperament are determined mainly by the properties of the human nervous system. Temperament is a psychobiological category in the sense that its properties are neither completely innate nor dependent on the environment. The psychological characteristics of temperament are not the properties of the nervous system per se or their combination, but the typical features of the course of mental processes and behavior that these properties generate: activity, productivity, excitability, inhibition and switchability. The active side of perception, attention, imagination, memory and thinking is characterized, respectively, by the extent to which a person is able to focus, concentrate his attention, imagination, memory and thinking on a particular object or its aspect. One person remembers, recalls, considers, thinks about solving a problem faster than another. The productivity of all these cognitive processes can be assessed by their products, by the results obtained over a certain period of time. Productivity is higher where at the same time it is possible to see, hear, remember, imagine, solve more. Productivity should not be confused with efficiency. Excitability, inhibition and switchability characterize the speed of occurrence, termination or switching of one or another cognitive process from one object to another, transition from one action to another. For example, some people need more time than others to engage in mental work or switch from thinking about one topic to another. Some people remember or recall information faster than others. It should also be borne in mind here that these differences do not determine the abilities of people.

In relation to objective activity, activity means the strength and amplitude of the movements associated with it. They are instinctively wider in an active person than in a less active person. For example, increased temperamental activity in sports gives rise to wider and stronger movements in an athlete, included in various movements, than in someone who has this property of temperament weakly expressed.

Personality and temperament are interconnected in such a way that temperament acts as a common basis for many other personal properties, primarily character. However, it determines only the dynamic manifestations of the corresponding personal properties. Such personality traits as impressionability, emotionality, impulsiveness and anxiety depend on temperament. The combination of these properties creates customized type temperament. Those manifestations of temperament, which ultimately become a property of the individual, depend on training and education, on culture, customs, traditions, and much more. Temperament to some extent affects the development of human abilities, which include movements with such essential characteristics as pace, reaction speed, excitability and inhibition. First of all, these abilities, which include complex and precise movements with a difficult trajectory and uneven pace. They also include abilities associated with increased performance, resistance to interference, endurance, and the need for long-term concentration.

Temperament is the natural basis for the manifestation of the psychological qualities of a person. However, with any temperament, it is possible to form in a person qualities that are unusual for this temperament. Psychological research and pedagogical practice show that temperament changes somewhat under the influence of living conditions and upbringing. Temperament can also change as a result of self-education. Even an adult can change his temperament in a certain direction. It is known, for example, that A.P. Chekhov was a very balanced, modest and delicate person. But here interesting fact from his life. In one of his letters to his wife O. L. Knipper-Chekhova, Anton Pavlovich makes such a valuable confession: “You write that you envy my character. used to restrain himself, because it is not befitting for a decent person to dismiss himself. In the old days, I made the devil knows what. It is interesting to note that some people, having learned the peculiarities of their temperament, deliberately develop certain methods themselves in order to master it. So did, for example, A. M. Gorky, who restrained the violent manifestations of his temperament. To do this, he deliberately switched to various side effects with objects. With people who expressed views opposite to him, A. M. Gorky tried to be impassive and calm.

AT literal translation from Greek, character means imprint. Character is a set of stable personality traits that determine a person's attitude to people, to the work performed. Character is manifested in activity and communication (as well as temperament) and includes what gives a person’s behavior a specific, characteristic shade for him (hence the name “character”). Character is interconnected with other aspects of the personality, in particular with temperament and abilities. Temperament affects the form of manifestation of character, peculiarly coloring one or another of its features. So, persistence in a choleric person is expressed in vigorous activity, in a phlegmatic person - in concentrated deliberation. Choleric works energetically, passionately, phlegmatic - methodically, slowly. On the other hand, the temperament itself is rebuilt under the influence of character: a person with a strong character can suppress some negative sides their temperament, to control its manifestations. Ability is inextricably linked with character. A high level of abilities is associated with such character traits as collectivism - a feeling of inextricable connection with the team, a desire to work for its good, faith in one's own strengths and capabilities, combined with constant dissatisfaction with one's achievements, high demands on oneself, and the ability to be critical of one's work. The flourishing of abilities is associated with the ability to persistently overcome difficulties, not to lose heart under the influence of failures, to work in an organized manner, to show initiative. The connection between character and abilities is also expressed in the fact that the formation of such character traits as diligence, initiative, determination, organization, perseverance occurs in the same activity of the child in which his abilities are formed. For example, in the process of labor as one of the main types of activity, on the one hand, the ability to work develops, and on the other, diligence as a character trait.

Individuality is understood as the properties of a person that determine the characteristics of her behavior and compliance with specific types of activities, etc. The process of personal development is always individual, unique. The famous psychologist A.F. Lazursky in the book "Classics
"fiction of personalities" wrote: "The individuality of a person is determined not only by the originality of his internal mental functions, such as the characteristics of his memory, imagination and aphids, but no less by his attitude to the phenomena around him - by how each person reacts to certain objects, what he loves and hates, what he is interested in and what he is indifferent to.
The most general dynamic structure of the personality is the generalization of all its possible individual characteristics into two groups that form the two main aspects of the personality: individual psychological characteristics of the personality; society nno - ns and hol ogical features 11 personality traits.
Individual psychological characteristics of personality.
3 a to 11 dimensional ratio of stability11 and especial those of an individual, characterizing various aspects of the dynamics of mental activity, is called temperament. According to I.P. Pavlov, temperament is the "main feature" of the individual characteristics of human behavior. The components of temperament are activity and emotionality. It is customary to distinguish between sanguine, phlegmatic, choleric and melancholic types of temperament. Knowing the types of temperaments helps to correctly correlate the capabilities of a particular employee with the requirements that a particular profession makes, to choose acceptable forms and methods of communication, and to organize a team more effectively.
The sanguine person quickly converges with people, is cheerful, easily switches from one type of activity to another, but does not like monotonous work. Easily controls his emotions, quickly masters the new environment, actively comes into contact with people. His speech is loud, fast, distinct, accompanied by expressive facial expressions and gestures. He is greedy for compliments about his mental uncommonness.
The phlegmatic is even in behavior, unbalanced and hasty decisions are alien to him, he slowly switches from one type of activity to another, adapts to new conditions for a long time, is inactive. To induce him to action, a powerful push from the outside is needed. He has such qualities as patience and self-control. His speech is calm, without sharply expressed emotions.
The choleric is distinguished by great working capacity, activity, and overflowing energy. It can work "on the go", overcoming difficulties with great enthusiasm. Often, after the rise in activity, there comes a period of depression, a decline in strength, especially when his efforts are not supported by success. Choleric mood forfeit

Chivo. Even the smallest things can affect him. Choleric is quick-tempered, proud, straightforward. His speech is fast, with fluctuating intonations.
The melancholic is highly impressionable, responsive and easily hurt. Slowly mastering and getting used to the changes in life. In extreme situations, a melancholic is more likely than people with other types of temperaments to experience a panic state, despondency, melancholy. It is very painful to endure failure. He has a highly developed reflex of "natural caution", and therefore he is shy, fearful, indecisive. As a rule, he is suspicious of jokes or ironic expressions.
Mental activity. People's life is impossible without understanding its meaning, setting goals and objectives, searching for effective ways to solve them. All this is possible due to the presence of perception. Together with the processes of sensation, perception provides a direct sensory orientation in the surrounding world, and then, thanks to thinking, memory and imagination, our consciousness and self-consciousness are determined.
Of particular interest are such mental abilities and their directed development as: attentiveness, composure, readiness for intense
work; inclination to constant work, fear of boredom (but G. Selye); speed of thought processes, systematic mind, increased possibilities of analysis and generalization, high productivity of mental activity.
A vivid manifestation mental activity is imagination. In his report on F.M. Dostoevsky in 1913 V.M. Bekhterev said that Dostoevsky, with his ingenious instinct and penetrating artistic intuition, clearly and aptly identified the most important features of painful phenomena. mental life, and therefore the clinical truth in most cases coincides with the data of his artistic work.
If we take into account that the most important purpose of the mental agent 11 eo 11 is to reduce the 11 eo 11 specificity, then, as the American personologist D. Kelly rightly stated, people are mainly future-oriented and in an attempt to anticipate and control future events they constantly check their attitude to reality. Here is one of his provisions: “It is the future that worries a person, not the past. He always seeks the future through the window of the present.”
Will. Will is understood as a complex mental process that causes a person to be active and induces him to act in a directed way. Will is the ability of a person to overcome obstacles, to achieve the goal. It manifests itself in such character traits as purposefulness, determination, perseverance, courage. These character traits can contribute to the achievement of both respectable and inhumane goals. To do this, it is important to identify the motive of human behavior. A brave act, the motive of which is to enslave a person, and a brave act, the motive of which is to help the common cause, have completely different psychological qualities. By volitional activity, characters are divided into strong and weak. People with a strong character have stable goals, are proactive, boldly make decisions and implement them, have great endurance, are courageous and courageous.
Emotions and feelings. Emotions are a mental way of a person's attitude to the world around him, to other people and to himself, manifested in the form of direct experience. It is human nature to strive to achieve goals that are meaningful to him. Freud paid attention to the fact that every program of human actions is focused on getting pleasure. Its presence or absence is fixed in people primarily emotionally.
The variety of life situations is associated with a variety of manifestations of human emotions: positive and negative, deep and superficial, etc. Stable motivational emotions, reflecting a person's attitude to some objects or phenomena, should be understood as a feeling.
In psychology, a group of higher human feelings is distinguished: moral, intellectual, aesthetic.
Moral feelings are formed through the moral experience of a person about his own actions and the actions of other people. Such moral feelings as public duty, honor, pride, love, shame sharpen a person's self-awareness, regulate his behavior, and contribute to the manifestation of a respectful attitude towards people.
The following statement by Academician P.K. Anokhin: “The emotional basis for any human action, and in particular for the realization of goals and intentions, is the most essential“ fuel ”, without which all human undertakings are smashed against the very first obstacles.”
Intellectual feelings are associated with the satisfaction of the creative and cognitive needs and interests of the individual. The joy of an innovator who has found a technical solution, or the disappointment of a scientist in the results of an experiment - all this is a manifestation of intellectual feelings in specific situations. Thanks to them, mental energy is accumulated, the mental abilities of people are more actively manifested.
Aesthetic feelings express a person's experience of beauty in reality and in art. They are closely related to moral, intellectual feelings, and all of them are a powerful subjective factor of "insurance" of the individual against the possible standardization of her psyche, from her one-dimensional perception of reality.
Abilities are a developed state of natural inclinations, a favorable objective factor in the successful self-realization of a person. Skillful use of all abilities allows solving many problems of involving people in active labor activity. Abilities develop in the process of training and education of a person, in his active social activity.
Distinguish between general and special abilities. The former include such mental properties of a person as attention, observation, memorization, creative imagination, discretion. To the second - properties that are important for certain activities, for example, visual abilities (sense of line, proportion, etc.), mathematical ability(abstract thinking, propensity for analysis and synthesis), organizational skills. General and special abilities are interconnected, they are elements of one system - the psyche of the individual. Special abilities are easier and faster to form with the development of general abilities.
Character (from the Greek. charakter - feature, feature) is a set of individually peculiar mental properties that manifest themselves in a person in typical conditions and are expressed in her inherent ways of behavior in such conditions. A person is not born with a developed character. The character is formed in the process of its active versatile life activity.
Common features character are manifested in the relationship of the individual to civic duties, duty, people, himself.
D. Percy's classification is interesting, in which he distinguishes the following types of characters: Prometheus, or intuitively rational, with the motto "To be impeccable in all endeavors"; Apollo, or intuitive-emotional, with the motto: "May you be true to yourself"; Dionysus, or sensual sensory, with the motto: "Eat, drink and love women"; Eiimetei, or sensual appraiser, with the motto: "Early to bed, earlier to get up."
Attitude towards people. A person is characterized by sociability, politeness, goodwill and other character traits. The antipodes of these traits are isolation, tactlessness, malevolence. According to V. Hugo, each person has three characters: the one that is attributed to him; one that he ascribes to himself; the one that actually exists.
Attitude towards oneself to oneself is an assessment of one's actions, one of the conditions for improving the personality, which helps to develop such character traits as modesty, adherence to principles, self-discipline.
Negative character traits are increased conceit, arrogance and boasting. A person with these traits is usually quarrelsome in a team, involuntarily creates conflict situations in it.
Socio-psychological characteristics of personality. Individual psychological characteristics - component psychological structure of personality. They form its "biological frame". These features are genetically transmitted from generation to generation with different starting possibilities for their lifetime development. Socio-psychological features are socially acquired, the mechanism of their formation is the way of life of society, the human environment of a person, his work on himself.
Among the circumstances that actively socialize and inspire the formation and definition of these qualities, the importance of the state of socio-economic relations in which the personality is “embedded”, its ability to form itself without suppressing its personal dignity and neglecting the priority spiritual values of civilization is especially great. Consider the structure of these individuals 11 and ost ey l and h 11 ost and.
Social feelings arise as a result of the satisfaction (dissatisfaction) of the material and spiritual needs of people, their needs for social communication belonging to a certain circle of people. Social feelings manifest themselves as stable motivated experiences, for example, national or family feelings. Of great importance is such a social feeling as patriotism. Religious feelings are intensively reviving today.
The more life impressions a person acquires, the greater the volume of his social experiences. Social feelings have a huge impact on the moral and psychological state of people: they unite (oppose) them, predispose them to joint (individual) actions, and can cause consolidation or irreconcilable confrontation.
Value orientations play an important role in the psychological mechanism that regulates the behavior of the individual. This is a relatively stable, socially determined, selective attitude of the individual to material and spiritual goods, which act for her as an end or a means of satisfying her needs. They reflect the psychological mood of the individual, which not only depends on the aggravation of her need for something, but also on public opinion.
It should be emphasized that in the formation of value orientations the opinion of the primary group, the social environment, the demographic stratum often plays a decisive role. At a certain age, for example, adolescence and youth, when worldview positions have not yet developed, value orientations actively influence the motivation of behavior, the definition of taste, and the nature of the manifestation of inclinations. Their role is also great in the life of adults, which is often manifested in the nature of their inclinations and hobbies, in their worldview.
The social attitude expresses the state of the psyche, which is characterized by the predisposition of a person in 11 rishim to mother an object or subject on an impulsive level based on his life experience and to show him his verbal and non-verbal attitude. D.N. Uznadze, emphasizing that a social attitude always proceeds impulsively, thereby singled out its emotionality and immediacy of manifestation in people's behavior.
The social attitude acts as a factor that largely determines the nature of the perception of information by the individual, the attitude towards it. If we represent our mental activity schematically in the form of such components as the subconscious and consciousness, then the social attitude, manifesting itself both at the level of the individual and at the group (mass) level, will become a psychological bridge from the subconscious to the conscious, carrying a certain existential (social) indirect) content.
Claims-expectations. Claims-expectations can express any individual interests for the individual, for example, to receive special education solve your life's problems. Claims-expectations can be of a purely intimate nature: they do not affect the social and professional position of a person, but have an actual personal meaning for him, for example, receiving signs of attention (in the form of a compliment or gratitude) from the head, showing his interest in professional growth worker.
In general, knowledge of claims-expectations is of great importance in individual work with staff, in alignment social policy in a particular business community.
"Spiritual fund" of personality. “The development of personality as a character,” wrote G.V. Plekhanov, - in direct proportion to the development of independence in it, g.e. the ability to stand firmly on one's own feet." A person can show such firmness in the presence of a scientific worldview based on fundamental moral values.
The worldview is the "spiritual core" of the personality's consciousness; the effect of self-expression of all elements of the psychological structure of personality depends on it to one degree or another. The psychological value of a worldview is determined by the maturity and stability of personal convictions. The formation of her behavioral motives, the content of her civic positions depends on how organically they are woven into the fabric of a person's consciousness. True beliefs are a reliable compass for orienting in the vast sea of life, the best regulator of people's social behavior.
The persuasive effect of beliefs becomes more significant when they are oriented towards some ideals. As M.E. wrote Saltykov-Shchedrin, ideals are luminous points that flicker in the prospects of the future, they are not a denial of the past and present, but the result of all that is best and humane, bequeathed by the first and developed in the latter. Ideals are designed to move a person to achieve personal and social good. This is their great mobilizing purpose for each individual.
One of the important tasks that the manager constantly has to solve is to identify the professional compliance of the employee. For this purpose, using the above presented set personal qualities, you can use following methods their study: recommendatory selection (recommendations, attestations, etc.); personal selection (personal knowledge, observation, etc.); test selection (computer-manual testing); situational selection (testing by various situations).

How to determine the individual characteristics of a person. General provisions. Abilities are individual personality traits that ensure success in an activity and ease of mastering it.

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