The article discusses the theoretical foundations of the concept of harmonious personality development. The concept of “harmony” characterizes the ultimate state of relations: natural – cultural (social); objective – subjective; social – individual. The problem of harmonization in terms of the “natural – social” relationship is that combinations of innate psychodynamic properties that are unfavorable for socialization are possible. In the “objective - subjective” relationship, one of the most important problems is the theoretical understanding of the creative potential of the emerging personality. In the aspect of the “social – individual” relationship, harmonious development presupposes the achievement of the unity of external stimulation and internal motivation. The concept of “harmonious personal development” is implemented in ideas about the goals of education and strategies for individual development. There are three main options for understanding the value of harmonious development: “success”, “public benefit”, “self-realization”. The possibility and conditions for realizing a harmonious state are determined by the nature of the connections between the natural and social properties of the individual. The article formulates the methodological principles of a harmonizing education strategy. These include: the intrinsic value of harmonious development, reliance on the psychodynamic properties of the individual and his involvement in the process of formation of his own individuality.

individuality

subjectivity

self-realization

harmonious development

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3. Maslow, A. Motivation and personality / A. Maslow. - 3rd ed. - St. Petersburg: Peter, 2006. - 352 p.

4. Merlin, V. S. Essay on an integral study of individuality / V. S. Merlin. - M.: Pedagogy, 1986. - 256 p.

5. Neskryabina, O. F. Individuality: on the border of the Real and the Ideal / O. F. Neskryabina. - Krasnoyarsk: SibYuI, 2001. - 160 p.

6. Rusalov, V. M. Contribution of the biological theory of individuality to the solution of the problem of social and biological in man / V. M. Rusalov // Biology in human knowledge. - M.: Nauka, 1990. - P. 109-125.

“Harmony” is one of the most general concepts in which since ancient times people’s ideas about the structure of the world and the place of man in it have been expressed. The ideal of harmonious development is deeply rooted in European culture and demonstrates a variety of forms - from ancient kalokagathia to the Russian image of an intelligent person. “Harmony” connects the idea of a rationally organized world with the highest human ability - the ability of aesthetic experience. The explanation of beauty through the category of harmony in the anthropological dimension reflects the essence of the relationship between the feelings and the human mind. In the most general sense, harmony can be represented by two main variants of states - the consistency of parts and their compensatory nature. Disharmony captures a state of disproportion and decompensation.

Moving from the level of “microcosm - macrocosm” to the existential level of “man - society”, harmony is transformed into the ultimate state of relations: natural - cultural (social); objective - subjective; social - individual. “Limit state” means that in these relationships a problematic contradictory unity is more often realized, and harmony exists as a vector of possible and desirable changes.

In the space of value dimensions, “harmony” appears in the form of educational goals and the choice of personal development strategies. In the modern world, the idea of the goals and means of harmonious development is changing. These changes, in our opinion, need to be understood.

The article makes an attempt to consider the problem of harmonious development in the unity of methodological and axiological aspects. The task is to identify the main meanings of harmonious development, to determine what pedagogical strategies should embed knowledge about the possibilities of achieving personal harmony.

The ideal of harmonious development expresses a humanistic value system. Within this cultural matrix, the meaning of the idea of harmonious development is relatively constant in different historical periods and implies internal and external stability, clarity, “symmetry”; the proportionality of the human world to the external world. It is not possible to achieve greater semantic certainty at this level of abstraction, as evidenced, in particular, by the experience of understanding the category of harmony in the theory of aesthetics. Typically, harmonious development implies comprehensiveness, i.e. development of all basic - physical, moral, intellectual, aesthetic - abilities of the individual. Judging by the materials and practical proposals posted on the Internet, this idea is dominant in the professional environment of educational psychologists.

In different cultural contexts, the ideal of harmonious development was given unique shades of meaning depending on the value bases of the desire for harmony. Which, in turn, determines the choice of specific goals and means of forming a harmonious personality.

Three main options for the value of harmonious development are logically possible and actually realized. Let's call these values “success”, “social benefit”, “self-realization”.

The first option is essentially pragmatic, because harmonious development seems to be an important component of life success. From the perspective of this understanding, the relevance of the problem of harmonious development is due to the growing social need for competitive individuals, since a dynamic and complex world places high demands on the social adaptation of the individual. Specific developmental strategies in this case are built depending on the ideas of the subjects of the educational process about the nature of the social “order” and on the ambitions of the “customers”, which are parents and educators. There is a danger that this ideology can give rise to inflated claims and result in overexertion of the physical and mental strength of the person being educated, which is important to understand, since in modern Russian society the “success” option is especially popular.

The second option: harmonious development is subordinated to a goal “higher” than individual well-being. This goal is the public good. In this case, there is a danger of inattention to individual differences when determining specific goals and methods of education. This concept of harmonious development is historically and logically connected with the paradigm of sociology. The latter assumes that a unified system of educational influences should produce the same results. And vice versa, the common final goal of education is realized through a unified pedagogical system.

The third option is the embodiment of the idea of personal self-realization. In this case, harmony is understood as the maximum possible realization of individual inclinations. This idea is close to the concept of self-actualization by A. Maslow. It is realized in the definition and implementation of an individualizing approach to personality formation.

This version of harmonious development is ideally preferable, however, it also has internal limitations. Let's consider one of them. The concept of self-actualization, as is known, has practical implementation in subject-centered pedagogy and psychotherapy. Its most important principle is the creation of conditions for the formation of behavior free from the oppression of external requirements that limit the creative aspirations of the individual. This value setting, in our opinion, is based on the assumption that human nature has a natural desire for self-realization, which does not require the development of skills of subordination to one’s own wills. In other words, self-realization does not require the development of the ability to self-control. However, this assumption is hardly justified.

The harmony of internal aspirations and external social requirements is not pre-established, but it is a necessary condition for self-realization of the individual in the social environment. The individual initially has no motivation for self-control, to restrain his bodily impulses, biological motivations, and emotions. K. Lorenz substantiated this conclusion in relation to aggressive human behavior. Self-restraint initially arises as a result of reinforcement of motivation for approval from elders - the first level of development of moral judgment according to Kohlberg. Before learning self-discipline and self-control, an individual must comprehend the science of submission to external demands. If this skill is absent, then the ability to self-control turns out to be unformed.

The considered approaches to personality harmonization can coexist quite productively. But provided that the relationships between different pedagogical strategies are understood. If the process proceeds spontaneously, without proper reflection, then this can lead to inconsistency and to the fact that not the strengths, but their weaknesses, will be taken from different strategies.

A positive property of the “self-realization” option is the installation on the intrinsic value of harmonious development, its subjective significance. What distinguishes it from the pragmatic approach, according to which children's play, or any other activity, is considered primarily as a means of developing useful social skills. Early age is not just a base for further growth of abilities and character. Childhood is, first of all, a time of life, a time that a person remembers and considers his most valuable asset.

The strategy of self-realization affirms subjectivity as participation in the creation of one’s own individuality. One might think that from the moment of its appearance, thinking has such a quality as creativity. It is expressed not only in children's creativity: linguistic, visual or gaming. Creativity is manifested in solving behavioral problems, the results of which, fixed in habits, create a unique pattern of human individuality.

The heterogeneity of influences and demands of the external environment is a stimulus for cognitive activity. In conditions of contradictory attitudes, the child is often forced to solve behavioral problems. In the process of such decisions, thinking abilities are developed, self-regulation skills are developed, and character traits are formed. However, the specific mechanisms of these processes elude analysis.

In modern science, the idea of human individuality as an organic system has been established, which means the ambiguity of level connections and the relative independence of elements. Methodologically, the ontology of the organic system is expressed in the probabilistic nature of predictions regarding personal development, made on the basis of knowledge about the natural inclinations of the individual. These fundamental provisions, however, have not yet been fully specified.

The most important problem of modern psychological knowledge continues to be the nature of the connections between psychodynamic properties and personal qualities of an individual. Psychodynamics or temperament is considered responsible for style, i.e. formal characteristics of behavior. At the same time, it is not always clear how these characteristics affect the content of behavior and the formation of character or personality. (In this context, the concepts of “character” and “personality” are synonymous.)

The question of the connection between neurodynamic properties and temperament remains unresolved. In the doctrine of temperament, it is recognized as almost indisputable that temperament is an inherited characteristic of the psyche. However, by definition, temperament manifests itself in the external features of human behavior; therefore, learning can play a significant role in the development of temperament, since temperament is not reduced to simple reflex forms of response. The mechanism of the connection between genotype and phenotype for temperament properties is apparently not yet completely clear.

The insufficiency of our ideas regarding the properties of temperament and their systemic relationships is indirectly evidenced by the difference in the list of traits of children's and adult temperaments, and most importantly, the lack of justification for these differences. Not so long ago, the prevailing opinion was that there are no bad and good temperaments. According to this scheme, each type of temperament has “positive” and “negative” properties, providing advantages in certain types of mental activity. For example, it was believed that weak mental endurance was positively correlated with increased sensitivity and was thereby compensated for. Thus, a certain “pre-established harmony” was attributed to human nature.

Today it can be considered established that the connections within the system of temperament properties are ambiguous and, therefore, different combinations of them are possible. Therefore, there is a possibility of combining in one individual properties that are unfavorable from the point of view of social adaptation. Both mental and somatic individual data can be more or less favorable. The relationship between neurodynamics and psychodynamics, on the one hand, and psychodynamics (temperament) and personality, on the other... is directly related to identifying opportunities and determining ways of individual strategy for harmonious development.

Achieving harmony in the “temperament - personality” system is a psychological and pedagogical problem. To solve it, it is necessary to create optimal conditions for the development of desirable physical and psychodynamic qualities and correction and compensation of unfavorable qualities. In this case, we should proceed from the premise that full compensation is not always possible, which means that people have different starting conditions for achieving their individual and social goals. In the value aspect, this situation turns into a problem of applying uniform norms and requirements to individuals with different innate properties.

As conclusions from the previous analysis, we formulate the methodological foundations on which, according to the authors, the concept of harmonious personal development should be based. They can basically be reduced to the following provisions:

Firstly, the theory of harmonization is based on the principle of correspondence of educational influences to the natural individual inclinations of the child. Harmonization as a psychological strategy should be present already in the early stages of life, since individual inclinations begin to manifest themselves in early ontogenesis.

Secondly, the principle of harmonious development involves the development of an individual upbringing strategy that takes into account not only effectiveness, but also the psychological cost of the results obtained.

Thirdly, the principle of harmonization requires, when determining a pedagogical strategy, to take into account the characteristics and results of the child’s self-development.

The desire for harmony between the natural and cultural in the implementation of the educational process is one of the main trends in the development of modern psychology and pedagogy. But the most important thing is that in the system of factors of harmonious development there is the activity of the individual himself, and this real circumstance requires adequate theoretical recognition.

Reviewers:

Kudashov V.I., Doctor of Philosophy, Professor, Head of the Department of Philosophy, Humanitarian Institute of the Siberian Federal University, Krasnoyarsk.

Koptseva N.P., Doctor of Philosophy, Professor, Head of the Department of Cultural Studies, Humanitarian Institute, Siberian Federal University, Krasnoyarsk.

Bibliographic link

Lyubimova N.N., Neskryabina O.F. HARMONIOUS DEVELOPMENT OF PERSONALITY: METHODOLOGICAL ASPECTS AND VALUE DIMENSION // Modern problems of science and education. – 2013. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=11735 (access date: 10/19/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

For many centuries, the progressive minds of mankind dreamed of the harmonious development of personality, that is, the comprehensive development of physical qualities, mental abilities and high morality of a person. However, dreams of an ideal personality remained a utopia. In a society based on the exploitation of man by man, unemployment, poverty, and social inequality lead to the fact that children of the poor classes grow up physically weakened and do not have ample opportunities for full spiritual development.

K. Marx and F. Engels proved that only “a society organized on communist principles will enable its members to fully use their fully developed abilities.” With the emergence of Marxism, issues of education were elevated to the level of a science about the harmonious development of the physical and mental abilities of the individual during the period of socialism and communism.

With the victory of the October Revolution, for the first time in the history of mankind, opportunities opened up for the practical implementation of the idea of harmonious development of the individual. The ideal of harmonious, all-round development of the individual in a socialist society for the first time became a real goal of education. Opportunities have opened up for the practical implementation of the idea of harmonious, comprehensive development of the individual. Equality of citizens was realized regardless of gender, religion, nationality, everyone was given an equal right to work and education.

V. I. Lenin put forward the task of creating a new education system among the most important state tasks requiring the most serious attention.

Speaking about the content of comprehensive education, V.I. Lenin repeatedly pointed out that it must necessarily include physical education. In physical exercises V.I. Lenin saw a source of health, a wonderful means of preparing for work, and a wonderful rest. “Young people especially need cheerfulness and vigor. Healthy sports - gymnastics, swimming, excursions, physical exercises of all kinds - versatility of spiritual interests, teaching, analysis, research, and all this, if possible, together! - wrote V.I. Lenin.

Determining the ways of forming a person in a communist society, our party sets as its goal the need to “educate a new person who harmoniously combines spiritual wealth, moral purity and physical perfection.” The combination of ideological conviction, high education, good manners, moral purity and physical perfection are the necessary qualities of a harmoniously developed personality. General Secretary of the CPSU Central Committee, Chairman of the Presidium of the Supreme Soviet of the USSR L. I. Brezhnev noted: “The great work of building communism cannot be moved forward without the comprehensive development of man himself. Without a high level of culture, education, social consciousness, and the internal maturity of people, communism is impossible, just as it is impossible without the appropriate material and technical base.”

Physical perfection is good health, perfect and comprehensive development of the whole organism, a high level of development of physical qualities, motor skills and abilities. Physical perfection should be considered not as a prospect for the distant future, but as an everyday practical task of every member of our society and all work in the field of physical culture. V.I. Lenin possessed all the necessary qualities of a harmoniously developed personality. The first People's Commissar of Health N.A. Semashko wrote: “Lenin was a physically strong, strong man. His stocky figure, strong shoulders, short but strong arms - everything revealed remarkable strength in him. Lenin knew how, to the best of his ability, to take care of his health. Because he could, that is, because his overly intense work allowed it. He didn't drink or smoke. Lenin was an athlete in the most precise sense of the word: he loved and appreciated fresh air, exercise, swam beautifully, skated, and rode a bicycle. While in St. Petersburg prison, Lenin did gymnastics every day, walking from end to end of the cell. In exile, every free day, the whole group of us went out of town on bicycles.” Our cosmonauts can also be called harmoniously developed personalities, combining high patriotism, professional skill, and physical perfection. In space flight, hardening and endurance are necessary as well as scientific and technical training, a broad outlook, and a readiness to come to the aid of a comrade at any moment.

The comprehensive development of personality is a long process, and it would be naive to believe that in such and such a year all people will be harmoniously developed. Of course, such a time will come, and it is our duty to bring it closer.

Active participation in the social life of the school, good academic performance, initiative and independence, cultivating a sense of teamwork and strengthening one’s health - this is what is primarily required of young people.

Radical reform of education and upbringing is an important direction of state policy. Increasing the level of education and upbringing is the main task of teachers, since mental development and personality development affect the level of culture, worldview and intelligence of a person. From the first steps along the path of independence, great importance is attached to the revival and further development of spirituality, improving the national education system, strengthening its national foundation, raising them to the level of world standards in harmony with the requirements of the time, since a truly educated person can highly appreciate the virtues people, preserve national values, increase national self-awareness, selflessly fight to live in a free society, so that our state takes a worthy, authoritative place in the world community.

The main goal and driving force of the ongoing transformations is the person, his harmonious development and well-being, the creation of conditions and effective mechanisms for realizing the interests of the individual, changing outdated stereotypes of thinking and social behavior. An important condition for development is the formation of a perfect system of personnel training based on the rich intellectual heritage of the people and universal human values, the achievements of modern culture, economics, science, engineering and technology. We set ourselves the goal of creating the necessary opportunities and conditions for our children to grow up not only physically and spiritually healthy, but also comprehensively and harmoniously developed people with the most modern intellectual knowledge, fully meeting the requirements of the 21st century.

Education should be not only comprehensive, but also harmonious (from the Greek harmonia - consistency, harmony). This means that all aspects of personality must be formed simultaneously and in close interrelation with each other. Since personal qualities are formed during life, it is quite understandable that in some people they can be expressed more clearly, in others - weaker. The question arises: by what criteria can one judge the degree of personal development of a person? Psychologist S. L. Rubinstein wrote that a person is characterized by a level of mental development that allows her to consciously manage her own behavior and activities. That is why the ability to think about one’s actions and be responsible for them, the ability to act autonomously, is an essential sign of personality.

The famous philosopher V.P. Tugarinov considered the most important characteristics of a person to be 1) rationality, 2) responsibility, 3) freedom, 4) personal dignity, 5) individuality. Man is directly a natural being. As a natural being, he is endowed with natural forces, inclinations and abilities, which cannot but influence the social development of a person, his formation as an individual. How, however, does this influence manifest itself? Let us point out several provisions.

First. For the formation of man as a social being, his natural ability to develop is of utmost importance. Experiments carried out on the simultaneous education of human and monkey cubs showed that the monkey develops only according to the “biological program” and is not able to acquire speech, upright walking skills, labor, norms and rules of behavior. Its development is limited by biological capabilities, and it cannot go beyond these capabilities.

The child, along with biological maturation, is able to master many of the things that are not biologically “programmed” in him: straight gait, speech, work skills, rules of behavior, i.e., everything that ultimately makes him a person . Second. Biology also affects the formation of a person in the fact that people have a certain natural predisposition to one or another activity. For example, many people by nature have a keen ear for music, good vocal abilities, the ability for poetic creativity, phenomenal memory, mathematical inclinations, special physical properties expressed in height, muscle strength, etc. Third. It is also no less important that biologically a person has very great opportunities for development, that he uses only 10-12% of his potential in this regard.

Finally, fourth. It is impossible not to take into account that the biological can manifest itself in the development of personality in the most unexpected way. There is, however, another factor that influences a person’s personal development. We are talking, naturally, about education. In modern conditions, it is already difficult to imagine a person’s introduction to life without long-term and specially organized training and education.

It is education that acts as the most important means by which the social program for the development of the individual, his inclinations and abilities is implemented. Thus, along with the environment and biological inclinations, education acts as an essential factor in the development and formation of personality. However, recognizing the role of these three factors - environment, biological inclinations (heredity) and upbringing - in human development, it is essential to correctly understand the relationship in which these factors exist among themselves.

If, for example, we compare the formative influence of the environment and upbringing on the individual, it turns out that the environment influences its development to a certain extent spontaneously and passively. In this regard, it acts as an opportunity, as a potential prerequisite for personal development. Moreover, in modern conditions, external environmental influences in themselves are not able to provide a solution to those most complex problems that are associated with the formation of personality and preparing it for life.

In order for a person to master science, methods of professional activity and develop the necessary moral and aesthetic qualities in himself, special and long-term education is required. The same applies to human creative inclinations. In order for these inclinations to manifest themselves, not only appropriate social conditions and a certain level of development of society are needed, but also appropriate upbringing, special training in one or another sphere of social activity.

Emphasizing this position, the outstanding Russian physiologist and psychologist I.M. Sechenov wrote: “In the immeasurable majority of cases, the nature of the psychological content is 999/1000 given by education in the broad sense of the word, and only 1/1000 depends on the individual.” All this allows us to draw the most important conclusion: education plays a decisive role in the development and formation of personality. Only with the help of education is the social program of human development implemented, and his personal qualities are formed.

The importance of this concept lies in the fact that society’s upbringing of a harmoniously developed personality, instilling in it social norms, rules, values, customs and traditions is an important factor in the development of a harmonious society as a whole. A harmoniously developed personality (in the broad sense of this term) is one of the cornerstones of a person’s worldview. It can serve as a kind of basis on which, over time, other moral principles of a person are built, determining his relationships with the people around him, and that is why the right choice in this case is extremely important.

In psychology, the interpretation of the concept of “personality” is ambiguous. Thus, E.V. Ilyenkov believed that in order to understand what a person is, it is necessary to study the organization of the “set of human relations”, their “socio-historical, and not natural character.” The outstanding Russian teacher and thinker K. D. Ushinsky spoke about the relationship between society and the individual, about the independence of the latter: “A properly developed person will be in such a true relationship to society: he will not lose his independence in it, but he will not break away from it either.” its independence. Aristotle very aptly said that a person who does not need the company of people is not a person, he is either an animal or a god. To this, however, it should be added that a person who cannot stand his own independence in society is equal to the zero standing on the left side of the numbers, and a person who does not recognize anything in society except his own thought wants to be one, therefore , so that all others remain zeros, on the right side of one. The point of education in this regard is precisely to educate such a person who would enter as an independent unit into the ranks of society... Society is a combination of independent individuals in which, according to the principle of division of labor, the strength of society is increased by the strength of each and the strength of each by the strength of society.” .

The education of modern youth should be focused on forming in their minds the desire for self-improvement, for a specific life goal. Worldview plays a leading role in choosing a life path. Worldview is understood as a person’s system of views on society, nature and himself. Worldview is formed in the process of practical activity and knowledge. It goes without saying that with so-called scribbled knowledge, that is, based on mechanical, uncritical assimilation, a person does not develop a scientific worldview, and knowledge remains dead weight. When a person tries to understand life, to comprehend it, then practical experience and theoretical knowledge serve as building blocks in building a scientific worldview.

Worldview is a generalized system of views, beliefs and ideals in which a person expresses his attitude towards the natural and social environment around him. A person’s worldview, being a generalization of knowledge, experience and emotional assessments, determines the “ideological orientation of his entire life and activity. It is known that an individual first perceives the world sensually, then, on the basis of acquired knowledge, an individual worldview (consciousness of the world) is formed, on the basis of which consciousness of oneself is formed. All acquired knowledge about the world is combined and a whole worldview is formed.

Expanding the scientific worldview of students affects the development of personality, which gives positive pedagogical results, and the assimilation by future specialists of universal human values in the process of forming their scientific worldview serves as the basis for the formation of spirituality.

So, the formation of a harmoniously developed, independently thinking free personality is the main goal of education in a modern democratic society. No matter what moral norms, rules and guidelines the state and society influence the individual, that is, the social unit - the personality, the truth lies only within itself. The choice of her path, her harmony with the world around her, her creative role and usefulness to society depend only on the choice of the individual herself.

Harmoniously developed people are distinguished by curiosity. They are interested in many things, and not formally, but seriously. Such people are excellent at doing, for example, music, sports, and cooking.

Do not confuse such individuals with those who constantly quit one activity as soon as they meet the first obstacle, and start a new one until they lose interest in it.

You can talk with versatile people on a variety of topics, be it economics or culture, politics or everyday issues. Such individuals skillfully know how to find a topic for conversation and develop it.

Harmoniously developed people can be good friends, which means their circle of acquaintances is quite wide. After all, they have something in common with a colleague, a classmate, and a neighbor.

Balance

A person whose character is developed in a balanced manner has a variety of qualities. He can be both economical and generous, reserved and vulnerable, cheerful and sensitive. Such a balanced character allows its owner to successfully adapt to external circumstances without any damage to himself.

To correct his behavior, a person with a harmoniously developed character does not need to break his “I”. He just seems to pull out the desired trait without betraying himself.

When harmoniously developed people take any tests, they get average results. If such an individual is asked to answer a series of questions in order to determine, for example, temperament or type of thinking, you can get approximately an equal number of points in favor of each option.

It is these results that indicate that a person is developed in a balanced way.

It can be difficult for such people to decide on a profession. After all, they do everything about equally well, they like a lot. An excellent way out of this situation would be to define your main passion as your main profession. Other hobbies can become secondary specialties or hobbies. If it is difficult to identify even the main interest, let it be the most profitable area of activity.

Personal life

Building a personal life should not be a problem for a harmoniously developed person. He easily gets along with many characters and is able to find something of his own in different people. Such people are usually quite smart and understand exactly how to work on relationships.

Unions in which there are people of this type can be happy and long. After all, a partner always has to discover something new in his loved one, and this fuels interest in him.

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Harmonious development of personality

Issues of proper child development worry many responsible parents. Many fashionable parenting methods offered today place emphasis on developing only intelligence and creative abilities. However, to develop a harmonious personality, it is necessary to pay attention to all five main areas - physical, intellectual, social, emotional and spiritual.

Instructions

Develop your child physically. Health problems often result in the child being treated rather than developed. From a very early age, provide all the conditions for your baby’s physical activity - do exercises, walk more, play outdoor games, take him to the gym, to the pool. Make sure your child develops both gross and fine motor skills. The first promotes the normal functioning of the whole organism, the second helps to enhance brain activity. In addition, sport develops such positive qualities as confidence, courage, and perseverance. Pay attention to proper nutrition of the child - the growing body must receive a full range of necessary nutrients, vitamins and microelements. And it is advisable to forget about sweets, fast food, carbonated drinks.

Form the child's intellectual sphere. The more skills your baby learns, the more knowledge he receives, the more versatile and harmonious his personality will be. Almost all children eagerly absorb new knowledge. Teach him foreign languages, reading, counting, drawing, music. Carry out chemical and physical experiments, play checkers and chess, observe the world around you, visit exhibitions, theaters and museums. High intelligence and broad knowledge will help your child realize himself more successfully and achieve success in adulthood.

Help your child realize himself in social life. This area includes communication, the ability to express one’s thoughts and understand other people. Teach your child to play with peers and be able to act together with a group of children. Explain to your child such concepts as friendship and mutual assistance. Fairy tales and folklore develop social skills well, in which a child can find answers to many questions and learn about some behavior patterns.

Encourage the child’s emotional development, which includes the ability to empathize, sympathize, and manage one’s emotions. You must remember that it is the parents’ attitudes that mainly shape the behavior of their son or daughter. If a child is brought up in an environment poor in emotions, he himself will be stingy with feelings. Do not allow yourself negative attitudes: “With such a character you will not have friends,” “Boys don’t cry.” Praise your child, take care of his mental balance and safety, and your baby will live with joy and peace in his soul.

Instill moral values in your child and take care of his spiritual education. Teach your child to correctly evaluate actions. Explain that fighting, calling names, littering is bad, appreciating, thanking, helping is good. The most important example is that of parents. It is useless to teach your son or daughter to respect elders if you yourself talk about older people with disdain. Introduce your child to faith, teach him to love nature and care for the weak. This will enrich his feelings and intellect, make life bright and interesting.

Advice 3: What hinders the harmonious development of a young creature?

All mothers and fathers try to raise their baby as a healthy and smart person. Nowadays, a large number of children's centers have opened for the development of young creatures. Bookstores offer a large amount of literature on the education of the younger generation. However, mothers and fathers still wonder how to raise their child. They want the child to achieve success in life. But they often use the wrong methods to raise their offspring.

As a rule, adults every now and then tell the child that he must become the first student in the class, so that after graduating from school he can easily enter the chosen faculty. Naturally, mothers and fathers are guided by the best intentions. However, it should be remembered that the young creature must develop comprehensively. The overwhelming majority of adults have virtually no understanding of the psychology of a child. Therefore, it is not surprising that many mothers and fathers make all sorts of mistakes.

Which ones? As we know, some women constantly compare their children with the children of their friends. For example, a lady tells her friend that her son learned to read in a very short time. And she talks to herself about the fact that her daughter hates books.

In the incident described, you need to remember that every young creature develops differently. Let’s say that now the baby doesn’t even want to look at books, but after a while he will be interested in some story, after which he will constantly ask adults to buy more books.

If you want your child to learn to read as soon as possible, you should buy him some interesting book.

However, keep in mind that just teaching a child to read is not enough. He needs to develop both physically and spiritually. It would be a good idea to enroll him in the sports section.

The baby should also be interested in plants and animals. Books will help you give him basic knowledge about other countries. Be sure to teach the young creature to understand the current fashion.

Unfortunately, the overwhelming number of mothers and fathers look at their child as a debtor. Many children have to hear the following from their parents: “I couldn’t remarry only because you were constantly sick. And you leave me on the weekends.”

Some mothers do not know how to teach their baby to take care of himself. What can be said about this? Sooner or later, the child will gradually learn to do everything himself. However, you shouldn't push him back.

Human lifestyle. The problem of forming a harmonious personality

education personality healthy harmonious

Introduction

Theoretical issues of development of a harmonious personality

1Analysis of the history of the development of the concept harmonious personality

2 Analysis of various approaches to the problem of forming a harmonious personality

Practical issues of developing a harmonious personality

1 Formation of a harmoniously developed personality as the goal of education

2 A healthy lifestyle as the most important condition for the formation of a harmonious personality

Conclusion

Bibliography

Introduction

The relevance of the chosen topic of work is characterized by the fact that a harmonious person is one of the oldest ideas of humanity. Many will call it banal. But how often do we meet people in life who live in harmony with themselves and the world around them? How often do we see a person whose professional skill is commensurate with his personal and human qualities? attractive and dignified appearance - the ability to be a pleasant and interesting conversationalist; and social competence - physical and mental health? How vital and useful is the image of a harmonious person for each of us today? It may seem that such a number of demands for one person is a utopia, a call for a mythical, unattainable perfection in life. Excessive load and just a burden. But only as long as we consider them as presented to a person from the outside by society or others. But harmony is agreement, consonance. In a person, it is the balance and correspondence with each other of his abilities, goals and aspirations, capabilities and desires, feelings and consciousness.

Confidence and happiness are achieved through overcoming one's own insufficiency, which everyone has - one way or another. And only in this way, on this path, a person every day begins to feel more and more free from the power of his own weaknesses. The road to oneself and self-knowledge is the most rewarding work for a person. From determining what is most important for yourself - to finding it. A healthy personality needs a skeleton of its own values and beliefs that are significant enough specifically for itself. To lean on them. These are your own, internal goals and values that can breathe life into generally accepted standards or reduce their significance for a particular person to nothing. And achieving such goals will not bring true satisfaction to a person, will not become an incentive for further development, and can only disappoint.

A person also needs the power of knowledge and practical skills - this is the ability of his personality to move and act. Will gives him energy and determination. Reason is the best guide. Emotions are the breath and pulse of his life, the ability to feel and convey living experiences to the outside. Everyone has their own path to a harmonious self: what is as easy and natural as breathing for one person is an (yet) insoluble problem for another. But it is necessary to remember that a person is a single and complex whole. And the development of all his abilities, skills, functions is beneficial only when balanced. When some of its sides do not absorb or displace others. The development of one quality does not negate the need to maintain the others; one area of life is not able to replace another or make up for its absence or deficiency. The full life of a harmonious person cannot be reduced to achieving one goal, solving one problem. Therefore, choosing the right goals and effective methods for achieving them for everyone begins with understanding oneself - at least in a first approximation and in general terms.

The purpose of writing this work is to study the problem of forming a harmonious personality based on the analysis of educational and periodical literature.

analysis of the history of development of the concept harmonious personality;

analysis of various approaches to the problem of forming a harmonious personality;

consideration of the process of formation of a harmoniously developed personality as the goal of education;

characteristics of a healthy lifestyle as the most important condition for the formation of a harmonious personality.

The object of research is a person’s lifestyle.

The subject of the study is the process of formation of a harmonious personality.

The work consists of an introduction, two chapters, a conclusion and a bibliography.

. Theoretical issues of development of a harmonious personality

.1 Analysis of the history of development of the concept of a harmonious personality

Often the concepts of “harmonious” and “comprehensively developed” personality are used as synonyms. Meanwhile, although they are very close, they are still not identical. The conditions for the formation of a harmonious and comprehensively developed personality are also not identical. Moreover, attempts to achieve comprehensive development, understood only as a proportionate and proportionate disclosure of all sides of the personality without special concern for the formation and satisfaction of its dominant aspirations and abilities, can give rise to many conflicts and lead not to the flourishing of the personality, but to the erasure of its individuality. Therefore, the usual provisions that a harmonious personality is a “harmonious and strict combination of various aspects and functions of consciousness, behavior and human activity”, that it is characterized by “proportionate development of all human abilities”, are by no means sufficient to implement the ideal of a harmonious personality in the practice of education . It is necessary to consider what kind of proportionality we are talking about, in other words, to understand the specific psychological content of the concept of a harmonious personality.

Teachers and philosophers of the past wrote a lot about harmonious development and harmonious education. Already in Ancient Greece (V-VI centuries BC), in the Athenian slave-owning republic, the task was set to educate men who would harmoniously combine physical, mental, moral and aesthetic education. True, Athenian pedagogy did not extend this task to slaves, whose lot was only hard physical labor. But all the so-called “free boys” from 7 to 14 had to study at the “grammarist” school, where they received a general education, and at the “kifarista” school, where they studied music, singing and recitation, and at the age of 14 they entered the “Palaestra” - a wrestling school where they practiced gymnastics and listened to conversations about politics. Thus, in Athens, in relation to a certain circle of children, the idea of harmonious development was implemented, understood as a proportionate and proportional combination of individual “sides” of a person.

Somewhat later, in Greece, the task of comprehensive education of children not only of school age, but also of preschool age was put forward. For this purpose (according to Plato’s idea), places were to be organized at the temples, where children (from 3 to 6 years old), under the guidance of women appointed by the state, played outdoor games, listened to fairy tales and stories, and practiced music and singing.

In Ancient Greece, not only was the task of comprehensive education set, but also an attempt was made to substantiate it philosophically and pedagogically (Aristotle). It was here that the idea first arose that the upbringing of harmoniously developed children should be carried out in accordance with their nature, since man is a harmonious part of nature. This principle of “nature-conformity” education was then further developed in the works of Kamensky, Rousseau, Pestalozzi and others.

The principle of conformity to nature was undoubtedly progressive for its time, since it opposed scholastic and authoritative systems of education with their cruelty and violence against the child.

Pedagogical concepts professing this principle required that upbringing be adjusted to the age characteristics of children, their capabilities, interests and demands. Therefore, as a rule, they were distinguished by the humanity of both their tasks and methods of education. At the same time, they all suffered from a common fundamental flaw - ignorance of the social essence of the human personality and its upbringing. It was assumed that the basic qualities of personality, such as kindness, the need for communication and work, were given to the child initially and their natural development would lead to the formation of a comprehensively developed, i.e. harmonious personality.

This idea was especially clearly expressed in the pedagogical concept of Rousseau, who demanded, in the name of the principle of “conformity with nature,” to educate children outside the influence of a “spoiled” human society on them, away from the “rotten” civilization. He believed that by nature a child is a moral being, that bad traits are instilled in him by civilization, a society that is ugly in its structure.

In accordance with this, he believed that the task of education is to bring the child’s life closer to the life of nature and to assist in the free development of all the child’s natural abilities. The level of development of the social and natural sciences of that time did not allow Rousseau to understand that human “nature” is “social nature” and that not a “naturalistic”, but a “cultural-historical” approach should be taken to the human personality.

In our time, it is hardly worth proving the utopianism of the method of educating a harmonious personality proposed by Rousseau: man is a social being and outside society ceases to be a man. Harmony, supposedly achieved by removing a child from the normal life of society, no matter how disharmonious the society itself may be, cannot be accepted as a social ideal. Moreover, the method of education defended by Rousseau - the method of natural consequences - essentially appeals to the egocentrism and even selfishness of the child, i.e. to a quality (as will be seen from the subsequent presentation) that determines the formation of a disharmonious personality, even with a “proportionate” development of all its abilities.

Thus, neither the concept of “conformity with nature” nor the concept of “proportionality” reveals the essence of the harmonious development of the individual, emphasizing, on the contrary, the need for its scientific disclosure.

The comprehensive development of man, which is also commonly called harmonious, appears in the history of pedagogy and not only as a purely pedagogical problem of creating a perfect human personality, but also as a socio-economic problem.

From this point of view, the pedagogical ideas of the utopian socialists are of interest, which, on the one hand, pointed to the independence of the comprehensive development of a person from the socio-economic and political conditions of society, and on the other, to the dependence of the progressive development of society on the education of a comprehensively developed person. They convincingly substantiated the position that the comprehensive education of all people cannot become the central task of pedagogy as long as there is private ownership of the means of production and the exploitation of man by man.

Not limiting themselves to the socio-economic approach to the problem of comprehensive human development, they made a significant contribution to the pedagogy of this issue. For example, R. Owen spoke not only about the comprehensive development of human abilities, but also about the importance of the correct formation of human character in achieving true personal harmony and about instilling in the younger generation the “spirit of public life.” He not only denied the innateness of character, but believed that the inclinations of a person, like soft clay, can take different forms depending on social and personal circumstances and that bad characters are the result of bad social order and bad upbringing.

Thus, in the history of progressive pedagogical thought, the concept of comprehensive development was gradually enriched and deepened. Initially, in the system of ancient education, what was meant was the proportionality of the development of all the spiritual and physical powers of a person, creating his beauty and perfection. Then the importance of character education and its relationship to people and society began to be noted.

1.2 Analysis of various approaches to the problem of forming a harmonious personality

The study of the process of personality formation confirms the idea that it is impossible to equate the concept of harmonious and comprehensive human development. Most often, the education of a harmonious personality in our pedagogical literature is understood as concern for the development of a person’s comprehensive abilities. The flourishing of all an individual's talents is undoubtedly an extremely important aspect of education. It ensures the versatility of a person, the breadth of his interaction with the surrounding reality, creates a wealth of interests, and increases his value as a member of society. True, the problem of ways to ensure such education has not yet been sufficiently developed in pedagogy. Perhaps this is why pedagogical thought often follows the simplest, logically clear and therefore seemingly correct path, which nevertheless raises serious doubts. He implements the following idea: since abilities are formed in activity, a person must, from childhood, take direct part in all the various types of activities in which these abilities are formed.

However, this kind of “multifacetedness” of a child’s activity can not lead to the comprehensive development of his personality, but, on the contrary, instill in him a superficial, formal attitude towards numerous types of activities, without even developing the appropriate skills and abilities in the child. After all, it is well known that performing any activity without an interested attitude towards it (and it is impossible to take everything seriously and enthusiastically), only out of obligation or coercion, hinders the development of the corresponding abilities, and sometimes even develops in children a persistent dislike for both this activity and to everything connected with it.

At the same time, the correct organization of any one (for example, work) activity can determine the development of many abilities - mental, physical, moral and even aesthetic. Consequently, a simple appeal to activity does not solve the problem of harmonious development of the individual. In addition, in this case, the harmonization of the personality, identified with the diversity of abilities, is silently reduced to the totality of various “sides” of the personality, while it, in the words of L.S. Vygotsky, acts as their “highest synthesis”.

From this point of view, the approach of B.I. seems more adequate. Dodonova. Based on experimental data, he comes to the conclusion that the personality structure acquires harmony not on the basis of the “commensurate” and “proportional” development of all its sides, but as a result of the maximum development of those human abilities that create the dominant orientation of his personality, giving meaning to all life and human activity. Dodonov asserts and proves that such a seemingly one-sided orientation does not hinder, but, on the contrary, stimulates the development of many other interests and abilities and gives them a single personal meaning characteristic of a given individuality. “The real harmony of a person,” he writes, “cannot be the result of the simple development of all his properties, needs, “sides.” This would give “personalities” without their own faces, similar to each other like copper coins. And such personalities would turn out, contrary to superficial ideas, to be precisely disharmonious, because they would inevitably have multidirectional drives...” Therefore, the versatility of a person is fruitful only on the basis of the development of a person’s “one-sided” hobbies.

However, this work is not devoted to this important pedagogical problem. We mean to consider the process of harmonious development of personality from another, strictly psychological side. We will try, based on scientifically established facts, to analyze and understand what constitutes a harmonious relationship between a person and the world around him, and with himself. Looking ahead, we will say that, from our point of view, such harmony is achieved only in the case when a person’s conscious aspirations are in full accordance with his immediate, often even unconscious, desires.

Thus, we will talk about the presence in a person of conscious and unconscious psychological formations, the relationship of which, as we think, primarily determines the harmony or disharmony of the human personality.

For a long time in Russian psychology and pedagogy it was considered odious to turn to his unconscious mental processes to explain certain human actions. Meanwhile, in practice, especially legal and pedagogical, it is not possible to bypass the area of the unconscious, since ignoring a person’s unconscious actions and the motives that prompt these actions does not allow one to understand the behavior of people, the nature of their actions, and their inherent personality traits. As a result, serious legal and pedagogical errors may occur. I.P. Pavlov wrote at one time: “We know very well to what extent the mental mental life is variegatedly composed of the conscious and the unconscious.” Moreover, he considered the biggest drawback of contemporary psychology to be precisely the fact that it is limited to the study of only conscious mental phenomena. The psychologist, according to him, finds himself in the position of a man who walks in the dark with a lantern in his hands, bequeathing only small areas. “With such a lantern,” notes I.P. Pavlov, “it is difficult to study the entire area.”

True, none of the modern psychologists denies such “unconscious” mental processes, such as, for example, reactions to consciously unperceived signals, automated actions, habits that manifest themselves outside of human consciousness, a huge store of acquired and stored memory experience, which is realized by a person only in the conditions of his updating, etc. Only the “area of the unconscious” is denied, which arises as a result of the “repression” of those mental processes (drives, thoughts, experiences) that come into conflict with socially approved and accepted norms by the subject himself.

It was this area of the unconscious that Freud attached decisive importance to. Rejecting the general theoretical concept of Freud (who considered the biological in man to be his true essence and thereby contrasted man with social reality and culture), his understanding of the nature of the unconscious in the life of society, we nevertheless recognize the presence of psychological formations belonging to the subject, but existing only in his unconscious sphere . The motivating power of such formations is so great that, in conditions of contradiction with a person’s conscious aspirations, it leads to acute affective conflicts that distort and even break the human personality.

It must be recalled that the presence of this kind of conflicts and their pathogenic influence on humans was first discovered in clinical practice by Breuer and only later became the cornerstone in the theory of Freudianism. Currently, they are being studied by many scientists (psychiatrists, physiologists) belonging to a variety of scientific fields.

In our research, we not only often encounter the presence of acute affective conflicts in children, but we have also learned to identify them using precise experimental methods.

As an example, let us look at studies of personality orientation, which clearly revealed the possibility of an acute affective conflict between conscious and unconsciously acting motives. These studies were carried out using different methods, but based on a general principle (“Eye meter”, “Stopwatch”, “Traffic light”). They used the principle of involuntary changes in certain psychophysiological functions under the influence of a change in the motive of the activity in which they were included. These techniques, thus, made it possible to identify not only the motives hidden by a person, but also the motives that he is not aware of.

The experimental situation is that children of different school ages were given a choice: to act “in their own favor” or “in favor of the class team,” i.e. personal and social motives collided. Most of the subjects consciously made one or another decision and acted in accordance with it. There were also subjects for whom a clash of equally powerful egoistic and social motives led to abandonment of the experiment. But a number of students were discovered who consciously decided to act in favor of the team, who actively took up the cause, but gradually in their practical activities, without realizing it, they began to act in their own favor. As a result, they worked “for themselves.”

The fact that this change of motives occurred unconsciously was visible not only from the behavior of the children, but also from the analysis of the process of their activity (the dynamics of errors, the nature of the amendments made, etc.), especially when comparing their work with the work of those who deliberately changed the original decision.

The activity of the subjects who unconsciously changed their decision essentially had a double motivation: on the one hand, it was prompted by a consciously accepted intention to work in favor of the team, which provided them with moral satisfaction with themselves and their activities, on the other hand, by an unconscious desire to obtain results in their favor.

In addition to these laboratory experiments, other types of research were also carried out, making it possible not only to identify awakenings that operate outside of human consciousness, but to analyze and understand the psychological nature of various internal conflicts leading to the emergence in the area of the unconscious of such sources of motivation that create internal inconsistency in the structure of the human body itself. personality.

So, affective experiences arising as a result of a conflict of multidirectional motivational tendencies, under certain conditions, become a source and indicator of the formation of a disharmonious personality. Let us now follow those studies of the child’s affective sphere conducted in our laboratory, which, it seems to us, can bring us closer to understanding the process of emergence and conditions for the formation of harmonious and disharmonious personality. The study of affective conflicts and related psychological formations was carried out by our scientific team for a long time. In this case, methods of long-term study of individual children and various experimental techniques were used.

Initially, attention was drawn to the fact that in some children, under the conditions of a pedagogical experiment (conducted by L.S. Slavina), some effective states arise that prevent them from correctly perceiving and correctly responding to certain pedagogical influences. The guys do not seem to hear what the experimenter requires of them, and continue to act in the previously accepted direction. This phenomenon has been called the “meaning barrier.”

Further analysis showed that the reason for this phenomenon is that the adult, when influencing the child, does not take into account or does not take into account the presence of needs and aspirations that are actively operating at that time. As a result, the child has a conflict between his immediate aspiration and the desire to fulfill what the adult requires of him. Such a conflict of simultaneous but multidirectional affective tendencies does not always lead the child to a conscious choice of the direction of his actions. Often a child is not able to consciously give in to a certain desire, and then he has a special defensive reaction: he seems to stop hearing and understanding the demand presented to him. If the adult continues to insist, the phenomenon of a semantic barrier can be replaced by an acute emotional reaction and negative behavior aimed at discrediting both the demand itself and even the person making this demand.

Further study of children who constantly display the behavior described above found that it is most characteristic of children who, as a result of past experience, have firmly established inflated self-esteem and a corresponding inflated level of aspirations. These guys strive at all costs to prove to others and, most importantly, to themselves that their self-esteem is correct, that they are really capable of achieving what they want, including the corresponding assessment of others.

Among affective children, there are also schoolchildren with inadequately low self-esteem, who are constantly afraid of discovering an imaginary failure. This kind of self-doubt appears to be only the reverse side of the desire for self-affirmation and serves as a defense mechanism against the possibility of not being up to the level of the child’s too high aspirations.

Sometimes children take the path of effectively rejecting demands when they find themselves in a new environment that places unusual demands on them, which they are less able to fulfill than other children. Moreover, not all children in these circumstances have affective breakdowns, but only those who lose their usual position in the team.

Based on the analysis of all these cases, the researchers came to the preliminary conclusion that persistently manifested affective behavior in all cases is based on the same psychological mechanism, namely, a conflict between two selves with equally strong but incompatible affective tendencies: the desire of children to save their usual, but inadequately inflated self-esteem and the desire to fulfill the extremely difficult demands placed on them, thereby preserving their self-esteem.

This conclusion was confirmed and clarified in the conditions of a specially organized laboratory experiment aimed at solving the following problems: deliberately pitting the above multidirectional motivational tendencies against each other, selecting subjects who exhibit acute emotional reactions, and correlating them with other personality traits of children.

Specifically, the experimental situation was that teenage students were asked to choose and solve a problem of a certain degree of difficulty, according to their self-assessment. However, the proposed tasks, supposedly corresponding in complexity to the age level of the subjects, were in fact of increased difficulty, and attempts to solve the chosen task, as a rule, ended in failure.

It turned out that the reaction to failure was very different among subjects with different self-esteem. Students with stable, adequate self-esteem behaved calmly, although at times they were annoyed with themselves and upset. But, most importantly, they intelligently correlated their capabilities with the degree of complexity of the chosen task: if they did not solve the chosen one, they lowered their claims, and if they solved it easily, they took on a more difficult one. A completely different type of behavior occurred in adolescents with high self-esteem: having failed to solve the chosen problem, they took on an even more difficult one, and this could be repeated many times, up to attempts to solve the most difficult problems. During the work, these guys became very angry, worried, scolded the tasks, objective circumstances, and blamed the experimenter. Some began to cry, others left, demonstratively slamming the door.

This kind of emotional experience, associated with the fact that the subject does not want to admit the thought of his inadequacy into his consciousness and therefore rejects his success, distortingly perceiving and interpreting all the facts indicating his defeat, received the conventional name “affect of inadequacy” in the laboratory. Somewhat later, experiments were carried out using the same method with 10th grade students. Basically, the results were the same as in experiments with adolescents. Only the external manifestation of the affect of inadequacy in older children was more restrained and even deliberately hidden.

Thus, the laboratory experiment confirmed and clarified the preliminary conclusion about the “psychological mechanism” of affective behavior, made on the basis of a “clinical” study of children. He also showed that this is a general “mechanism” of affective behavior in children of all school ages.

This is evidenced, for example, by the following fact: if the experimenter makes an attempt to explain to the children the true reason for their failure, they fall into an even more emotional state and even completely refuse to communicate with the experimenter. L.S. Slavina, based on her experience in re-educating affective schoolchildren, comes to the conclusion that the entire conflict of multidirectional affective tendencies occurs unconsciously for the children themselves. They really do not understand the real reason for either their failure or their emotional state. At the same time, the affect of inadequacy lasts especially long in those children whose imaginary self-confidence is constantly supported by temporary or partial success.

This is how a disharmonious structure of the child’s personality begins to take shape. In consciousness - high self-esteem, high claims that go far beyond the scope of actual capabilities, the desire at all costs to be at the level of one’s imaginary capabilities, both in one’s own eyes and in the eyes of other people. In the area of unconscious mental processes, there is self-doubt that the child does not want to allow into consciousness.

For the sake of preserving conscious self-esteem, the child’s entire mental life is distorted: he ceases to adequately perceive the surrounding reality and respond adequately to it (rejecting failure and shifting responsibility for it to other people and objective circumstances). Thus, the affect of inadequacy is both an indicator of “inconsistency” in the structure of the child’s personality and, as we will see later, the source of its distorted formation.

Observations of children “suffering” from the affect of inadequacy have shown that a long stay in such a state is by no means indifferent to the subsequent formation of their personality. The child becomes blind and deaf in relation to experience and becomes even more entrenched in a false idea of himself and his capabilities. Inappropriate behavior of affective children causes irritation of others, frequent reprimands, punishments, and the desire to prove them wrong. These reactions increase the inadequacy of children and encourage self-affirmation. Constant fixation on oneself creates in affective children a stable focus of the personality “on oneself”, on one’s interests and contrasts them with other people, the children’s team. At the same time, the focus “on oneself” is not necessarily consciously accepted by the child. It manifests itself in behavior, although the range of values recognized by the child may include, first of all, the interests of the collective.

Affective children also have many other personality traits. Most often they are selfish, touchy, stubborn, suspicious; they are characterized by a distrustful attitude towards other people, isolation, arrogance, etc. In other words, the initially inherent affective forms of behavior are fixed as habitual, and then as character traits.

With age, some children have a need to justify their characteristics, and then they begin to “turn vices into virtues,” i.e. treat them as valuable. In these cases, the “mismatch” between consciousness and behavior seems to disappear. However, in reality it remains, because such children constantly have conflicts with people around them, doubts and a feeling of dissatisfaction associated with a seeming underestimation of the significance of their personality. Other children continue to consciously accept the moral values they have learned, which, being in conflict with the characteristics of their personality, cause these children to be constantly at odds with themselves. As a result, children with an unresolved affect, on which, like a snowball, all their subsequent life experiences roll up, form people who are always at odds with others and with themselves, who have many negative character traits, a special attitude and worldview. Often these children turn out to be socially maladapted and prone to crime.

T.A. Florenskaya, on the basis of empirical material obtained in the process of experimental and clinical research by scientists of different scientific directions and schools (N.G. Norakidze - belonging to the Uznadzov school of attitude psychology: K. Horney - a representative of the psychoanalytic trend in America), came to the conclusion that in At present, one can quite reasonably assert the existence of a special structure of a harmonious personality and a conflicting, disharmonious personality.

She compared the data obtained by these scientists and found that affective, socially maladapted people, in contrast to non-affective people, are characterized by some common traits. They are characterized by different attitudes towards themselves and others (social in the first, personal, egoistic in the second), different ratios of internal mental components (for example, self-esteem and aspirations), different characteristics of their emotional sphere: constant dissatisfaction with themselves and others in people with disharmonious personality structure, the dominance of bad mood, depression, anxiety, etc., and the absence of these characteristics in other people.

In addition, T.A. Florenskaya rightly emphasizes that all these features are not adjacent. The central link, from her point of view, is egocentrism and the egoism associated with it. This position seems fair to us, since it is the orientation of the individual (at himself or at others) that constitutes the central characteristic of a person as a social individual.

True, egoistic orientation does not always lead a person to internal conflict and the affect of inadequacy, just as self-confidence itself does not cause acute emotional breakdowns in cases of failure; They are caused only by inflated self-esteem, accompanied by an unconscious feeling of self-doubt. Personal, egoistic orientation, if it is consciously accepted by the subject and does not contradict his moral feelings and beliefs, does not lead to internal inconsistency of the personality, and, consequently, to a conflict between a person and himself. Experiments on studying personality orientation (to which we have already referred) confirm this position. Let us recall that during the experiment, adolescents were identified who completely consciously and openly decided to act in their favor. Without embarrassment announcing this out loud, they acted in accordance with the decision made and were satisfied with both themselves and the result obtained. The main dominant motive of these children was a conscious decision to act in their own favor. Other teenagers were also distinguished by one dominant motive - to act in favor of the collective.

But there were subjects who were prompted simultaneously by two opposing motives - one dominant in the consciousness of the subjects, the other dominant in the sphere of their unconscious motivation. It is in these cases that a “mistake” of conscious and not allowed motives occurs, leading to strong internal conflict and increasing the affect of inadequacy.

Thus, people with a disharmonious personality organization are not just individuals with a “self-oriented” focus. These are people with a dual orientation, who are in conflict with themselves, people with a split personality, whose conscious mental life and the life of unconscious affects are in constant contradiction. In other words, these are people who are, as it were, “split” within themselves. No wonder F.M. Dostoevsky gave the character with just such a personality the surname Raskolnikov.

The disharmonious structure of the personality, as experience shows, is difficult to rebuild. The fact is that double motivation is a consequence of the emergence in a person in the process of his formation of certain psychological formations, special psychological systems that always carry a motivating force. After all, every systemic new formation, be it a character trait, a moral feeling, a belief, or even just a habit, represents some objective essential reality, which, just like the reality located outside a person, performs a certain motivating function and thereby regulates a person’s behavior and his internal mental life.

2. Practical issues of developing a harmonious personality

.1 Formation of a harmoniously developed personality as the goal of education

Worldview is a generalized system of views, beliefs and ideals in which a person expresses his attitude towards the natural and social environment around him. The worldview of an individual, being a generalization of knowledge, experience and emotional assessments, determines ideological orientation of her entire life and work. It is known that an individual first perceives the world sensually, then, on the basis of acquired knowledge, an individual worldview (consciousness of the world) is formed, on the basis of which consciousness of oneself is formed. All acquired knowledge about the world is combined and a whole worldview is formed.

2.2 A healthy lifestyle as the most important condition for the formation of a harmonious personality

One of the highest human values is health. Health is a state of complete well-being, which includes the following components: high performance, resistance to disease; self-confidence based on the ability to manage your feelings and thoughts; the desire and ability to manage one’s own health and build one’s behavior without compromising the well-being of other people. Researchers consider a healthy lifestyle to be the most important factor in maintaining and strengthening health. A healthy lifestyle is an individual system of human behavior that provides him with physical, mental and social well-being in the real environment and active longevity.

In the system of universal human cultural values, health is basic, because it determines a person’s ability to master all other values and is the key to the vitality and progress of society. A number of scientific works establish a direct relationship between health and a happy, fulfilling life, while health is considered as an enduring value.

However, it is well known that the harmonious development of personality involves not only achieving a high level of education. One of the most important prerequisites for harmonious development is the preservation and strengthening of human health. The activities of students in education are associated with high loads, often leading to overload, which determines the need to take into account the health factor in its organization.

Thus, the health of children is an important condition for their effective participation in education, and various deviations and deteriorations in it create obstacles in students achieving a given level of education that corresponds to the State educational standard. At the same time, statistics on children's health show that health conservation measures taken in educational practice are not effective enough. Analysis of scientific literature shows that the formation of a healthy lifestyle is associated with physical education.

The development of physical culture and sports in school brings a justified economic effect to the entire state, makes it possible to educate patriotic, healthy youth capable of preserving the values of the nation in the future, solving state problems of protecting the fatherland and socio-economic transformation of society. In his annual message to the Federal Assembly of the Russian Federation, President of Russia V.V. Putin noted that a new approach to sports in school is one of the basic parameters of school modernization, the result of which should be the national educational strategy “Our New School.”

What can a physical education teacher do to solve this problem? Through the lesson and system of extracurricular activities, promote:

formation of motivation for health, awareness of social norms of a healthy lifestyle;

development of motor abilities, teaching vital motor skills;

acquiring the necessary knowledge in the field of physical culture and sports;

nurturing the need and ability to independently engage in physical exercises, consciously apply them for the purposes of relaxation, training, increasing performance and strengthening health, moral and volitional qualities, developing mental processes and personality traits.

The physical education of school-age children is recognized as the responsibility of the family and the teaching staff of the school. And yet, a special place in this educational process is given to the physical education teacher.

The child’s body, as shown by studies by L.I. Stepanova, is simultaneously exposed to many environmental factors: environmental, anthropogenic and technogenic factors, socio-economic, socio-psychological, etc. The impacts to which the child is exposed should be recorded and taken into account by the kindergarten to obtain objective monitoring results, and to improve the efficiency of work with children and their parents.

This information is of particular importance if the child is at risk, if the deviations he has are directly dependent on his lifestyle. Forming motivation for a healthy lifestyle is, of course, a complex pedagogical task that can only be solved on the basis of a sound psychological theory. Modern psychological science has outlined general principles for understanding and interpreting health as an object of research. Achieving the integration of medical-biological, psychological and socio-pedagogical knowledge, oriented towards the spiritual and moral development of the child’s personality, and a humanitarian style of thinking is possible only in the conditions of a culture-oriented educational system.

Researchers (V.Yu. Pityukov, E.N. Shchurkova, etc.) note that the creation of a favorable psychological climate in a preschool educational institution is the basis for the well-being and health of children. The psychological climate is a condition that ensures not only the harmonious development of the individual, but also a guarantee of maintaining health. So, in a favorable climate, the child opens up, shows his talents, actively interacts with the teacher and other children; in an unfavorable climate, on the contrary, he becomes passive, withdrawn, detached, which subsequently leads to serious psychosomatic disorders.

An effective lever for the formation of a healthy lifestyle should be hygienic education of the population. Territorial health centers, medical and physical education dispensaries (departments, offices), cosmetology clinics (departments, offices), healthy lifestyle promotion offices of various medical institutions (Healthy Lifestyle Formation Service) are obliged to make the promotion of the principles of healthy lifestyle formation and the education of a system of behavioral reactions the basis of the content of their activities. , which have a beneficial effect on the health of all people starting from infancy.

Abdulmanova L.V. defines the content of the concept of “culture of health” as a child’s awareness of himself as a part of nature, his unique and perfect creation, the implementation of certain rules, movements, actions that contribute to maintaining the integrity of the “man-nature” system and signaling to others his emotional disposition and openness to the world.

Currently, the most pressing problems of strengthening and maintaining people’s health have become the biological and psychological aspects of a healthy lifestyle, and, above all, because the problem of health remains one of the most important and unresolved for humanity. There is still no generally accepted, scientifically based theory of health, and there is no unified concept of human health as an integral state of the body. In the study by O.A. Akhverdova, V.A. Mashna gives a definition of a culture of health, which is considered as an integrative personal education, which is an expression of the harmony, wealth and integrity of the individual, the universality of its connections with the outside world and people, as well as the ability for active creative life.

The health of the younger generation is currently a matter of national importance. The health problem is especially acute among students in third-level schools and colleges. The effectiveness of raising and educating adolescents depends on their health. Health is an important factor in the performance and harmonious development of a young body.

The main reasons for the deterioration of health are a low standard of living, an irresponsible attitude towards one’s health, and low material support for health care institutions, sports and educational institutions.

In the pursuit of intellectual development and high education, the fundamental basis for the full and harmonious development of the individual is lost - its physical and spiritual health. New teaching tools and technologies are being actively introduced into public schools. Researchers note that at all levels of education for young people there is no training in a healthy lifestyle, development of skills to adhere to it, and motivation for adequate behavior is reduced.

The formation of a healthy lifestyle is a national task, and healthcare workers who stand at the outpost of this national program should themselves be an example of compliance with a healthy lifestyle. However, practice does not confirm this (no more than 10% of doctors regularly do morning hygienic exercises, at least 40% of doctors smoke). The main methods of developing a healthy lifestyle available to everyone involve the eradication of bad habits, the cultivation of a culture of communication, behavior, nutrition, adherence to work and rest, systematic physical education and sports, and the improvement of general sanitary culture and hygienic knowledge.

A healthy lifestyle is aimed not only at protecting and strengthening health, but also at the harmonious development of the individual, the optimal combination of physical and spiritual interests, human capabilities, and the prudent use of his reserves.

According to Adam Smith, the Scottish thinker, “...Life and health are the main subject of concern instilled in every person by nature. Concerns about our own health, about our own well-being, about everything that concerns our safety and our happiness, constitute the subject of the virtue called prudence. It does not allow us to risk our health, our well-being, our good name. In a word, prudence aimed at preserving health is considered a respectable quality.”

Conclusion

In conclusion, let us briefly summarize the main content of our work.

The harmony of personality from its internal psychological side implies a high consistency between a person’s consciousness and his unconscious mental processes. Such harmony is ensured by the essentially social, moral orientation of the individual, the motivating forces of which are subordinated to a single motive, dominant at both the conscious and unconscious levels.

A personality with such a hierarchy of motives also presupposes a corresponding structure of its moral and psychological qualities: social orientation, the presence of moral feelings and convictions, certain character traits.

The most important source of disharmonious development is the conflicting relationship between the immediate, often unconscious aspirations of the subject and the social demands that are significant to him. As a result, as a rule, an affect of inadequacy arises, and then the forms of behavior generated by them are consolidated, ultimately turning into corresponding personality traits and qualities.

A harmonious or disharmonious personality pattern begins to form very early. Therefore, personality education should begin from the first year of a child’s life. The main thing here is a method of pedagogical influence in which the teacher specifically organizes the child’s activity, and does not simply suppress its undesirable forms. The basis for organizing education should be the management of the motives of the child’s behavior and activities.

From this point of view, the most important task of education is the formation of moral motivation. Due to its affective significance for the subject, it will non-violently, without internal conflict, defeat aspirations that are undesirable for him.

The formation of moral feelings is at the center of educating a harmonious personality. Without them there is and cannot be either moral convictions or a moral worldview.

It is they who ensure the unity of consciousness and behavior, preventing a possible split between them; nurturing the unity of personality involves organizing a child’s way of life in which his moral feelings and moral consciousness are formed in the practice of his social behavior.

Literature

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Internally harmonious personality. Formation of a harmoniously developed personality The main directions of development of a harmonious personality

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