Department of Education of the City of Moscow
State budget educational institution
Secondary vocational education
Pedagogical College No. 18 "Mitino"
Test control of knowledge in general psychology
Teaching aid for students
specialty 050144 Preschool education
Moscow, 2012
The teaching aid is addressed to students studying in the specialty 050144 Preschool education
Compiled by: teacher of psychology Valyuh M.N.
Explanatory note
This teaching aid is addressed to students of the Pedagogical College and has the goal of assisting in preparing for the test in general psychology, or used for the current control of knowledge. It is built on the principle of a programmed test of students' knowledge in all sections of the general psychology course:features of psychology as a science, the foundations of personality psychology, a person as a subject of cognition and activity.
Analysis of students' answers in tests and exams allows us to note some of the most common mistakes. Most of them are associated with the assimilation of the conceptual apparatus, with the inability to identify the essence of the issue and use previously acquired knowledge in related disciplines. All this necessitates the search for various ways aimed at helping the student and improving the forms of control.
To this end, in this manual, for all sections of the course of general psychology, special tasks have been developed, consisting of questions covering the range of knowledge and practical skills that a student must master. A feature of these tasks is that they are all given in the form of a test, they have the key to the correct solution.
The system of test self-control of knowledge in psychology will help the student not only systematize the material, but also highlight the essence of the issue, differentiate it from others. In case of an error, the student himself can find the correct solution. Thus, this manual can carry out not only a controlling, but also a teaching function.
The methodological manual consists of test tasks in 3 sections of the course of general psychology, the key of correct answers, a list of references and reference materials for self-training of students.
SECTION 1
FEATURES OF PSYCHOLOGY AS A SCIENCE
1. Psychology as an independent science took shape:
A) in the 40s. 19th century;
B) in the 80s. 19th century;
B) in the 90s. 19th century;
D) at the beginning of the twentieth century.
2. The recognition of psychology as an independent science was associated with:
A) the publication of Aristotle's treatise "On the Soul";
B) the development of the method of introspection;
C) the creation of special research institutions;
D) the development of the method of observation.
3. Psychology as the science of the soul was defined:
A) more than 3 thousand years ago;
B) more than 2 thousand years ago;
B) in the 16th century;
D) in the 17th century
4. Psychology as a science of consciousness began to develop:
A) in the 15th century;
B) in the 16th century;
B) in the 17th century;
D) in the 18th century
5. Psychology as a science of behavior arose:
A) in the 17th century;
B) in the 18th century;
B) in the 19th century;
D) in the twentieth century.
6. Psychic Reflection:
A) is an exact copy of the surrounding reality;
B) is selective;
C) presents a photograph of the impact environment;
D) does not depend on environmental conditions.
7. According to K. Jung, that part of the human psyche, which reflects the reality external to the body, is called:
A) exopsychic;
b) endopsychic;
C) interopsychic;
D) extraversion.
8. Features of the development of the psyche in ontogenesis are studied by psychology:
a) medical;
b) general;
c) social;
d) age.
9. What is the name of the principle that requires considering (studying, researching) mental phenomena in constant motion, change:
A) the principle of determinism;
B) the principle of development;
C) the principle of objectivity;
D) the principle of comprehensiveness.
10. The active intervention of the researcher in the activities of the subject in order to create conditions for the identification and establishment of a psychological fact is called:
A) conversation
B) analysis of products of activity;
B) an experiment
D) content analysis.
11. The highest form of mental reflection, peculiar only to man, integrating all other forms of reflection, is called:
A) emotion
B) reflection;
B) consciousness
D) will.
12. Conditioned reflexes are characterized by:
A) congenital;
B) the constancy of the reaction to the influence of certain stimuli;
C) variability, development, extinction;
D) uniformity of performance.
13. A brief standardized psychological test, as a result of which an attempt is made to evaluate a particular psychological process or personality as a whole, is:
A) observation
B) experiment;
B) testing;
D) self-observation.
SECTION 2
BASICS OF PERSONAL PSYCHOLOGY
1. Emotions are a person's experiences of something as:
A) direct
B) indirect;
B) conscious
D) rational.
2. Feelings are called:
A) direct experience of something;
B) stable emotional relationship to someone or something;
C) persistent, strong, long-term emotional states;
D) indifferent attitude to reality.
3. Feelings associated with cognitive activity are called:
A) moral
B) aesthetic;
B) intellectual;
D) practical.
4. Comprehension of the emotional states of another person in the form of empathy and sympathy is called:
A) reflection
B) identification;
B) empathy
D) affection.
5. A strong emotional state of an explosive nature, with a short period of flow, affecting the entire personality and characterized by a temporary disorganization of consciousness, a violation of volitional control is:
A) stress
B) affect;
B) frustration;
D) passion.
6. Actions inherent in volitional regulation are:
A) unconscious
B) conscious;
B) intuitive;
D) involuntary.
7. Criteria of will are not:
A) volitional action;
B) volitional qualities of a person;
C) choice of motives and goals;
D) indicator of intellectual development.
8. The ability of a person to a long and unrelenting tension of energy, a steady movement towards the intended goal is called:
A) perseverance
B) optimism;
B) industriousness
D) awareness.
9. A certain level of human performance, the level of functioning of his psyche at a particular point in time is:
A) feelings
B) will;
C) mental states;
D) attention.
10. What mental state of a person does not belong to sthenic:
A) cheerfulness
B) inspiration;
B) apathy
D) confidence.
11. Personality is a person as:
A) an individual
B) individuality;
C) the subject of activity;
D) a, b, c.
12. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:
A) the pride of the nation;
B) a voter;
B) personality
D) intellectual.
13. Human activity that has a moral meaning is called:
A) behavior
B) self-expression;
B) presentation.
14. The essence of the process of human socialization is:
A) the development of its innate properties;
B) mastering numerous relationships between people;
C) mastering the jargon of a certain stratum of society;
D) mastering the knowledge necessary for professional activities.
15. Which component in the psychological structure of the personality is superfluous:
A) motivational-target;
B) communicative;
B) strong-willed;
D) perceptual.
16. The totality of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:
A) temperament
B) character;
B) abilities;
D) personality orientation.
17. Impulsivity, initiative, flexibility of behavior, sociability,
Social adaptability is characteristic of people of the type:
A) introverted;
B) extroverted;
B) ambiverted.
18. According to the concept of G. Eysenck, an emotionally unstable introvert:
A) choleric;
B) melancholic;
B) sanguine
D) phlegmatic.
19. Considering the psychological structure of a person, Z. Freud showed that the principle of pleasure is guided by:
A) "it"
B) "I";
C) "Super-I".
20. What type of temperament has advantages in certain types of monotonous work:
A) choleric;
B) sanguine;
B) melancholic
D) phlegmatic.
21. The highest regulator of behavior is:
A) beliefs
B) worldview;
B) installations;
D) motivation.
22. Which of the following points of view should be recognized as correct:
a) the personality is formed by society; the biological characteristics of a person do not affect this process;
b) personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;
c) personality is a phenomenon of human social development; the complex process of its development is due to the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as the driving force of a person's mental development in the formation of his personality.
23. The system of established views on the world around us and our place in it is called:
A) personal meaning;
B) worldview;
B) persuasion
D) the orientation of the personality.
24. Eliminate the extra word:
A) temperament
B) abilities;
B) stability;
D) character.
25. Specific cognitive activity on objects and phenomena of the surrounding world is called:
A) attraction
B) desire;
B) interest
D) propensity.
26. A developed state of natural inclinations, a favorable psychological factor for successful professional self-realization of a person is:
A) skills
B) skills;
B) knowledge;
D) ability.
27. A single person taken is:
A) an individual
B) a child;
B) a person
D) personality.
28. The biological basis for the development of abilities are:
A) genes
B) makings;
B) origin
D) kind.
29. The regular correlation of stable features of an individual, characterizing various aspects of the dynamics of mental activity, is:
A) character
B) temperament;
B) feelings
D) will.
30. Quickly converges with people, cheerful, easily switches from one type of activity to another, but does not like monotonous work:
A) sanguine
B) phlegmatic;
B) choleric;
D) melancholy.
31. Roven in behavior, does not make hasty decisions, slowly switches from one type of work to another, is inactive:
A) sanguine
B) phlegmatic;
B) choleric;
D) melancholy.
32. Too impressionable, responsive and easily hurt, slowly mastering and getting used to changes, shy, timid, indecisive:
A) sanguine
B) phlegmatic;
B) choleric;
D) melancholy.
33. In character, personality is manifested to a greater extent from the side:
B) dynamic;
B) procedural.
34. Self-criticism, modesty, pride characterize:
A) the attitude of the individual to things;
B) attitude towards other people;
C) a system of human relations with oneself;
D) features of the performance of any activity by him.
35. Temperament is understood as the characteristics of mental activity:
A) static;
B) dynamic;
D) purchased.
36. According to I.P. Pavlov, the classification of temperament types must be built taking into account:
A) the ratio of fluids in the human body;
B) features of the functioning of the nervous system;
B) body structure;
D) the predominance of the right or left hemisphere of the brain.
37. The presence of abilities for any type of activity cannot be evidenced by:
A) a high rate of assimilation of knowledge, skills and abilities;
B) high energy costs for mastering the activity;
C) the presence of a propensity for this type of activity;
D) individual originality, originality of products of labor.
38. Which of the following points of view is considered the most scientifically sound:
A) human abilities are innate, genetically predetermined;
B) all abilities can be equally developed in any person,
The necessary social conditions would be created;
c) abilities develop on the basis of certain inclinations when a person is included in the appropriate activity, the creation of the necessary social and pedagogical conditions, the active work of the individual on himself.
SECTION 3.
HUMAN AS A SUBJECT OF KNOWLEDGE AND ACTIVITY
A) relationships
B) reflections;
B) installations;
D) perception.
2. Obtaining primary images is provided by:
A) sensory-perceptual processes;
B) the process of thinking;
B) the submission process;
D) the process of imagination.
3. Unlike other cognitive processes, it has no special content:
A) sensation
B) perception;
B) attention
D) memory.
4. The anatomical and physiological apparatus, designed to receive certain stimuli from the external and internal environments and process them as a sensation, is called:
A) a receptor
B) the conductor of the department;
B) an analyzer;
D) reflex.
5. The minimum value of the stimulus that causes a barely noticeable sensation is the threshold of sensations:
A) lower absolute;
B) differential;
B) temporary
D) upper absolute.
6. Changing the sensitivity to adapt to external conditions
Known as:
A) accommodation
B) adaptation;
B) synesthesia;
D) sensitization.
7. The main properties of sensations do not include:
A) quality
B) intensity;
B) duration;
D) volume.
8. Reflection in the mind of a person of objects and phenomena directly affecting his senses in general is:
A) sensation
B) perception;
B) presentation
D) imagination.
9. Perception is often called:
A) touch;
B) apperception;
B) perception;
D) observant.
10. The type of perception that arises on the basis of tactile and motor sensations is:
A) apperception;
B) illusion;
B) watchfulness
D) touch.
11. The dependence of perception on the past experience of a person, the characteristics of his personality is called:
A) insight;
B) perception;
B) apperception;
D) sensibility.
12. Mental activity aimed at creating new images,
It's called:
A) perception
B) thinking;
B) imagination
D) attention.
13. A reproduced subjective image of an object, based on past experience and arising in the absence of an impact of the object on the senses, is called:
A) feeling
B) perception;
B) presentation
D) imagination.
14. "Gluing" various qualities, properties, parts that are not connected in everyday life is called:
A) hyperbole
B) schematization;
B) typification;
D) agglutination.
15. The reflection in the human mind of the most complex causal relationships and relationships of objects and phenomena of the objective world is called:
A) perception
B) imagination;
B) thinking
D) presentation.
16. The type of thinking based on the direct perception of objects and their real transformation is called:
A) visual-figurative;
B) visual and effective;
C) verbal-logical;
D) abstract.
17. A relatively stable structure of mental abilities is:
A) thinking
B) insight;
B) intellect
D) talent.
18. The mental association of objects and phenomena according to their common and essential features is known as:
A) analysis;
B) synthesis;
C) generalization;
D) classification.
19. The logical transition in the process of thinking from the general to the particular is called:
A) by induction
B) deduction;
B) a concept
D) judgment.
20. A characteristic of the intensity of attention is its:
A) volume;
B) degree;
B) orientation;
D) concentration.
21. Concentration of consciousness on some object, phenomenon or experience provides:
A) perception
B) reflection;
B) attention
D) memory.
22. Arbitrary attention is not due to:
A) the contrast of external influences;
B) the presence of interests, motives;
C) awareness of duty and responsibility
23. The degree of concentration of consciousness on an object is such an indicator of attention as:
A) volume;
B) concentration;
B) distribution;
D) switching.
24. The ability of a person to preserve and reproduce "traces" of influences on the psyche is called:
A) perception
B) imagination;
B) thinking
D) memory.
25. The type of memory based on the establishment of semantic connections in the memorized material is called memory:
A) mechanical;
B) logical;
B) emotional
D) auditory.
26. The type of memory in which, first of all, feelings experienced by a person are stored and reproduced is known as memory:
A) visual-figurative;
B) phenomenal;
B) emotional
D) verbal-logical.
27. The basis for the division of memory into arbitrary and involuntary is:
A) the object of reflection;
B) lead analyzer;
C) activity of the subject;
D) type of activity.
28. Information is better remembered if it:
A) perceived by ear;
B) perceived visually;
C) is included in practical activities;
D) talking to himself.
29. Speech is (choose the most complete and precise wording):
A) language
B) exchange of views;
C) the process of using language for the purpose of communication;
D) discussion.
30. The functions of speech do not include:
A) designation function;
B) generalization function;
C) distribution function;
D) impact function.
31. The property of speech is not:
B) expressiveness;
B) simplicity
D) effectiveness.
Answers:
1 section
2 section
chapter
Literature
Ananiev B. G. Man as a subject of knowledge - St. Petersburg, 2001
Gamezo M. V., Domashenko I. A. Atlas of Psychology - M., 2000
Dubrovina I.V., Danilova E.E., Parishioners A.M. Psychology - M., 2002
Ilyin E.P. Psychology of will - St. Petersburg, 2000
Maklakov A. G. General psychology - St. Petersburg, 2002
Martsinkovskaya T. D. History of psychology - M., 2001
Nemov R. S. Psychology: in 3 books. - M., 1995
General psychology / ed. B. S. Bratusya - M., 2005
Pershina L. A. General psychology - M., 2004
Petrovsky A. V. Introduction to psychology - M., 1995
Petrovsky A.V., Yaroshevsky M.G. Psychology - M., 1995
Rogov E. I. General psychology: a course of lectures - M., 1995
Rogov E. I. Emotions and will - M., 1999
Rogov E.I. Psychology of knowledge-M., 2001
Stolyarenko L. D. Fundamentals of psychology - Rostov-on-Don, 2005
Tikhomirov O. K. Psychology of thinking - M .. 2005
Khoziev V. B. Workshop on General Psychology - M., 2003
In Runet, a heated debate unfolded about the textbook of social science for the eighth grade, published by the Drofa publishing house, writes Regions.ru.
The attention of bloggers was attracted by the following passage: “Let's think. Imagine a person suffering from a serious mental illness from early childhood. He is incapable of learning, work, creating a family, everything that forms the spiritual world of the individual. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those who associate it with society; which make him a social, social being. In other words, he is not a person. A personality is a person endowed with a number of important social properties: the ability to learn, work, communicate with his own kind, take care of them, participate in society, have spiritual interests, and be creative.
Outraged bloggers saw in these words the dehumanization of disabled people and compared it with the attitude towards the mentally ill in the Third Reich.
Discussions spilled out and beyond the blogosphere. The President of the Center for Autism Problems Ekaterina Men, Elena Klochko, a member of the Board of Trustees in the Social Sphere under the Government of the Russian Federation, and other public figures are preparing a letter to the Ministry of Education and Science with a request to withdraw the textbook from schools and check how it could be purchased on budget money. The text of the letter will also form the basis of a petition that will be posted on the Internet to collect signatures. The Ministry of Education and Science stated that the department “is already checking the textbook” and “thanks the initiators of the discussion of the dubious fragment.”
The Ministry of Education and Science of Russia stated that the department "thanks the initiators of the discussion of a dubious fragment of a social science textbook for grades 8 (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook."
The Drofa publishing house has suspended the sale of the textbook. “The textbook ... passed all the necessary examinations and, having received positive conclusions, was included in the Federal List of Textbooks ... The author of the textbook, Anatoly Fedorovich Nikitin, passed away, but our publishing house does not disclaim responsibility for the products produced, whether educational or artistic or applied literature. This textbook has been discontinued for the time being. The textbook will be sent for additional examination. The publishing house is ready to withdraw the textbook and provide schools with another social studies textbook if it does not receive the approval of experts,” the publishing house said.
“How would you comment on this story? What does "personality" mean to you? - with such questions, the Regions.ru correspondent turned to the clergy.
His Grace Irenaeus, Bishop of Orsk and Gay, explained: "For me, a person is any person born by God on Earth." “There are people who are heroes, others look up to them, they talk about them, they try to imitate them. And there are others, with physical or mental characteristics, - he said. - It is possible that such people suffer for us. We must treat them as if we were ourselves: we feed ourselves, we clothe ourselves, we put on shoes.”
“It is necessary to treat other people in the same way,” Vladyka urged. - In each person you need to see the personality. You can not divide children into full-fledged and not. Who knows how the lives of those people who do this will turn in the future? Perhaps they themselves will become fathers or mothers of children with some kind of disease. They won’t tell others: “My child is handicapped, no one needs him, let’s put him against the wall”?
“People who are different from us need to be accepted as they are, and at the same time be able to rejoice in what we ourselves have. The person who said that people suffering from a serious mental illness since childhood are not individuals should not have done this, the bishop is convinced. - It's not beautiful. You need to be able to love others, to see someone else's pain. It is very important".
Archpriest Sergiy Rybakov, Associate Professor of the Department of Theology, Ryazan State University, Chairman of the Department of Religious Education of the Ryazan Diocese, believes that "this complete disorientation is associated with the perceived paradigm of evolutionism, which calculates a person from a monkey and considers only his social activity in a public perspective." “That is, if a person is capable, then he is a person,” he explained. - This, by the way, is very close to the paradigm of Calvinism. You can come up with as many criteria as you like to determine a person - capable, having property, adult, mentally healthy ... And for the Orthodox, the absolute criterion of personality is any person, because he is created in the image and likeness of God. And personality is indescribable, because body and soul are created by God. Even the prophet David says: "In the womb you bored me." That is, God creates man already in the womb of the mother. Personality is formed in a person at the moment of conception, and he always remains a personality, even if he does not have the opportunity to somehow socially manifest himself.
“So this is all a relic of the atheistic and desacralized theory of man,” the pastor believes. - Anthropology, built on such terrible foundations, will necessarily lead to conclusions of this kind. If we do not revise anthropology in favor of a Christian point of view, then we will invent definitions - who is a person and who is not. So we can reach the "subhuman". This is a very dangerous path, and we need to change this concept in textbooks.”
Priest Andrei Posternak, Director of the Traditional Gymnasium, Candidate of Historical Sciences, does not really understand why everyone found fault with this phrase. “We are talking about certain social functions, and not about discrimination against the disabled,” he said. - The authors of the textbook did not mean what they want to attribute. In science, there are terms that may not coincide with the meaning of the same words from a religious or universal point of view. For example, in social science textbooks for preparing for the exam, a minor is not considered a person. And why doesn’t this raise questions, why don’t they write appeals, petitions? Yes, and in this textbook only now they noticed an example about a mentally ill person, although the textbook has been used for more than a year.”
“Here it is rather necessary to raise the issue globally,” Father Andrei suggests. - Because now in textbooks there is a set of terms and stereotypes that have passed from the Soviet education system with Soviet ideological approaches. Therefore, we need to look at how other concepts are presented in schools. The same religion, tolerance - these concepts are controversial, there will never be their unambiguous definition. This means that it is necessary to choose definitions that will satisfy the majority of the population of our country. And then there will be no such situations.
Priest Andrei Mikhalev, rector of the Holy Trinity Church in the city of Orel, head of the diocesan department for interaction between the Church and society, head of the commission of the Oryol Metropolis on family issues, noted that “some of us have high intelligence, some have lower. Someone is sick, and someone, thank God, is healthy. However, each of us is a creation of God. God put a soul into a person, and therefore he can rightfully be called a personality.
“Those who at one time classified people according to one of the signs - racial affiliation - were tried (the famous Nuremberg trials). However, in our society, even people who have lost their human appearance are treated humanely - for example, pedophiles, serial killers. We have abolished the death penalty, and they are simply isolated from society, while recognizing them as individuals. And if we teach our children to treat their comrades with mental or physical illness as those who are worse than them, we will get a second Ukraine. Children from an early age will measure those around them with this measure, and we will return to the fascist ideology. It's scary if adults don't realize this and think that such things can be written in textbooks,” Fr Andrei concluded.
Priest Philip Ilyashenko, Cleric of the Church of St. Nicholas in Kuznetskaya Sloboda, Deputy Dean of the Faculty of History of PSTGU, Candidate of Historical Sciences, Associate Professor, said: “Unfortunately, the people themselves, deprived of the right to be called a person by the author of the textbook, are probably of little interest to those who made a fuss. Much more important for them is the opportunity to "light up", to take a personal part in all this. Now many people will be interested in this textbook. They will start looking for him, studying what is written.
“Nevertheless,” the shepherd continued, “the question “what does personality mean?” is important from a spiritual point of view. We know that human life arises by the will of a higher power - God. If the people who received it have some kind of limited ability, it is necessary for something. Recently, our students went to a boarding school for the deaf-blind, and from the practice of communicating with such children, I can say that it is impossible to deprive them of the right to be called a person. The fact that they do not see and do not hear gives no reason to anyone.
“From priestly experience, one can also say: there are always several people with mental illness in the temple. Can we not consider them personalities? No, you can't, - Father Philip is convinced. “I think the main indicator that defines a person is the presence of a living soul.”
Priest Pyotr Kolomeytsev, Dean of the Faculty of Psychology of the Orthodox Institute of St. John the Theologian of the Russian Orthodox University, noted: “For me, every person is the image and likeness of God. And as a defectologist who has been working with children for many years, including those with Down syndrome and autists, I note: every child is special. He has no defects - society invented them for him, not finding ways to communicate with him, contact.
“In fact, we are building a way of communication, creating an environment in which a person is. And restrictions in social communication deprive a person of the right to acquire humanity. I talked with many different children, and it's hard for me to imagine that someone can divide them into individuals and not. For me, this is worse than the division of people by the Nazis into full-fledged and inferior, ”concluded Father Peter.
The book, bought with budget money for Moscow schools, teaches that a person suffering from a mental illness is not a person. A textbook on social science for eighth grades, published by the Drofa publishing house and found in Moscow schools, states that a person with a severe mental illness cannot be a person. Human rights activists call this text "ignorant, obscurantist and extremist."
The President of the Center for Autism Problems Ekaterina Men, Elena Klochko, a member of the Board of Trustees in the Social Sphere under the Government of the Russian Federation, and other public figures are preparing a letter to the Ministry of Education and Science with a request to withdraw the textbook from schools and check how it could be purchased on budget money. The text of the letter will also form the basis of a petition that will be posted on the Internet to collect signatures. The Ministry of Education and Science stated that the department “is already checking the textbook” and “thanks the initiators of the discussion of the dubious fragment.”
"Let's think," the textbook says. - Imagine a person suffering from a serious mental illness from early childhood. He is incapable of learning, work, creating a family, everything that forms the spiritual world of the individual. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those who associate it with society; which make him a social, social being. In other words, he is not a person. A personality is a person endowed with a number of important social properties: the ability to learn, work, communicate with their own kind, take care of them, participate in society, have spiritual interests, and engage in creativity.
This is not just a text that someone wrote on a blog, - said Ekaterina Men. - This is a textbook approved by all authorities. We want to understand how a textbook with such an ignorant, obscurantist and extremist text can get into a school, how the examination is carried out. In general, all the text in the textbook is of poor quality. The authors show no signs of professional competence in the social sciences.
Ekaterina Men said that one of the students first drew attention to the wildness of the text, and then showed it to his mother, and she posted a photo of the text on social networks.
The Center for Autism Problems and our community - both parental and professional, and this is several thousand people - cannot help but react to this. We are doing a great job to prove that autistic people can be taught along with ordinary children. And we have successful projects that benefit everyone. Imagine that in such schools, children open a textbook and find out that their autistic classmates, it turns out, should not be allowed on the threshold, they are not personalities, they are generally half-animals. This is an obvious harm.
Child psychiatrist, candidate of medical sciences Antonina Shaposhnikova noted that the above excerpt from the textbook is "illiterate from the point of view of psychiatry."
Both children and adults with mental illness are individuals, she said. - Another thing is that this is a personality with an originality of development, which we must also respect in a person. Even a person with severe mental retardation is capable of simple social contacts. He is capable of love, which forms a person as a spiritual being, is capable of emotional attachments. And people suffering from, for example, such severe mental illnesses as schizophrenia, are often intellectually completely intact. They study, sometimes even better than some ordinary children, work, achieving success in their field. They create families. Yes, they are forced to take medicine, but they are full members of society.
We have adopted a humanistic position in the methods of education, - she added. - This passage contradicts it. The child may not even need to know the definition of personality. But it is important for him to know that any person, no matter what diseases he may have, is a full-fledged member of society and must be treated with care and understanding.
The Ministry of Education and Science of Russia stated that the department "thanks the initiators of the discussion of a dubious fragment of a textbook on social science for grades 8 (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook."
The reasons why such a fragment ended up in the textbook will definitely be clarified. Today, the system of admission of educational literature in Russian schools involves not only the mandatory passage of four examinations by each textbook, but also monitoring its use in schools and responding to complaints from children, parents, teachers and other participants in the educational process, the press service of the department told Izvestia .
The ministry recalled that publications are included in the federal list of textbooks "on the basis of positive expert opinions based on the results of scientific (scientific historical and cultural), pedagogical, public, ethno-cultural and regional expertise."
It should be noted that earlier the scientific and pedagogical examination of the discussed textbook was carried out by the Russian Academy of Sciences, the public examination was carried out by the non-profit partnership League of Education, and all the conclusions submitted to the Russian Ministry of Education and Science were positive, the press service said.
This approach can significantly improve the quality of educational literature, the ministry said. - Over the past two years, based on the appeals received by the Ministry, the number of complaints about the quality of educational literature has significantly decreased. The quality of work with publishing houses has been improved in connection with the comments of citizens on the quality of textbooks.
Ekaterina Demchenko, a lawyer and managing partner of the Alliance company, said that “the textbook actually infringes on the non-property rights of people with mental illness, namely, it detracts from their honor and dignity.”
The rights to honor and dignity of a person are natural human rights, inalienable and unconditional, - said Ekaterina Demchenko. - In case of violation of such rights, the victim may apply for judicial protection in accordance with Chapter 8 of the Civil Code. In this situation, I consider it possible for the prosecutor of a subject of the federation to file a lawsuit in defense of an indefinite circle of persons, to demand the removal of such a textbook from schools, an apology and refutation from the author.
Also, according to Demchenko, the actions of the authors can be interpreted as inciting social hatred or propaganda of exclusivity, superiority or inferiority of citizens on the basis of their attitude to religion, social, racial, national, religious or linguistic affiliation, and this is extremism. For such crimes, a term of up to five years can be threatened (Article 136 of the Criminal Code of the Russian Federation).
Expert opinion:
Anatoly Naiman, grandfather of Grigory Chernozatonsky, to the question of Novaya Gazeta, is it not scary to teach his grandson from such textbooks, answered:
Nauseous. But not hopeless. The laureate formulates, the wife corrects, the publishing house replicates, the ministry recommends, the teacher, without looking, asks at home. And all this is shattered on the 14-year-old Grisha. He bulges his eyes. He doesn't accept it. It's inedible. He intuitively knows that everything is accounted for in life. Everyone counts. We are not talking about laureates, publishers, ministers, this is extras. If someone takes out, then the grandchildren.
Tamara Eidelman: “They are already writing on Facebook: they are fascists!”:
Of course, they are not fascists. These are just people who are bad at expressing their thoughts. And they do not think at all about the reaction of readers to their text.
The section of the social science textbook devoted to personality begins with an attempt to separate the concepts of "biological individual" and "personality". But this is done in an extremely clumsy manner. What a strange definition: "not able to start a family and exercise their civil rights"? How about a hermit monk? Does this fit the formula too?
The definition of personality is the subject of the most complex philosophical discussion. If the teacher feels able, if he managed to allocate time for this in the classroom, he can bring the topic up for class discussion. Opinions will certainly differ.
But the fragment that has become so famous today is just a typical not very competent text in a school textbook. No one thought about its possible ideological consequences. They blurted out and moved on.
Anna Narinskaya: “Such textbooks are a sign of the state of education”:
What is most striking here is not the complete lack of professionalism and ethical deafness of the authors of these textbooks, but the complete lack of control over them in the Ministry of Education and in the publishing houses that publish them. In addition to the fact that it contains almost fascist considerations that a mentally ill person is not a person, and coquettish-sexist passages about what men and women should be, it is also written in ugly language, in some kind of condo style. I don't even know what revolts me more - the ideological content of this textbook or its incredible hack work.
The ideological and educational frame into which the country is plunging is based not only on well-thought-out anti-human slogans, but also on the possibility of such a hack, on general disregard, on the fact that such an important territory as the education of our children is becoming just a place to earn money . And that's it with this hack, I think you can fight. Looking at what is happening with education, I am afraid that the public should not expect radical victories, but in some separate areas it is really possible to work and achieve the best, until the time has come for unified textbooks in the humanities. When it comes, if just such a textbook, for example, is the only one, it will become a much greater tragedy.
Irina Khakamada: “Everyone should have a chance for happiness”:
First, psychologists say that all talented creative people are a little bit crazy. Second, what is a person? A person is a person who can be happy. There are a huge number of such people, including among autistic people, people with Down syndrome, dyslexics, who then grow into geniuses. And in order to develop a personality in them, you need to make special efforts. If they are not applied, then these people, remaining individuals, are not included in the collective “I”, therefore it is difficult for them to form families, communicate with ordinary people, and so on. But the meaning of a developed society is precisely to give everyone a chance for happiness. Therefore, in the West, if a child is diagnosed with autism or dyslexia, the first thing doctors say is that these children can be happy, you just need to make an effort. I am a believer, so I think that everyone has a personality, you just need to apply more effort and an individual approach to one. And what do the authors have to do with the diagnosis - who is a person and who is not? Thank God, our children spit on all the textbooks, but if one starts to realize this in life, then he, having seen a child with a different behavior - for example, a closed introvert, will immediately decide that this is a freak who needs to be bypassed.
Ekaterina Arkhipova, Communications Director of the Coffeemania restaurant chain:
The family of Nikita Panichev gave a lot of effort to his development and formation. He was trained by us, works successfully and finds a common language with the team. Nikita has been working at Coffeemania for more than a year and a half - this is an indicator that everything is going well.
Alexander Asmolov, Academician of the Russian Academy of Education: "Any person is a personality":
And he becomes a person when other people treat him as a person. Setting a person as a person is a key thing that helps him develop and maintain his dignity.
Any textbooks, no matter what publishing house publishes them, must undergo a humanitarian and psychological-pedagogical examination. The key question is: does the text of the textbook instill in the child humanistic attitudes towards respect for the value of the personality of any person? Anyone, perhaps not similar to him in skin color, eyes, height, ethnic characteristics. Among these differences, one of the most important for our society is children with developmental disabilities. It is no coincidence that I never say: defective children. Instead, I say: children with special needs, children with special needs, and best of all, an English term that demonstrates human and, of course, pedagogical ethics with brilliant accuracy: children with abilities developed differently. A brilliant term that leaves no grounds for stigmatization in society. Any stigmatization, turning someone into a caste of untouchables, is dangerous for society, because it violates its humanistic potential. This is a key tenet of dignity pedagogy.
... And the textbook in question should be urgently detained and should not be distributed to Russian schools.
Petition to the Minister of Education of the Russian Federation, Mr. Livanov D.V.
Dear Dmitry Viktorovich!
Our attention was drawn to the textbook on Social Studies for the 8th grade by A.F. Nikitin. and Nikitina T.I. Publishing house "Drofa" 2014 release. From the bibliographic description on the title of the publication it follows that the textbook “contains extensive practical and theoretical material on the course of social science. It was created taking into account modern scientific ideas about the spiritual world of the individual, the social structure of society and social relations, about the state and law. And further - "The textbook was written in accordance with the Federal State Educational Standard for Basic General Education, included in the Federal List."
On the 10th page of the textbook, the “modern scientific ideas” of the authors take on the following form. Quote: "Let's think. Imagine a person suffering from a serious mental illness from early childhood. He is incapable of learning, of labor, of creating a family, of everything that forms the spiritual world of a person. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those who associate it with society; which make him a social, social being.
In other words, he is not a person. Personality is a person endowed with a number of important social properties: the ability to learn, work, communicate with their own kind, take care of them, participate in society, have spiritual interests, be creative. Here we will say that a person is a citizen. Note that a citizen is necessarily a person, a conscious, active and social being. End of quote.
“Let's reflect,” the authors urge us. "Let's!" - they are answered by the readers of the textbook, designed within the framework of this discipline to form social competencies and civic consciousness among young citizens of Russia. But before reflection, we are forced to turn to some historical facts, which, judging by the general ignorance and illiteracy spilled throughout the textbook, escaped the attention of the authors of this mentoring opus.
First of all, we would like to remind the authors of the name of the official eugenics program of the German National Socialists for the sterilization and physical destruction of people with mental disorders, mentally retarded and hereditarily burdened patients. It was called "Action Tiergartenstrasse 4" and went down in history as "Program T4". At first, only children under three years of age were exterminated under this program, then all other age groups. One of the ideologists of the Nazi concept of racial hygiene, Wilhelm Schallmeier, was the author of one of the leading textbooks on racial hygiene. In this textbook, he proposed, in particular, to deprive the possibility of reproduction of "degenerates" and epileptics, and he proposed to lay the costs of their sterilization on their parents as a punishment for the fact that they gave birth to "lower children".
In 1920, the book "Permission to Destroy Life Unworthy of Life" was published, written by professor of psychiatry Alfred Gohe and professor of jurisprudence Karl Binding, who stated in this work that "idiots have no right to exist, killing them is a righteous and useful act ". The notion that some people are just ballast, creating trouble for others, and, not least, economic costs, made an incredible impression on the notorious historical figure named Adolf Hitler. The authors of this book quite unequivocally stated that the existence of the inhabitants of psychiatric hospitals (in their expression, "ballast creatures" and "voids in the shell" - persons incapable of human feelings) has no meaning and value. And Karl Binding directly suggested that the state establish special commissions to kill people unworthy of life.
Impressed by the texts of German eugenicists, Hitler put these "theories" in the basis of his remarkable work "Mein Kampf" for the entire history of the 20th century - the book that laid the foundation for the murder of millions of people. In the development of these "brilliant" theories in 1927, a special institute for anthropology, human genetics and eugenics was founded in Berlin. Kaiser Wilhelm to search for scientifically based ideas similar to the ideas of racial hygiene. Associated with this institute was Josef Mengele, who had previously defended his doctoral dissertation on the topic "Racial differences in the structure of the lower jaw", a doctor who, during his service in Auschwitz, would be called the "angel of death".
The reader of the social studies textbook for the 8th grade, published and officially approved in the Russian Federation in 2014, does not need to have too much imagination to see the obvious similarity between the Nikitins' text that a person with mental illness "is deprived of important aspects of human essence and is not personality” and the text of the Nazi psychiatrist Alfred Gohe that people with mental illness are “ballast creatures” and “hollows in the shell”, incapable of human feelings”. If any of the experts who reviewed this textbook and approved it for use in Russian schools can point out the difference in messages, we would be very grateful.
For people with a short historical memory, it would not be superfluous to recall that the ideas of National Socialism (which some of its quite scientific ideologists called "applied biology") quite luxuriantly "bloomed" and were then extended to fight not only with sick people, but also whole peoples who were called in the vocabulary of the Nazis "inferior races": Jews, Poles, gypsies. Exactly this concept became an inspiring resource for the goal of destroying the Slavs - the goal that served as the basis for all the atrocities endured by the people of our country during the Great Patriotic War of 1941-1945.
Just a few lines in a textbook. Just a few ideas that were widely voiced by quite respected German doctors and lawyers at that time. As a result - let us remind Mr. Nikitin and the entire Ministry of Education of the Russian Federation - during the period of the Program, according to incomplete data, at least 5,000 disabled children were purposefully killed, before the start of the war, 70 thousand people with mental illnesses and physical disabilities were killed, 400 thousand people sterilized. The number of subsequent victims of individual "authors of textbooks" in the year of the 70th anniversary of the Victory over fascism, it seems to us, does not need to be mentioned. It always seemed to us, readers of modern textbooks, that the Nuremberg trials in the Doctors' Case of 1946 put an end to these eugenicistic exercises, which sentenced more than 20 people - doctors, lawyers and officials who executed the program - to death on the merits of crimes against humanity.
The organizations and communities that we represent have been engaged for many years not only in helping families raising children with disabilities, not only in protecting the rights of people with disabilities, including mental ones, not only in systematic work with government agencies to improve care, education and social support for people with disabilities. disability. We spend a huge amount of time and energy on educational, research work, the purpose of which is to combat the stigma of psychiatry, overcome public fear of the disability of others, develop inclusive education as the most progressive and high-quality, work with the press and public consciousness. For the most part, this enormous work is carried out by public organizations either on a gratuitous basis or on the basis of donations from our citizens who direct their personal funds to these goals that are most important for the whole society. In this regard, we have the right to ask a question. If the most valuable work for society on social education and human rights practice is being carried out with extrabudgetary funds, then on what basis is an openly fascist textbook being prepared and published with budget money, our taxes, the text of which cannot be the private opinion of the authors, but should be the basis for mass teaching young citizens of Russia - teaching understanding of the civil and humanistic principles of human coexistence and full-fledged social interaction?
Using this unfortunate occasion, we would like to remind you, Dmitry Viktorovich, and your fellow experts about some people who had mental illnesses, who, from the point of view of the idea pursued in the Nikitin's textbook, "are not individuals." In order to respect the rights of non-disclosure of personal data, we cannot name prominent people living among us with certain diseases. But there are enough examples from the already gone, but forever remaining in the history of mankind. Abraham Lincoln suffered from clinical depression, Beethovet, in addition to being deaf, had a bipolar disorder, Michelangelo, according to the Journal of Medical Biographies, had autism, Charles Darwin suffered from agoraphobia, Winston Churchill had a bipolar disorder, Vaslav Nijinsky had schizophrenia, as did the world famous mathematician, Nobel laureate John Nash awards, Dostoevsky and Van Gogh had epilepsy, Virginia Woolf - bipolar disorder. And this is only a tiny part of the facts.
We will not develop in this letter the deep theme of the fact that mental lability is often a sign of just a very developed personality. This is not within the scope of this letter. The objectives of this letter include the need to formulate the following questions and requirements to the Ministry of Education:
1. We demand the withdrawal of the social studies textbook for the 8th grade by A.F. Nikitin. and Nikitina T.I. (Publishing House "Drofa", 2014) from the circulation of textbooks recommended by the Ministry of Education and Science for Russian schools.
2. We demand an answer to the question of how the examination of the text of this textbook took place in the procedure for approving it for use in general education schools in the Russian Federation, as well as the names of the participants in this examination.
3. We demand an assessment of this textbook for violations of article 282 of the Criminal Code of the Russian Federation
4. We demand a “conflict of interest” check regarding the questionable family relations between the authors, since Nikitin A.F. and Nikitina T.A. represent two sides of the production of the publication: writing and publishing. How ethical and legitimate is the inclusion in the team of authors of a textbook published with public money, an employee of a publishing house that publishes a book at public expense.
5. We demand a public apology to families raising children with mental disabilities or living with relatives with mental illness from the Ministry of Education for the serious violation of their rights and freedoms through the approval of such a textbook for mass use in Russian schools.
6. We demand publicly formulated guarantees that the procedures for accepting, evaluating and approving any Russian textbooks will not allow ignorant, discriminatory and extremist texts that offend human dignity and restrict the rights and freedoms of citizens to enter school libraries.
Sincerely,
Ekaterina Men, journalist, President of the ANO Center for Autism Problems, member of the Public Council under the Ministry of Health of the Russian Federation, chairman of the Commission for the Protection of Patients' Rights, mother of an autistic child.
Elena Klochko, Member of the Council under the Government of the Russian Federation for Guardianship in the Social Sphere, Co-Chairman of the Coordinating Council for Children with Disabilities and Other Persons with Disabilities under the RF OP, mother of a child with Down syndrome
Yana Zolotovitskaya, theater critic, executive director of the ANO Center for Autism Problems, mother of an autistic child.
Yulia Kamal, Chairman of MGARDI (Moscow City Association of Parents of Children with Disabilities and Disabled Since Childhood), member of the Constitutional Court for Disabled Affairs under the RF OP, member of the Constitutional Court for Disabled Affairs under the Mayor of Moscow, mother of a disabled child with cerebral palsy.
Lyubov Arkus, director, film critic, president of the Exit in St. Petersburg Foundation, founder of the Anton is Right Here center for social habilitation, education and creativity for adults with autism.
Svetlana Basharova
9. A characteristic of the intensity of attention is its:
2. Degree;
4. Concentration.
10. The ability of a person to preserve and reproduce "traces" of influences on the psyche is called:
1. Perception;
2. Imagination;
3. Thinking;
4. Memory.
11. The functions of speech do not include:
1. Designation function;
2. Message function;
3. distribution function;
4. Function of influence.
12. Comprehension of the emotional states of another person in the form of empathy and sympathy is called:
1. Reflection;
2. Identification;
3. Empathy;
4. Sympathy.
13. A certain level of human performance, the level of functioning of his psyche at a particular point in time is:
1. Feelings;
3. Mental states;
4. Attention.
14. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:
1. The pride of the nation;
2. Voter;
3. Personality;
4. Intellectual.
15. The totality of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:
1. Temperament;
2. Character;
3. Ability;
16. The highest regulator of behavior is:
1. Beliefs;
2. Worldview;
3. Installation;
4. Motivation.
17. Temperament is understood as the characteristics of mental activity:
1. Static;
3. Dynamic;
4. Acquired.
18. Which of the following points of view is considered the most scientifically sound:
1. Human abilities are innate, genetically predetermined;
2. All abilities can be equally developed in any person, the necessary social conditions would be created;
3. Abilities develop on the basis of certain inclinations when a person is included in the relevant activity, the creation of the necessary social and pedagogical conditions, the individual's active work on himself;
4. Each person is able to develop any abilities in himself, if there was a desire and perseverance.
19. The side of communication, which is based on the processes of perception and understanding of each other by people, is called:
1. Interactive;
2. Perceptual;
3. Communicative;
4. Social.
20. Gestures, facial expressions and pantomime are means of communication:
1. Optical-kinetic;
2. Paralinguistic;
3. Extralinguistic;
4. Space-time.
21. A person who knows how to influence the team in the system of interpersonal relations based on feelings of sympathy or antipathy, acceptance or rejection is:
2. Head;
22. The subjection of the individual to group pressure arising from the conflict between his own opinion and that of the group is:
1. Conformism;
2. Orientation;
3. Passive acceptance;
4. Lack of own position.
23. The main interaction of a person with the environment, in which he achieves a consciously set goal that arises as a result of a certain need, motive, is called:
1. Operation;
2. Action;
3. Activities;
4. Skill.
24. Leading activities are not:
2. Teaching;
25. Internal forces that are associated with the needs of the individual and encourage her to certain activities are:
1. Actions;
2. Motives;
3. Worldview;
OPTION 2.
1. Psychology as an independent science took shape:
1. In the 40s. 19th century;
2. In the 80s. 19th century;
3. In the 90s. 19th century;
4. At the beginning of the twentieth century.
2. The mental phenomenon is:
1. Nerve impulse;
2. Receptor;
3. Interest;
4. Heartbeat.
3. The highest form of mental reflection, peculiar only to man, integrating all other forms of reflection, is called:
1. Emotion;
2. Reflection;
3. Consciousness;
4. The process of development of an individual person, individual behavior and self-consciousness is called:
1. Ontogeny;
2. Sociogenesis;
3. Phylogeny;
4. Anthropogenesis.
5. Obtaining primary images is provided by:
1. Sensory-perceptual processes;
2. The process of thinking;
3. Presentation process;
4. Process of imagination.
6. The change in sensitivity to adapt to external conditions is known as:
1. Accommodation;
2. Adaptation;
3. Synesthesia;
4. Sensitization.
7. The type of perception that arises on the basis of tactile and motor sensations is:
1. Apperception;
2. Illusion;
3. Observation;
4. Touch.
8. mentalactivities aimed at creating new images are called:
1. Perception;
2. Thinking;
3. Imagination;
4. Attention.
9. Perceptions are different from perceptions:
1. Less brightness;
2. Fragmentation;
3. Instability;
4. All answers are correct.
10. The dependence of perception on the past experience of a person, the characteristics of his personality is called:
1. Insight;
2. Perception;
3. Apperception;
4. Sensitivity.
11. The mental association of objects and phenomena according to their common and essential features is known as:
1. Analysis;
2. Synthesis;
3. Generalization;
4. Classification.
12. The concentration of consciousness on some object, phenomenon or experience provides:
1. Perception;
2. Reflection;
3. Attention;
4. Memory.
13. The basis for the division of memory into arbitrary and involuntary is:
1. The subject of reflection;
2. Lead analyzer;
3. Activity of the subject;
4. Type of activity.
14. Feelings are called:
1. Experience of one's attitude to something;
2. Stable emotional relationship to someone or something;
3. Persistent, strong, long-term emotional states;
4. Indifferent attitudes towards reality.
15. A strong emotional state of an explosive nature, with a short period of flow, affecting the entire personality and characterized by a temporary disorganization of consciousness, a violation of volitional control is:
1. Stress;
2. affect;
3. Frustration;
4. Passion.
16. The basis for the division of memory into motor, emotional, figurative and verbal is:
1. Lead analyzer;
2. The subject of reflection;
3. Activity of the subject;
4. Type of activity.
17. Personality is a person as:
1. Individual;
2. Individuality;
3. Subject of activity;
4. True: 1, 2, 3.
18. The essence of the process of human socialization is:
1. Development of its innate properties;
2. Mastering the mechanisms of social behavior and mastering its norms;
3. Assimilation of the jargon of a certain stratum of society;
4. Mastering the knowledge and skills necessary for professional activities.
19. Considering the psychological structure of a person, Z. Freud showed that the principle of pleasure is guided by:
3. "Super-I";
4. "Super-ego".
20. Which of the following points of view should be recognized as correct:
1. Personality is formed by society; the biological characteristics of a person do not affect this process;
2. Personality is determined by biological, hereditary factors and no society can change what is inherent in man by nature;
3. Personality is a phenomenon of human social development; the complex process of its development is due to the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as the driving force of a person's mental development in the formation of his personality;
4. True: 1, 2, 3.
21. The interaction of two or more people in order to establish and maintain interpersonal relationships, achieve a common result is:
1. Communication;
2. Activities;
3. Training;
4. Communication.
22. The main aspects of communication include:
1. Dating, attraction, communication;
2. Social perception, communication, interaction;
3. Interaction, perception, rivalry;
4. Compromise, social perception, partnership.
23. The sum or set of psychological characteristics of a person that determines his place in a group is:
1. Status;
4. Position.
24. The activity of a person, aimed at understanding and transforming the world around him and himself, is called:
1. Education;
2. Activities;
3. Teaching;
4. Labor.
25. The social community of people, united on the basis of socially significant goals, common value orientations, joint activities and communication, is:
1. Group;
2. Troupe;
3. Team;
4. Society.
9. Glossary of basic terms in psychology
Affect(lat. affectus - emotional excitement, passion) - an emotional reaction that proceeds violently and briefly: an outbreak of strong feelings (anger, horror, rage, joy), accompanied by a decrease in conscious control over the state, behavior. Specialists distinguish between normal and pathological affects, as well as persons less or more prone to affective reactions. Persons prone to affect can be sources of panic in a crowd.
Unconscious, unconscious - a set of systemic formations of the psyche that are not the subject of control by a clear consciousness. A limited number of representations can be in consciousness at any given moment (on average, it is believed, about 7 ± 2). At the same time, many ideas that are not conscious at the moment can be easily “summoned” by us into the zone of clear consciousness (“I wanted it - I remembered it”), but many mental regulators work in such a way that a person not only does not realize this, but also does not could do it even if he wanted to. For example, when perceiving a round dial of a watch, not a circle, but a complex ellipse can be projected onto the retina of our eye (if we look at the clock from the side), but at any position of the clock, we perceive the dial as “round”. This strange, from a geometrical point of view, preservation of the image is provided by the mechanisms of the psyche, which are not only not recognized by the subject of perception, but also not always clear to a beginner engaged in psychology (see constancy as a property of perception). Some of the experiences (unpleasant, not consistent with the "decent" "cultural") are forced out of consciousness, but, according to Z. Freud's theory, they continue to noticeably regulate behavior and even lead to internal conflicts and neurotic diseases. The psychotherapeutic practice of so-called "psychoanalysis" (this term is traditionally assigned to Freudianism and its ramifications; therefore, it is not necessary to call any analysis of the psyche psychoanalysis) is based on finding and making repressed experiences an object of awareness. This presupposes a very high and sophisticated qualification of a psychoanalyst (not everyone who calls himself that is such; unfortunately, self-interested people, and not just qualified people, are also engaged in this practice).
Attention- selective orientation of consciousness to a limited circle of objects, processes (external or related to the psyche). Attention is sometimes referred to as actions of control and self-control.
Will- a property (state) of a person, manifested in his ability to consciously control his psyche and actions. It manifests itself in overcoming obstacles that arise on the way to achieving a consciously set goal. Not to be confused with self abuse. The will does not always involve forcing oneself. It can be persuasion, agreement, cunning, training, masterful use of one's characteristics (habits, standard reactions, weaknesses) used in order to still achieve what is desired.
Imagination- cognitive activity of a person as a subject, leading either to an unintentional occurrence or to a deliberate construction in the mind of images (representations, diagrams and other images-models) of those objects that in experience in a holistic form were not perceived or cannot be perceived through the senses (as , for example, the events of history, the supposed future, the phenomena of the imperceptible world or the world that does not exist at all - supernatural characters of fairy tales, myths, etc.)
Perception- a set of cognitive processes and actions to display in the consciousness of some integrity, distinguished by the subject in the external world in relation to his consciousness (including other people, and the corporality of the person himself). For example, you can perceive or not perceive the streams of signals from the internal organs of your body, forming some of its image, health or ill health. More often, by perception they mean the reflection of the phenomena of objects of the external world - natural and social. The situation is not so that the object exists in a finished form in the environment, “acts” on a person and as a result, he automatically displays it, realizes it. On the contrary, a person singles out some objects from the chaos of impressions and thereby, as it were, structures this chaos. For something to be perceived, realized, it is far from enough for it to "act" on the human senses. What is or is not an object also depends on the person: for someone in the environment there are musical sounds and noises, dissonances and consonances; for some - symptomatic noises of working machines or sounds made by animals, for some - logical stresses in the speech of the interlocutor, for some - successful and unsuccessful layouts of residential areas, etc. And for those who are not aware of such things he knows, it’s as if they don’t exist: he doesn’t hear or see them “point-blank”.
Playback- an observable mental action, which consists in the restoration and reconstruction of the updated content in one or another sign form.
hallucinations- (lat. hallucinatio - delirium, vision) - unrealistic, fantastic images that arise in a person during illnesses that affect the state of his psyche.
dreams- fantasies, dreams of a person, drawing in his imagination pleasant, desired pictures of a future life.
group dynamics- (Greek dynamis - strength) - these are the processes of interaction of forces in a group, due to which the group changes its state, develops or collapses. It is determined mainly by two multidirectional processes: the rallying of the members of the group and the tension between them.
group relations- the connections that develop in the group between its members, given a) by the nature and content of group activity, b) by the characteristics of the group itself as a whole: the structure of roles, value unity, etc., c) by interpersonal relations between group members as social individuals, d) by individual the positions of the people involved in these relationships.
group role- a stable position (place, position) of a person in a group, determined by the function (role) that this person performs for the group.
Group- a set of people identified on the basis of any or several common characteristics for them.
Communication deformations- these are such changes (violations, difficulties, distortions) in communication that reduce its effectiveness, productivity or lead to destruction: communication itself (contact, coordination, mutual understanding, relationships), health of partners, their dignity or mental well-being, material values and etc. Deformations can be perceived differently depending on their type: we quarreled, I feel that they are mocking me, the feeling that we are strangers, there is enmity between us, we fail to understand each other, I find that I am fooled and many others.
Activity- human activity aimed at creative transformation, improvement of reality and oneself. Psychologically, it is determined by the need that requires satisfaction, it is directed by the motive corresponding to it - the subject of this need.
life meanings- this is a set of connections with the world that are not indifferent to a person, in which both the objective dependence of a person on the surrounding reality and his needs and aspirations are reflected.
Everyday psychology is a diverse set of psychological knowledge and skills that have become the property of a wide range of people. We use this set every day, often without even noticing our qualifications as an everyday psychologist. In addition to the word "everyday" one can also say "everyday psychology" or "ordinary psychology". Everyday (everyday) psychology is part of everyday consciousness.
Forgetting- a process characterized by a gradual decrease in the possibility of recalling and reproducing learned or perceived material.
Makings- natural prerequisites for the development of abilities (their biological foundation). May be congenital or acquired. It should be distinguished from unmanifested abilities. The difference is that the inclinations are those biological features, properties or qualities of a person, which are then included in this or that ability as its components. One and the same biological feature can be part of different abilities, and only in the composition of such does it appear in the role of its inclinations.
Individuality- a unique system of features of a person as an individual, subject of activity and personality. The fact of the existence of individuality is one of the grounds for an individual (concrete) approach to a person in training, education, and business communication with him. “Reaching everyone” is the ideal of this approach. Ignoring individuality (out of ignorance or conviction, or as a result of a little conscious implementation, for example, technical or general scientific ideas with their cult of simple formulas) naturally leads to a number of negative consequences (interpersonal and intrapersonal tensions, conflicts, mental trauma, neurotic states of conflict participants and how the result is low efficiency of training, upbringing, labor).
Intelligence, mind- a system of properties and qualities of a person's cognitive activity, his orientation in the internal and external circumstances of life, including the social environment, that is steadily inherent and developing throughout life. There are, in particular, social intelligence, technical intelligence, humanitarian intelligence, verbal, i.e. verbal, non-verbal, etc., depending on the subject area of the subject's activity.
Constructiveness of communication- a characteristic of communication, which indicates that it provides partners with the satisfaction of their need for communication, contributes to the effective and productive solution of joint tasks by them, ensures the achievement of individual goals, protects their individual uniqueness. The concept of constructiveness (creativity) of communication allows you to indicate the direction in which people move as they increase their competence in communication, personal growth, and the formation of social maturity.
conformism(lat. conformis - similar, consistent) - uncritical acceptance by a person of someone else's opinion (possibly wrong), accompanied by an insincere rejection of one's own opinion, the correctness of which a person internally does not doubt.
Leadership- relations of dominance and subordination, influence and following in the system of interpersonal relations in the group.
Personality- a specifically human system of mental regulators of human activity, such a stable functional system in the psyche, thanks to which a person becomes an enterprising, purposeful, convinced figure, able not only to adapt to the environment, but also to improve it. The main sign that a person has acquired personality traits is his ability to perform actions - a choice between mutually exclusive possibilities, to weigh many important points related both to his own life and the lives of other people, to take responsibility for the consequences of his actions.
small group- a small group of people, including from 3 to 20-30 people engaged in a common cause and having direct personal contacts with each other. It is characterized by a specific experience of group members of their belonging to it, a sense of "we".
Interpersonal interaction- this is the dynamic side of communication, which ensures that the partners agree on the goals of communication (activity), the means used to achieve the goals, the coordination of the strategies used by each of them. Interaction is a mechanism for flexible, as a rule, situational adjustment of the characteristics of communication to the interests of the participants. It can be tuned to agreement, cooperation or struggle, the desire of everyone to impose their own goals, their own vision of a task or problem, their own ways of solving them.
interpersonal communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the coordination of interaction strategies, the establishment and maintenance of relations between them. The components of communication are contact, interaction, relationships, communication and perception (all with the adjective “interpersonal”)
Interpersonal relationships- these are the characteristics of communication that are stable over a certain period of time, which have developed in the communication of two or more people. What becomes stable relationship is what was originally found as patterns of interaction, and then turned into a frequently repeated scenario. Examples of relationships: enmity, competition, love, friendship, friendships, or business relationships ... Established relationships such as “victim - aggressor”, “boyfriend - picky young lady”, “picky boss - slow subordinate”, etc. continue indefinitely until the participants come to the need to change them.
Interpersonal Contact- a characteristic of interpersonal communication, indicating the degree of association of partners into one social whole (two, three or more people).
dreams- a person's plans for the future, presented in his imagination and realizing the most important needs and interests for him.
Thinking- a set of mental processes, actions, states aimed at solving various problems (practical and theoretical) and providing this solution (finding an answer). The mobilization of thinking as a functional system is carried out partly consciously, partly due to the habits, skills and other automatisms formed by the nervous system in the course of the previous development, upbringing, education, self-education of a person.
Mood- relatively long, stable emotional states of moderate or low intensity, manifesting themselves as a general background of a person's mental life, are characterized by the predominance of certain emotions.
Skill- a well-established skill, an automated (taken out of the control of consciousness as a result of repeated repetitions in monotonous conditions) component of activity. What is initially a consciously controlled and deliberate action can be automated, as everyone knows from worldly experience. Skills can be not only motor (motor), which are easy to notice, but also perceptual, mental, socio-communicative, organizational, etc. Being automatisms, skills at the same time are a necessary condition for creativity in business (a clear example: until a musician has mastered skills, technique, fluency in playing his instrument, he has no time for creativity - “wouldn’t confuse the keys, positions”, etc.).
Scientific psychology- a complex branched system of knowledge and technologies used to identify patterns of generation, development and functioning of the psyche of humans and animals. The main task of scientific psychology is to reveal something new, doing it in such a way that, on the one hand, to obtain reliable knowledge, and on the other hand, to indicate exactly to what extent they are reliable, and where they turn out to be false or inaccurate.
Image of the world- a holistic, multi-level system of a person's ideas about the world, other people, about himself and his activities, which allows him to navigate the world. This is an internal model of the external world, created in the language of subjective experiences. It is important to emphasize that these are not images automatically transferred to the internal plan that arose as a result of the perception of the world, but a system actively built on the basis of deep unconscious assumptions that allows predicting events at each next moment of life activity. It is created by testing (trial and error) oneself and the world around in the course of active mastery of it.
Ordinary consciousness- a set of ideas, knowledge, attitudes and stereotypes based on the direct everyday experience of people and dominant in the social community to which they belong.
Awareness- the mental process of transferring mental content from the unconscious into an actual sign form, which allows you to communicate this content to other people. To realize means already to inform oneself, to describe for oneself one's experience, feeling, need, attraction, etc. To be aware means to be aware of something. It is subjectively perceived as a clear and controlled reflection of a particular situation, experience, etc.
Feeling- a subjective reflection of the properties of the objective world, arising from the impact of stimuli on the receptors of the organs of perception.
Memory- a set of mental processes, actions, states aimed at imprinting, mental organization, preservation and reproduction of a person's past experience.
deed- the moment of moral self-determination of a person, in which he asserts himself as a person in his relation to another person, himself, a group or society, to nature as a whole. An act can be expressed by action or inaction; position expressed in words; attitude to something, designed in the form of a gesture, look, tone of speech, semantic subtext; in action aimed at overcoming physical obstacles and seeking the truth. An act is the basic unit of social behavior, it must always have witnesses: an internal decision that has not found its social expression is not yet an act. Therefore, the act is irreversible, it cannot be "replayed" - hence the personal responsibility for the committed. In an act, a person not only manifests himself as a person, but is also formed in this capacity.
Needs- a mental or physiological state of tension, reflecting the lack (need) of a person or animal in something necessary for their normal existence. Needs as a state are the source of the subject's vital activity in the sense that they have a stimulating effect aimed at relieving the tension that has arisen.
Practical psychology- a set of applied knowledge and technologies used to solve practical problems in various areas of social practice. The peculiarity of practical psychology is that it is always possible to indicate the consumer or customer in whose interests this or that task is being solved.
Psychodiagnostics(Greek psyche - soul and diagnostikos - able to recognize) - a branch of psychological science that develops methods for identifying and measuring individual psychological characteristics of a person.
Psychotechnics(Greek techne - art, skill) - specific methodological techniques or a system of techniques used to improve the characteristics of the course of mental processes, the formation of new and the development of existing mental abilities.
Reference group(lat. referens - informing) - a group of people, in some way attractive to a person, whose values, judgments, norms and rules of behavior he unconditionally shares and accepts for himself.
Speech- voiced language, a system of sound signals used by a person, denoting certain signs of the language.
Meaning- mental integrity arising from the direct experience of the relationship, or at least a vague awareness of the relationship between any object displayed in the mind, and the subject's motives. They say: it "makes sense to me" or "it doesn't make sense to me", meaning that I need one, I need it, and the other doesn't. Let's say that the same in appearance case (digging a hole) for a hired digger has the meaning of earning money, for an archaeologist - solving some of the greatest historical riddles, and for a casual passerby it acquires the meaning of some villainy, because it spoils the hiking trail.
Compatibility- the ability of people to work together, successfully solve problems that require them to coordinate actions and good mutual understanding.
Consciousness- a term used to refer to the entire human psyche as a whole, in contrast to the psyche of animals. The human psyche (consciousness) is characterized by signs (“fabric” of consciousness is formed by complex systems of signs), tool (any unit of consciousness is used as a means of reflecting the objective world), objectivity (correlation with elements of the outside world) and categorical organization (systems of signs and tools form a set of mutually related categories).
The ratio of forces in the group- this is the distribution between the subjects of the group (its members or subgroups) of the possibilities of control over group processes and the behavior of group members. It is expressed in the phenomenon of leadership, group dynamics, etc.
social individual- the designation of specifically human characteristics, universal for all people, associated with the operation of signs, tools, taking into account the norms and rules accepted in society, the performance of social functions. It's not about personal or individual characteristics.
Group cohesion- a psychological characteristic of the unity of group members, manifested in the unity of opinions, beliefs, traditions, in the positive nature of interpersonal relationships, moods and other components of the group psyche, as well as in the unity of joint practical activities.
Capabilities- individual psychological characteristics of a person, on which the success of mastering one or another productive activity depends, the extent to which a person, other things being equal, quickly and thoroughly, easily and firmly masters the methods of organizing and implementing it.
Group structure- the established relatively stable division of group members into subgroups, the distribution of group roles between people in the group.
Talent(Greek talanton - originally weight, measure, then in a figurative sense - the level of abilities) - a high level of development of human abilities, especially special ones, ensuring the achievement of outstanding success in a particular type of activity.
Temperament- (lat. temperamentum - the proper ratio of parts, proportionality) - a dynamic characteristic of mental processes and human behavior, manifested in their speed, variability, intensity, efficiency, etc.
Character(Greek charakter - printing, chasing) - a set of stable individual characteristics of a person that develops and manifests itself in activity and communication, determining typical ways of behavior and response to life circumstances. In the character, typical for a given person, ways of setting and solving life problems used in standard situations find their expression.
Feelings- the highest, culturally determined emotions of a person, characterized by relative stability, generalization, compliance with the needs and (in particular) values that have been formed in the course of the development of a person as a person.
Emotions(lat. emoveo - shake, excite) - a special class of mental phenomena, manifested in the form of direct, biased experience by the subject of the life meaning of these phenomena, objects and situations to satisfy their needs.
Language- a system of signs that serves as a means of human communication, thinking, transmission from generation to generation and storage of information. Language exists and is realized through speech.
Who knows how to deal with conflicts by recognizing them, takes control of the rhythm of history. (R.Dahrendorf).
Let us ask ourselves the question: “What does conflict mean?” Scientists give such variants of definitions: “Conflicts are a special type of social interaction, the subjects of which are communities, organizations and individuals with actually or supposedly incompatible goals; "Social conflict is a clash of opposing interests, views, ideologies between individuals, social groups, classes." I believe that R. Dahrendorf is right. Why? Any conflict begins with social tension, only a pretext is needed to start conflict actions, then either offensive or defensive actions unfold, although sometimes it is possible to refuse to act at all. If you do not recognize the conflict, do not notice that it exists, then it can continue for a long time. So, its outcome, the result will not be predictable. Examples confirming this conclusion can be cited both from the past, our country, and from the present. The events of January 9, 1905 - "Bloody Sunday" showed that the Russian Tsar Nicholas II did not perceive the work of the workers with a peaceful petition as an increase in social tension in the country. He shot at a peaceful procession, did not try to find out the reasons that prompted the workers to go to the tsar, thereby giving rise to the unleashing of the first Russian revolution of 1905-1907. The same version of development, in our opinion, had the history of the Chechen war. The Russian government initially did not react to the declaration of sovereignty by the Chechen Republic, which then led to the first and second Chechen wars. So, indeed, R. Dahrendorf is right and history shows that if you do not see, do not notice the emergence and growth of the conflict, then we will not be able to predict its completion and result.
Personality is a person as a carrier of consciousness. (K.K. Platonov)
Man is an eternal problem. Our ancestors believed that man is destined for endless life. And that he must cognize his essence throughout his entire earthly life, and perhaps even beyond it. And now there are many people (mainly believers) who think the same way. At the same time, as the authority of science, based on its real achievements in the natural and technical fields, increased, the point of view according to which a person is just as cognizable as, for example, the microcosm or the solar system, began to have more weight. Personality is a person as a carrier of consciousness, endowed with a number of important social properties: the ability to learn, work, communicate with their own kind, participate in society, have spiritual interests, and experience complex feelings. In this sense, any adult person is a person. It is widely believed, however, that a person becomes a person from the earliest years of his life. This point of view has many opponents. They say that a person is not born, but becomes in the process of activity. Having become a subject of public life, having mastered social experience, comparing himself with others, a person begins to isolate and feel his “I”, which is the main manifestation of the consciousness and self-awareness of the individual. When we talk about a person as a subject of social relations, we mean, first of all, her ability to make independent decisions, positions, and actions. The more confident a person is, the more he corresponds to the position of an active participant in public life.
The personality of a person is in no sense pre-existent in relation to his activity, like his consciousness, it is generated by it. (A.N. Leontiev)
Leontiev Alexei Nikolaevich - Soviet psychologist who dealt with the problems of consciousness and activity.
A personality is a specific person who is a representative of a certain society, a certain social group, engaged in a specific type of activity, aware of his attitude to the environment and endowed with individual psychological characteristics.
Personality is not only the subject of psychology, but also the subject of philosophical, socio-historical knowledge; Finally, at a certain level of analysis, a person acts from the side of his natural, biological characteristics as a subject of anthropology, somatology and human genetics. Intuitively, we know quite well what the differences are here. Nevertheless, in psychological theories of personality, gross confusions and unjustified oppositions of these approaches to the study of personality constantly arise. Only a few general propositions about personality are accepted, with certain reservations, by all authors. One of them is that a person is a kind of unique unity, a kind of integrity. Another provision consists in recognizing the role of the highest integrating authority that controls mental processes for the personality. However, attempts to further interpret these provisions have led in psychology to a number of false ideas that mystify the problem of personality.
And one more aspect. Four conflict periods that the child goes through in the learning process - the period of adaptation. The “Adaptation Program”, which offers such a form of pedagogical support as “Days of Active Engagement”, helps to overcome such a difficult process.
Of course, we also use traditional methods of education: meetings of the Council for the Prevention of Offenses, small pedagogical councils, individual conversations, involving schoolchildren in sections, circles; pedagogical education of parents through "Parental general education" and much more.
The main thing is that we must fight not against the bad, but for the good, that is, for the person as he should be in the present and future.
To date, there is no “dropout” at the school, the number of repetitions has decreased. But we are not all so well either. It is alarming that out of 13 students on the intra-school register, five are elementary school students!
Everything in our power, we try to do for these children. Free vouchers to the sanatorium "Obskie zori" were allocated to Xenia Nikulina, Alexander and Dmitry Rudakov, Valentina Volchek, first of all, these children receive food coupons. The Board of Trustees of the school does not refuse financial assistance for the purchase of textbooks and didactic material. Parents, on the other hand, are in a position of indifference and resolutely do not want to be engaged in the upbringing of their children. Some, due to their “high competence” (O.N. Balakina), others, due to their pedagogical illiteracy and unwillingness to change their lifestyle (the Stepanov and Gulyaev families). The child becomes a witness to the unseemly actions of his parents, and receives a kind of instruction on how to live.
In my opinion, in terms of the idea of pedagogical support, Russia, although “not ahead of everyone’s pay”, is on a par. However, parents, or so-called dysfunctional families, should be placed in a more responsible position. And here we should turn to the experience of Western schools - the creation of juvenile courts.
People are born only with pure nature, only then the fathers make them Jews, Christians or fire worshipers. (Saadi)
It is difficult to disagree with this statement. Man is a biosocial being. From birth, we have, in the words of the poet Saadi, "pure nature." A little Arab and a little Jew are biologically very similar to each other and only their parents will explain to them that they are enemies. It is the parents who introduce the child to religion, as well as introduce them to traditions, educate him. In the course of upbringing, a child is instilled not only with certain moral, aesthetic, moral norms, but also with faith in God or, depending on religion, in an animal or plant, an idol. If parents are atheists, then their children, as a rule, will be atheists. Religion is one of the most important, and at the same time one of the most ancient institutions of human society. But what is religion and what are its signs? Religion is certain views and ideas of people, corresponding ceremonies and cults. Religions are inherent, firstly, a group of believers, secondly, teachings, thirdly, the existence of certain sacred objects, and, fourthly, the presence of rituals. Each of us, having been born, is nothing yet. Only after some time does he begin to comprehend the actions committed by his parents. After all, it is our parents who lay the foundation of life principles in us and endow us with features that are characteristic of both our family and society. A child born in an Orthodox family, but for some reason orphaned and adopted by a Catholic family, will become a Catholic. Some parents, introducing a child to religion, send him to certain religious schools. The soul of a child after birth is a blank sheet of paper in which you can enter anything you like. In the Orthodox religion, no one asks when baptizing a child, he has consent to this. The fact that the religion of a child is chosen by his parents confirms the fact that some people, as adults, change their religion or even become atheists. So, the famous American akger Richard Gere was once a Protestant, but now he professes the Buddhist religion. An example is also known from the history of Russia: Prince Vladimir did not ask his squad if they wanted to accept Christianity, but baptized her by force. And then all of Russia was subjected to Christianization. In our opinion, it is impossible to ban religion, but it is necessary to instill in children the idea of religious tolerance, tolerance, and then the grown-up Arab will not blow up his Jewish peer just because he professes a different religion.
People exist for each other. (Marcus Aurelius)
“Marcus Aurelius, in my opinion, is absolutely right. There is no such person on earth who would live alone, who would be separated from society. It is human nature to cognize the world around, i.e. society around him, nature, himself.
Such individuals who believe that they are separate, that they live in their own "world" and do not depend on anyone, are far mistaken, this shows the real world. Without communication, without communication, the individual will simply become an outcast, and as a result of this, he loses his vitality.
Can love rule everything? Maybe she makes it clear that people exist for each other to love?
Everything in our world is mutual. Selfish people “sweep” everything for themselves, think only about themselves, but then there will be no mutual help. All the actions of a person are returned to him as a boomerang, what he gave will then return with something else, but what he “squeezed” will never. This theory of psychology says that everything is mutual, that you need to exist not only for yourself, but also for others, which means that people exist for each other, but to a certain extent.
People exist for each other. (Marcus Aurelius)
“Throughout its history, mankind has suffered a lot of troubles, a lot of grief. Destructive wars, the evil of nature and other unfavorable factors have affected people for many centuries, forcing them to jointly overcome more and more new barriers, forcing them to fight them together, namely jointly, together, for each other. In other words, both grief and joy to share with each other.
In my opinion, the ideal embodiment of the saying "People exist for each other" can be found in the course of human history. Moreover, both in the history of the past and in the modern world. The struggle of partisans during wars, and indeed, the behavior of people during war, is an ideal model, an example of this. People exist for each other, they are united as never before, they are a single whole. The common grief makes them so.
If we consider society as a whole, we can also observe the uninterrupted interaction between people. It can even mean interaction only for obtaining a certain benefit, and not interaction as devotion to a person for the sake of good. But in this case, the statement of Marcus Aurelius will be fair "
