Pedagogical support of self-developing personality formation

2018 ◽  
Author(s):  
Ирина Иванова ◽  
Irina Ivanova
Keyword(s):  
Young People ◽  
Global Education ◽  
Professional Training ◽  
Freedom Of Choice ◽  
Self Development ◽  
Science And Education ◽  
Self Knowledge ◽  
The Individual ◽  
Special Relevance ◽  
Training Organization

The monograph is devoted to the problem that is of interest to mankind at all times and has a special relevance in the light of modern trends in the development of society, science and education. - the problem of supporting self-development. The book deals with the approach to pedagogical support of children's self-development in the conditions of modern global education, characterized by the priorities of the existential order: a landmark for freedom of choice, responsibility, self-design. The monograph is addressed to teachers, psychologists, coaches, social educators, organizers of work with young people, as well as all those who are interested in the problem of self-knowledge, self-development and self-improvement of the individual. The monograph can be used in the process of professional training of bachelors and masters in the areas of training: "Organization of work with young people", "Psychological and pedagogical education". «Pedagogical education.»

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

scholarly journals Research of the Relationship Between Perfectionism and Feelings of Loneliness of Youths

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Olena Blynova ◽  
Tetyana Kostenko ◽  
Yurii Nesin ◽  
Olena Fedorova ◽  
Olena Chaban ◽  
...  
Keyword(s):  
Young People ◽  
Empirical Study ◽  
Professional Training ◽  
Young Men ◽  
Empirical Results ◽  
Theoretical Substantiation ◽  
The Individual ◽  
High Level ◽  
The Relationship ◽  
Mass Formation

The purpose of the study is a theoretical substantiation and empirical study of the psychological content parameters of the relationship between perfectionism and feelings of loneliness in youth. A new view of modern reality with its constant changes and increased requirements for the functioning of the individual in society has been substantiated. It is noted that such a view provokes the mass formation and spread of perfectionism and loneliness. It is noted that every day more and more people, especially young people, suffer from the imperfections of this world and the feeling of isolation from others. It has been established that socially conditioned perfectionism, concern for mistakes, doubts about one’s own actions and self-criticism have a positive significant connection with the feeling of loneliness in youth (p<.01). However, rigid perfectionism and self-centered perfectionism are inversely related to feelings of loneliness. It was found that young men are largely prone to self-centered perfectionism (p<.01). A pronounced high level of loneliness was observed in n=18 subjects. Attention has been drawn to the fact that doubts about one’s own actions and concern for mistakes inevitably provoke feelings of loneliness. Emphasis has been placed on important areas of actualization of empirical results in order to develop constructive perfectionism. It has been noted that the results obtained should be operationalized in educational and professional training of students-psychologists.

scholarly journals Conscious Intra-Personal Development: The Experience Counts

2022 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Rosalie van Baest
Keyword(s):  
Young People ◽  
Experiential Education ◽  
Personal Development ◽  
Development Process ◽  
Early Age ◽  
School Career ◽  
Education Theory ◽  
Self Knowledge ◽  
The Individual ◽  
School Supports

The future of mankind will depend on the ability of the individual to acquire Self-knowledge. The preservation of autonomy of the individual is supported by learning to fathom one's own unconscious and inner being, the undiscovered self. By consciously developing Self-knowledge the possibility originates for the individual to make his own conscious choices and to understand an other human being. It often takes a great deal of effort from an individual to consciously open up to his inner being. Gaining experiences related to intra-personal development and consciously reflecting on those experiences, is essential to keep the conscious intra-personal development process in motion. Education can lend a helping hand during this process, from the start of the school career of children, by making room in the curriculum for affective and experiential education. Theory disturbs the experiential orientation and the focus on emotions. Offer affective and experiential education to children from an early age, with plenty of personal room, and continuing this form of education until they leave school, supports young people to become more and more self-directing. The way in which this form of education is taken care for is crucial for its success.

About the Program Vocational-Personal Self-Development Teacher Montessri

2017 ◽  
Vol 6 (4) ◽  
pp. 40-44
Author(s):  
О. Сафаралиева ◽  
O. Safaralieva
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Internal Communication ◽  
National Education ◽  
Whole Process ◽  
Self Development ◽  
The Individual ◽  
Special Environment ◽  
Professional Transformation ◽  
Training Practice

Humanization of the modern national education inevitably entailed changes to the requirements for the individual nature of the competence of professionals working with the child. From the teacher it is required to create a very special environment, in collaboration with the child. It increases the relevance of the professional transformation of the modern teacher and changes in their professional training. Practice shows that many established professionals pedagogical ideas of Montessori discovers the true foundations of the humanistic paradigm of education. Training of Specialists in Montessori system allows them not only to obtain new skills, but also the personality and self-modifying self-development. The course of professional and personal self-development Montessori teacher turns from simple to complex, from cognition to interpersonal and internal communication. In this sequence, each stage of the program appears as an element of the whole process of personal development.

scholarly journals МЕТОДОЛОГІЧНІ ТА СОЦІАЛЬНО-ФІЛОСОФСЬКІ ПРОБЛЕМИ САМОРЕАЛІЗАЦІЇ ТА САМОМОТИВАЦІЇ

World Science ◽  
2018 ◽  
Vol 1 (7(35)) ◽  
pp. 32-38
Author(s):  
Ободовська С. В. ◽  
Бохан Ю. В.
Keyword(s):  
Middle Ages ◽  
Theoretical Basis ◽  
The Self ◽  
Professional Activity ◽  
German Philosophy ◽  
Self Development ◽  
Effective System ◽  
History Of ◽  
Self Knowledge ◽  
The Individual

The article deals with the socio-philosophical aspects and proposes an analysis of the ideas and views of thinkers of different historical epochs and times on the problems of self-realization and self-motivation. The theoretical basis for the study of the aspects of this problem was the fundamental approaches to the self-knowledge and motivation of the personality of the philosophers of antiquity (Epicurus, Socrates, Plato), the Middle Ages (K. Alexandria, St. Augustine), the Renaissance (D. Alighieri, F. Petrarca, M. Montaigne), New Time (B. Pascal, B. Spinoza) and German Philosophy (I. Kant, I. G. Fichte, A. Schopenhauer). The proof of the history of studying the problem of self-realization and personality motivation during its formation allows to emphasize the important essence of the aspiration of individuals to self- motivation as to the ultimate realization of the personal potential of a person. The analysis of motivation and self-motivation as an effective system of self-development and self-realization of the personality is conducted. An attempt has been made to generalize author's studies and representations of the essence of the processes of motivation and self- motivation of the individual and highlighted a number of aspects that focus the attention of researchers in explaining the essence of these processes. The disclosure of the ideas reflected in the study contributes to the further study and development of the structure of the process of self-motivation of the person, the mechanisms for its activation, the creation of pedagogical conditions that stimulate this process in professional activity.

scholarly journals INDEPENDENCE IN EDUCATION AS A LEADING FACTOR OF PROFESSIONAL GROWTH OF FUTURE AVIATION PROFESSIONALS

2021 ◽  
Vol 1 (194) ◽  
pp. 56-61
Author(s):  
Natalia Savchenko ◽  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Training ◽  
Individual Characteristics ◽  
Educational Activity ◽  
Educational Activities ◽  
Self Development ◽  
The Individual ◽  
High Level

Today, a modern aviation specialist needs to have a high level of professional skills, psychophysiological reliability, general culture, skills to work in a team, skills to work with a modern amount of information, non-traditionally approach to solving various extreme situations, as well as to be able to organize professional activities on a prognostic basis. During the information explosion, accompanied by the latest technologies of priority in professional training of cadets, are tasked - to form skills of self-education, to instill the need for self-perfection, to teach the cadets of probable stylish thinking, quick perception of new ideas.Professional and personal development of the future aircraft in educational activities are the requirement of the present. The achievement of this goal is closely linked to the increase of the role of independence of cadets in educational activities. Independent educational activity is capable of determining the success of professional development of future aircrafts. It depends on the level of its development it depends on the formation of subjects of the cadet. Manifesting the independence of cadets in educational activities, their creative independent activity is a major factor in effective professional development. In this approach, the result of independent activity is not only educational tasks, but also formed subjects of the cadet, its ability to solve problem situations independently, reflect, self-motivate and self-regulate their own actions, and thus enrich individual experience in professional growth. To do this, it is necessary to provide relevant pedagogical conditions that will contribute to the independent training activities of future aircrafts. In our opinion, its effectiveness can be provided by adequate adaptation of the educational burden to the individual characteristics of cadets and the formation of an individual algorithm for independent educational activity.The overwhelming majority of modern researchers determine the independence of students in educational activity as quality, the property of the person, which it uses both tools to achieve a certain educational and cognitive goal, and which needs to be purposefully formed. Independence, thus, is the result of this activity. The ability of a person to identify independence in educational independence for its own self-development is an important argument, because through the autonomy of future aircrafts it is possible to intensify the mechanisms of professional self-development.

scholarly journals Readiness formation of future lecturers of institution of higher education for professional self-realization

2019 ◽  
Vol 65 (2) ◽  
pp. 314-318
Author(s):  
Oksana Filonenko
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Subjective Experience ◽  
Educational Institution ◽  
Educational Process ◽  
Self Development ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self ◽  
The Individual

In the article different approaches to the definition of the essence of the concepts of «self-realization», «professional self-realization» have been considered. The factors influencing the process of lecturers’ selfactualization, pedagogical conditions of self-actualization of the lecturer’s personality have been singled out. In view of the concepts and approaches analyzed, in our study self-realization is understood as a specially organized activity by the subject, the purpose of which is the realization of their own purpose, as well as the result of this activity, is closely connected with self-development and self-affirmation of the individual. Under professional selfrealization, we mean the socialized way of harmonious development of the individual, combined with the acquisition of professional and practical experience in the process of obtaining a qualification by a future specialist during the period of initial professional formation (studying at a higher school) and improving professional growth in the process of fulfilling professional roles and responsibilities, which is an inalienable attribute of the disclosure and implementation of personal and professional potential. In the article, the professional self-realization of the future lecturer of a higher educational institution has been disclosed as a pedagogical problem, the essence of which is the constant self-improvement and self-development of their own potential. It has been determined that the formation of readiness, the nature of the process of professional self-actualization and its outcome depend on both internal and external conditions. External conditions have a certain impact on the internal, thus changing the level of readiness of the student to professional self-realization. Significant influence on the formation of readiness for self-realization in the professional sphere has a set of pedagogical conditions provided in the process of professional training: actualization of students’ subjective experience and its inclusion in the content of professional training, ensuring communication between the subjects of the educational process on the basis of dialogical interaction, the formation of value guidelines of future lecturers for professional self-realization. It has been established that the effectiveness of the self-realization process is related to the success of a master student’s pedagogical activity in the process of assistant practice and positive future professional benchmarks, which reveals possible career prospects.

scholarly journals Современная российская молодѐжь: личностные проблемы и возможные пути решения

2021 ◽  
Vol 70 (5) ◽  
pp. 137-141
Author(s):  
В.А. Семенов ◽  
Д.А. Даева
Keyword(s):  
Social Networks ◽  
Young People ◽  
Personal Growth ◽  
Healthy Lifestyle ◽  
The Internet ◽  
Spiritual Values ◽  
Current Time ◽  
Self Development ◽  
Self Knowledge ◽  
Lack Of Commitment

The article deals with the main problems of youth in Russia in the current time. Attention is drawn to the excessive fascination of teenagers with social networks and the Internet, their loss of the adequate spiritual values in life, total childrens’ dependence on gadgets, cyberbullying, the lack of commitment to self-development and self-knowledge. As the solutions, the authors suggest the development of sociable abilities to the young people, the education of the desire for the personal growth and awareness of the responsibility for their actions. The necessity of reading books by the younger generation, maintaining a healthy lifestyle, playing sports and tourism activities, and engaging in a certain hobby is noted.

scholarly journals THE UNIVERSAL LANGUAGE OF MUSIC - A PATH TO CREATIVITY IN SELF-AWARENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1711-1715
Author(s):  
Smilena Smilkova
Keyword(s):  
Young People ◽  
Interpersonal Relationships ◽  
Creative Thinking ◽  
Scientific Explanation ◽  
Self Awareness ◽  
Musical Language ◽  
Daily Lives ◽  
Universal Language ◽  
Self Knowledge ◽  
The Individual

The proposed material is based on the topic"Music - a universal language", assigned to students of pedagogical specialties - pre-school and pre-school and primary school pedagogy .In the form of an essay, students talk about their personal sensation, understanding,reflection, use and interpretation of music. The sincerity and immediacy of the essays give information about the universality of music as a language - complex and enigmatic, and at the same time - strongly and inexplicably affecting the senses, feelings, emotions ,thoughts. The research is aimed at revealing the individual emotional state, sensitivity and perception of young people - future teachers. Moreover,it aims at predisposing them to reflect on their personal perception of music as a factor accompanying their daily lives and inner peace. And that is because tomorrow they will raise children, stimulate and develop their creativity and self-knowledge, will form their intrepersonal relationships and orientation in the surrounding world. The freedom of the chosen form - the essay - allows the writers to express themselves - both intellectually and emotionally. As a consequence, depending on the character and temperament of the participants, their creative nature, essence, sense of art, and emotional sensitivity are revealed. Stepping out of the canon of rigorous scientific style allows a flight of creative inspiration for most students. At the same time, they make their own logical conclusions. In their thinking and sensual inventions, students do not seek a scientific explanation of the phenomenon of the universality of music. Because most of them accept music as the language of the soul.Proceeding from the personal need for contact with music, going through the various forms of expression in the musical language, comprehending its invisible imagery and real impact, young people are adamant in its versatility.Because the invisible, magical threads that connect music to the soul have no boundaries and limitations, they are the universe. As a result of the reviewed essays, conclusions have been drawn regarding the universal musical language - a means and a path to creative perception of the world and interpersonal relationships, based on creative thinking and self-knowledge.

MODEL OF PSYCHOLOGICAL CORRECTION OF CRISIS OF ADOLESCENCE

1970 ◽  
Vol 7 (1) ◽  
pp. 24-33
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Self Regulation ◽  
Self Concept ◽  
Self Awareness ◽  
Individual Subject ◽  
Self Development ◽  
Efficiency And Effectiveness ◽  
Self Knowledge ◽  
Corrective Actions ◽  
The Individual

In the article highlights the main views on the nature of the internal contradictions in adolescence. The necessity of activation of the processes of a personal self-development and strengthening of subjectivity of adolescents as a condition of an overcoming conflicts. Author’s model of a psychological correction of adolescent crisis is given. Objectives, content and features of psychological correction in younger and older teens are highlights. Progressive of correction of self-concept and actualization of the needs for self development in adolescents is grounded. It is postulated the efficiency and effectiveness of a psychological correction determined by the degree of the individual subject activity of the personality. Possibility of a purposeful formation of a self-development subject by teaching teens methods of self-knowledge, self-awareness, self-regulation are analyzed. The conditions of the system corrective actions required for the formation in adolescent capacity for self-correction, transformation correction into a self-correction are considered. У статті висвітлюються основні погляди на природу внутрішніх суперечностей в підлітковому віці. Доводиться необхідність активізації процесів особистісного саморозвитку та посилення суб’єктності підлітків як умов подолання їх конфліктності Подано авторську модель психологічної корекції підліткової кризи. Висвітлюються завдання, зміст і особливості психологічної корекції суперечностей розвитку в молодшому і старшому підлітковому віці. Обґрунтовується прогресивність корекції Я-концепції та актуалізації потреби в саморозвитку у підлітків. Постулюється, що ефективність і результативність психокорекції визначається мірою суб’єктної активності самої особистості. З’ясовуються можливості  цілеспрямованого формування суб’єкта саморозвитку шляхом навчання підлітків методів самопізнання, самоаналізу, саморегуляції. Розглядаються умови організації системи корекційних впливів, необхідних для формування в підлітків здатності до саморозвитку, переведення корекції в самокорекцію.

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