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">Test on discipline" Social Psychology»
">1. Social psychology - scientific discipline at the junction:
">1) philosophy and sociology 2) psychology and sociology 3) philosophy and psychology
">2. The peculiar date of birth of social psychology is __________ year
">3. Type of experiment:
">1) laboratory 2) practical 3) everyday
">4. The group member who has the highest positive status, i.e. enjoys authority among the others and has influence on them, is the leader
">1) yes 2) no
">5. Group effect: a change in a person's behavior or opinion as a result of real and imagined group pressure:
">1) boomerang effect 2) conformity effect 3) imitation effect
">6. The section of social psychology is:
">1) higher psychology nervous activity 2) psychology of intergroup interaction
">3) psychology of memory
">7. The main methods of research in social psychology include proofreading
">1) yes 2) no
">8. The phenomenon of group pressure received a name in social psychology:
">1) the phenomenon of conformism 2) the phenomenon of the influence of the unconscious 3) the phenomenon of cooperation
">9. The perception of a communication partner is called:
">1) social interaction 2) social perception 3) social integration
">10. Identification is identifying oneself with another
">1) true 2) false
">11. Socialization institutions are:
">1) groups in which the assimilation and reproduction of social experience occurs
">2) public opinion 3) educational organizations
">12. Empathy is:
">1) mental process 2) empathy 3) element of self-knowledge;
">13. The multifaceted process of interpersonal relationships and social interactions of people is called ________________.
">14. The set of methods and techniques for studying socio-psychological phenomena and processes is:
">1) goals 2) tasks 3) methods
">15. The science that studies the patterns and characteristics of human behavior and activities is called ______________________
16. A type of communication, the participants of which are specific individuals who have specific individual qualities that are revealed in the process of communication --- this is:
">1) role-playing 2) interpersonal C) interpersonal
">17. The process of comprehensive exchange of information leading to mutual understanding is">communication
1) true 2) false
">18. Socio-psychological analysis of interaction, communication and relationships between people, as well as factors influencing joint activities is:
">1) tasks 2) subject H) processes
">19. Communication function, reflecting the ability to influence partners, developing and improving them in all respects:">
1) pragmatic 2) intrapersonal H) formation and development
">20. Means of communication:
">1) verbal 2) auditory H) visual
">21. Type of communication:
">1) dialogical 2) everyday H) direct
">22. The mechanism of social perception, as a stable image or idea of any phenomena or people:
">1) stereotyping 2) empathy H) identification
">23.Interpersonal perception effect:
">1) rumors 2) halo H) mutual understanding
">24. The problem of terrorism is at the center of the communication process
">1) yes 2) no
">25. Psychological impact on the human subconscious by therapeutic means, especially in a state of hypnosis or sleep:
">1) psychotropic effects 2) psychogenic effects H) psychoanalytic effects
">26. The type of interaction characterized by the achievement of individual and group goals and interests in conditions of confrontation between people is called ______________.
27. The mechanism of self-knowledge in the process of interaction, based on the ability to imagine how one is perceived by a communication partner:
">1) identification 2) empathy 3) reflection
">28. Stable large social groups:
">1) statistical, diffuse, formal groups 2) public, mass, classes
">3) ethnic, age, gender groups
">29. Spontaneous large social groups:
">1) public, mass, crowd 2) classes 3) nations
">30. Socially oriented groups
">1) industrial, educational 2) asocial 3) criminal
">31. Directive, orderly leadership in a small group - __________________ style.
32. Equal subject-object communication, with the goal of mutual knowledge, self-knowledge and self-development of communication partners this is a dialogue
">1) yes 2) no
">33. The adequacy of information perception depends on the presence or absence of communication barriers in the communication process.
">1) yes 2) no
">34. Social perception is:
">1) Feedback in communication.
">2) Perception of a person’s external signs, their correlation with his personal characteristics, interpretation and prediction of his actions on this basis.
">3) Interaction between people.
">35. Social stereotype:">
1) Type of social attitude.
2) Social communication scheme.
3) A stable image or stable idea of a phenomenon or people, characteristic of representatives of a particular social group.
">36. Exchange of information and its understanding is the side of communication:
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">1) Communicative 2) Interactive 3) Perceptual |
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">37. Activities are planned and discussed in the group. Power is based on trust - this is _____________________ style. ">38 ">. Things in the group go on their own, without planned events. There is a vacuum of power this is an authoritarian style ">42 ">. Rumors are: ">1) Official statement from the authorities. ">2) Transfer of negative information about a third party. ">3) A body of information that arises from anonymous sources and is disseminated through informal channels. ">43. ">Leadership is: ">1) Other people like the skill. ">2) The status of a certain individual in a group, which is characterized by the ability of the person occupying it to exert a decisive influence on other people, to organize and direct collective actions. ">3) The ability to use all the opportunities that the position of a manager presents. 44. Personality is a person like 1) individual 2) individuality 3) 1-2 45.Man, endowed with important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is a person 1) yes 2) no 46.Gestures, facial expressions and pantomimes are spatio-temporal means of communication: 1) yes 2) no 47. The main aspects of communication include: 1) dating, attraction, communication 2) social perception, communication, interaction 3) interaction, perception, competition 48. A person who knows how to influence a team, a group in the system interpersonal relationships, based on feelings of sympathy or antipathy, acceptance or rejection this is ________________ in the group. 49. Social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication this is __________________. ">50. At what level do relations develop between large social groups within the whole society: ">1) at the macro level 2) at the meso level 3) at the micro level ">51. Division of society into social strata - social stratification ">1) true 2) false ">52. The types of large social groups do not include">: ">1) stable groups 2) spontaneous 3) organized ">53. Leadership and management styles include the directive style ">1) yes 2) no ">54. Not included in the structure of communication social attitude ">1) true 2) false ">55. The type of communication associated with many direct and indirect contacts of strangers is called _________________communication. ">56. Another person is considered as an equal partner in communication, as a colleague in a joint search for knowledge in the style of activity: ">57. ">Gender groups are distinguished in social psychology based on the principle of gender ">1) yes 2) no |
">58. Assimilation by a person of experience in the process of life activity social development and behavior accumulated by humanity, transmitted through education and training, is called:
">1) reflection 2) socialization 3) communication
">59. The process of a person’s adaptation to a changing social
"> environment through various social means this is social ____________.
">60. Ethnic groups do not belong to the type of spontaneous groups
">1) true 2) false
">61. Choose the correct answer:
">The object of study of social psychology is:
">1) mental phenomena 2) personality, group 3) psychological characteristics groups
">62. Choose the correct answer:
">A person develops as a person thanks to such communication functions as:
">1) stylistic 2) pragmatic 3) formative and developing
">63. Complete the sentence:
">The psychological obstacle to the adequate transfer of information between communication partners is…….
">64. Choose the correct answer:
">Activities to transform the surrounding world in order to meet human needs are called:
">1) profession 2) labor 3) specialty
">65. Choose the correct answer:
">Awareness by subjects - an individual or a community - of how they are actually perceived and evaluated by other individuals or communities is called:
">1) attraction 2) imprinting 3) reflection
">66. Choose the correct answer:
">The dissemination, in conditions of a lack of information about a person, of a general evaluative impression of him on the perception of his actions and personal qualities is called:
">1) primacy effect 2) boomerang effect 3) halo effect
">67. Choose the correct answer:
">Social group, which is significant and equal to
">1) Membership group 2) Real group 3) Reference group
">68. Fill in the missing word:
">A social community of people connected by common interests, goals and joint activities is…….
">69. Complete the sentence:
">In social psychology, the following 3 leadership styles are identified.....
">70. Complete the sentence:
">The behavior of an individual or group that does not correspond to generally accepted norms, as a result of which these norms are violated by them, is called......behavior.
">71. Choose the correct answer:
">A set of measures aimed at identifying individuals who best meet the requirements of a particular specialty in terms of their individual qualities is called......
">1) professional consultation 2) professional selection 3) professional adaptation
">72.The highest form of psyche, characteristic only of man, is...
">1) reflexes 2) will 3) consciousness
">73. A child’s senses begin to function even before he is born.
">1) true 2) false
">74. Even in behavior, does not make hasty decisions, slowly switches from one type of work to another, inactive - phlegmatic
">1) yes 2) no
">75. Too impressionable, responsive and easily wounded, slow to master and get used to changes, shy, fearful, indecisive:
">1) sanguine 2) phlegmatic 3) melancholic
">76. Interaction of two or more people with the aim of establishing and maintaining interpersonal relationships, achieving overall result this is communication
">1) true 2) false
">77. A person who knows how to influence a team in a system of interpersonal relationships based on feelings of sympathy or antipathy, acceptance or rejection is:
">1) leader 2) manager 3) partner
78. Which profession belongs to the “person-person” type -
1) technician 2) teacher 3) forester
79. Leadership styles do not include the aristocratic style
1) true 2) false
80. Conflict is...
1) clash 2) cooperation 3) compromise
81. The form of ending the conflict, manifested in its resolution with the help of a third party is…..
82. Anxiety is a complex of negative emotions
1) yes 2) no
83. Insert word. The process of a person's adaptation to changing social environment through various social means it is social…..
84. The state of decreased mental activity corresponds to such negative emotions as...
1) envy 2) melancholy 3) fear
85.Feelings of success, good luck, and jubilation are primarily associated with a positive outcome of activity:
1) yes 2) no
86. Fear is always a consequence of a lack of information.
1) true 2) false
87.Emotions are needed to adapt to the environment.
1) yes 2) no
88. A small community whose members are united by a common activity and are in direct personal contact is called…..group
89. Volitional behavior performs the function of overcoming obstacles on the way to the goal
1) yes 2) no
">90. Another person is considered as an equal partner in communication, as a colleague in a joint search for knowledge in an authoritarian leadership style:
">1) yes 2) no
">91. Low level mental activity, slowness of movements, fatigue, high emotional sensitivity is characterized by:
">1) sanguine 2) choleric 3) melancholic
">92. Personality traits such as modesty and self-criticism, selfishness, characterize the individual’s attitude towards himself:
">1) yes 2) no
">93. The ability to set goals on one’s own initiative and find ways to solve them characterizes a person as goal-oriented -
">1) true 2) false
">94. Representative of the sanguine type of temperament. Which character trait is easier to form in him?
">1) discipline 2) sociability 3) hard work
">95. The process of transferring an emotional state between individuals without a decisive semantic influence is called psychological contagion
">1) yes 2) no
">96. More or less long emotional condition, coloring all human behavior is called….
">1) affect 2) mood 3) feeling
">97. The experience of one’s own inability to meet the demands that a person places on oneself, the experience of not being satisfied with oneself can be attributed to shame
">1) yes 2) no
">98. A person’s assessment of himself, his capabilities, personal qualities and place in the system of interpersonal relationships is called ...
">1) self-esteem 2) self-presentation 3) self-perception
">99. Self-awareness can be defined as the image of oneself
">1) true 2) false
">100. The normal (ordinary) state of consciousness is characterized by the level of psychological activity">.
">1) low 2) medium 3) high
">Answers "Social Psychology"
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Human existence
I. Sketch of the theme
However, all attempts are strictly scientific methods to know the essence and depth inner world people were ultimately unsuccessful. The man turned out to be too complex a subject to dissect on the research table exact science. Therefore, it makes direct sense to join the opinion of the Russian philosopher A.F. Losev (1893-1988), who wrote that man is an eternal problem that is always being solved and which will never be solved. Why a final decision? - the philosopher asks a seemingly paradoxical question. To stop striving to solve it? So that it stops being a problem? At best, solutions to this problem are possible that will pose new problems. And so on, ad infinitum.
But it would be wrong to think that powerful science has done nothing at all in the field of studying what a person is. At the very least, she completed that minimum of research work that turns out to be useful for those who are not indifferent to human problems: she generalized and streamlined some concepts and ideas in human studies. For example, we can say with confidence that man is a being who embodies highest level development of life, an active participant in labor, social and even historical activity. With certain inclinations and upbringing (self-education), he is able to creatively transform himself and the world, create new material and spiritual values.
Not everyone is given the opportunity to study human sciences and even get acquainted with the results of the research of those who have made human studies their main profession. However, curiosity in this area is common to many. Consequently, everyone who is not indifferent to the questions of human existence can independently think about these questions and look for answers to them to the best of their strength and abilities. Sometimes from the most seemingly “simple” people you can hear interesting remarks and observations about the purpose of a person, the meaning of his life, his capabilities. Some will convince us that there is more bestial in man than divine; others, on the contrary, will very convincingly prove the greatness of man, his ability to rise to the heights of the spirit, to demonstrate the ideal of moral life, selflessness, love of humanity and even - in some rare cases - holiness.
Natural and social in man. In a person, the physical body (organism) and mental properties and processes (which make him a person) form an indissoluble unity. There is no doubt that man is a social being endowed with reason. This is proven by the fact that he can fully develop only in a society of his own kind, is a product and at the same time a creator of culture, has an idea of higher values, of God, has moral feelings, is able to think, solve complex problems, create works of art, sacrifice oneself “for one’s friends.” But, on the other hand, man is a biological being. He is part of living nature, an organism that lives according to biological laws: he is born, physically develops, rejoices in youthful strength and opportunities, prolongs his race, and fades. gets sick, grows old, becomes decrepit and finally dies - at best from old age.
So, in a person there are two systems: the organism and the personality. Man like biological organism with all its natural manifestations, sciences such as anthropology, anatomy, physiology, biochemistry, etc. are studied. Man as a person, as a subject of social life, is the subject of study of psychology, philosophy, sociology, ethics, pedagogy, jurisprudence and other sciences.
You remember from your previous study of social science that personality is a person as a bearer of consciousness, endowed with a number of important social properties: the ability to learn, work, communicate with others like themselves, participate in the life of society, have spiritual interests, experience complex feelings, etc. This is the simplest, most unpretentious understanding of what a person is. In this sense, any adult is a person. However, it is widely believed that a person becomes an individual from the earliest years of his life. This point of view has many opponents. They say that one is not born as a person, but becomes one in the process of activity (of particular importance is work activity and communication activities). Having become a subject of public life, having mastered social experience, comparing himself with others, a person begins to highlight and feel his “I”, which is the main manifestation of consciousness and self-awareness of the individual. When we talk about the individual as a subject of social relations, we mean, first of all, his ability to make independent decisions, positions, and actions. The more sovereign a person is, the more he corresponds to the position of an active participant in public life.
A very popular point of view is that personality is a collection of particularly significant, positive qualities person. “It’s a personality!” - they sometimes say about a person, wanting to emphasize his significance, great potential, special weight in society, the presence of qualities and characteristics that are not so often encountered. Such statements can be regarded as a literary metaphor. In a softer, more correct form, this correlation of the concept of “personality” with positive moral and other qualities is manifested in the division of personalities into harmonious and one-sidedly developed, moral and immoral, etc. There is no doubt that some individuals may degrade and lose their socially approved traits and characteristics. And, of course, there is no limit to personal improvement.
You can also come across the following opinion: “A person is a citizen in in every sense this word." This judgment corresponds to the domestic tradition of considering the concept of “citizen” not only from a political and legal point of view, but also from a moral, political, social and ethical point of view.
The concept of “individual” should be distinguished from the concept of “personality”. Individual - a person as a single natural being, a representative of a species Homo sapiens, as a bearer of individually unique traits: inclinations, drives, etc.; a separate, isolated representative of the human community. The concept of individuality is closely related to the concept of individual. This is a person characterized by his significant differences from other people; he is an individual with a unique, unique psyche and personality.
Man is a spiritual being. A life defined by spirituality, overshadowed by it, is a spiritual life (for more details, see § 13). The clearest example spiritual man - Nikolai Fedorovich Fedorov, philosopher, author of the project of the general resurrection of the dead (“fathers”) and overcoming death by means modern science. He served as a librarian in the pre-revolutionary Rumyantsev Museum (now the Russian state library). He distributed his salary to the poor and spent it on books, making do with a minimum of amenities in everyday life. He slept on a chest, covered with an old coat, and ate bread and tea. As a librarian, he was indispensable: he not only quickly found the ordered books available in the museum, not only competently suggested to readers which books would be useful for them to read in line with their interests, but also, if a publication was not available, he bought the book with his own money. All free time spent on writing his main work - the book of life “Philosophy of the Common Cause.” He is considered one of the founders of Russian cosmism. His importance as a thinker was recognized by L.N. Tolstoy and the philosopher Vl. Soloviev. His spiritual student was K.E. Tsiolkovsky, who became interested space flights in order to resettle in due time outer space earthlings, of whom, after revival, there will be too many on our planet.
The spiritual in a person is a real miracle, it is the greatest value in the world. It would be nice if we all grasped this firmly. Man is capable of living the life of the spirit, therefore he deserves to be treated with respect simply because he is HUMAN.
1. Is it possible to solve a person's problem?
2. What is a person?
3. How are natural and social combined in a person?
4. What sciences study humans?
5. What is personality and individual?
6. Who can be called an example of a spiritual person?
II. Problems and aspects
1. How did a person become kind?
Having separated from living nature as a result of the development of consciousness, intellect, and reason, man remained for a long time in the tenacious clutches of extreme need for everything necessary. He had to fight for shelter, food, a female, and a worthy place among his relatives. He did this, relying on his physical strength, endurance, dexterity, and courage. However, gradually in the life of primitive primitive people everything in larger volume included labor, purposeful, meaningful efforts to create some necessary goods, improvements that made life easier. Labor required knowledge. Knowledge became increasingly, like labor, a condition of existence. Moreover, it was obvious to everyone that knowledgeable people benefited not only themselves, but also all their relatives. However, knowledgeable people were not always distinguished by powerful strength and dexterity. Many of them easily lost in the brutal intraspecific struggle. Then a simple truth began to penetrate and strengthen in the consciousness of the members of the primitive herd: you need to take care of each relative, because he can benefit everyone, he can figure out how to protect everyone from death and suffering. This truth resulted in the most ancient moral principle, “thou shalt not kill.” Everyone had to follow him. Those who ignored this moral prohibition gradually degenerated and disappeared from the face of the Earth.
2. How are individual freedom and responsibility interconnected?
One of the highest values of man is his freedom. For centuries, people have strived for freedom as the kingdom of heaven, fought for it, and sacrificed their lives in the struggle. And when we talk about human spirituality, the question involuntarily arises: “Are you free? spiritual person? This is a very difficult question. Freedom is not unlimited. Socially, a person, as a member of society, always compares his actions and actions with the rules and norms that actually exist in society. For a normal socialized person, freedom is responsibility. In other words, the willingness to be responsible for one’s decisions, deeds, and lifestyle to oneself and other people (for believers, to God). From the earliest years, a person is convinced that, in addition to his needs, the satisfaction of which requires maximum freedom, there are many conditions and circumstances that have to be taken into account. That absolute freedom, which is expressed in the absence of any restrictions, in permissiveness, simply does not exist. The freedom of every person has limits. As one wise man once said, “my freedom to wave my fists ends where my neighbor’s nose begins.” For besides my desires there are the desires of other people.
The relationship between freedom and necessity in human activity is an old philosophical problem (category) that expresses the relationship between human activity and the objective laws of nature and society. In order to combine the “freedoms” of all people and make them mutually acceptable, it is necessary to introduce some rules and restrictions common to everyone. These restrictions act as necessities that correct (correct) people’s behavior. A social person feels dependent on other people, on society, and the state. As a citizen, he is ready to fulfill duties and bear responsibility.
In the Academic Dictionary of the Modern Russian Language, the word “responsibility” is explained as an obligation (obligation, duty) placed on someone or undertaken by someone to account for any of their actions and accept blame for their possible consequences. So, responsibility is the civil need to be responsible for one’s actions and actions. If a citizen has done something that should not be done, he must answer and bear responsibility. Whether he wants or not, he must. This is the order in society.
An example of spiritual life, which is an example of altruism, is the asceticism of the “holy doctor” Fyodor Petrovich Haaz. He was nicknamed Saint by the prisoners, whose life he devoted his entire life to improving as a prison doctor. In his youth he was rich, but over time he gave away all his wealth to the needy and spent the end of his life in a shelter for the poor that he himself created. When Fyodor Petrovich died, all of Moscow buried him. And with funds raised by the townspeople, a monument was erected to him. Engraved on this monument are the words that the good doctor loved to repeat: “Hurry to do good.”
There are two essences in every person, in everyone there is a top and a bottom, “nature” and spirit, there is a constant dialogue between them, often it develops into a struggle (V. Nepomnyashchiy, writer).
Freedom is the right to do everything that is permitted by laws (Charles Montesquieu, philosopher).
Only fools call self-will freedom (Tacitus, historian).
When I can do what I want, it means I am free; but what I want, I want out of necessity (Voltaire, philosopher).
Freedom does not lie in not restraining oneself, but in controlling oneself (F.M. Dostoevsky).
The 20th century became a yearning for freedom for Russia. Freedom was imagined as a gate that, when opened, would let everyone into heaven. The last decade has destroyed this illusion too. We received “freedom, eh-eh, without a cross.” One by one, the illusions of the 19th century collapsed. The illusion of the all-pervading miracle of freedom. The illusion of science that will save the world. The illusion of the people as the pillar of history (I. Zolotussky, critic, literary critic).
IV. Tests and assignments
A) 1. What two sides make up the essence of a person?
a) class;
b) biological (natural);
c) social;
d) economic;
d) otherworldly.
2. A person endowed with a number of important social properties (the ability to learn, work, communicate with others like him, have spiritual interests, etc.) is...
a) the pride of the nation;
b) a voter;
c) personality.
3. Psychology, philosophy, sociology, ethics, pedagogy, jurisprudence and other sciences study man as ___________________________.
4. An individual, isolated representative of the human community is an increase and rather satisfaction of needs, they distort their nature, because they give rise to many meaningless and stupid desires, habits and the most absurd inventions. They live only for envy of each other, for carnality and arrogance... I ask you: is such a person free? (F.M. Dostoevsky).
Does this assessment by Dostoevsky of “freedom” correspond to the current situation in this area? How would you answer the writer's question?
2. Moral necessity does little to interfere with freedom, for whoever chooses the best does not become less free because of this; on the contrary, the most perfect freedom rather consists precisely in the fact that nothing interferes with acting in the best possible way (G. Leibniz, philosopher, mathematician, physicist).
Give examples that confirm or refute the philosopher’s thought.
3. The writer V. Veresaev very accurately expressed a fairly popular opinion: “Man is not the “image of God,” but a descendant of a wild, predatory beast. And one should be amazed not at the fact that there is so much of this wild and predatory thing in humanity, but at how much self-sacrifice, heroism, and love of humanity there is in it.”
Do you agree with these words? If yes, give examples (heroes of literature, historical figures, characters from modern life), illustrating this idea.
V. Topics of abstracts and messages
1. Sciences that study man.
2. Personality as a subject of public life.
Anatomy is the science of the structure of organisms.
Anthropology is the science of human biological nature.
Biochemistry is a science that studies the chemical substances that make up organisms.
Object - an object, phenomenon, process or their aspects that exist in reality; what any activity is aimed at; that which opposes the subject.
Pedagogy is the science of education and training.
Jurisprudence is the science of law, laws, their nature, content and action.
Pretentious - pretending to be original, pretentious.
Psychology is a science that studies the processes and patterns of mental activity.
Sociology is the science of society and relationships in it.
The subject is, in the most general form, a source of activity directed towards an object; cognitive "I".
Sovereignty - possession of sovereignty (complete independence in domestic and foreign policy).
Physiology is the science of the functions and functions of the body.
Philosophy is the science of the most general laws of development of nature, society and consciousness.
Ethics is the science of morality.
“I” is the self, integrity, authenticity of the individual; what sets him apart from other people.
Homo sapiens (lat.) - reasonable person.
Anatoly NIKITIN, candidate pedagogical sciences
9. A characteristic of the intensity of attention is its:
2. Degree;
4. Concentration.
10. A person’s ability 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. Impact function.
12. Understanding 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 a person’s performance, the level of functioning of his psyche at a specific 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. An intellectual.
15. The set of stable individual personality characteristics that develop and manifest themselves in activity and communication is:
1. Temperament;
2. Character;
3. Abilities;
16. The highest regulator of behavior is:
1. Beliefs;
2. Worldview;
3. Installations;
4. Motivation.
17. Temperament refers to the characteristics of mental activity:
1. Static;
3. Dynamic;
4. Purchased.
18. Which of the following points of view is considered the most scientifically sound:
1. Human abilities are innate, genetically determined;
2. All abilities can be equally developed in any person, if the necessary social conditions are created;
3. Abilities develop on the basis of certain inclinations when a person is involved in appropriate activities, the creation of the necessary social and pedagogical conditions, and the individual’s active work on himself;
4. Every person is able to develop any abilities, if only desire and perseverance are shown.
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. Spatiotemporal.
21. A person who knows how to influence a team in a system of interpersonal relationships based on feelings of sympathy or antipathy, acceptance or rejection is:
2. Manager;
22. Submission of an individual to group pressure arising from the conflict between his own opinion and the opinion 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 consequence of his specific need, motive, is called:
1. Operation;
2. Action;
3. Activity;
4. Skill.
24. Leading activities are not:
2. Teaching;
25. Internal forces that are associated with the needs of the individual and encourage him to perform certain activities are:
1. Actions;
2. Motives;
3. Worldview;
OPTION 2.
1. Psychology as an independent science took shape:
1. In the 40s. XIX century;
2. In the 80s. XIX century;
3. In the 90s. XIX century;
4. At the beginning of the twentieth century.
2. A mental phenomenon is:
1. Nerve impulse;
2. Receptor;
3. Interest;
4. Heartbeat.
3. The highest form of mental reflection, characteristic only of 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-awareness is called:
1. Ontogenesis;
2. Sociogenesis;
3. Phylogeny;
4. Anthropogenesis.
5. Obtaining primary images is ensured by:
1. Sensory-perceptual processes;
2. Thinking process;
3. Presentation process;
4. The process of imagination.
6. Changing 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. Ideas are different from perceptions:
1. Less brightness;
2. Fragmentation;
3. Instability;
4. All answers are correct.
10. The dependence of perception on a person’s past experience and 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 characteristics is known as:
1. Analysis;
2. Synthesis;
3. Generalization;
4. Classification.
12. The concentration of consciousness on any object, phenomenon or experience ensures:
1. Perception;
2. Reflection;
3. Attention;
4. Memory.
13. The basis for dividing memory into voluntary and involuntary is:
1. Subject of reflection;
2. Lead analyzer;
3. Activity of the subject;
4. Type of activity.
14. Feelings are called:
1. Experiencing your attitude towards something;
2. Stable emotional relationships towards someone or something;
3. Persistent, strong, long-term emotional states;
4. Indifferent attitude to reality.
15. A strong emotional state of an explosive nature, with a short period of occurrence, affecting the entire personality and characterized by temporary disorganization of consciousness, a violation of volitional control - this 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. 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. Correct: 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 assimilating its norms;
3. Mastering the jargon of a certain segment of society;
4. Mastering the knowledge and skills necessary for professional activities.
19. Considering the psychological structure of a person, S. Freud showed that the pleasure principle is guided by:
3. “Super-ego”;
4. "Super-ego."
20. Which of the following points of view should be considered correct:
1. Personality is formed by society; biological characteristics of a person do not influence this process;
2. Personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;
3. Personality is a phenomenon of human social development; the complex process of its development is determined by 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. Correct: 1, 2, 3.
21. The interaction of two or more people with the aim of establishing and maintaining interpersonal relationships and achieving 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, competition;
4. Compromise, social perception, partnership.
23. The sum or set of psychological characteristics of a person that determine his place in the group is:
1. Status;
4. Position.
24. Human activity aimed at understanding and transforming the world around us and oneself is called:
1. Education;
2. Activity;
3. Teaching;
4. Labor.
25. A 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 occurs violently and briefly: an outbreak of strong feelings (anger, horror, rage, joy), accompanied by a decrease in conscious control over the state and behavior. Experts distinguish between normal and pathological affects, as well as individuals who are less or more prone to affective reactions. Persons prone to affect can be sources of panic in the crowd.
Unconscious, the unconscious is a set of systemic formations of the psyche that are not subject to control by clear consciousness. A limited number of representations can be present in consciousness at any given moment at the same time (on average, it is believed to be approximately 7 ± 2). At the same time, many unaware this moment ideas can be easily “summoned” by us into the zone of clear consciousness (“wanted - remembered”), but many mental regulators work in such a way that a person not only is not aware of this, but also cannot do it even if he wanted . For example, when perceiving a round watch dial, the retina of our eye may project not a circle, but a complex ellipse (if we look at the watch from the side), but at any position of the watch we perceive the dial as “round”. This strange, from a geometric point of view, preservation of the image is ensured by mechanisms of the psyche, which are not only not recognized by the subject of perception, but are 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 repressed from consciousness, but, according to S. Freud’s theory, they continue to significantly 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 branches; therefore, there is no need to call any analysis of the psyche psychoanalysis) is based on finding repressed experiences and making them an object of awareness. This presupposes a very high and sophisticated qualification of a psychoanalyst (not everyone who calls himself this is one; unfortunately, self-interested people, and not just qualified people, are engaged in this practice).
Attention– selective focus of consciousness on a limited range of objects, processes (external or related to the psyche). Attention sometimes includes 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. It should not be confused with self-abuse. Will does not always imply forcing oneself. This can be persuasion, agreement, cunning, training, masterful use of one’s characteristics (habits, standard reactions, weaknesses), used in order to still achieve the desired.
Imagination– cognitive activity of a person as a subject, leading either to the unintentional emergence or to the deliberate construction in the mind of representations (ideas, diagrams and other images-models) of those objects that were not perceived in experience in their entirety or cannot be perceived through the senses (as , for example, events of history, the supposed future, phenomena of an imperceptible world or a world that does not exist at all - supernatural characters of fairy tales, myths, etc.)
Perception– a set of cognitive processes and actions for displaying in the consciousness of certain entities identified by the subject in the world external to his consciousness (including other people and the physicality of the person himself). For example, you can perceive or not perceive streams of signals from the internal organs of your body, forming some image of it, a state of health or ill health. More often, by perception they mean the reflection of phenomena of objects in the external world - natural and social. The situation is not that an object exists in a ready-made form in the environment, “acts” on a person and, as a result, he automatically displays it and is aware of it. On the contrary, a person selects some objects from the chaos of impressions and thereby, as it were, structures this chaos. For something to be perceived and realized, it is far from enough for it to “act” on a person’s 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 others – logical stresses in the speech of the interlocutor, for some - successful and unsuccessful layouts of residential areas, etc. But for those who do not know about these kinds of things, it’s as if they don’t exist: he doesn’t hear or see them “point-blank”.
Playback- a mental action accessible to observation, which consists in the restoration and reconstruction of the actualized content in one or another sign form.
Hallucinations– (Latin hallucinatio – delirium, vision) – unreal, fantastic images that arise in a person during illnesses that affect the state of his psyche.
Dreams- fantasies, dreams of a person, painting pleasant, desirable pictures of a future life in his imagination.
Group dynamics- (Greek dynamis - force) - 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 unity of group members and the tension between them.
Group relations– connections developing in a group between its members, given by a) the nature and content of group activity, b) the characteristics of the group itself as a whole: role structure, value unity, etc., c) interpersonal relationships between group members as social individuals, d) individual 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 one or more common characteristics.
Deformations of communication- these are changes (violations, difficulties, distortions) in communication that reduce its effectiveness, productivity or lead to destruction: the communication itself (contact, coordination, mutual understanding, relationships), the health of partners, their dignity or mental well-being, material values and etc. Deformations can be perceived differently depending on their type: we had a fight, I feel that I am being mocked, the feeling that we are strangers, there is enmity between us, we cannot understand each other, I find that I am being fooled, and many others.
Activity– human activity aimed at creative transformation, improvement of reality and oneself. Psychologically determined by the need that requires satisfaction, it is directed by the corresponding motive - the object of this need.
Life meanings- this is a set of connections with the world that are not indifferent to a person, which reflect both the objective dependence of a person on the surrounding reality, as well as his needs and aspirations.
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,” you can also say “everyday psychology” or “everyday psychology.” Everyday (ordinary) psychology is part of everyday consciousness.
Forgetting– a process characterized by a gradual decrease in the ability to recall and reproduce memorized or perceived material.
Makings of– natural prerequisites for the development of abilities (their biological foundation). May be congenital or acquired. Should be distinguished from undemonstrated abilities. The difference is that inclinations are those biological characteristics, properties or qualities of a person, which are then included in a particular ability as its components. One and the same biological feature can be part of various abilities, and only as part of one it turns out to be its inclinations.
Individuality– a unique system of characteristics 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 (specific) approach to a person in training, education, and business communication with him. “Reaching everyone” is the ideal of this approach. Ignoring individuality (due to ignorance or conviction, or due to little conscious implementation, for example, of 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 participants in conflicts and how the result is low efficiency of training, education, work).
Intelligence, mind- a system of properties and qualities of a person’s cognitive activity that is steadily inherent and develops throughout life, his orientation in the internal and external circumstances of life, including the social environment. They distinguish, in particular, social intelligence, technical intelligence, humanitarian intelligence, verbal, i.e. verbal, non-verbal, etc., depending on the subject area of activity of the subject.
Constructive communication– a characteristic of communication, which indicates that it provides partners with satisfaction of their needs for communication, contributes to their effective and productive solution of joint tasks, ensures the achievement of individual goals, and protects their individual uniqueness. The concept of constructiveness (creativity) of communication allows us to indicate the direction in which people move as they increase their competence in communication, personal growth, and the formation of social maturity.
Conformism(Latin conformis - similar, conformable) - an uncritical acceptance by a person of someone else’s opinion (possibly incorrect), accompanied by an insincere rejection of his own opinion, the correctness of which the person does not internally 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 initiative, purposeful, convinced figure, capable of not only adapting to his environment, but also improving it. The main sign that a person has acquired personality traits is his ability to perform actions - to choose between mutually exclusive possibilities, to weigh many important issues related to both his 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 the specific experience of group members of their belonging to it, the feeling of “we”.
Interpersonal interaction– this is the dynamic side of communication, ensuring that partners agree on the goals of communication (activities), the means used to achieve goals, and the coordination of the strategies used by each of them. Interaction is a mechanism for flexible, usually situational adjustment of the characteristics of communication to the interests of the participants. It can be configured for coordination, cooperation or struggle, the desire of everyone to impose their goals, their vision of a task or problem, their ways of solving them.
Interpersonal communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the coordination of interaction strategies, establishing and maintaining relationships between them. The components of communication are contact, interaction, relationships, communication and perception (all with the adjective “interpersonal”)
Interpersonal relationships- these are characteristics of communication that are stable over a certain period of time, developed in the communication of two or more people. What was initially found as patterns of interaction and then turned into a frequently repeated scenario turns into a stable relationship. Examples of relationships: enmity, competition, love, friendship, friendly, 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 unification 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 ensuring this solution (finding the answer). The mobilization of thinking as a functional system is carried out partly consciously, partly thanks to habits, skills and other automatisms formed by the nervous system during the previous development, upbringing, education, and self-education of a person.
Mood– relatively long-lasting, stable emotional states of moderate or weak intensity, manifesting themselves as the general background of a person’s mental life, characterized by the predominance of certain emotions.
Skill- a strengthened skill, an automated (removed from the control of consciousness as a result of repeated repetitions in monotonous conditions) component of activity. What is at first a consciously controlled and deliberate action can become automated, as everyone knows from everyday experience. Skills can be not only motor skills, which are easy to notice, but also perceptual, mental, social-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 mix up 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 human and animal psyche. The main task of scientific psychology is to identify something new, doing it in such a way as, on the one hand, to obtain reliable knowledge, and on the other, to accurately indicate within what limits 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, 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 plane 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 one to predict events at every next moment of life activity. It is created by testing (trial and error) oneself and the surrounding world during 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 to inform yourself, to describe for yourself your experience, feeling, need, attraction, etc. To be aware means to be aware of something. 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 influence 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 a person’s moral self-determination, in which he asserts himself as an individual in his relationship to another person, himself, a group or society, and nature as a whole. An act can be expressed by action or inaction; position expressed in words; attitude towards something, formalized in the form of a gesture, gaze, tone of speech, semantic subtext; in action aimed at overcoming physical obstacles and searching for truth. An action 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 action. Therefore, the act is irreversible, it cannot be “replayed” - hence personal responsibility for what was done arises. In action, a person not only manifests himself as a personality, 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 influence 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 problem is being solved.
Psychodiagnostics(Greek psyche - soul and diagnostikos - capable of recognizing) - 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 mental processes, the formation of new and the development of existing mental abilities.
Reference group(Latin referens - reporting) - a group of people who are somehow attractive to a person, whose values, judgments, norms and rules of behavior he certainly shares and accepts for himself.
Speech- voiced language, a system of sound signals used by humans, denoting certain signs of the language.
Meaning- mental integrity that arises from the direct experience of the relationship or at least a vague awareness of the relationship between any object displayed in consciousness and the motives of the subject. They say: “this makes sense to me” or “this doesn’t make sense to me,” meaning that I need one, need it, and the second – I don’t. Let's say, the same thing in appearance (digging a hole) for a hired digger has the meaning of earning money, for an archaeologist - solving some great historical mystery, and for a random passer-by it takes on the meaning of some kind of villainy, because it spoils a walking path.
Compatibility– the ability of people to work together, to successfully solve problems that require coordination of 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 symbolism (“the fabric” of consciousness is formed by complex systems of signs), instrumentality (any unit of consciousness is used as a means of reflecting the objective world), objectivity (correlation with elements outside world) and categorical organization (systems of signs and tools form many mutually correlated categories).
Balance of power 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. Expressed in the phenomenon of leadership, group dynamics, etc.
Social individual– designation of specifically human characteristics, universal for all people, associated with the operation of signs and tools, taking into account the norms and rules accepted in society, and performing social functions. This is 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 positive character 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 a particular productive activity depends, the extent to which a person, other things being equal, quickly and thoroughly, easily and firmly masters the methods of its organization and implementation.
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 – initially weight, measure, then in a figurative meaning – level of ability) – high level development of human abilities, especially special ones, ensuring the achievement of outstanding success in a particular type of activity.
Temperament- (Latin temperamentum - proper ratio of parts, proportionality) - a dynamic characteristic of mental processes and human behavior, manifested in their speed, variability, intensity, performance, etc.
Character(Greek charakter - seal, coinage) - a set of stable individual characteristics of a person, which develops and manifests itself in activity and communication, determining his typical ways of behavior and response to life circumstances. Character expresses the typical ways for a given person to set and solve life problems used in standard situations.
Feelings– higher, culturally conditioned human emotions, characterized by relative stability, generality, compliance with needs and (in particular) values formed during the development of a person as an individual.
Emotions(Latin emoveo - shocking, exciting) - a special class of mental phenomena, manifested in the form of a direct, biased experience by the subject of the life meaning of these phenomena, objects and situations in order to satisfy his 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.
A heated debate has erupted on the RuNet over a social studies textbook for eighth grade, published by the Drofa publishing house, writes Regions.ru.
The following passage caught the attention of bloggers: “Let's think about it. Imagine a person who has suffered from a serious mental illness since early childhood. He is incapable of learning, working, creating a family, and everything that constitutes spiritual world personality. Before us, of course, is a man, but he is deprived of some important aspects of human essence. Which ones? The answer is obvious: those that connect him with society; which make him a public, social being. In other words, he is not a person. A person is a person endowed with a number of important social properties: the ability to study, work, communicate with others like him, take care of them, participate in the life of society, have spiritual interests, and engage in creativity.”
Outraged bloggers saw in these words the dehumanization of people with disabilities and compared it with the attitude towards the mentally ill in the Third Reich.
Discussions spilled out beyond the blogosphere. President of the organization "Center for Autism Problems" Ekaterina Men, member of the Board of Trustees in social sphere under the government Russian Federation Elena Klochko and other social activists are preparing a letter to the Ministry of Education and Science with a request to remove the textbook from schools and conduct an investigation into how it could have been purchased with 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 said 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 to the initiators of the discussion of the dubious fragment of the social studies textbook for 8th grade (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook.”
The publishing house "Drofa" 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 absolve itself of responsibility for its products, whether educational or artistic. or applied literature. Sales of this textbook are currently suspended. 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?” - the Regions.ru correspondent asked the clergy with these questions.
His Eminence Irenaeus, Bishop of Orsk and Gai, 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 disabilities,” he noted. - It is possible that such people suffer for us. We must treat them as ourselves: we feed ourselves, clothe ourselves, put on shoes.”
“It is necessary to treat other people in the same way,” the bishop urged. - You need to see a personality in every person. You cannot divide children into those who are full-fledged and those who are not. Who knows how the lives of those people who do this will turn out next? Perhaps they themselves will become fathers or mothers of children with some kind of disease. They won’t tell others: “My child is defective, no one needs him, let’s put him against the wall”?”
“People who are different from us need to be accepted for who they are, and at the same time be able to rejoice in what we ourselves have. The bishop is convinced that the person who said that people who have suffered from serious mental illness since childhood are not individuals should not have done that. - It's not beautiful. You need to be able to love others, to see other people's pain. It is very important".
Archpriest Sergius Rybakov, Associate Professor, 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 counts man from the ape and considers only his social activity from 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. Any number of criteria can be invented to determine a person - capable, having property, of age, 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. The prophet David also says: “You tortured me in the womb.” That is, God creates man already in the womb. 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 express himself socially in any way.”
“So this is all a relic of the atheistic and desacralized theory of man,” the shepherd 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 continue to invent definitions of who is a person and who is not. So we can get to the “subhumans”. This is a very dangerous path, and this concept in textbooks needs to be changed.”
Priest Andrey Posternak, director of the Traditional Gymnasium, candidate of historical sciences, doesn’t really understand why everyone found fault with this phrase. “We are talking about certain social functions, and not about discrimination against people with disabilities,” he believes. - The authors of the textbook did not mean what they want to attribute to them. 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 studies textbooks for preparing for the Unified State Exam, a minor is not considered a person. And why doesn’t this raise any questions? Why don’t they write appeals or petitions? And in this textbook we only just now noticed an example about a mentally ill person, although the textbook has been in use for several years.”
“Here we should rather raise the issue globally,” suggests Father Andrei. - Because now the textbooks contain a set of terms and stereotypes passed over from the Soviet education system with Soviet ideological approaches. Therefore, we need to look at how other concepts are taught in schools. The same religion, tolerance - these concepts are controversial, there will never be an unambiguous definition of them. This means that we need to choose definitions that will satisfy the majority of the population of our country. And then such situations will not arise.”
Priest Andrey Mikhalev, rector of the Holy Trinity Church in Oryol, head of the diocesan department for interaction between Church and society, head of the Oryol Metropolis commission on family issues, noted that “some of us have high intelligence, some have lower intelligence. Someone is sick, and someone, thank God, is healthy. However, each of us is God's creation. God put a soul into man, and therefore he can rightfully be called a person.”
“Those who at one time classified people according to one of the criteria - race - were put on trial (the famous Nuremberg trial). However, in our society, even people who have lost their human appearance - for example, pedophiles, serial killers - are treated humanely. 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 illnesses as those who are worse than them, we will get a second Ukraine. Children with early age they will measure those around them by this standard, and we will return to fascist ideology. It’s scary if adults don’t realize this and think that this can be written in textbooks,” concluded Father Andrei.
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 an individual by the author of the textbook, are probably of little interest to those who made the fuss. What is more important to them is the opportunity to “shine up” and take personal part in all this. Now many people will be interested in this textbook. They will start looking for him and studying what is written.”
“Nevertheless,” the shepherd continued, “the question “what does personality mean?” is important from a spiritual point of view. We know: human life arises by the will of a higher power - God. If the people who received it have any limited opportunities, for some reason it is needed. Recently, our students went to a boarding home for the deaf-blind, and from the experience of communicating with such children, I will say: it is impossible to deprive them of the right to be called an individual. What they don’t see or hear doesn’t give anyone any reason to do so.”
“From priestly experience we can also say: in the church there are always several people with mental illnesses. Is it possible not to consider them individuals? No, it’s impossible, Father Philip is convinced. “I think the main indicator that determines a person is the presence of a living soul.”
Priest Peter Kolomeitsev, Dean of the Faculty of Psychology at the Orthodox Institute of St. John the Theologian 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 autism, I note: every child is special. He has no defects - society invented them for him, without finding ways of communication or contact with him.”
“In fact, it is we who build a method of communication, create the environment in which a person finds himself. And restrictions in social communication deprives a person of the right to gain humanity. I have interacted with many different children, and it is difficult for me to imagine that someone could divide them into personalities and not. For me, this is worse than the fascists dividing people into full-fledged and inferior,” concluded Father Peter.
The book, purchased with budget money for Moscow schools, teaches that a person suffering from mental illness is not a person. The social studies textbook for eighth grade, published by the Drofa publishing house and distributed to 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.”
President of the organization "Center for Autism Problems" Ekaterina Men, member of the Council for Trusteeship in the Social Sphere under the Government of the Russian Federation Elena Klochko and other social activists are preparing a letter to the Ministry of Education and Science with a request to remove the textbook from schools and conduct an investigation into how it could have been purchased at 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 said that the department is “already checking the textbook” and “thanks the initiators of the discussion of the dubious fragment.”
“Let's think about it,” the textbook says. - Imagine a person who has suffered from a serious mental illness since early childhood. He is incapable of learning, working, creating a family, and 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. Which ones? The answer is obvious: those that connect him with society; which make him a public, 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 study, work, communicate with others like him, take care of them, participate in the life of society, have spiritual interests, and engage in creativity.”
This is not just a text that someone wrote on a blog,” noted Ekaterina Men. - This is a textbook approved by all authorities. We want to understand how a textbook with such ignorant, obscurantist and extremist text can get into school, how the examination is carried out. In general, all the text in the textbook is of poor quality. The authors have no indication professional competence in social sciences.
Ekaterina Men said that one of the students was the first to notice 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 respond to this. We are doing a lot of work to prove that autistic children can be educated alongside normal children. And we have successful projects, this benefits everyone. Imagine that in such schools children open a textbook and find out that their autistic classmates, it turns out, cannot be allowed on the threshold, they are not individuals, they are generally half-animals. This is obvious harm.
Child psychiatrist, Candidate of Medical Sciences Antonina Shaposhnikova noted that the cited passage 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 a unique 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 shapes a person as a spiritual being, and is capable of emotional attachments. And people who suffer from, for example, severe mental illnesses such as schizophrenia, are often completely intact intellectually. They study, sometimes even better than some ordinary children, and 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 educational methods,” 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 has, is a full-fledged member of society and must be treated with care and understanding.
The Russian Ministry of Education and Science stated that the department “thanks to the initiators of the discussion of the dubious fragment of the social studies textbook for 8th grade (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook.”
The reasons why such a fragment was included in the textbook will definitely be clarified. Today, the system for the admission of educational literature in Russian schools involves not only the mandatory passage of four examinations for each textbook, but also monitoring its use in schools and responding to complaints from children, parents, teachers and other participants educational process,” the department’s press service 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, social, ethnocultural and regional examinations.”
Let us note that previously the scientific and pedagogical examination of the textbook under discussion was carried out by Russian Academy sciences, public examination - the non-profit partnership “League of Education”, and all the conclusions presented 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. - For two last year Based on the requests received by the Ministry, the number of complaints about the quality of educational literature has decreased significantly. The quality of work with publishing houses has been improved in connection with citizens’ comments on the quality of textbooks.
As Ekaterina Demchenko, a lawyer and managing partner of the Alliance company, said, “the textbook actually infringes on the non-property rights of persons with mental illnesses, 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 seek judicial protection in accordance with Chapter 8 of the Civil Code. In this situation, I think it is possible for the prosecutor of a constituent entity of the federation to file a lawsuit in defense of an indefinite number of people, to demand the removal of such a textbook from schools, an apology and a refutation from the author.
Also, according to Demchenko, the actions of the authors can be interpreted as inciting social hatred or promoting the exclusivity, superiority or inferiority of citizens based on their attitude to religion, social, racial, national, religious or linguistic affiliation, and this is extremism. Such crimes can be punishable by up to five years (Article 136 of the Criminal Code of the Russian Federation).
Expert opinion:
Anatoly Naiman, grandfather of Grigory Chernozatonsky, when asked by Novaya whether it is scary to teach his grandson using such textbooks, replied:
Feels sick. But it's not hopeless. The laureate formulates, the wife corrects, the publishing house replicates, the ministry recommends, the teacher, without looking, assigns homework. And all this breaks down for 14-year-old Grisha. He bulges his eyes. He doesn't accept it. It's inedible. He intuitively knows that life has everything accounted for. Everyone counts. We are not talking about laureates, publishers, ministers, these are extras. If anyone takes it out, it will be the grandchildren.
Tamara Eidelman: “They are already writing on Facebook: these are fascists!”:
These are, of course, not fascists. These are just people who are bad at expressing their thoughts. And they don’t think at all about the readers’ reaction to their text.
The section of the textbook “Social Science” devoted to personality begins with attempts to separate the concepts of “biological individual” and “personality”. But this is done extremely clumsily. What is this strange definition: “incapable of starting a family and exercising one’s civil rights”? What about a hermit monk, for example? Does this also fit this formula?
The definition of personality is the subject of a very complex philosophical discussion. If the teacher feels empowered, if he has managed to allocate time for this in class, he can bring the topic up for class discussion. Opinions will certainly differ.
But the fragment that has become so famous today is simply a typical, not very competent text in a school textbook. No one thought about its possible ideological consequences. They blurted it 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 ideas that a mentally ill person is not a person, and flirtatious sexist passages about what men and women should be, it is also written in an ugly language, in some kind of bad style. I don’t even know what outrages me more - the ideological content of this textbook or its incredible hackwork.
The ideological and educational amok into which the country is plunging is based not only on well-thought-out anti-human slogans, but also on the possibility of such hackwork, on general disregard, on the fact that such an important territory as the education of our children becomes simply a place for making money . And it is precisely this hackwork, I believe, that can be fought. Looking at what is happening with education, I am afraid that the public should not expect radical victories, but in some individual areas it is really possible to work and achieve better, before the time has come for uniform textbooks on humanitarian subjects. When it comes, if this particular textbook, for example, is the only one, it will become a much greater tragedy.
Irina Khakamada: “Everyone should have a chance for happiness”:
Firstly, psychologists say that everyone is talented creative people a little bit crazy. Secondly, what is personality? A person is a person who can be happy. Such people great amount, including among autistic people, people with Down syndrome, dyslexics, who then grow into geniuses. And in order to develop their personality, special efforts must be made. If they are not applied, then these people, while remaining individuals, are not part of the collective “I”, so it is difficult for them to form families, communicate with ordinary people, and so on. But the point of a developed society is precisely to give everyone a chance at happiness. Therefore, in the West, if a child is diagnosed with autism or dyslexia, the first thing doctors say is: these children can be happy, you just need to make an effort. I am a believer, so I believe that everyone has a personality, you just need to apply more effort and an individual approach to some. And what do the authors have to do with making a diagnosis - who is a person and who is not? Thank God, our children don’t care about all the textbooks, but if one starts to implement this in life, then when he sees a child with a different behavior - for example, a closed introvert - he will immediately decide that this is a freak who should be avoided.
Ekaterina Arkhipova, communications director of the Coffeemania restaurant chain:
Nikita Panichev’s family devoted a lot of effort to his development and formation. He was trained by us, works successfully and finds mutual 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: “Every person is an individual”:
And he becomes a person when other people treat him as a person. Establishing a person as an individual is a key thing in helping him develop and maintain his dignity.
Any textbooks, no matter what publishing house publishes them, must undergo humanitarian and psychological-pedagogical examination. Key question: does the text of the textbook give rise to humanistic attitudes in the child to respect the value of the personality of any person? Anyone, perhaps, who is 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 with ingenious precision human and, naturally, pedagogical ethics: children with abilities developed differently. A brilliant term that leaves no basis for stigmatization in society. Any stigmatization, turning someone into an untouchable caste, is dangerous for society because it violates its humanistic potential. This is a key principle of dignity pedagogy.
... And the textbook about which we're talking about, must be urgently detained and must 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 the authors Nikitin A.F. and Nikitina T.I. publishing house "Drofa" 2014 release. From bibliographic description On the back title of the publication it follows that the textbook “contains extensive practical and theoretical material on the social studies course. Created taking into account modern scientific ideas about the spiritual world of the individual, social structure society and social relations, about state and law." And further - “The textbook is written in accordance with the Federal State Educational Standard for Basic general education, included in the Federal List."
On page 10 of the textbook, the authors’ “modern scientific ideas” take on the following form. Quote: “Let's think about it. Imagine a person who has suffered from a serious mental illness since early childhood. He is not capable of learning, of work, of creating a family, of 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. Which ones? The answer is obvious: those that connect him with society; which make him a public, 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 study, work, communicate with others like him, take care of them, participate in the life of society, have spiritual interests, and engage in creativity. Here we will talk about the fact that a person is a citizen. Let us note that a citizen is necessarily a person, a conscious, active and social being.” End of quote.
“Let's think,” the authors urge us. "Let's!" - the readers of the textbook answer them, designed within the framework of this discipline to form social competencies and civic consciousness among young citizens of Russia. But before thinking, we are forced to turn to some historical facts, which, judging by the general ignorance and illiteracy scattered throughout the text of the textbook, escaped the attention of the authors of this mentoring opus.
First of all, we would like to remind the authors the name of the official eugenic program of the German National Socialists for the sterilization and physical destruction of people with mental disorders, the mentally retarded and hereditary patients. It was called “Action Tiergartenstrasse 4” and went down in history as “Program T4”. At first, within the framework of this program, only children up to three years, 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 “degenerates” and epileptics of the opportunity to reproduce, and proposed to impose the costs of their sterilization on their parents as punishment for the fact that they had given birth to “inferior 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 assertion that some people are just ballast, causing trouble for others, and, importantly, 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 residents of psychiatric hospitals (in their words, “ballast creatures” and “emptiness 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 based these “theories” on his work, remarkable for the entire history of the 20th century, “Mein Kampf” - a book that laid the foundation for the murder of millions of people. To develop these “brilliant” theories, in 1927 a special Institute of Anthropology, Human Genetics and Eugenics was founded in Berlin. Kaiser Wilhelm to search for scientifically based ideas similar to the ideas of racial hygiene. Josef Mengele was associated with this institute, having previously defended his doctoral dissertation on the topic “Racial differences in the structure of lower jaw" - a doctor who, during his service in Auschwitz, would be nicknamed the "angel of death."
The reader of the textbook on Social Studies 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 a text by Nazi psychiatrist Alfred Gohe that people with mental illness are "ballast creatures" and "hollow shells" incapable of human feelings." If any of the experts who checked this textbook and approved it for use in Russian schools, can point out to us the difference in messages, we will be very grateful.
For people with short historical memory It would not be amiss to recall that the ideas of National Socialism (which some of its quite learned ideologists called “ applied biology") “bloomed” quite magnificently and were then extended to fight not only sick people, but also entire peoples, which were called “inferior races” in the Nazi lexicon: Jews, Poles, gypsies. Exactly this concept became an inspiring resource for the goal of exterminating the Slavs - a goal that served as the basis for all the atrocities suffered by the people of our country during the Great Patriotic War. Patriotic War 1941-1945.
Just a few lines in the textbook. Just a few ideas widely voiced by German doctors and lawyers, who were quite respected at that time. As a result - let us remind Messrs. 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 were forcibly killed sterilized. It seems to us that the number of subsequent victims of individual “textbook authors” in the year of the 70th anniversary of the Victory over fascism does not need to be mentioned. It always seemed to us, readers of modern textbooks, that the Nuremberg trial of doctors in 1946, which sentenced more than 20 people - doctors, lawyers and officials who carried out the program - to death, put an end to these eugenic exercises. death penalty essentially crimes against humanity.
The organizations and communities that we represent have been engaged for many years not only in helping families raising disabled children, not only in protecting the rights of people with disabilities, including mental ones, not only in systematically working with government agencies to improve assistance, education and social support for people with disabilities. disability. We spend a huge amount of effort and time on educational, research work, the goal of which is to combat the stigma of psychiatry, overcome public fear of the disabilities of others, develop inclusive education as the most progressive and high-quality, to work with the press and public consciousness. For the most part, this enormous work is carried out by public organizations either free of charge or on the basis of donations from our citizens, who direct their personal funds to these goals that are most important for society as a whole. 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 carried out with extra-budgetary funds, then on what basis is an openly fascist textbook prepared and published using budget money, our taxes, the text of which cannot be the private opinion of the authors, but should be the basis for a mass training young citizens of Russia - learning to understand the civic and humanistic principles of human coexistence and full social interaction?
Taking this unfortunate opportunity, 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 taught in the Nikitin textbook, “are not individuals.” In order to respect the rights of non-distribution of personal data, we cannot name those living among us outstanding people with certain diseases. But there are enough examples from those that have already passed away, but remain forever in the history of mankind. Abraham Lincoln suffered from clinical depression, Beethovet, in addition to being deaf, had bipolar disorder, Michelangelo, according to the Journal of Medical Biography, had autism, Charles Darwin suffered from agoraphobia, Winston Churchill had bipolar disorder, Vaslav Nijinsky had schizophrenia, as did the world famous laureate mathematician Nobel Prize John Nash, Dostoevsky and Van Gogh had epilepsy, Virginia Woolf had bipolar disorder. And this is only a tiny part of the facts.
In this letter we will not develop the deep theme that mental lability is often a sign of a very developed personality. This is not the purpose of this letter. The purposes of this letter include the need to formulate the following questions and demands to the Ministry of Education:
1. We demand the withdrawal of the textbook on Social Studies for the 8th grade by the authors Nikitin A.F. and Nikitina T.I. (Drofa publishing house, 2014) from the circulation of textbooks recommended by the Ministry of Education for Russian schools.
2. We demand an answer to the question of how the text of this textbook was examined in the procedure for approving it for use in secondary schools of the Russian Federation, as well as the names of the participants in this examination.
3. We demand that this textbook be assessed for violation of Article 282 of the Criminal Code of the Russian Federation
4. We require a “conflict of interest” review regarding issues that raise issues family relations between the authors, since Nikitin A.F. and Nikitina T.A. represent two sides of publication production: writing and publishing. How ethical and legal is it to include in the author’s team 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 illnesses from the Ministry of Education for the serious violation of their rights and freedoms by approving 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 limit 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 on issues of guardianship in the social sphere, Co-chairman of the Coordination Council for Disabled Children and Other Persons with Disabilities at the RF OP, mother of a child with Down syndrome
Yana Zolotovitskaya, theater expert, 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 Persons with Disabilities since Childhood), member of the Constitutional Court for the Disabled under the RF OP, member of the Constitutional Court for the Disabled under the Mayor of Moscow, mother of a disabled person since childhood with cerebral palsy.
Lyubov Arkus, director, film expert, president of the “Exit in St. Petersburg” Foundation, founder of the center for social habilitation, education and creativity for adults with autism “Anton Is Here.”
Svetlana Basharova
