THE PHENOMENON OF MEANING FORMATION IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

2021 ◽  
Vol 66 (1) ◽  
pp. 18-23
Author(s):  
T.B. Tazhibayev ◽  
◽  
A.S. Tolegenova ◽  
Keyword(s):  
Personality Traits ◽  
Personality Structure ◽  
Joint Activity ◽  
Individual Activity ◽  
Mental Structure ◽  
The Subject ◽  
Pedagogical Research ◽  
The Individual ◽  
Object Relationship

The article examines the works of the authors on the formation of meaning. The structure of a personality is determined by its directionality, and directionality takes a leading place as a system-forming component of personality traits, which determines its mental structure. Value guidelines, which are a system-forming element of the personality structure, are the basis of its orientation, which by its nature is social in nature. Orientation becomes the value of the individual only if there is meaning, the need to move from the "subject-object" relationship to the "subject-subject" circle of communication is noted for the development of this value relationship. It has also been shown that the transition from individual activity to joint activity is an effective way of forming meaning.

scholarly journals Speech Diagnostics of the Holistic Essence of Personality

2018 ◽  
Vol 24 (1) ◽  
pp. 360-380
Author(s):  
Natalia Fomina
Keyword(s):  
Personality Traits ◽  
Self Regulation ◽  
Scientific Concept ◽  
Structural Components ◽  
Speech Activity ◽  
The Subject ◽  
The Individual ◽  
Basic Features ◽  
Regulatory Properties ◽  
Comprehensive Study

The article is devoted to the current interdisciplinary problem of determining the characteristics of a language personality (the term of Yu. N. Karaulov) according to various parameters of her speech, which is located at the junction of psycholinguistics and psychology. The proposed N.A. Fomina and the scientific concept developed by her together with the pupils for a comprehensive study of personality manifestations in speech activity, which presupposes a systemic consideration of personality traits and a multilevel, multicomponent analysis of the text as a product of individual speech activity. This approach allows you to disclose speech activity in basic features, relationships and relationships, as well as provide a more complete and in-depth description of the individuality of the subject of this activity. The article briefly presents the author's method of polycomponent analysis of the text-statement, giving the opportunity to consider not only its own linguistic (language, speech, meaningful and semantic) characteristics, but also the reflection in it of psychological (motivational, cognitive, dynamic, emotional, regulatory) properties of authors of statements. Integral variables are named – activity, focus and self-regulation, penetrating all the structural components of the personality and revealing its integral essence through the basic properties. The possibilities of speech diagnostics of the holistic essence of the personality, which is reflected in its initiative, sociability, and perseverance, characterizing the activity, direction, and regulation of this activity are shown. Some results of an empirical study of the manifestations of the individual-typological features of these personality traits in her speech are described. Parameters by which it is possible to identify representatives of internally – subject, internally-ergic, productive and semantic, selective and aergic types of organization of initiative, sociability, and perseverance, differing from each other primarily by the ratio of different motives and needs, by means of self-regulation and external dynamic manifestations are indicated.

scholarly journals Socialization of Personality as a Scientific Problem

2021 ◽  
Vol 2 (1 (339)) ◽  
pp. 5-17
Author(s):  
Oleh Chernysh ◽  
Keyword(s):  
Psychological Factors ◽  
Human Adaptation ◽  
Socialization Process ◽  
Scientific Problem ◽  
The World ◽  
The Subject ◽  
Historical Basis ◽  
Life Circumstances ◽  
Pedagogical Research ◽  
The Individual

The article analyzes the problem of socialization of the individual in philosophical, psychological, pedagogical and socio-pedagogical research. The historical basis of the development of the theory of socialization is revealed, the subject-object and subject-subject approach in socialization is characterized. Representatives of the subject-object consider socialization as a process of human adaptation to society, which forms each of its members in accordance with its inherent culture. Proponents of the subject-subject approach note that a person participates in the process of socialization and not only adapts to society, but also influences his life circumstances and himself, during which both the individual and society develop. The study describes three main areas of study of the socialization process: socio-philosophical, socio-psychological and socio-pedagogical. The main characteristics of the socialization process are analyzed: factors, stages, mechanisms, types, means, agents, institutions. Particular attention is paid to the study of aberrational socialization, which scientists interpret as negative, false, distorted, distorted. The author concludes that the theory of socialization is open and mobile, constantly supplemented and changed along with the variability of the world and society, under the influence of external (social) and internal (individual psychological) factors.

scholarly journals Initiatory nature of the opposition “child – adult” opposition in the mythopoetic paradigm of Vladimir Mayakovsky's works of the early period

Litera ◽  
2021 ◽  
pp. 20-29
Author(s):  
Ekaterina Sergeevna Strelnikova
Keyword(s):  
Personality Traits ◽  
Early Period ◽  
Vladimir Mayakovsky ◽  
Special Contribution ◽  
The World ◽  
The Subject ◽  
The Individual ◽  
Dialectical Opposition ◽  
The Way

This research analyzes Vladimir Mayakovsky’s works of the early period (1912-1916) within the framework of a neo-mythological approach, which allows reconstructing the individual authorial mythopoetic discourse. The article substantiates the inclusion of the literary works of Mayakovsky into the philosophical-culturological context, the importance of their consideration as a poetic and peacebuilding whole with its own patterns of transformation of the archetypal and mythological. The object of this research is the individual mythopoesis of the writer. The described “Dionysianism” of the lyrical hero takes roots in the typological similarities established by the author and noted by other researchers of Mayakovsky’s works, which indicates the consistency of referring to the Nietzschean dialectical opposition of Apollonian and Dionysian. The author notes multifacetedness of the category of the borderline as one of the defining dominants of mythopoetic worldview of the lyrical hero. Therefore, the subject of this research is a particular level of this category: the peculiarity of existence and evolution of a human within the world paradigm in the context of “child – adult” opposition. The novelty of the research consists in establishing the initiatory nature of the category of borderline in the works of V. Mayakovsky. This substantiates the specific, liminal personality traits of the lyrical hero, and proves the furute path of his mythopoetic evolution outlined in the pre-October texts. The author traces the dependence of transformation of mythopoetic constructions on the number of connotational changes in the dialectical opposition “child – adult”. The main result of the conducted research lies in the establishment of causal links between the incompleteness of overcoming the own liminality by the lyrical hero and the fundamental incompleteness of the process of his initiatory “maturing”. The author's special contribution to examination of the mythopoetic structure of the texts of V. Mayakovsky of the early period consists in proving the defining role of the “child – adult” opposition within the paradigm of other mythopoetic characteristics. The author outlines the way for further research of the individual authorial mythological discourse of Mayakovsky's works in the context of subsequent initiatory transformations of human and the world.

scholarly journals The epistemological moment of the search for the subject-object relationship in the formation of the religious experience of the individual

1998 ◽  
pp. 69-71
Author(s):  
V. Yu. Kalmykov
Keyword(s):  
Religious Experience ◽  
Personal Experience ◽  
A Priori ◽  
The Self ◽  
Main Criterion ◽  
The Subject ◽  
Self Knowledge ◽  
Meaningful Existence ◽  
The Individual ◽  
Object Relationship

Religious experience differs from the empirical experience of the subject by psychologicality, the transcendental vitality of understanding objective phenomena. The main criterion of a person's religious experience is his belief in the truth of the existing a priori and the interrelations of things and phenomena of the objective and subjective world revealed to him in personal experience. Faith is a sense of the interconnection between the subject and the object, which has an experienced transcendental character. Human experience in this respect acts as a factor in the disclosure of depth and effectiveness: a subject-object relationship accepted on faith: the disclosure of the meaning and directions of its development relative to the object of faith; as a set of acts of self-knowledge in the context of the existence of the object and, only thanks to the object of faith, brought into a whole, meaningful existence. Thus, the self-knowledge of a person depends, first of all, on the choice of an object of faith for him, as the meaning of his development.

Competence Approach in Education: Theoretical Aspects

2015 ◽  
Vol 3 (5) ◽  
pp. 35-41
Author(s):  
�������� ◽  
Elya Khachatryan
Keyword(s):  
Personality Traits ◽  
Detailed Analysis ◽  
Personal Traits ◽  
Knowledge And Skills ◽  
Basic Concepts ◽  
Pedagogical Research ◽  
The Individual ◽  
The Right

The article focuses on the competence approach in education, analyzes foreign and domestic psychological and pedagogical research on this issue and gives a detailed analysis of the interpretation of the concepts "competency", "competence" of foreign and domestic scientists. The author suggests his own interpretation of the basic concepts of the competence approach. The American approach to the defi nition of "competency" aims at solving the problem of what personal traits of the individual determine the successful action while the English one aims at studying on the characteristics of activities and their implementation. According to the author, both approaches represent separate sides of the considered concept. Successful activity is determined not only by personality traits of the individual but the ability to update knowledge and skills and choose the right ways of behavior and activity for each specifi c situation. Study on the characteristics of activities and their implementation without regard to the individual that carries it and specifi c conditions for the implementation doesn�t reveal the concept of "competency". The article emphasizes that the activity approach is predominated in Russian psycho-pedagogical studies that determine the nature of competency / competence.

Handwriting Analysis and Personality Assessment

2000 ◽  
Vol 5 (1) ◽  
pp. 44-51 ◽  
Author(s):  
Peter Greasley
Keyword(s):  
Personality Traits ◽  
Personality Assessment ◽  
Personnel Selection ◽  
Empirical Studies ◽  
Handwriting Analysis ◽  
Recruitment Process ◽  
Academic Literature ◽  
Personnel Recruitment ◽  
The Subject ◽  
Better Than

It has been estimated that graphology is used by over 80% of European companies as part of their personnel recruitment process. And yet, after over three decades of research into the validity of graphology as a means of assessing personality, we are left with a legacy of equivocal results. For every experiment that has provided evidence to show that graphologists are able to identify personality traits from features of handwriting, there are just as many to show that, under rigorously controlled conditions, graphologists perform no better than chance expectations. In light of this confusion, this paper takes a different approach to the subject by focusing on the rationale and modus operandi of graphology. When we take a closer look at the academic literature, we note that there is no discussion of the actual rules by which graphologists make their assessments of personality from handwriting samples. Examination of these rules reveals a practice founded upon analogy, symbolism, and metaphor in the absence of empirical studies that have established the associations between particular features of handwriting and personality traits proposed by graphologists. These rules guide both popular graphology and that practiced by professional graphologists in personnel selection.

Differential Effects of Competence and Morality on Self-Esteem at the Individual and the Collective Level

2020 ◽  
Vol 51 (3) ◽  
pp. 183-198
Author(s):  
Wiktor Soral ◽  
Mirosław Kofta
Keyword(s):  
Self Esteem ◽  
Differential Effects ◽  
Individual Level ◽  
The Subject ◽  
The Individual

Abstract. The importance of various trait dimensions explaining positive global self-esteem has been the subject of numerous studies. While some have provided support for the importance of agency, others have highlighted the importance of communion. This discrepancy can be explained, if one takes into account that people define and value their self both in individual and in collective terms. Two studies ( N = 367 and N = 263) examined the extent to which competence (an aspect of agency), morality, and sociability (the aspects of communion) promote high self-esteem at the individual and the collective level. In both studies, competence was the strongest predictor of self-esteem at the individual level, whereas morality was the strongest predictor of self-esteem at the collective level.

The Autobiographical Subject and the Death Penalty

2013 ◽  
Vol 35 (2) ◽  
pp. 165-187
Author(s):  
E. S. Burt
Keyword(s):  
Death Penalty ◽  
First Person ◽  
Philosophical Investigation ◽  
The Subject ◽  
Definition Of ◽  
The Individual

Why does writing of the death penalty demand the first-person treatment that it also excludes? The article investigates the role played by the autobiographical subject in Derrida's The Death Penalty, Volume I, where the confessing ‘I’ doubly supplements the philosophical investigation into what Derrida sees as a trend toward the worldwide abolition of the death penalty: first, to bring out the harmonies or discrepancies between the individual subject's beliefs, anxieties, desires and interests with respect to the death penalty and the state's exercise of its sovereignty in applying it; and second, to provide a new definition of the subject as haunted, as one that has been, but is no longer, subject to the death penalty, in the light of the worldwide abolition currently underway.

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.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

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