Self-consciousness and social behavior. Lesson in social science on the topic "self-consciousness of the individual and social behavior" Self-consciousness of the individual and social behavior briefly

TECHNOLOGICAL CARD (PLAN) LESSON No. _______

"Man in the system of social relations"

TOPIC: « Individual Self-Consciousness and Social Behavior”

Type of lesson (type of lesson): combined lesson Norm of time: 90 min

Lesson objectives

Educational

Form concepts: self-knowledge, self-consciousness, self-identification, self-esteem, reflection.

To give an idea of ​​the various forms of self-knowledge, their advantages and disadvantages.

Introduce students to various self-discovery techniques.

Educational

To educate students in the spirit of beauty, which elevates a person; to promote the choice of the right guidelines in life; convince of the need for self-education, self-improvement.

Educational

Build skills and abilities:

to express their opinion on their own understanding on the topic; be able to highlight the main thing in the text of a paragraph, document and give their assessment; use information obtained from the Internet.

Ensuring the lesson

Visual aids:slides, board

Handout:textbooks (Vazhenin A.G. Social science. SPO. - M. Enlightenment, 2017.), schemes "Formation of self-consciousness.", Material for independent work (filling out the table "Phases of self-knowledge and self-esteem", drawing up a diagram - abstract)

Technical means learning:overhead projector, computer

References: Vazhenin A.G. Social science. SPO. - M. Enlightenment, 2017.

Additional literature:1. Political systems of modern states. A.Yu.Melville. – M.: Aspect Press, 2012

2. Kravchenko, A.I. Fundamentals of sociology and political science: Textbook / A.I. Kravchenko. - M.: Prospekt, 2015. - 352 p.

3. Borovik, V. S. Fundamentals of sociology and political science: textbook. allowance for colleges / V. S. Borovik, B. I. Kretov. - M.: Yurayt Publishing House; ID Yurayt, 2014. - 447 p. - (Textbooks for colleges).

REQUIREMENTS FOR THE RESULTS OF LEARNING

Students should know: basic concepts: self-knowledge, self-consciousness, self-identification, self-esteem, reflection; ways of forming the self-consciousness of the individual.

Students should be able to: apply the acquired knowledge in life, analyze and compare phenomena, formulate a reasoned answer to question asked, work independently.

LESSON CONTENT

Assignments and exercises for discussion.

1 . What is spiritual world human?

2. What is culture?

3. What is the significance of the spiritual sphere in the life of society?

4. What is the spiritual life of society and the spiritual world of the individual?

5. What is characteristic of the spiritual world of a person?

6. What are the elements of the spiritual life of society?

7. Do you think there is a connection between spiritual and material culture in the life of society?

8. Formulate a conclusion.

1 TO spiritual life of the individual or, as they say differently, the spiritual world of a person usually refers to the knowledge, faith, needs, abilities and aspirations of people. Its integral part is the sphere of human emotions and experiences. One of the main conditions for a full-fledged spiritual life of an individual is the mastery of the knowledge, skills, values ​​accumulated by society in the course of history, i.e., the developmentculture.

2. Culture is the most important element that determines the sphere of spiritual life. The very term “culture” originally in Latin meant “cultivation, tillage”, i.e. even then it implied changes in nature under the influence of man. In a meaning close to the modern understanding, this word was first used in the 1st century. BC e. Roman philosopher and orator Cicero. But only in the 17th century. it began to be widely used in an independent sense, meaning everything that was invented by man. Since then, thousands of definitions of culture have been given, but there is still no single and generally accepted definition and, most likely, never will be. In the very general view it can be represented as follows:culture - these are all types of transformative activity of a person and society, as well as all its results.

3. Society exists not only in the world of things and objects. A person lives, perceiving the world as a complex system of concepts, ideas, theories and images. All this and much more fills the spiritual life of society and man.

Along with the economic, social and political spheres of life, the spiritual sphere is the most important for understanding the activities of human society.

4. Spiritual life of society (or the spiritual sphere of society) covers science, morality, religion, philosophy, art, scientific institutions, cultural institutions, religious organizations, and the corresponding activities of people.

Spiritual world of personality constitute : knowledge, abilities, goals, needs, experiences, faith, feelings, aspirations.

5. The spiritual world of a person is characterized by:

1) Spiritual and theoretical activity

2) Spiritual and practical activity

represents the production of spiritual goods and values. Its product is thoughts, ideas, theories, ideals, artistic images that can take the form of scientific and artistic works.

it is the preservation, reproduction, distribution, distribution, as well as the consumption of created spiritual values.

6. Elements of the spiritual sphere of society -morality, science, art, religion, law .

The spiritual life of a person, or, as they say, the spiritual world of a person, usually includes knowledge, faith, needs, abilities and aspirations of people. Its integral part is the sphere of human emotions and experiences. One of the main conditions for a full-fledged spiritual life of an individual is the mastery of the knowledge, skills, values ​​accumulated by society in the course of history, i.e., the developmentculture.

7. spiritual culture is closely connected with the material one, because no object can be created without a combination of the actions of the “thinking head” and the “executing hand”.

The spiritual world means the inner, spiritual life of a person, which includes knowledge, faith, feelings, aspirations of people.

8. Conclusion.

Spiritual life is what elevates a person, fills his activity with deep meaning, and contributes to the choice of the right guidelines.

Moral self-education means the unity of consciousness and behavior, the steady implementation of moral standards in human life and activity.

Our time allows a person to make worldview self-determination. Everyone chooses what, in his opinion, helps him live

III The study new topic

A person must be happy. If he is unhappy, then he is guilty. And he is obliged to take care of himself until he eliminates this inconvenience or misunderstanding.

1. Stage of motivation. Formulation of the topic and objectives of the lesson

- What is a social group?

- Define the concept of "Individual"

- What is social mobility and what kinds (types) do you know?

- Today in the lesson we will learn how the social behavior of an individual in society is formed.

Recording the topic and epigraph for the lesson in notebooks

social group - this is an association of people who have a common significant social attribute based on their participation in some activity connected by a system of relations that are regulated by formal or informal social institutions.

concept"individual" characterizes a person as a single (separate) representative of the entire human race, a specific carrier of all social, psychological and biological qualities of mankind: mind, will, needs, interests, etc.

social mobility called the totality of social movements of people in society.

There are two main types of social mobility - intergenerational and intragenerational, and two main types - vertical and horizontal.

Intergenerational mobility implies that children reach a higher social position or go down to a lower step than their parents: the son of a miner becomes an engineer.

Intragenerational mobility means that the same individual, beyond comparison with parents, changes social positions several times throughout his life: a turner becomes an engineer, and then a shop manager, a plant director, and a minister of the machine-building industry.

vertical mobility implies moving from one stratum (estate, class, caste) to another, i.e. movement leading to an increase or decrease in social status.

Horizontal mobility implies the movement of an individual from one social group to another without raising or lowering social status: moving from an Orthodox to a Catholic religious group, from one citizenship to another, from one family (parental) to another (one's own, newly formed), from one profession to another.

Explanation of new material.

Conversation.

self-knowledge is the study by the individual of his own mental and physical features, self-understanding.

self-awareness - oneself in contrast to the other - other subjects and the world in general; is a person's awareness of his social status and his vital , , , , , , action.

Personality- this isa stable system of socially significant features that characterize an individual as a member of a particular society).

Self-esteem is an emotional attitude towards one's own image.

Identity (English) I dental ) - a property of a person associated with his sense of belonging to a certain group - a political party, people, religious denomination, race, etc.

Psychologists have identified phases (stages, periods) of self-knowledge and self-awareness (slide)

How many phases?

How can they be characterized? Fill in the gaps in the table.

Independent work. Filling in the table.

Phases of self-knowledge and self-esteem

active phase

Fall phase

activity

………………

…………………

………………

…………………

awareness is directed to the outside the world, knowledge of one's self is episodic

more attention is paid to the external image, appearance (how do I look?), clothing, physical fitness

attention switches to the inner essence, the search for a place, meaning in life, self-realization

sage - believes that he knows everything about himself, which is why the attitude to self-knowledge is secondary

From the data in the table, it can be determined that in childhood a person thinks less about his Self, directing his activity to the knowledge of the world around him.

The active phase begins in adolescence and lasts until old age. This phase can be divided into two stages, defining the border of the stages at the age of 20-30 years. It must be borne in mind that the formation of personality and character occurs differently, and in connection with this, we determined the duration of the transition from one stage to another at 10 years.

By the end of life, value orientations change in the direction of assessing the path traveled, and the activity of self-knowledge decreases somewhat.

We have decided on the phases, now we will consider the features of self-knowledge in relation to other types of knowledge. Let's compare, remembering the material studied earlier.

Self-knowledge, unlike other types of knowledge:

Aimed at the knower himself, as appearance, and on the inner essence;

Unlike scientific knowledge, social cognition there is subjectivity;

Great importance in the knowledge of one's own "I" has (in comparison with social knowledge) the point of view and assessment of others.

Unlike other types of cognition, there is a creative "I" (the subject's desire for self-improvement).

Writing definitions in notebooks

self-knowledge, self-awareness,

personality, Self-esteem, Identity

Self-completion of the table.

Working with handouts brief note-taking and drawing up a diagram “Types of self-knowledge”)

1. self-awareness this is:

a person's awareness of his actions, feelings, thoughts, motives of behavior, interests, his position in society.

a person's awareness of himself as a person capable of making decisions and bearing responsibility for them.

self-awareness is a dynamic, historically developing education with different levels. The first level, which is sometimes called well-being, is the elementary awareness of one's body and determining its place in the world of surrounding things and people. The next, higher level of self-consciousness is associated with the awareness of oneself as belonging to one or another human community, one or another social group. The highest level is the emergence of consciousness of one's "I" as a very special formation, similar to the "I" of other people, but in some way unique and unrepeatable, capable of performing free actions and being responsible for them.

self-knowledge - the study by the individual of his own mental and physical characteristics.

self-knowledge is the starting point and basis for the existence of self-consciousness. The result of self-knowledge is manifested in the knowledge of the individual about himself. It is on this basis that the emotional-value attitude of the individual towards himself is formed. Generalized achievements in the field of self-knowledge and emotional-value attitude are manifested in self-esteem.

3. Types of self-knowledge : indirect (through introspection), direct (self-observation, including through diaries, questionnaires and tests), self-confession (a complete internal report to oneself), reflection (thinking about what is happening in the mind), knowing oneself through knowing others, in the process of communication, play, work, cognitive activity.

In fact, a person has been engaged in self-knowledge throughout his conscious life, but he is not always aware that he is carrying out this type of activity. Self-knowledge begins in infancy and ends with the death of a person. It is formed gradually as it reflects both the external world and the knowledge of oneself.

Knowing yourself by knowing others. The child at first does not distinguish himself from the outside world. But at the age of 3-8 months, he gradually begins to distinguish himself, his organs and the body as a whole among the objects surrounding him. This process is called self-recognition. This is where self-knowledge begins. An adult is the main source of a child's knowledge of himself - he gives him a name, teaches him to respond to it, etc.

The well-known words of the child: "I myself ..." mean his transition to an important stage in knowing himself - a person learns to use words to designate the signs of his "I", to characterize himself.

The knowledge of the properties of one's own personality proceeds in the process of activity and communication. In communication, people get to know and appreciate each other. These assessments affect the self-esteem of the individual.

4. Self-esteem - emotional attitude to one's own image (always subjective). Self-esteem can be realistic (in success-oriented people), unrealistic (overestimated or underestimated in people focused on avoiding failure).

Self-esteem includes the results of self-knowledge and attitude towards oneself, is an internal mechanism for self-regulation of human behavior, that is, it allows you to choose the most adequate, optimal lines of behavior, determines ways to respond to the behavior of other people.

5. Factors affecting self-esteem :

comparison of the real "I" with the ideal,

evaluating other people and comparing yourself to them,

attitude of the individual to his own successes and failures.

6. The image of "I" ("I"-concept) - a relatively stable, more or less conscious or verbal representation of a person about himself.

Self-knowledge is closely related to such a phenomenon asreflection, reflecting the process of reflection of the individual about what is happening in his mind. Reflection includes not only a person's own view of himself, but also takes into account how others see him, especially individuals and groups that are especially significant to him.

7. Self-regulation of behavior carried out as a two-level process. The first level involves the management of the individual's behavior at all stages of its development. The second level is self-control, that is, a kind of feedback within the process of self-regulation.

8.Self-control manifests itself in the continuous tracing of all links of a behavioral act, their connection, sequence, internal logic. This is a kind of "report" of the individual in front of him about the correlation of the purpose of the action, the course of its implementation with the assimilated and accepted system of social standards. Self-control makes it possible to take into account the external and internal conditions for the course of an action and, if necessary, change it, include additional efforts, and update the potential reserves of the individual. Self-consciousness can act not only in the form of self-consciousness of the individual, but also in the form of social consciousness.

9. Social group consciousness - this is a historically determined level of awareness by members of a large social group (class, stratum, social stratum) of their position in the system of existing socio-political relations, as well as their specific social group needs and interests. Social group consciousness, as well as individual consciousness, is a product of a long socio-historical development, which is based on the dynamics of the needs of people belonging to a given large social group, and the possibilities for their implementation, as well as the ideas and practical social actions associated with this. of people. The difference in the conditions of existence of large social groups determines their specific psychological characteristics. It is in the community of mental traits typical of class members that the reality of social group consciousness is expressed.

brief note-taking, drawing up a summary diagram

drawing up a scheme "Types of self-knowledge")

types of self-knowledge

mediated reflection

self-confession

immediate

self-knowledge through knowledge

others

Work with schemes. (Handout)

"Formation of Self-Consciousness"

Conversation on the issue

How is self-awareness formed, in your opinion? Give examples.

Conclusion.

self-awareness - this is an individual's awareness of his physical, intellectual, personal specificity, national and professional affiliation, place in the system of social relations. Self-consciousness is a process developing in ontogenesis associated with common development of a person, and is a necessary condition for preserving the identity of the individual, the continuity of individual stages of its development, it is in it that the peculiar history of individuality is reflected. At the same time, knowing himself in work and communication with other people, the individual regulates his actions and behavior in the system of social relationships. Realizing his strengths and weaknesses, a person changes his behavior in accordance with the requirements that society imposes on him, and the goals that he sets for himself in the process of self-education. And this means that the self-consciousness of the individual has a social character and determines the social behavior of a person.

Recording the scheme in notebooks.

Analyze, discuss

Oral responses, examples, discussion

IV Consolidation (generalization and systematization of the studied material)

Exercise 1.

Read the text and answer the questions.

“Self-consciousness is not only knowledge of oneself, but also known relation to oneself: to one's qualities and states, capabilities, physical and spiritual strengths, that is, self-esteem.

Man as a person is a self-evaluating being. Without self-esteem it is difficult or even impossible to determine oneself in life. True self-esteem involves a critical attitude towards oneself, constant trying on one’s capabilities to life’s requirements, the ability to independently set feasible goals for oneself, strictly evaluate the course of one’s thoughts and its results, subject the guesses put forward to a thorough check, thoughtfully weigh all the pros and cons. ", abandon unjustified hypotheses and versions<...>

True self-esteem maintains the dignity of a person and gives him moral satisfaction. An adequate or inadequate attitude towards oneself leads either to the harmony of the spirit, which provides reasonable self-confidence, or to constant conflict, sometimes leading a person to a neurotic state. The most adequate attitude towards oneself is the highest level of self-esteem.

AT.Spirkin. Consciousness and self-awareness

1. What two components of self-consciousness are named by the author?

2. Which concept, according to the author, is broader: self-awareness or self-esteem? Explain your answer based on the text.

3. How does the level of self-esteem affect a person's personality? Relying on text and personal experience, name any three manifestations of this influence.

4. Based on the knowledge of the social science course and social experience, confirm the validity of the author's statement: "Without self-esteem, it is difficult or even impossible to determine oneself in life." Illustrate on the example of any three life situations the importance of self-esteem for self-determination of a person.

Reading text

1.

1) self-knowledge;

2) attitude towards oneself (to one's qualities and states, capabilities, physical and spiritual forces).

2.

2) an explanation based on the text (self-esteem and self-knowledge together constitute the self-consciousness of the individual).

3. 1) adequate self-esteem maintains the dignity of a person in his own eyes;

2) adequate self-esteem ensures a person's confident behavior in various situations;

3) inadequate self-esteem leads to neurotic reactions (complexity, dissatisfaction with oneself, anger at other people, envy, etc.). and other answers.

4. Examples:

1) choice of profession (the more adequate self-assessment, the more successful professional self-determination);

2) the choice of the path of education (the more correct the assessment of one's abilities and capabilities, the more successful the choice and its result);

3) the choice of methods (style) of interaction with others (the more correct the assessment of one's personal qualities, the more demanding and critical one's attitude towards oneself, the more successfully relations with others develop);

4) the choice of a spouse (the more adequate self-esteem, the more accurate the modeling of one's relationship with a chosen one or chosen one).

Test work.

1. The subject of knowledge is

1) world mind 2)human 3) nature 4) any living quality

2. Definition: "The sensual image of the external characteristics of objects and processes of the material world that directly affect the senses"
refers to the concept

1) Hypothesis 2) representation3) perception 4) feeling

3. Are the following judgments about the process of cognition correct?

A. In the process of cognition, human emotions and feelings play an important role.

B. In the process of cognition, human intuition has a certain value.

1) only A is true 2) only B is true3) both statements are correct 4) both judgments are wrong

4. Are the following judgments about social cognition correct?

A. In social cognition, its subject and object coincide.

B. Experiment is actively used in social cognition.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are wrong

5. Below is a list of terms. All of them, with the exception of one, are connected with the concept of “thinking”. generalization; assimilation; sensation; abstraction; comparison.

Find and indicate a term that is not related to the concept of thinking.

Answer: ________________________

6. Establish a correspondence between the forms of cognition and their essence: for each position given in the first column, select the corresponding position from the second column.

THE ESSENCE OF THE FORM OF KNOWLEDGE

A) a thought reflecting the general and essential properties of objects, phenomena, processes

B) the image of the object of knowledge, imprinted in memory

B) a thought that affirms or denies something about an object, phenomenon, process

D) sensual image of objects, phenomena and processes that directly affect the senses

1) Representation 2) concept 3) judgment 4) perception

BUT

B

AT

G

2 )human

3) perception

3) both statements are correct

1) only A is true

feeling ;

BUT

B

AT

G

2

1

3

4

Psychological warm-up (optional)

Japanese test “Your Chance”

Look carefully at the list and choose the vehicle that appeals to you the most. So, what will you ride with the greatest pleasure?

A Bicycle

B Car

To Bus

G Train

D Yacht

E Plane

Japanese test “Bridge”

Two babies cannot get to each other from one side to the other. Help the children. Draw a bridge for them. What color will you choose for this?

1. Red

2. Blue

3. Brown

4. Green

5. Gray

6. Black

Is it possible for a person to know himself?

Watch how constantly your mind is restless. Attempts to streamline the chaos of thoughts lead nowhere. Only calm observation will make your mind flow in the right direction, and not break down in a waterfall of emotions - Steve Jobs.

The chosen means of transportation speaks about your chances of achieving your goals and about the character traits that contribute to or hinder this.

a. Your choice is a bicycle. The set goals will be achieved through their own efforts. Rely on yourself, act on your own. It is unlikely that people around you will help you. You have enough courage, courage and faith, so go ahead! Willpower, perseverance and hard work will lead you to victory. Your chances are very high.

b. Your choice is a car. Inner strength and energy pushes you forward. You will achieve your goals if you don't rush too much. Go to your goal calmly, with small checkers. You certainly have a chance. Try not to miss them in your usual haste, hustle and bustle.

in. Your choice is the bus. You value your family and friends very much. By helping others, you work on yourself, which brings you closer to achieving your cherished goal. But do not let loved ones distract your attention and change the chosen direction of movement. Your chances are pretty good, but only if you don't let others interfere with your plans.

d. Your choice is the train. Although there are a lot of people around, you completely ignore their opinion and role in your life. You shouldn't lock yourself up. Look around and pay attention to the ideas of others. Maybe among their diversity you will see something valuable for yourself, and your chances of success will grow.

e. Your choice is a yacht. You are an independent person and quite indifferent to what is happening around. Rationality and common sense are your principles. You are not easily distracted and knocked off the intended path. You draw up a plan, a strategy and clearly follow them, not paying attention to constantly changing conditions and circumstances. Maybe this is not true? Try to notice and consider a variety of solutions. This will definitely increase your chances.

e. Your choice is an airplane. You want to achieve your goal incredibly fast and constantly daydream about it instead of taking real action. Your fantasy in this case is your enemy. You either hover in the clouds, or you are afraid of the fulfillment of your desires. So far, there is little chance of success. Get down on the ground, look around and get down to business without unnecessary fear.

The test briefly reveals the bright features of a person’s character and behavior.

1. Your choice is Red. You are an extremely stubborn person. It's not your style to stop half way. In relations with people, you go to extremes, directly and clearly denoting your attitude towards them. With some you are sweet, kind and friendly, with others you are rude, harsh and tactless. However, friends respect you for your straightforwardness and love you for who you are.

2. Your choice is Blue. You are a noble and gentle person, a romantic and a dreamer. Often you go with the flow, indulging your desires. Extreme situations scare you. The limit of dreams is peace, harmony and love of loved ones. Your own thoughts and experiences excite you more than what is happening around you.

3. Your choice is Brown. You are a serious and hardworking person. You do not like to break the established rules, you are always responsible for your words and these obligations. They say about such people: “He is honest and honest man". Maybe you're a little hampered by the lack of flexibility, breadth of views and a certain amount of imagination.

4. Your choice is Green. You are a creative person. Unusual things, incredible events attract your attention. People around you are attracted by ingenuity, curiosity, open-mindedness and good taste. It will not be difficult for you to come up with a non-standard way out of the situation, give non-trivial advice or captivate your friends with an original idea.

5. Your choice is Gray. Faith in the goodness and purity of the thoughts of others - here are your distinctive features. There is a certain amount of self-confidence in this. Sometimes you like to go against fate and change the situation according to your mood. Sometimes you can do the opposite just because of the harmfulness that suddenly visited you. Your taciturnity is often perceived by others as arrogance.

6. Your choice is Black. A mask of indifferent calmness is often put on your face. You try your best to hide your emotions from others, fearing that they will perceive it as a weakness. Even if you joke and smile, no one can say with certainty how you feel at this moment. Closeness and restraint are the main principles that you adhere to.

V Homework

Paragraph 4.2., terms

Recording homework

VI Lesson results

Grading a lesson

Reflection

During the lesson, I worked:

I am satisfied/dissatisfied with my work at the lesson

The lesson for me seemed short / long

For the lesson I'm not tired / tired

My mood got better/worse

The material of the lesson was clear / not clear to me

Useful / useless

Interesting/boring

Oral responses of students

Teacher's signature

Performed by students of MBOU "Secondary School No. 5" "6 A" class Koposova Anna, Krasnova Anastasia

Personal self-awareness is such a person's ability that helps to realize one's own "I", as well as one's interests, needs, values, one's behavior and experiences. All these elements interact functionally and genetically, but do not evolve at once. This skill arises at birth and is modified throughout the development of a person. In modern psychology, there are three points of view on the origin of self-consciousness, but one is traditional among all directions. This is the understanding of self-consciousness as a genetically original form of human consciousness.

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Self-consciousness of the individual and social behavior. Worldview, its types and forms. Performed by students of MBOU "Secondary School No. 5" "6 A" class Koposova Anna, Krasnova Anastasia

Self-consciousness of the individual and social behavior. Worldview, its types and forms. Task: Below is a list of terms. All of them, with the exception of one, are associated with the concept of "worldview". Universe, worldview, system of values, worldview, beliefs. Find and write down a term not related to the concept of "worldview".

2. Prepare a detailed answer on the topic "Worldview". Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

3 . Write down the missing word in the diagram. social development evolution revolution

Self-consciousness is one of the forms of consciousness, manifested in the unity of self-knowledge and attitude towards oneself. Self-knowledge is the study by a person of his own mental and physical characteristics. Self-knowledge begins with self-knowledge. The knowledge of the properties of one's own personality proceeds in the process of activity and communication. Self-esteem is an emotional attitude towards one's own image.

Motives for turning to self-esteem Understanding oneself (search for accurate knowledge about oneself) Increasing one's own significance (search for favorable knowledge about oneself) Self-examination (correlation of one's own knowledge about oneself with the assessments of one's personality by others) Self-knowledge is closely related to such a phenomenon as reflection - the process of thinking of an individual about what is going on in his mind.

Behavior - a set of human actions performed by him in a relatively long period in constant or changing conditions. Activity consists of actions, behavior consists of actions.

The main types of social behavior

Types of social behavior

Worldview is a holistic view of nature, society, man, which is expressed in the system of values ​​and ideals of the individual, social group, society. worldview Attitude emotional-psychological side of the worldview: feelings, moods Worldview Image of the world in visual representations Worldview Cognitive-intellectual side of the worldview Image of the world obtained as a result of its sensory perception Representation of the world on the basis of its rational explanation

The worldview may manifest: Dogmatism - a form of thinking and action, characterized by inertia, immobility, striving for authoritarianism; C skepticism is a philosophical direction that uses doubt in the cognitive possibilities of thinking; Reasonable criticism. Worldview is always associated with conviction - a stable view of the world, ideals and principles, the desire to bring them to life through their actions and deeds. Carriers of the worldview: an individual, a social group, society as a whole, humanity in a particular era.

Classification of worldview types Theocentrism (priority is given to God) Nature-centrism (priority is given to nature) Anthropocentrism (priority is given to man) Social-centrism (priority is given to society) Science-centrism, science-centrism (priority is given to knowledge, science) 1 Progressive Reactionary 2 Revolutionary (priority of the new, justification of the need transformation of existing being) Conservative (priority of maintaining the status quo) 3

ordinary (is a product of Everyday life people) religious (associated with the recognition of the supernatural, the hope that they will receive what they are deprived of in their lives) philosophical (associated with the theoretical substantiation of the content and methods of achieving generalized knowledge about reality, with the establishment of norms, values ​​and ideals) scientific (theoretical understanding results of scientific activity of people, generalized results of human knowledge

Behavior- a set of actions of a person committed by him in a relatively long period in constant or changing conditions.

Two people may be engaged in the same activity, but their behavior may be different. If activity consists of actions, then behavior consists of actions.

To refer to human behavior in society, the concept of "social behavior" is used.

social behavior- the behavior of a person in society, designed to exert a certain influence on the surrounding people and society as a whole.

There are many types of so-called social behavior, the most important of which are: mass; group; prosocial; antisocial; helping; competitive; deviant (deviating); illegal.

Examples:

antisocial:
1) A student of 11th grade sits on the last desk all the time, without communicating with any of the students.
2) A fight between 11th grade students.
competitive:competitions were held among 11th grade students, the behavior of students is competitive.
helping:a student of grade 11a, not understanding the topic of physics, asked her friend, also a student of grade 11a, to explain the material to her. this girlfriend's behavior is helpful.
deviant: 11th grade student Vasya Pupkin, without looking up from the computer all day, plays CS, this addiction is calledGambling ( gambling addiction) is a form of deviant behavior.

Bulk Behavior – activity of the masses, which does not have a specific goal and organization e.g. fashion, panic, social and political movements, etc.

group behavior- joint actions of people in a certain social group, which is the result of the processes taking place in it.

prosocial behavior- human behavior, which is based on pro-social motives, i.e., the motives for providing people with kindness, help and support.

Example:

Creation of charitable foundations.

The man sitting on the couch saw the advertisement. It said that you need to send an SMS, and the money received from the SMS will go to help children.

In recent years, the following types of behavior have acquired special significance for the state of society, the position of a person and his fate:

- associated with the manifestation of good and evil, friendship and enmity between people;

- associated with the desire to achieve success and power;

associated with self-confidence or self-doubt.

The types of social behavior are based on patterns accepted in society, which include mores and customs.

Mores and customs, being unwritten rules, nevertheless determine the conditions of social behavior.

Job Sample

A1. Choose the correct answer. Are the following statements about social behavior correct?

A. Social behavior is manifested in purposeful activity in relation to other people.

B. Social behavior is based on socially accepted patterns, which include mores and customs.

1) only A is true

2) only B is true

3) both statements are correct

4) both judgments are wrong

Answer: 3.

Deviant behavior

Deviant behavior- this is behavior that deviates from the generally accepted, socially approved, most common and established norms in certain communities at a certain period of their development.

deviant- an individual who differs in his personal characteristics and behavioral manifestations from generally accepted norms: social, psychological, ethnic, pedagogical, age, professional and others.

Classification of deviant behavior

Definition of "Deviant Behavior" according to different sciences:

Social sciences: social phenomena that pose a real threat to the physical and social survival of a person in a given social environment, the immediate environment, a team of social and moral norms and cultural values, a violation of the process of assimilation and reproduction of norms and values, as well as self-development and self-realization in that society, to which the person belongs.

Medical approach: deviation from the norms of interpersonal interaction accepted in a given society: actions, deeds, statements made both within the framework of mental health and in various forms of neuropsychiatric pathology, especially at the borderline level.

Psychological approach: Deviation from socio-psychological and moral norms, presented either as an erroneous anti-social model of conflict resolution, manifested in violation of socially accepted norms, or in damage to public well-being, others and oneself.

V. N. Ivanov identifies two levels of deviant behavior:

1. Pre-criminogenic: petty offenses, violation of moral standards, rules of conduct in public places, avoidance of socially useful activities, use of alcohol, drugs, toxic drugs that destroy the psyche, and other forms of behavior that do not pose a danger.

2. Criminogenic: actions and deeds expressed in criminal criminal acts.

The "core" of deviant behavior in the classification of F. Pataki are:

- "pre-deviant syndrome" - a complex of certain symptoms that lead a person to persistent forms of deviant behavior. Namely:

• affective type of behavior;
• family conflicts;
• aggressive type of behavior;
• early antisocial behaviors;
• negative attitude towards learning;
• low level of intelligence.

The classification of V.V. Kovalev is built on three different bases:

1) socio-psychological:

Anti-disciplinary behavior;

asocial;

Illegal;

Autoaggressive.

2) clinical and psychopathological:

Pathological;

Non-pathological deviations.

3) personal-dynamic.

Self-knowledge begins in infancy and ends with the death of a person. I-image I-concept is a relatively stable, to a greater or lesser extent, conscious or verbal representation of a person about himself. Reflection includes not only a person's own view of himself, but also takes into account how others see him, especially significant individuals and groups for him.

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Self-consciousness of the individual and social behavior

Self-awareness is:

• a person's awareness of his actions, feelings, thoughts, motives of behavior, interests, his position in society.
• a person's awareness of himself as a person capable of making decisions and bearing responsibility for them.

self-knowledge the study by the individual of his own mental and physical characteristics.

Types of self-knowledge: indirect (through introspection), direct (self-observation, including through diaries, questionnaires and tests), self-confession (a complete internal report to oneself), reflection (thinking about what is happening in the mind), knowing oneself through knowing others, in the process of communication, play, work, cognitive activity.

Self-knowledge begins in infancy and ends with the death of a person. Knowing yourself by knowing others. The child at first does not distinguish himself from the outside world. But at the age of 3-8 months, he gradually begins to distinguish himself, his organs and the body as a whole among the objects surrounding him. This process is called self-recognition. This is where self-knowledge begins. The adult is the child's main source of knowledge about himself - he gives him a name, teaches him to respond to it, and so on. The well-known words of the child: "I myself ..." mean his transition to an important stage in knowing himself - a person learns to use words to designate the signs of his "I", to characterize himself. The knowledge of the properties of one's own personality proceeds in the process of activity and communication. In communication, people get to know and appreciate each other. These assessments affect the self-esteem of the individual.

Self-esteem emotional attitude to one's own image (always subjective). Self-esteem can be realistic (in success-oriented people), unrealistic (overestimated or underestimated in people focused on avoiding failure).Factors affecting self-esteem: comparison of the real "I" with the ideal; evaluating other people and comparing yourself with them; attitude of the individual to his own successes and failures.

The image of "I" ("I"-concept)a relatively stable, more or less conscious or verbal representation of a person about himself. Self-knowledge is closely related to such a phenomenon as reflection , reflecting the process of reflection of the individual about what is happening in his mind. Reflection includes not only a person's own view of himself, but also takes into account how others see him, especially individuals and groups that are especially significant to him.

Behavior a set of actions of a person committed by him in a relatively long period in constant or changing conditions. If activity consists of actions, then behavior consists of actions. deed action, considered from the point of view of the unity of motive and consequences, intentions and deeds, goals and means.To denote human behavior in society, the concept of social behavior is used.

social behaviorhuman behavior in society, designed to have a certain impact on the surrounding people and society as a whole.
Types of social behavior: mass (activity of the masses that does not have a specific goal and organization) group (joint actions of people); prosocial (the motive of activity will be good) asocial; helping competitive; deviant (deviating) illegal.Significant types of social behavior:associated with the manifestation of good and evil, friendship and enmity; associated with the desire to achieve success and power; associated with confidence and self-doubt.

manners typical reactions repeated by many people to certain events; are transformed as the consciousness of people. Based on habits. customs the form of human behavior in a particular situation; customs are followed relentlessly without thinking about their origin or why they exist.

Social responsibilityexpressed in the tendency of a person to behave in accordance with the interests of other people.

Deviant (deviant) behaviorbehavior that is contrary to the legal, moral, social and other norms accepted in a given society and is considered by the majority of members of society as reprehensible and unacceptable. The main types of deviant behavior are: crime, drug addiction, prostitution, alcoholism, etc.

Delinquent behavior(from Latin delictum misdemeanor, English delinquency offense, fault) antisocial illegal behavior of an individual, embodied in his actions (actions or inactions) that harm both individual citizens and society as a whole.

Types of deviant behavior:Innovation (acceptance of goals, denial of legitimate ways to achieve them); Ritualism (negation of the accepted ends while agreeing with the means); Retreatism (rejects both goals and methods); Rebellion \ Rebellion (not only rejection, but also an attempt to replace one's own values)

All deviant behavior is deviant behavior, but not all deviant behavior can be attributed to delinquent behavior. Recognition of deviant behavior as delinquent is always associated with the actions of the state represented by its bodies authorized to adopt legal norms that enshrine in the legislation this or that act as an offense.

Worldview, its types and forms

1. Inner (spiritual) world of a personcreation, assimilation, preservation and dissemination of cultural values.

2. The structure of the inner world:

• knowledge (intelligence) - the need for knowledge about oneself, about the world around, about the meaning and purpose of one's life forms the intellect of a person, i.e. the totality of mental abilities, primarily the ability to receive new information based on the one that a person already has.
• emotions subjective experiences about situations and phenomena of reality (surprise, joy, suffering, anger, fear, shame, etc.)
• feelings emotional states, which are longer than emotions, and have a clearly expressed objective character (moral, aesthetic, intellectual, etc.)
• personality orientation

Personal orientationIt is a system of persistently characterizing human motives. At the same time, it is quite dynamic. There are dominant and minor components. Dominant impulses determine the main line personality behavior . All these urges constitute a system (motivation). This system is individual, it is formed in the process of formation and development personality . Motives: installation, attraction, interest, inclination, desire, aspiration, intention, persuasion (beliefs a stable view of the world, ideals, principles, aspirations.), outlook.

• outlook

3. Worldview a person's system of views on the world around him and his place in it:

1. The structure of the worldview: knowledge, principles, ideas, beliefs, ideals, spiritual values
2. Ways of formation: spontaneous, conscious.
3. Classification by emotional coloring: optimistic and pessimistic;
4. Main types: ordinary (everyday), religious, scientific.

Worldview types:

• Ordinary (or worldly) is a product of people's everyday life, in the sphere of which their needs are met
• Religious is connected with the recognition of the supernatural principle, it supports in people the hope that they will receive what they are deprived of in everyday life. Basis religious movements (Buddhism, Christianity, Islam)
• Scientific theoretical understanding of the results of scientific activity of people, the generalized results of human knowledge.

From the point of view of the historical process, the following leading historical types of worldview are distinguished: mythological; religious; philosophical. Scientific . Also distinguished: Ordinary and humanistic.

1. role in human life. The worldview gives: guidelines and goals, methods of cognition and activity, true values ​​of life and culture.
2. Features: always historical (different in different historical stages of the formation of society); closely related to beliefs.

Worldview plays a significant role in a person's life: it gives a person guidelines and goals for his practical and theoretical activities; allows people to understand how best to achieve the intended guidelines and goals, equips them with methods of cognition and activity; makes it possible to determine the true values ​​of life and culture.

A kind of final "alloy", which determines the spiritual world of a person as a whole, his approach to certain specific practical matters, is the mentality of a person.

5. Mentality the totality of all the results of knowledge, their assessment on the basis of previous culture and practical activities, national consciousness, personal life experience.

Types of knowledge

1. Sensual and rational knowledge, intuition

Sense cognitioncognition through the senses (sight, hearing, smell, taste, touch). Forms sensory knowledge: 1. feeling this is a reflection of individual properties of an object, phenomenon, process; 2. perception sensual image of a holistic picture of the subject; 3. performance the image of the object of knowledge, imprinted in memory.Features of sensory cognition: immediacy; visibility and objectivity; reproduction of external properties and sides.

rational cognitioncognition through thinking. Forms rational knowledge: 1. concept this is a thought that affirms the general and essential properties of an object, phenomenon, process; 2. judgment this is a thought that affirms or denies something about an object, phenomenon, process; 3. inference (conclusion) the mental connection of several judgments and the selection of a new judgment from them. Types of reasoning: inductive (from particular to general); deductive (from general to particular); Similarly.Features of rational knowledge: reliance on the results of sensory cognition; abstractness and generalization; reproduction of internal regular connections and relationships.

Intuition the ability to directly comprehend the truth as a result of "illumination", "influence", "enlightenment" without relying on logical justification and evidence. Kinds intuition: mystical associated with life experiences, emotions; intellectual associated with mental activity.Features of intuition: suddenness; incomplete awareness; the direct nature of the emergence of knowledge.

Knowledge is the unity of sensory and rational knowledge. They are closely related. Intuition a peculiar form of conjugation of the sensual and the rational in cognition

The question of the place of sensory and rational cognition is considered differently. There are directly opposite points of view. Empiricism (from gr. emperies experience) the only source of all our knowledge is sensory experience. Rationalism (from lat. ratio mind, reason) our knowledge can only be obtained with the help of the mind, without relying on feelings.

It is obvious that one cannot oppose the sensual and the rational in cognition, the two stages of cognition appear as a single process. The difference between them is qualitative: the first step is the lowest, the second is the highest. Knowledge is the unity of sensual and rational knowledge of reality. Outside of sensory representation, man has no real knowledge. On the other hand, knowledge cannot do without the rational data of experience and their inclusion in the results and course of the intellectual development of mankind.

Emotions (affective form of manifestation of moral feelings) and the senses (emotions expressed in terms of love, hate, etc.) motivate the stability of the interests and goals of the subject of knowledge Fallacy the content of the knowledge of the subject, which does not correspond to the reality of the object, but is taken as the truth.Sources of misconceptions:errors in the transition from sensory to rational knowledge, incorrect transfer of someone else's experience. Lie deliberate distortion of the image of the object.

Knowledge the result of cognition of reality, the content of consciousness obtained by a person in the course of active reflection, ideal reproduction of objective regular connections and relations of the real world. The ambiguity of the term "knowledge":knowledge as abilities, skills skills based on awareness;knowledge as cognitively significant information;knowledge as a relation of man to reality.

6. Types of knowledge:

• Everyday is built on common sense (It is empirical in nature. It is based on common sense and everyday consciousness. It is the most important indicative basis for the everyday behavior of people, their relationship with each other and with nature. It boils down to stating facts and describing them)
• Practical is built on actions, mastering things, transforming the world
• Artistic is built on an image (A holistic display of the world and a person in it. It is built on an image, not on a concept)
• Scientific is based on concepts (Understanding reality in its past, present and future, reliable generalization of facts. Provides foresight of various phenomena. Reality is clothed in the form of abstract concepts and categories, general principles and laws, which often take on highly abstract forms)
• Rational reflection of reality in logical terms, based on rational thinking
• Irrational reflection of reality in emotions, passions, experiences, intuition, will, abnormal and paradoxical phenomena; does not obey the laws of logic and science.
• Personal (implicit) depends on the abilities of the subject and on the characteristics of his intellectual activity

Forms of knowledge:

• Scientific objective, systematically organized and justified knowledge
• Unscientific disparate, non-systematic knowledge that is not formalized and not described by laws
• Pre-scientific prototype, prerequisites of scientific knowledge
• Parascientific inconsistent with existing scientific knowledge
• Pseudo-scientific deliberately using speculation and prejudice
• Anti-scientific utopian and deliberately distorting the idea of ​​reality

True. Her criteria. Relativity of truth

In many ways, the problem of the reliability of our knowledge about the world is determined by the answer to the fundamental question of the theory of knowledge:"What is truth?"In the history of philosophy, there were different views on the possibility of obtaining reliable knowledge:

• Empiricism all knowledge about the world is justified only by experience (F. Bacon)
• Sensationalism only with the help of sensations can one cognize the world (D. Hume)
• Rationalism reliable knowledge can only be gleaned from the mind itself (R. Descartes)
• Agnosticism “thing in itself” is unknowable (I. Kant)
• Skepticism it is impossible to obtain reliable knowledge about the world (M. Montaigne)

True there is a process, and not a one-time act of comprehending the object immediately in full. Truth is one, but objective, absolute and relative aspects are distinguished in it, which can also be considered as relatively independent truths.

objective truththis is the content of knowledge that does not depend on man or humanity.absolute truththis is an exhaustive reliable knowledge about nature, man and society; knowledge that can never be refuted.Relative truththis is incomplete, inaccurate knowledge corresponding to a certain level of development of society, which determines the ways of obtaining this knowledge; it is knowledge that depends on certain conditions, place and time of its receipt.The difference between absolute and relative truth(or absolute and relative in objective truth) in the degree of accuracy and completeness of the reflection of reality.Truth is always specific, it is always associated with a certain place, time and circumstances.Not everything in our life can be assessed in terms of truth or error (falsehood). So, we can talk about different assessments historical events, alternative interpretations of works of art, etc.

True this is knowledge corresponding to its subject, coinciding with it.Other definitions: correspondence of knowledge to reality; what is confirmed by experience; some kind of agreement, convention; property of self-consistency of knowledge; the usefulness of the acquired knowledge for practice.

Truth Criteria what certifies the truth and allows you to distinguish it from error: compliance with the laws of logic; compliance with previously discovered laws of science; compliance with fundamental laws; simplicity, economy of the formula; paradoxical idea; practice .

Practice an integral organic system of active material activity of people, aimed at transforming reality, carried out in a certain socio-cultural context. Forms practices: material production (labor, transformation of nature); social action (revolutions, reforms, wars, etc.); scientific experiment. Practice Functions:

1. source of knowledge (practical needs brought to life the sciences that exist today.);
2. the basis of knowledge (a person not only observes or contemplates the world around him, but transforms it in the process of his life activity);
3. the purpose of cognition (for this reason, a person cognizes the world around him, reveals the laws of its development in order to use the results of cognition in his practical activities);
4. criterion of truth (until some position, expressed in the form of a theory, concept, simple inference, is verified by experience, is not put into practice, it will remain just a hypothesis (assumption)).

Meanwhile, practice is both definite and indefinite, absolute and relative (it develops and can produce opposite results). Therefore, in philosophy, the idea is put forwardcomplementarity: leading criterion of truth practice, which includes material production, accumulated experience, experiment, is supplemented by the requirements of logical consistency and, in many cases, the practical usefulness of certain knowledge.

Thinking and activity

Activity a way of relating to the outside world, which consists in transforming and subordinating it to the goals of a person (conscious, productive, transformative and social character)

Differences between human activity and animal activity:

human activities	Animal activity
Goal setting in activity	Expediency in behavior
human activities	Animal activity
Adaptation to natural environment through its large-scale transformation, leading to the creation of an artificial environment for human existence. Man keeps his natural organization unchanged, while at the same time changing his way of life.	Adaptation to environmental conditions primarily by restructuring one's own organism, the mechanism of which is mutational changes fixed by the environment
Goal setting in activity	Expediency in behavior
Conscious goal setting associated with the ability to analyze the situation (discover cause-and-effect relationships, anticipate results, think through the most appropriate ways to achieve them)	Obedience to instinct, actions are initially programmed

Subject and object of activity

Activity structure:Motive (a set of external and internal conditions that cause the activity of the subject and determine the direction of activity. The motives can be: needs; social attitudes; beliefs; interests; drives and emotions; ideals) Goal (this is a conscious image of the result that is aimed at human action Activity consists of a chain of actions) Methods Process (Actions) Result.

Types of motives: needs, social attitudes, beliefs, interests, drives and emotions (unconscious), ideals

Types of actions according to M. Weber:

• purposeful-rational (It is characterized by a rationally set and thought-out goal. The individual acts purposefully, whose behavior is focused on the goal, means and by-products of his actions.);
• value-rational (Characterized by a conscious determination of one's orientation and a consistently planned orientation towards it. But its meaning is not to achieve any goal, but in the fact that the individual follows his convictions about duty, dignity, beauty, piety, etc.);
• affective (Due to the emotional state of the individual. He acts under the influence of affect, if he seeks to immediately satisfy his need for revenge, pleasure, devotion, etc.);
• traditional (Based on a long habit. Often this is an automatic reaction to a habitual irritation in the direction of a once learned setting)
  

Activity types:labor (aimed at achieving the goal, practical utility, skill, personal development, transformation) game (the process of the game is more important than its goal; the dual nature of the game: real and conditional) teaching (knowledge of the new)

Communication (exchange of ideas, emotions): two-way and one-way (communication); concept of dialogue. Structure: subject purpose content means recipient. Classifications: direct indirect, direct indirect. Types of subjects of communication: real, illusory, imaginary. Functions: socialization (formation and development of interpersonal relations as a condition for the formation of a person as a person); cognitive, psychological, identification (expression of a person's involvement in a group: "I am mine" or "I am a stranger"); organizational.

Activities:Material (material-production and socially transformative) and spiritual (cognitive, value-oriented, prognostic. By subject: individual collective. By nature: reproductive creative. According to legal standards: legal illegal. According to moral standards: moral immoral In relation to social progress: progressive reactionary Depending on the spheres of public life: economic, social, political, spiritual According to the characteristics of the manifestation of human activity: external internal.

Creation a type of activity that generates something qualitatively new that has never existed before (the nature of an independent activity or its component). Mechanisms creative activity: combination, imagination, fantasy, intuition.

Needs and Interests

In order to develop, a person is forced to satisfy various needs, which are called needs. Need - this is the need of a person for what constitutes a necessary condition for his existence. Human needs are manifested in the motives of activity.Types of human needs: Biological (organic, material) needs for food, clothing, housing, etc. Social the need to communicate with other people, in social activities, in public recognition, etc. Spiritual (ideal, cognitive) the need for knowledge, creative activity, creating beauty, etc.Needs are interconnected.

Basic Needs
Primary (congenital)	Secondary (acquired)
Physiological: in the reproduction of the genus, food, respiration, clothing, housing, rest, etc.	Social: in social connections, communication, affection, care for another person and attention to oneself, participation in joint activities
Existential (lat. exsistentia existence): in the security of one's existence, comfort, job security, accident insurance, confidence in tomorrow etc.	Prestigious: in self-respect, respect from others, recognition, achievement of success and appreciation, career growth Spiritual: in self-actualization, self-expression, self-realization

The classification was developed by the American psychologist A. Maslow:

Keep in mind the reasonable limitation of needs.
Reasonable Needsthese are needs that help develop in a person his truly human qualities: the desire for truth, beauty, knowledge, the desire to bring good to people, etc. Needs underlie the emergence of interests and inclinations.

Interest (lat. interest to matter) a purposeful attitude of a person to any object of his need.

People's interests are directed not so much to the objects of needs, but to those social conditions that make these objects more or less accessible, primarily material and spiritual goods that ensure the satisfaction of needs.

Interests are determined by the position of various social groups and individuals in society. They are more or less recognized by people and are the most important incentives for various activities.

There are several classifications of interests: according to their carrier: individual; group; the whole society.by direction:economic; social; political; spiritual. Interest must be distinguished inclination . The concept of "interest" expresses the focus on a particular subject. The concept of "inclination" expresses the focus on a particular activity. Interest is not always combined with inclination (much depends on the degree of accessibility of a particular activity). The interests of a person express the direction of his personality, which largely determines his life path, the nature of his activity, etc.

Freedom and Necessity in Human Action

freedom the word is polysemantic. Extremes in understanding freedom:

Freedom is a recognized necessity.	Freedom (will) the ability to do what you want.
Human robot operating on a program?	Complete arbitrariness in relation to others?
Fatalism all processes in the world are subject to the dominance of necessity	Voluntarism recognition of the will as the fundamental principle of all things.

Essence of freedomchoice associated with intellectual and emotional-volitional tension (burden of choice).Social conditions for the realization of freedom of choice of a free person:

• on the one hand social norms, on the other hand forms of social activity;
• on the one hand, the place of a person in society, on the other hand, the level of development of society;
• socialization (the process of assimilation individual patterns of behavior).

freedom a specific way of being a person, associated with his ability to choose a decision and perform an act in accordance with his goals, interests, ideals and assessments, based on the awareness of the objective properties and relations of things, the laws of the surrounding world.

A responsibilityan objective, historically specific type of relationship between an individual, a team, society from the point of view of the conscious implementation of the mutual requirements placed on them.Types of responsibility:

• Historical, political, moral, legal, etc.;
• Individual (personal), group, collective.
• Social responsibility the tendency of a person to behave in accordance with the interests of other people.
• Legal liability legal liability (disciplinary, administrative, criminal; material)

Responsibility, accepted by a person as the basis of his personal moral position, acts as the foundation of the internal motivation of his behavior and actions. This behavior is controlled by conscience . Social responsibility is expressed in the tendency of a person to behave in accordance with the interests of other people. As human freedom develops, responsibility increases. But its focus is gradually shifting from the collective (collective responsibility) to the person himself (individual, personal responsibility). Only a free and responsible person can fully realize himself in social behavior and thereby reveal his potential to the maximum extent.

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In the famous formula of R. Descartes “I think, therefore I exist”, the fact of having thinking serves as proof of the existence of a person.

I. Kant gave the understanding of "I" a value-personal dimension. He introduced into scientific circulation the division of consciousness and self-consciousness of a person. “The fact that a person can have an idea of ​​\u200b\u200bhis own Self elevates him infinitely above all other creatures living on Earth. Because of this, he is a person...” Self-consciousness, according to Kant, is a necessary prerequisite for morality and moral responsibility.

The complexity of the problem lies in the fact that in this case the object and subject of cognition coincide, which makes it difficult to establish the degree of reliability of a person's knowledge about himself.

Usually under self-awareness understand a person's definition of himself as a person , able to make independent decisions enter into certain relationships with other people and nature. One of the important signs self-awareness is the willingness of a person to be responsible for his decisions and actions.

self-knowledge- the study by a person of his own mental and physical characteristics (the ability to correct himself and improve himself, unlike alive; understanding himself: who am I? what am I? what do I want? what can I do?).

Types of self-knowledge:

§ Indirect (performed by analyzing own activities)

§ Direct (acts in the form of self-observation)

Self-knowledge goes on throughout life, even if we are not aware of this, from 3-8 months. infancy (self-recognition) and often ends with the last breath.

In communication, people get to know and appreciate each other. These assessments affect the self-esteem of the individual. Self-esteem- an emotional attitude to one's own image, it is always subjective, although it is based not only on one's own judgments, but also on the opinions of others about a given person.

Psychologists name three motives for turning to self-esteem:

1. Understanding yourself (search for accurate knowledge about yourself).

2. Increasing one's own importance (search for favorable knowledge about oneself).

3. Self-examination (correlation of one's own knowledge about oneself with assessments of one's importance by others).

The level of self-esteem is associated with the satisfaction or dissatisfaction of a person with himself, his activities. Types self-assessment:

ü Realistic (adequate) (corresponds to real opportunities h)

ü Unrealistic (inadequate) (problems in communication)

§ overestimated (overestimates himself)

§ underestimated (underestimates himself).

In the formation of self-esteem, an important role is played by the comparison of the image of the real "I" with the image of the ideal that we would like to be. Self-esteem can be expressed as follows:

You can increase self-esteem either by achieving something, such as success, or by lowering the level.

"I-concept"- a relatively stable, more or less conscious and verbally fixed representation of a person about himself. This is the totality of all the individual's ideas about himself and includes assessments, beliefs, behavioral tendencies. In other words, the self-concept is a set of attitudes characteristic of each individual, aimed at himself. The descriptive component of the self-concept is called image of me or picture of me.

The image of "I" does not remain unchanged throughout life. Not only the appearance is changing, but also the attitude towards it, self-esteem becomes more justified, measures are being taken to improve it.

As a result of the development of self-consciousness, a person develops I-concept, which is a combination of all his ideas about the various aspects of his personality and body.

The process of self-knowledge has no boundaries, since the object itself is constantly changing.

Self-realization I - the process of the most complete identification and implementation by the individual of his capabilities, the achievement of the intended goals in solving personally significant problems, which allows the fullest possible realization of the creative potential of the individual. Self-realization can be attributed to the highest human needs, the meaning of life is manifested in self-realization. It is carried out by purposeful influence of the personality on itself.

Self-realization is connected with self-development. Self-development- conscious human activity aimed at the fullest possible realization of oneself as a person

The main ways of self-knowledge:

Analysis of one's own activities and behavior based on comparison with other people;

self-observation;

Self-confession (an internal report to oneself, for example, a personal diary).

Self-knowledge is associated with reflection(from lat. reflexio - reversal), reflecting the process of thinking of an individual about what is happening in his mind, which includes in and his surroundings.

According to psychologists, the central place in understanding the process of one's own development is occupied by the concept identity.

Each person throughout his life goes through the identification of himself with different social groups(social identity) and identification with people who have certain personal characteristics (personal identification), as a result of which knowledge about oneself is born. First, the child learns what gender he belongs to, then what nationality. A little later, he begins to identify himself with the social stratum to which his parents belong, with the city and country where he lives. A mature person identifies himself with representatives of his profession, party, religion, social stratum, etc.

The concept of “behavior” is associated with the concept of personality. From the outside, we are judged by it.

Behavior- an external manifestation of a person's activity, his relationship to society, other people; - a set of human actions performed by him in a relatively long period in constant or changing conditions (characteristic of all living beings, as activity). Manifested in actions, a feature of which is the consciousness of actions

Action- a process aimed at achieving the goal .

deed- an action considered from the point of view of the unity of motive and consequences, intentions and deeds, goals, means.

social behavior- the behavior of a person in society, designed to exert a certain influence on the surrounding people and society as a whole.

Mass- the activity of the masses, which does not have a specific goal and organization, for example, fashion, panic, political movements, etc.

deviant- does not meet the norms accepted in society.

At the core types of social behavior lie the patterns accepted in society, which include mores and customs (unwritten rules).

manners- typical reactions repeated by many people to certain events: they are transformed as people's consciousness changes. ← habit.

customs- the form of human behavior in a certain situation; customs are steadily followed, without thinking about where they came from and why it should be so.

Our behavior is guided by innate instincts(for example, the instinct of self-preservation).

In addition to instincts, a person has emotions (positive and negative experiences of the meaning of life situations and phenomena due to needs), feelings (love, fear, anger).

Emotions- subjective experiences about situations and phenomena of reality (surprise, joy, suffering, anger, fear, etc.).

The senses- emotional states that are longer than emotions and have a clearly expressed objective character (moral: friendship, love, patriotism; aesthetic: disgust, delight, longing; intellectual: curiosity, doubt, curiosity).

Human behavior is manifested in its relationship with other people. Altruism- a moral principle, which consists in selfless service to people, readiness to sacrifice oneself for the sake of others. Egocentrism- the opposite. Right behavior is about balancing your own interests and respecting the interests of others.