Category B driver is not a taxi. How to open a new category of rights

Chapter 20. Personality

Summary

General concept about personality. Definition and content of the concept “personality”. Levels of hierarchy of human organization. The relationship between the concepts of “individual”, “subject”, “personality” and “individuality”. Personality structure: orientation, abilities, temperament, character.

The relationship between the social and the biological in personality. The problem of interaction between biological, social and mental. The concept of personality structure by K. K. Platonov. Structural approach of A. N. Leontiev. The concept of personality of A. V. Petrovsky. The problem of personality in the works of B. G. Ananyev. B. F. Lomov’s integrated approach to personality research.

Formation and development of personality. Classification of personality concepts. E. Erikson's concept of personality development. Socialization and individualization as forms of personality development. Primary and secondary socialization. Enculturation. Self-development and self-realization of the individual. Stability of personal properties.

20.1. General concept of personality

In psychological science, the category “personality” is one of the basic concepts. But the concept of “personality” is not purely psychological and is studied by all social sciences, including philosophy, sociology, pedagogy, etc. What is the specificity of the study of personality within the framework of psychological science and what is personality from a psychological point of view?

First of all, let's try to answer the second part of the question. This is not so easy to do, since all psychologists answer the question of what personality is in different ways. The variety of their answers and differences of opinion indicate the complexity of the personality phenomenon itself. On this occasion, I. S. Kop writes: “On the one hand, it designates a specific individual (person) as a subject of activity, in the unity of his individual properties (individual) and his social roles(general). On the other hand, personality is understood as a social property of an individual, as a set of socially significant traits integrated in him, formed in the process of direct and indirect interaction of a given person with other people and making him, in turn, a subject of work, cognition and communication”*.

Each of the definitions of personality available in the scientific literature is supported by experimental research and theoretical justification and therefore deserves to be taken into account when considering the concept of “personality”. Most often, personality is understood as a person in the totality of his social and vital important qualities, acquired by him in the process social development. Therefore, to the number personal characteristics It is not customary to attribute human characteristics that are associated with the genotypic or physiological organization of a person. It is also not accepted among personal qualities to include

* Kon I. S. Sociology of personality. - M.: Politizdat, 1967.

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carry the qualities of a person that characterize the features of the development of his cognitive mental processes or individual style of activity, with the exception of those that manifest themselves in relationships with people and society as a whole. Most often, the content of the concept of “personality” includes stable human properties that determine actions that are significant in relation to other people.

Thus, personality is a specific person, taken in the system of his stable socially conditioned psychological characteristics, which manifest themselves in social connections and relationships, determine his moral actions and are of significant importance for himself and those around him.

It should be noted that in the scientific literature, the concept of “personality” sometimes includes all levels of the hierarchical organization of a person, including genetic and physiological. When considering issues related to personality, we will proceed from the above definition. What is our opinion based on?

As you remember, studying the course general psychology we began not with a definition of psychological science, but with the fact that we considered the question of a systematic study of man himself. We focused on the fact that psychology has developed its own idea of ​​the problem of human research. This idea was substantiated by B. G. Ananyev, who identified four levels of human organization that are of greatest interest for scientific research. These included the individual, subject of activity, personality, individuality,

Each person, as a representative of a biological species, has certain innate characteristics, i.e. the structure of his body determines the possibility of walking upright, the structure of the brain ensures the development of intelligence, the structure of the hand implies the possibility of using tools, etc. With all these features, a human baby differs from a baby animal. The belonging of a particular person to the human race is fixed in the concept individual. Thus, the concept of “individual” characterizes a person as a bearer of certain biological properties.

Being born as an individual, a person is included in the system of social relationships and processes, as a result of which he acquires a special social quality- he becomes personality. This happens because a person, being included in the system of public relations, acts as subject - the bearer of consciousness, which is formed and developed in the process of activity.

In turn, the developmental features of all these three levels characterize the uniqueness and originality of a particular person, determine his individuality. Thus, the concept of “personality” characterizes one of the most significant levels of human organization, namely the features of its development as a social being. It should be noted that in the domestic psychological literature one can find some differences in views on the hierarchy of human organization. In particular, such a contradiction can be found among representatives of the Moscow and St. Petersburg psychological schools. For example, representatives of the Moscow school, as a rule, do not distinguish the level of “subject”, combining the biological and mental properties of a person in the concept of “individual”. However, despite certain differences, the concept of “personality” in Russian psychology correlates with social organization person.

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When considering personality structure, it usually includes abilities, temperament, character, motivation and social attitudes. All these qualities will be discussed in detail in subsequent chapters, but for now We Let us limit ourselves only to their general definitions.

Capabilities - These are individually stable properties of a person that determine his success in various types of activities. Temperament - This is a dynamic characteristic of human mental processes. Character contains qualities that determine a person’s attitude towards other people. Motivation - is a set of motivations for activity, and social attitudes - these are people's beliefs.

In addition, some authors include concepts such as will and emotions in the personality structure. We discussed these concepts in the “Mental Processes” section. The fact is that in the structure of mental phenomena it is customary to distinguish mental processes, mental states and mental properties. In turn, mental processes are divided into cognitive, volitional and emotional. Thus, will and emotions have every reason to be considered within the framework of mental processes as independent phenomena.

However, authors who consider these phenomena within the framework of the personality structure also have reasons for this. For example, feelings - one of the types of emotions - most often have a social orientation, and volitional qualities are present in the regulation of human behavior as a member of society. All this, on the one hand, once again speaks of the complexity of the problem we are considering, and on the other, of certain disagreements regarding certain aspects of the personality problem. Moreover, the greatest disagreements are caused by problems of the hierarchy of the structure of human organization, as well as the relationship between the biological and the social in the individual. WITH latest problem We'll get to know each other in more detail.

20.2. The relationship between the social and the biological in personality

The concepts of “personality” and “individuality”, from the point of view of domestic psychology, do not coincide. Moreover, in Russian psychological science there are quite a lot of disagreements regarding the relationship between these concepts. From time to time, scientific disputes arise on the question of which of these concepts is broader. From one point of view (which is most often presented in the works of representatives of the St. Petersburg psychological school), individuality combines those biological and social characteristics a person, which make him different from other people, i.e. the concept of “individuality” from this position seems broader than the concept of “personality”. From another point of view (which can most often be found among representatives of the Moscow psychological school), the concept of “individuality” is considered as the narrowest in the structure of human organization, uniting only a relatively small group of qualities. What these approaches have in common is that the concept of “personal

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"ness" includes, first of all, human qualities that manifest themselves at the social level during the formation of social relations and connections of a person.

At the same time, there are a number of psychological concepts in which the individual is not considered as a subject of the system public relations, but is presented as a holistic integrative formation that includes all human characteristics, including biological, mental and social. Therefore, it is believed that with the help of special personality questionnaires it is possible to describe a person as a whole. This difference of opinion is caused by differences in approaches to considering the relationship between the biological and the social in the structure of a person’s personality.

The problem of the relationship between the biological and the social in a person’s personality is one of central problems modern psychology. In the process of formation and development of psychological science, almost all possible connections between the concepts of “mental”, “social” and “biological” were considered. Mental development was interpreted as a completely spontaneous process, independent of either biological or social, and as derived only from biological or only from social development, or as a result of their parallel action on the individual, etc. Thus, several groups of concepts can be distinguished , who differently consider the relationship between the social, mental and biological.

In the group of concepts that prove the spontaneity of mental development, the mental is viewed as a phenomenon completely subordinate to its own internal laws, in no way connected with either the biological or the social. At best, the human body, within the framework of these concepts, is assigned the role of a kind of “container” mental activity. Most often we come across this position among authors who prove the divine origin of psychic phenomena.

In biologizing concepts, the mental is considered as linear function development of the organism, as something that definitely follows this development. From the perspective of these concepts, all features of mental processes, states and properties of a person are determined by the features of the biological structure, and their development is subject exclusively to biological laws. In this case, laws discovered in the study of animals are often used, which do not take into account the specifics of development human body. Often in these concepts, to explain mental development, the basic biogenetic law is invoked - the law of recapitulation, according to which in the development of an individual the evolution of the species to which this individual belongs is reproduced in its main features. An extreme manifestation of this position is the statement that the mental as an independent phenomenon does not exist in nature, since all mental phenomena can be described or explained using biological (physiological) concepts. It should be noted that this point of view is very widespread among physiologists. For example, I.P. Pavlov adhered to this point of view.

There are a number of sociological concepts that also proceed from the idea of ​​recapitulation, but here it is presented somewhat differently. Within the framework of these concepts, it is argued that the mental development of an individual

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This is interesting What shapes personality: heredity or environment From the very moment of birth, the influences of genes and environment are closely intertwined, shaping the personality of the individual. Parents provide both genes and a home environment to their offspring, both of which are influenced by the parents' own genes and the environment in which they were raised. As a result, there is a close relationship between the inherited characteristics (genotype) of the child and the environment in which he is raised. For example, because general intelligence is partly heritable, parents with high intelligence are more likely to have a child with high intelligence. But besides this, parents with high intelligence are likely to create an environment for their child that stimulates development mental abilities- both through your own interactions with it, and through books, music lessons, trips to the museum and other intellectual experiences. Due to this double positive connection between genotype and environment, the child receives a double dose of intellectual capabilities. Likewise, a child raised by parents with low intelligence may encounter a home environment that further exacerbates hereditary intellectual disability. Some parents may deliberately create an environment that negatively correlates with the child's genotype. For example, introverted parents may encourage a child's social activities to counteract the child's own introversion. Parents For a very active child, on the contrary, they may try to come up with some interesting quiet activities for him. But regardless of whether the correlation is positive or negative, it is important that a child's genotype and his environment are not just two sources of influence that add up to shape his personality. Under the influence of the same environment, different people react to an event or the environment itself in different ways. A restless, sensitive child will sense parental cruelty and react to it differently than a calm, flexible child; a harsh voice that brings a sensitive girl to tears may not be noticed at all by her less sensitive brother. An extroverted child will be drawn to people and events around him, while his introverted brother will ignore them. A gifted child will learn more from what he reads than an average child. In other words, every child perceives the objective environment as a subjective psychological environment, and it is this psychological environment that shapes further development personality. If parents create the same environment for all their children - which, as a rule, does not happen - it will still not be psychologically equivalent for them. Consequently, in addition to the fact that the genotype influences simultaneously with the environment, it also shapes this environment itself. In particular, the environment becomes

reproduces the main stages of the process in a concise form historical development society, primarily the development of its spiritual life and culture.

The essence of such concepts was most clearly expressed by V. Stern. In his proposed interpretation, the principle of recapitulation covers both the evolution of the animal psyche and the history of the spiritual development of society. He writes: “The human individual in the first months of infancy, with a predominance of lower feelings, with an unreflective reflexive and impulsive existence, is in the mammalian stage; in the second half of the year, having developed the activity of grasping and versatile imitation, he reaches the development of the highest mammal - the monkey, and in the second year, having mastered vertical gait and speech, the elementary human state. In the first five years of play and fairy tales, he stands on the level of primitive peoples. This is followed by entry into school, a more intense introduction into a social whole with certain responsibilities - an ontogenetic parallel to a person’s entry into culture with its state and economic organizations. In the first school years, the simple content of the ancient and Old Testament world is most adequate to the child’s spirit; the middle years bear the features

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This is interesting is a function of the child’s personality due to three types of interaction: reactive, caused And projective. Reactive interaction occurs throughout life. Its essence lies in the actions or experiences of a person in response to influences from the external environment. These actions depend both on the genotype and on the conditions of upbringing. For example, some people perceive an act that harms them as an act of intentional hostility and react to it very differently than those who perceive such an act as the result of unintentional insensitivity. Another type of interaction is caused interaction. The personality of each individual evokes its own special reactions in other people. For example, a baby who cries when held is less likely to feel positive in a parent than one who enjoys being held. Obedient children evoke a parenting style that is less harsh than aggressive ones. For this reason, it cannot be assumed that the observed relationship between the characteristics of a child’s upbringing by parents and the make-up of his personality is a simple cause-and-effect relationship. In reality, a child's personality is shaped by the parent's parenting style, which in turn has a further influence on the child's personality. Caused interaction occurs, just like reactive interaction, throughout life. We can observe that the favor of a person causes the favor of the environment, A a hostile person causes others to have a hostile attitude towards him. As the child grows, he begins to move beyond the environment created by his parents and choose and build his own. This latter, in turn, shapes his personality. A sociable child will seek contacts with friends. A sociable nature pushes him to choose his environment and further reinforces his sociability. And what cannot be chosen, he will try to build himself. For example, if no one invites him to the cinema, he organizes this event himself. This type of interaction is called proactive. Proactive interaction is the process by which an individual becomes an active agent in the development of his or her own personality. A sociable child, entering into Proactive interaction, selects and builds situations that further contribute to his sociability and support it. The relative importance of the considered types of interaction between personal gi and environment changes during development. The connection between a child's genotype and his environment is strongest when he is small and almost entirely confined to the home environment. As the child matures and begins to choose and shape his environment, this initial connection weakens and the influence of proactive interaction increases, although reactive and evoked interactions, as noted, remain important throughout life.

fanaticism of Christian culture, and only in the period of maturity is spiritual differentiation achieved, corresponding to the state of culture of the New Age"*.

Of course, we will not discuss the question of the truth of this or that approach. However, in our opinion, when citing such analogies, one cannot fail to take into account the system of training and education, which develops historically in every society and has its own specifics in each socio-historical formation. Moreover, each generation of people finds society at a certain stage of its development and is included in the system of social relations that has already taken shape at this stage. Therefore, in his development, man does not need to repeat the entire previous history in a condensed form.

No one will dispute the fact that a person is born as a representative of a certain biological species. At the same time, after birth, a person finds himself in a certain social environment and therefore develops not only as a biological object, but also how representative of a particular society.

* Stern V. Basics of human genetics. - M., 1965.

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Of course, these two trends are reflected in the patterns of human development. Moreover, these two tendencies are in constant interaction, and for psychology it is important to clarify the nature of their relationship.

The results of numerous studies of the patterns of human mental development suggest that the initial prerequisite for the mental development of an individual is his biological development. An individual is born with a certain set of biological properties and physiological mechanisms, which act as the basis of his mental development. But these prerequisites are realized only when a person is in the conditions of human society.

Considering the problem of interaction and mutual influence of biological and social in human mental development, we distinguish three levels of human organization: level biological organization, social level and level of mental organization. Thus, it is necessary to keep in mind that we are talking about interaction in the triad “biological-mental-social”. Moreover, the approach to studying the relationship between the components of this triad is formed from an understanding of the psychological essence of the concept of “personality”. However, answering the question of what personality is psychologically is in itself a very difficult task. Moreover, the solution to this issue has its own history.

It should be noted that in various domestic psychological schools, the concept of “personality”, and even more so the relationship between the biological and the social in the individual, their role in mental development, is interpreted differently. Despite the fact that all domestic psychologists unconditionally accept the point of view that states that the concept of “personality” refers to the social level of human organization, there are certain disagreements on the issue of the degree to which social and biological determinants are manifested in the individual. Thus, we will find a difference in views on this problem in the works of representatives of Moscow and St. Petersburg universities, which are the leading centers of Russian psychology. For example, in the works of Moscow scientists one can most often find the opinion that social determinants play a more significant role in the development and formation of personality. At the same time, the works of representatives of St. Petersburg University prove the idea that social and biological determinants are equally important for the development of personality.

From our point of view, despite the divergence of views on certain aspects of personality research, in general these positions rather complement each other.

In the history of Russian psychology, the idea of ​​the psychological essence of personality has changed several times. Initially, the understanding of personality as a psychological category was based on a listing of the components that form personality as a kind of mental reality. In this case, personality acts as a set of qualities, properties, traits, and characteristics of the human psyche. From a certain point of view, this approach was very convenient, since it allowed us to avoid a number of theoretical difficulties. However, this approach to the problem of understanding the psychological essence of the concept of “personality” was called “collector’s” by academician A. V. Petrovsky, for in this case of personal

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ity turns into a kind of container, a container that absorbs interests, abilities, traits of temperament, character, etc. From the perspective of this approach, the task of a psychologist comes down to cataloging all this and identifying the individual uniqueness of its combination in each individual person. This approach deprives the concept of “personality” of its categorical content.

In the 60s XX century The issue of structuring numerous personal qualities came up on the agenda. Since the mid-1960s. Attempts began to be made to elucidate the general structure of personality. The approach of K.K. Platonov, who understood personality as a kind of biosocial hierarchical structure, is very characteristic in this direction. The scientist identified the following substructures in it: direction; experience (knowledge, abilities, skills); individual characteristics of various forms of reflection (sensation, perception, memory, thinking) and, finally, the combined properties of temperament.

It should be noted that K. K. Platonov’s approach was subject to some criticism with on the part of domestic scientists, and above all representatives of the Moscow psychological school. This was due to the fact that the general structure of personality was interpreted as a certain set of its biological and socially determined characteristics. As a result, the problem of the relationship between the social and biological in personality became almost the main problem in personality psychology. In contrast to the opinion of K.K. Platonov, the idea was expressed that the biological, entering the human personality, becomes social.

By the end of the 1970s, in addition to focusing on a structural approach to the problem of personality, the concept of systematic approach. In this regard, the ideas of A. N. Leontiev are of particular interest.

Let us briefly characterize the features of Leontiev’s understanding of personality. Personality, in his opinion, is a special type of psychological formation generated by a person’s life in society. The subordination of various activities creates the basis of personality, the formation of which occurs in the process of social development (ontogenesis). Leontiev did not include the genotypically determined characteristics of a person in the concept of “personality” - physical constitution, type of nervous system, temperament, biological needs, affectivity, natural inclinations, as well as lifetime acquired knowledge, skills and abilities, including professional ones. The categories listed above, in his opinion, constitute the individual properties of a person. The concept of “individual,” according to Leontief, reflects, firstly, the integrity and indivisibility of a particular person as a separate individual of a given biological species and, secondly, the characteristics of a particular representative of the species that distinguish it from other representatives of this species. Why did Leontiev divide these characteristics into two groups: individual and personal? In his opinion, individual properties, including genotinically determined ones, can change in a variety of ways during a person’s life. But this does not make them personal, because personality is not an individual enriched by previous experience. The properties of an individual do not transform into personality properties. Even transformed, they remain individual properties, not defining the emerging personality, but constituting only the prerequisites and conditions for its formation.

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The approach to understanding the problem of personality formulated by Leontiev found its further development in the works of domestic psychologists - representatives of the Moscow school, including A. V. Petrovsky. In the textbook “General Psychology”, prepared under his editorship, the following definition of personality is given: “Personality in psychology denotes a systemic social quality acquired by an individual in objective activity and communication and characterizing the level and quality of representation of social relations in the individual”*.

What is personality as a special social quality of an individual? First of all, we should proceed from the fact that the concepts of “individual” and “personality” are not identical. Personality is a special quality that is acquired by an individual in society in the process of entering into relations that are social in nature. Therefore, very often in Russian psychology, personality is considered as a “supersensible” quality, although the bearer of this quality is a completely sensual, bodily individual with all his innate and acquired properties.

To understand the basis on which certain personality traits are formed, we need to consider a person’s life in society. The inclusion of an individual in the system of social relations determines the content and nature of the activities he performs, the circle and methods of communication with other people, i.e., the features of his social existence and lifestyle. But the way of life of individual individuals, certain communities of people, as well as society as a whole is determined by the historically developing system of social relations. This means that personality can be understood or studied only in the context of specific social conditions, a specific historical era. Moreover, it should be noted that for an individual, society is not just external environment. The individual is constantly included in the system of social relations, which is mediated by many factors.

Petrovsky believes that the personality of a particular person can continue in other people, and with the death of the individual it does not completely die. And in the words “he lives in us even after death” there is neither mysticism nor pure metaphor, this is a statement of the fact of the ideal representation of the individual after his material disappearance.

Considering further the point of view of representatives of the Moscow psychological school on the problem of personality, it should be noted that in the concept of personality, in most cases, the authors include certain properties belonging to the individual, and this also means those properties that determine the uniqueness of the individual, his individuality. However, the concepts of “individual”, “personality” and “individuality” are not identical in content - each of them reveals a specific aspect of a person’s individual existence. Personality can only be understood in a system of stable interpersonal connections, mediated by the content, values, and meaning of the joint activities of each of the participants. These interpersonal connections are real, but supersensual in nature. They manifest themselves in specific individual properties and actions of people included in the team, but are not limited to them.

Just as the concepts of “individual” and “personality” are not identical, personality and individuality, in turn, form unity, but not identity.

* General psychology: Proc. for pedagogical students Institute / Ed. A. V. Petrovsky. - 3rd ed., revised. and additional - M.: Education, 1986.

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If personality traits are not represented in the system of interpersonal relations, they turn out to be insignificant for assessing personality and do not receive conditions for development, just as only individual traits that are most “involved” in the leading activity for a given social community act as personality traits. The individual characteristics of a person do not appear in any way until a certain time, until they become necessary in the system of interpersonal relations, the subject of which is the given person as an individual. Therefore, according to representatives of the Moscow psychological school, individuality is only one of the aspects of a person’s personality.

Thus, in the position of representatives of the Moscow psychological school, two main points can be traced. Firstly, the personality and its characteristics are compared with the level of social manifestation of the qualities and properties of a person. Secondly, personality is considered as a social product, in no way connected with biological determinants, and therefore, we can conclude that the social has a greater influence on the mental development of the individual.

The idea of ​​the problem of personality, formed within the framework of the St. Petersburg psychological school, is most clearly presented in the works of B. G. Ananyev. The first distinctive feature of Ananyev’s approach to considering the problem of personality psychology is that, unlike representatives of the Moscow psychological school, who consider three levels of human organization “individual - personality - individuality,” he identifies the following levels: “individual - subject of activity - personality - individuality” . This is the main difference in approaches, which is largely due to different views on the relationship between the biological and the social and their influence on the process of human mental development.

According to Ananyev, personality is a social individual, object and subject historical process. Therefore, in the characteristics of a person, the social essence of a person is most fully revealed, i.e., the property of being a person is inherent in a person not as a biological being, but as a social one. In this case, a social being is understood as a person of a specific socio-historical era in the totality of his social relations. Therefore, St. Petersburg psychological school, like the Moscow one, the concept of “personality” includes the social characteristics of a person. This is the unity of positions in Russian psychology regarding the problem of human personality. The difference in views between these schools is revealed when considering the structure of personality.

According to Ananyev, not all psychophysiological functions, mental processes and states are included in the personality structure. Of the many social roles, attitudes, and value orientations, only a few are included in the personality structure. At the same time, this structure may also include some properties of the individual, many times mediated by the social properties of the individual, but themselves related to the characteristics of the human body (for example, mobility or inertia of the nervous system). Consequently, as Ananyev believes, the personality structure includes the structure of the individual in the form of the most general and relevant complexes of organic properties for life and behavior.

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Thus, the main difference between representatives of the two leading Russian psychological schools lies in the difference on the issue of the participation of biological determinants in the formation of personality. Ananyev emphasizes that he is quite close to the position of K.K. Platonov, who identified four substructures in the personality structure: 1) biologically determined personality characteristics; 2) features of its individual mental processes; 3) the level of her preparedness (personal experience) 4) socially determined personality qualities. At the same time, Ananyev notes that personality changes both in the process of human history and in the process individual development. A person is born a biological being, and becomes a personality in the process of ontogenesis through the assimilation of the socio-historical experience of mankind.

In addition, Ananyev believes that all four main aspects of personality are closely related to each other. However, the dominant influence always remains with social side personality - its worldview and orientation, needs and interests, ideals and aspirations, moral and aesthetic qualities.

Thus, representatives of the St. Petersburg school recognize the role of biological determinants in the mental development of the individual with the dominant role of social factors. It should be noted that disagreements on this issue lead to certain differences in views on the nature of individuality. Thus, Ananyev believes that individuality is always an individual with a complex of natural properties, but not every individual is an individual. To do this, the individual must become a person.

Later, the famous Russian psychologist B.F. Lomov, exploring the problems of personality formation, tried to reveal the complexity and ambiguity of the relationship between the social and biological in personality. His views on this problem boiled down to the following main points. Firstly, when studying the development of an individual, one cannot limit oneself only to the analysis of individual mental functions and states. All mental functions must be considered in the context of personality formation and development. In this regard, the problem of the relationship between the biological and the social appears primarily as a problem of the relationship between the organism and the individual.

Secondly, it should be borne in mind that one of these concepts was formed within the framework biological sciences, and the other within the social sciences. However, both of them simultaneously relate to man and as a representative of the species But thatS ari here, and as a member of society. At the same time, each of these concepts reflects different systems human properties: in the concept of organism - the structure of the human individual as a biological system, and in the concept of personality - the inclusion of a person in the life of society.

Thirdly, as has been repeatedly noted, when studying the formation and development of personality, domestic psychology proceeds from the fact that personality is a social quality of an individual, in which a person appears as a member of human society. Outside of society, this quality of an individual does not exist, and therefore, without an analysis of the “individual-society” relationship, it cannot be understood. The objective basis of an individual’s personal properties is the system of social relations in which he lives and develops.

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Fourthly, the formation and development of a personality must be considered as its assimilation of social programs that have developed in a given society at a given historical stage. It must be borne in mind that this process is directed by society with the help of special social institutions, primarily the education and upbringing systems.

Based on this, you can do next output: the factors that determine the nature of an individual’s development are systemic in nature and highly dynamic, that is, at each stage of development they play a different role. However, they contain both social and biological determinants. An attempt to present these determinants as the sum of two parallel or interconnected series that determine the nature of an individual’s mental development is a very gross simplification that greatly distorts the essence of the matter. There is hardly any universal principle for organizing the relationship between the mental and the biological. These connections are multifaceted and multifaceted. The biological can act in relation to the mental as its certain mechanism, as a prerequisite for the development of the mental, as the content of mental reflection, as a factor influencing mental phenomena, as the cause of individual acts of behavior, as a condition for the emergence of mental phenomena, etc. Even more diverse and the connections between mental and social are multifaceted.

20.3. Formation and development of personality

Considering the previous question, we came to the conclusion that a person is not born as a person, but becomes. Most psychologists today agree with this point of view. However, there are different points of view on the question of what laws personality development is subject to. These discrepancies are caused by different understandings of the importance of society and social groups for the development of the individual, as well as the patterns and stages of development, crises of personality development, possibilities for accelerating the development process and other issues.

There are many different theories of personality, and each from They consider the problem of personality development in their own way. For example, psychoanalytic theory understands development as the adaptation of a person’s biological nature to life in society, the development of certain defense mechanisms and ways to satisfy needs. The trait theory bases its idea of ​​development on the fact that all personality traits are formed during life, and considers the process of their origin, transformation and stabilization as subject to other, non-biological laws. Social learning theory represents the process of personality development as the formation of certain ways of interpersonal interaction between people. Humanistic and other phenomenological theories interpret it as a process of formation of the “I”.

However, in addition to considering the problem of personality development from the perspective of one or another theory, there is a tendency towards an integrated, holistic consideration of personality from the perspective of different theories and approaches. Within the framework of this approach, several concepts have been formed that take into account the agreed,

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systemic formation and interdependent transformation of all aspects of personality. These development concepts are classified as integrative concepts.

One of these concepts was the theory belonging to the American psychologist E. Erikson, who in his views on development adhered to the so-called epigenetic principle: genetic predetermination of the stages that a person necessarily goes through in his personal development from birth to the end of his days. E. Erikson identified and described eight psychological crises in life, which, in his opinion, inevitably occur in every person:

1. Crisis of trust and mistrust (during the first year of life).

2. Autonomy versus doubt and shame (around two to three years of age).

3. The emergence of initiative as opposed to feelings of guilt (from about three to six years).

4. Hard work as opposed to an inferiority complex (age from seven to 12 years).

5. Personal self-determination as opposed to individual dullness and conformism (from 12 to 18 years).

6. Intimacy and sociability as opposed to personal psychological isolation (about 20 years).

7. Concern for raising the new generation as opposed to “immersion in oneself” (between 30 and 60 years).

8. Satisfaction with life lived as opposed to despair (over 60 years old).

The formation of personality in Erikson’s concept is understood as a change of stages, at each of which there is a qualitative transformation of a person’s inner world and a radical change in his relationships with people around him. As a result of this, he as a person acquires something new, characteristic specifically for this stage of development and retained by him (at least in the form of noticeable traces) throughout his life. Moreover, new personal traits, in his opinion, arise only on the basis of previous development.

Forming and developing as a personality, a person acquires not only positive traits, but also disadvantages. It is almost impossible to present in detail in a single theory all possible combinations of positive and negative neoplasms. In view of this, Erikson reflected in his concept only two extreme lines of personal development: normal and abnormal. In their pure form, they almost never occur in life, but thanks to clearly defined poles, one can imagine all the intermediate options for a person’s personal development (Table 20.1).

In Russian psychology, it is generally accepted that personality development occurs in the process of its socialization and education. Since man is a social being, it is not surprising that from the first days of his existence he is surrounded by his own kind and included in various kinds of social interactions. First experience social communication a person acquires within his family even before he begins to speak. Subsequently, being a part of society, a person constantly acquires a certain subjective experience, which becomes an integral part of his personality. This process, as well as the subsequent active reproduction of social experience by the individual, is called socialization.

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Table 20.1 Stages of personality development (according to E. Erickson)

Stage of development	Normal line of development	Abnormal line of development
1. Early infancy (from birth to 1 year)	Trust in people. Mutual love, affection, mutual recognition of parents and child, satisfaction of children's needs for communication and other vital needs	Distrust of people as a result of mother’s mistreatment of the child, ignoring, neglecting him, deprivation of love. Too early or abrupt weaning of the child from the breast, his emotional isolation
2. Late infancy (from 1 year to 3 years)^	Independence, self-confidence. The child looks at himself as an independent, separate person, but still dependent on his parents	Self-doubt and an exaggerated sense of shame. The child feels unfit and doubts his abilities. Experiences deprivation and deficiencies in the development of basic motor skills, such as walking. He has poorly developed speech, has desire hide your inferiority from people around you
3. Early childhood (about 3-5 years old)	Curiosity and activity. Lively imagination and interested study of the world around us, imitation of adults, inclusion in gender-role behavior	Passivity and indifference to people. Lethargy, lack of initiative, infantile feelings of envy of other children, depression and evasiveness, lack of signs of role-playing behavior
4. Middle childhood (from 5 to 11 years old)	Hard work. Expressed sense of duty and desire to achieve success. Development of cognitive and communication skills. Setting yourself and solving real problems. Active assimilation of instrumental and objective actions, task orientation	Feeling of own inferiority. Underdeveloped work skills. Avoiding difficult tasks and situations of competition with other people. An acute sense of one's own inferiority, doomed to remain mediocre throughout one's life. A feeling of “the calm before the storm,” or puberty. Conformity, slavish behavior. Feeling of futility of efforts made when solving various problems
5. Puberty, adolescence and adolescence (from 11 to 20 years old)	Life self-determination. Development of time perspective - plans for the future. Self-determination in questions: what to be? and who to be? Active search yourself and experimenting in different roles. Teaching. Clear gender polarization in forms of interpersonal behavior. Formation of worldview. Taking leadership in peer groups and deferring to them when necessary	Confusion of roles. Displacement and confusion of time perspectives: the appearance of thoughts not only about the future and present, but also about the past. Concentration mental strength on self-knowledge, a strongly expressed desire to understand oneself to the detriment of developing relationships with outside world and people. Gender-role fixation. Loss of work activity. Mixing forms of gender-role behavior and leadership roles. Confusion in moral and ideological attitudes

484 Part IV. Mental properties of personality

End of table. 20.1

Stage of development	Normal line of development	Abnormal line of development
6. Early adulthood(from 20 to 45 years)	Closeness to people. The desire for contacts with people, the desire and ability to devote oneself to people. Having and raising children, love and work. Satisfaction with personal life	Isolation from people. Avoidance of people, especially close, intimate relationships with them. Character difficulties, promiscuous relationships and unpredictable behavior. Non-recognition, isolation, the first symptoms of mental disorders, mental disorders arising under the influence of supposedly existing and acting threatening forces in the world
7. Middle adulthood (from 40-45 to 60 years)	Creation. Productive and creative work on yourself and with other people. Mature, complete and varied life. Satisfaction with family relationships and a sense of pride in their children. Training and education of the new generation	Stagnation. Egoism and egocentrism. Unproductivity at work. Early disability. Self-forgiveness and exceptional self-care
8. Late adulthood (over 60 years old)	Fullness of life. Constant thinking about the past, its calm, balanced assessment. Accepting life as it is. A feeling of completeness and usefulness of life lived. The ability to come to terms with the inevitable. Understanding that death is not scary	Despair. The feeling that life has been lived in vain, that there is too little time left, that it is passing too quickly. Awareness of the meaninglessness of one’s existence, loss of faith in oneself and in other people. The desire to live life again, the desire to get more from it than was received. A feeling of the absence of order in the world, the presence of an evil, unreasonable principle in it. Fear of approaching death

The process of socialization is inextricably linked with communication and joint activities of people. At the same time, in Russian psychology, socialization is not considered as a mechanical reflection of directly experienced or observed social experience. The assimilation of this experience is subjective: the perception of the same social situations may be different. Different individuals can derive different social experiences from objectively identical situations, which is the basis of a different process -individualization.

The process of socialization, and consequently the process of personality formation, can be carried out both within the framework of special social institutions, for example at school, and in various informal associations. The most important institution for the socialization of the individual is the family. It is in the family, surrounded by close people, that the foundations of a person’s personality are laid. Very often we can come across the opinion that the foundations of personality are laid before the age of three. During this age period, a person not only experiences rapid development of mental processes, but he also gains his first experience and skills of social behavior, which remain with him until the end of his life.

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It should be noted that socialization can be both regulated, purposeful, and unregulated, spontaneous in nature. Focusing on the possibilities simultaneous the existence of socialization both as a purposeful and as an unregulated process, A. A. Rean explains this with the help of the following example. We all know very well that important knowledge is acquired in school lessons, many of which (especially in the humanities) have direct social significance. However, the student learns not only the lesson material and not only social rules, but also enriches his social experience due to what, from the teacher’s point of view, may seem accompanying, “accidental”. There is an appropriation of the actually experienced or observed experience of social interaction between teachers and students. And this experience can be both positive and negative.

As follows from the above example, regulated socialization in most cases is associated with the process of education, when parents or a teacher set a certain task to shape the child’s behavior and take certain steps to complete it.

In psychology, it is customary to divide socialization into primary And secondary. Typically, secondary socialization is associated with the division of labor and the corresponding social distribution of knowledge. In other words, secondary socialization is the acquisition of specific role knowledge when social roles are directly or indirectly related to the division of labor. It should be noted that within the framework of the concept of B. G. Ananyev, socialization is considered as a bidirectional process, meaning the formation of a person as an individual and as a subject of activity. The ultimate goal of such socialization is the formation of individuality. Individualization is understood as the process of development of a specific personality.

When considering the problem of personality development, the relationship between socialization and individualization of a person causes a lot of controversy. The essence of these disputes is that some psychologists argue that socialization interferes with the development of a person’s creative potential, while others believe that individualization of the individual is a negative trait that must be compensated by the process of socialization. As A. A. Rean notes, socialization should not be considered as a process leading to the leveling of a person’s personality, individuality, and as the antipode of individualization. Rather, on the contrary, in the process of socialization and social adaptation a person acquires his individuality, most often in a complex and contradictory way. Social experience, which underlies the socialization process, is not only assimilated, but also actively processed, becoming a source of individualization of the individual.

It should be noted that the process of socialization is ongoing and does not stop even in adulthood. By the nature of its course, personality socialization is a process with an indefinite end, although with a specific goal. It follows that socialization is not only never completed, but also never complete.

Simultaneously with socialization, another process occurs - enculturation. If socialization is the assimilation of social experience, then inculturation is the process of an individual’s assimilation of universal human culture and historically established

486 Part IV. Mental properties of personality

ways of action in which the spiritual and material products of human activity in different eras are assimilated. It should be noted that there is no identity between these concepts. Often we can observe a lag of one process from another. Thus, a person’s successful assimilation of a universal human culture does not mean that he has sufficient social experience, and vice versa, successful socialization does not always indicate a sufficient level of inculturation.

Since we touched question about the relationship between socialization and individualization, we involuntarily approached the problem of self-actualization of the individual - one of the central problems of the theory of personality development. Currently, it is generally accepted that the fundamental property of a mature personality is the need for self-development, or self-actualization. The idea of ​​self-development and self-realization is central, or at least extremely significant, for many modern concepts of man. For example, it occupies a central place in humanistic psychology and in acmeology.

When considering the problem of personality development, authors, as a rule, strive to determine the reasons that determine human development. Most researchers consider the driving force of personal development to be a complex of diverse needs. Among these needs, the need for self-development occupies an important place. The desire for self-development does not mean striving for some unattainable ideal. The most important thing is the individual’s desire to achieve a specific goal or a certain social status.

Another issue addressed within common problems personality development, is the question of the degree of stability of personal properties. The basis of many theories of personality is the assumption that personality as a socio-psychological phenomenon is a vitally stable formation in its basic manifestations. It is the degree of stability of personal properties that determines the sequence of her actions and the predictability of her behavior, and gives her actions a natural character.

However, a number of studies have found that human behavior is quite variable. Therefore, the question involuntarily arises about how much and in what ways a person’s personality and behavior are truly stable.

According to I. S. Kon, this theoretical question contains a whole series of particular questions, each of which can be considered separately. For example, what are we talking about about the constancy - behavior, mental processes, properties or personality traits? What is an indicator and measure of the constancy or variability of the properties being assessed in this case? What is the time range within which personality traits can be judged as constant or changeable?

It should be noted that the ongoing studies do not give a clear answer to this question; moreover, they obtained different results. For example, it has been noted that even personality traits that should represent a pattern of consistency are in fact not constant and stable. In the course of research, so-called situational traits were also discovered, the manifestation of which can vary from situation to situation in the same person, and quite significantly.

Chapter 20. Personality 487

At the same time, a number of longitudinal studies show that a person still has a certain degree of stability, although the degree of this constancy is not the same for different personal properties.

In one such study, conducted over 35 years, more than 100 people were assessed on a specific set of personality characteristics. They were examined for the first time at the age corresponding to junior high school, then in high school. high school and then again at the age of 35-45 years.

During the three years from the moment of the first survey to the second (at the end of school), 58% of the personal characteristics of the subjects were preserved, i.e., a relationship was identified for these parameters between the results of the first and second survey. Over the 30 years of the study, significant correlations between the study results remained for 31% of all personal characteristics studied. Below is a table (Table 20.2), which lists personality traits assessed by modern psychologists as quite stable.

In the course of the research, it turned out that not only personal qualities assessed from the outside, but also assessments of one’s own personality are very stable over time. It was also found that personal stability is not characteristic of all people. Some of them, over time, discover quite dramatic changes in their personality, so profound that the people around them do not recognize them as individuals at all. The most significant changes of this kind can occur during adolescence,

Table 20.2

Stability of some personal qualities over time

(according to J. Block)*

Correlation of study results over a three-year period from adolescence to high school age	Correlation of study results from adolescence to the age of 35-45 years	Personal characteristic being assessed (judgment, but to which experts gave ratings)
		Truly reliable and responsible
		Insufficiently controls one's impulses and needs, is unable to postpone
		getting what you expected. Self-critical. Aesthetically developed, has pronounced
		aesthetic feelings.
		Mostly submissive. Strives to be around other people and is sociable.
		Disobedient and non-conforming. Interested in philosophy, such problems,
		like a religion.

* From: Nemov R. S. Psychology: Textbook for students. higher ped. textbook institutions: In 3 books. Book 1:

General fundamentals of psychology. - 2nd ed. - M.: Vlados, 1998.

488 Part IV. Mental properties of personality

adolescence and early adulthood, for example in the range from 20 to 40-45 years.

In addition, there are significant individual differences in that period of life when a person’s personal characteristics are more or less stabilized. For some people, personality becomes stable in childhood and does not change significantly thereafter; for others, the stability of personal psychological characteristics, on the contrary, is discovered quite late, between the ages of 20 and 40. The latter most often include people whose external and inner life in adolescence and young adulthood was characterized by tension, contradictions and conflicts.

Much less stability of personal characteristics is found when the personality is examined not over a long period of time, but in different situations. Except for intelligence and cognitive abilities many other personality characteristics are situationally unstable. Attempts to link the stability of behavior in various situations with the possession of certain personality traits also turned out to be unsuccessful. IN typical situations correlation between the assessed v with using personality trait questionnaires and related social behavior turned out to be less than 0.30.

Meanwhile, in the course of research it was found that the most stable are dynamic features personalities associated with innate anatomical and physiological inclinations, properties of the nervous system. These include temperament, emotional reactivity, extroversion-introversion and some other qualities.

Thus, the answer to the question about the stability of personality traits is very ambiguous. Some properties, usually those that were acquired in later periods of life and are of little importance, have virtually no stability; other personal qualities, most often acquired in early years and one way or another organically determined, have it. Most studies devoted to this problem note that the actual behavior of an individual, both stable and changeable, significantly depends on the constancy of the social situations in which a person finds himself.

In our opinion, a person has a number of personality characteristics that are very stable formations, since they are present in all people. These are the so-called integrative characteristics, i.e. personality traits formed on the basis of simpler psychological characteristics. Among such characteristics it is necessary, first of all, to include the adaptive potential of the individual.

We proposed this concept based on an analysis of numerous experimental studies devoted to the problem of adaptation. In our opinion, every person has personal adaptation potential, i.e. a set of certain psychological characteristics that allow him to successfully adapt to the conditions of the social environment. Depending on the degree of development of the individual’s adaptive potential, a person more or less successfully shapes his behavior in various situations. Thus, we should not talk about the constancy of behavior, but about the constancy of traits that determine the adequacy of behavior in certain conditions.

Chapter 20. Personality 489

Control questions

1. Define personality and reveal the content of this concept.

2. Expand the relationship between the concepts of “individual”, “subject of activity”, “personality” and “individuality”.

3. What is included in the personality structure?

4. Expand the problem of the relationship between the biological and the social in personality

5. What is the essence of the concept of personality structure by K. K. Platonov?

6. Tell us about the structural approach of A. N. Leontyev.

7. Tell us about how personality problems were considered in your work? B. G. Ananyeva.

8. What is the comprehensive approach to studying the personality of B. F. Lomov?

9. What is E. Erikson’s concept of personality development? 10. What do you know about the problem of studying the stability of personal properties?

1. Asmolov A. G. Personality psychology: Principles of general psychology. analysis: Proc. for universities for special purposes "Psychology". - M.: Moscow State University Publishing House, 1990.

2. Berne R.V. Development of self-concept and education: Trans. from English / General ed. V. Ya. Pilipovsky. - M.: Progress, 1986.

3. Bozhovich L. I. Personality and its formation in childhood: Psychol. study. - M.: Education, 1968.

4. BodalevaA. A. Psychology about personality. - M.: Moscow State University Publishing House, 1988.

5. Bratus B.S. Personality anomalies. - M.: Mysl, 1988.

6. Kon I. S. Constancy and variability of personality // Psychol. magazine. - 1987. - № 4.

7. Leonhard K. Accented personalities. - Kyiv: Vishcha School, 1989.

8. Leontyev A. N. Activity. Consciousness. Personality. - 2nd ed. - M.: Politizdat, 1977.

9. Myasishchev V. N. Personality and neuroses. - L.: Medicine, 1960.

10. Petrovsky A.V. Personality. Activity. Team. - M.: Politizdat, 1982.

11. Rubinshtein S. L. Fundamentals of general psychology. - St. Petersburg: Peter, 1999.

The concepts of “personality” and “individuality”, from the point of view of domestic psychology, do not coincide. From one point of view (representatives of the St. Petersburg psychological school), individuality combines those biological and social characteristics of a person that make him different from other people - the concept "individuality" from this position it is broader than the concept of “personality”. From another point of view (representatives of the Moscow psychological school), the concept "individuality"- the narrowest in the structure of human organization, uniting a small group of qualities. Common to these approaches is that the concept of “personality” includes human qualities that manifest themselves at the social level during the formation of social relationships and connections of a person.

There are a number of psychological concepts in which personality- a holistic integrative education that includes all human characteristics: biological, mental and social. This difference of opinion is caused by differences in approaches to considering the relationship between the biological and the social in the structure of a person’s personality.

The problem of interaction between biological,social and mental.

The problem of the relationship between the biological and the social in human personality- one of the central problems of modern psychology. In the process of formation and development of psychological science, all possible connections between concepts were considered "mental», "social" And "biological". Mental development- a spontaneous process, independent of either the biological or the social; derived only from biological or only from social development; the result of their parallel action on the individual, etc.

Groups of concepts, By-who view the relationship between social, mental and biological:

1. In the group of concepts, in which it is proved spontaneity of mental development, mental- a phenomenon completely subject to its own internal laws, in no way connected with either the biological or the social.

2. IN biologizing concepts mental- a linear function of the development of the organism, something following this development. From the perspective of these concepts, all features of mental processes, states and properties of a person are determined by the features of the biological structure, and their development is subject to biological laws. These concepts use laws discovered in the study of animals, which do not take into account the specific development of the human body. To explain mental development, it is used basic biogenetic law - law of recapitulation, according to which the development of an individual reproduces in its main features the evolution of the species to which this individual belongs. An extreme manifestation of this position is the statement that the mental as an independent phenomenon does not exist in nature, since all mental phenomena can be described or explained using biological (physiological) concepts.

3. Sociologizing concepts come from the idea of ​​recapitulation, but here it is presented differently. Within these concepts it is argued that mental development of the individual in summary form reproduces the main stages of the process of historical development of society: the development of its spiritual life and culture.

The essence of such concepts was expressed IN. Stern. In his proposed interpretation principle of recapitulation covers the evolution of the animal psyche and the history of the spiritual development of society.

These two trends are reflected in the patterns of human development. These two tendencies are in constant interaction, and for psychology it is important to clarify the nature of their relationship.

The results of studies of the patterns of human mental development indicate that the initial prerequisite for the mental development of an individual is its biological development. An individual is born with a certain set of biological properties and physiological mechanisms, which act as the basis of his mental development. But these prerequisites are realized when a person is in the conditions of human society.

Considering the problem of interaction and mutual influence of biological and social in human mental development, they distinguish three levels of human organization: level of biological organization, social level and level of mental organization. We are talking about interaction in the triad “biological - mental - social”. The approach to studying the relationship between the components of this triad is formed from an understanding of the psychological essence of the concept "personality".

In various domestic psychological schools, the relationship between the biological and the social in the individual and their role in mental development are interpreted differently. Representatives of Moscow University believe that social determinants play a more significant role in the development and formation of personality. Representatives of St. Petersburg University believe that social and biological determinants are equal in personality development. These positions complement each other.

Personality structure concept K.TO.Platonov.

Since mid 1960-x yy. Attempts began to be made to elucidate the general structure of personality. Characteristic in this direction approach to.TO. Platonov. Personality (according to K.TO. Platonov)- a certain biosocial hierarchical structure.

Substructures of personality (according to K.TO. Platonov):

1. Directionality.

2. Experience (knowledge, abilities, skills).

3. Individual characteristics of various forms of reflection (sensation, perception, memory, thinking).

4. United properties of temperament.

In contrast to the opinion of K.K. Platonov, the idea was expressed that the biological, entering the human personality, becomes social.

Structural Approach A.N.Leontyev.

By the end of 1970-x yy. The concept of a systems approach began to develop. In this regard, the ideas of A. N. Leontiev are of particular interest.

Peculiarities of Leontiev's understanding of personality. Personality (according to A. N. Leontiev)- this is a special type of psychological formation generated by a person’s life in society. The subordination of various activities creates the basis of personality, the formation of which occurs in the process of social development (ontogenesis). Leontiev did not include genotypically determined human characteristics as a concept of “personality.”- physical constitution, type of nervous system, temperament, biological needs, affectivity, natural inclinations, acquired knowledge, skills and abilities during life. Concept “individual” (according to Leontiev) reflects the integrity and indivisibility of a particular person as a separate individual of a given biological species and the characteristics of a particular representative of the species that distinguish him from other representatives of this species. The properties of an individual do not transform into personality properties. They constitute the prerequisites and conditions for its formation.

Personality Concept A.IN.Petrovsky.

The approach to understanding the problem of personality formulated by Leontiev found its further development in the works of domestic psychologists - representatives of the Moscow school: A. IN. Petrovsky. Personality in psychology (according to A. IN. Petrovsky)- a systemic social quality acquired by an individual in objective activity and communication, characterizing the level and quality of representation of social relations in the individual.

The concepts of “individual” and “personality” are not identical. Personality- this is a special quality that is acquired by an individual in society in the process of his entry into social relations.

To understand the basis on which certain personality traits are formed, we need to consider a person’s life in society. The inclusion of an individual in the system of social relations determines the content and nature of the activities he performs, the range and methods of communication with other people - the features of his social existence and lifestyle. But the way of life of individual individuals, certain communities of people, and society as a whole is determined by the historically developing system of social relations. Personality can be understood or studied only in the context of specific social conditions, a specific historical era.

Personality can only be understood in a system of stable interpersonal connections, mediated by the content, values, and meaning of the joint activities of each of the participants. These interpersonal connections are real, but supersensual in nature. They manifest themselves in specific individual properties and actions of people included in the team, but are not limited to them.

Personality and individuality form a unity, but not an identity.

If personality traits are not represented in the system of interpersonal relationships, they turn out to be insignificant for personality assessment and do not receive conditions for development. The individual characteristics of a person do not manifest themselves in any way until they become necessary in the system of interpersonal relations, the subject of which is the given person as an individual. Representatives of the Moscow psychological school believe that individuality is one of the aspects of a person’s personality.

The position of representatives of the Moscow psychological school can be traced two main points: personality and its characteristics are compared with the level of social manifestation of human qualities and properties; personality- a social product, in no way related to biological determinants. Conclusion: the social has a greater influence on the mental development of the individual.

The problem of personality in the works of B. G.Ananyeva.

The idea of ​​the problem of personality, formed within the framework of the St. Petersburg psychological school, is presented in the works B. G. Ananyeva. The first distinctive feature of Ananyev’s approach to considering the problem of personality psychology is what he highlighted four levels of human organization: “individual - subject of activity - personality - individuality.” This is main difference in approaches, which is associated with different views on the relationship between the biological and the social and their influence on the process of human mental development.

Personality (according to Ananyev)- is a social individual, object and subject of the historical process. The characteristics of a person reveal the social essence of a person - the ability to be a person is inherent in a person as a social being. Social creature- a person of a specific socio-historical era in the totality of his social relations. St. Petersburg and Moscow psychological schools in the concept "personality" includes social characteristics of a person. This is unity of positions in Russian psychology regarding the problem of human personality.

Of the many social roles, attitudes, and value orientations, only a few are included in the personality structure. This structure may include some properties of the individual, many times mediated by the social properties of the individual. The personality structure includes the structure of the individual in the form of general and relevant complexes of organic properties for life and behavior.

The main difference between representatives of the two leading domestic psychological schools lies in the disagreement on the participation of biological determinants in the formation of personality. Ananyev emphasized that he was close to the position of K.K. Platonov. Personality changes in the process of human history and in the process of individual development. A person is born a biological being, and becomes a personality in the process of ontogenesis through the assimilation of the socio-historical experience of mankind.

Representatives of the St. Petersburg school recognize the role of biological determinants in the mental development of the individual with the dominant role of social factors. Disagreements on this issue also lead to certain differences in views on the nature of individuality. Ananyev believed that individuality- an individual with a complex of natural properties, but not every individual is an individual. To do this, the individual must become a person.

Integrated approach B. F.Lomov to the study of personality.

Famous domestic psychologist B. F. Lomov, exploring the problems of personality formation, tried to reveal the complexity and ambiguity of the relationship between the social and biological in personality. His views on this problem were as follows: main provisions:

1. When studying the development of an individual, one cannot limit oneself only to the analysis of individual mental functions and states. All mental functions must be considered in the context of personality formation and development. In this regard, the problem of the relationship between the biological and the social appears as a problem of the relationship between the organism and the individual.

2. One of these concepts was formed within the biological sciences, and the other within the social sciences. Both treat the person as a representative species Homo Sapiens and as a member of society. Each of these concepts reflects different systems of human properties: in the concept organism- the structure of the human individual as a biological system, and in the concept personality- a person’s involvement in the life of society.

3. Studying the formation and development of personality, domestic psychology proceeds from the fact that personality- this is the social quality of an individual, in which a person appears as a member of human society. Outside of society, this quality of an individual does not exist, and therefore outside of the analysis of relationships "individual-society" it cannot be understood. The objective basis of an individual’s personal properties is the system of social relations in which he lives and develops.

4. The formation and development of a personality must be considered as its assimilation of social programs that have developed in a given society at a given historical stage. This process is directed by society with the help of special social institutions: the system of upbringing and education.

Based on this, you can do next output: the factors that determine the nature of an individual’s development are systemic in nature and highly dynamic - at each stage of development they play a different role. They contain social and biological determinants.

Formation and development of personality. Classification of personality concepts.

A person is not born as a person, but becomes. There are many different theories of personality, and in each of them the problem of personality development is considered in its own way. Psychoanalytic theory understands development- adaptation of human biological nature to life in society, development of certain protective mechanisms and ways to satisfy needs. Trait theory bases his idea of ​​development on the fact that all personality traits are formed during life, and considers the process of their origin, transformation and stabilization as subject to non-biological laws. Social learning theory is personality development process- formation of certain ways of interpersonal interaction between people. Humanistic and other phenomenological theories interpret personality development- the process of becoming “I”.

Personality development concept E.Erickson.

There is a tendency towards an integrated, holistic consideration of personality from the perspective of different theories and approaches. Within the framework of this approach, several concepts have been formed that take into account the coordinated, systemic formation and interdependent transformation of all aspects of personality. These development concepts relate to integrative concepts.

One of these concepts was the theory belonging to American psychologist E. Erickson, who in his views on development adhered epigenetic principle: genetic predetermination of the stages that a person necessarily goes through in his personal development from birth to the end of his days.

Life psychological crises, occurring in every person:

1. Crisis of trust - mistrust (1st year of life).

2. Crisis of autonomy - doubts and shame (about 2-3 years).

3. Crisis of emergence of initiative - emergence of feelings of guilt (approximately from 3 to 6 years).

4. Crisis of hard work - inferiority complex (from 7 to 12 years).

5. Crisis of personal self-determination - individual dullness and conformity (from 12 to 18 years).

6. Crisis of intimacy and sociability - personal psychological isolation (about 20 years).

7. The crisis of caring for the education of the new generation - “immersion in oneself” (between 30 and 60 years).

8. Crisis of satisfaction with life lived - despair (over 60 years old).

Personality formation in Erikson's concept- a change of stages, at each of which there is a qualitative transformation of a person’s inner world and a radical change in his relationships with people around him. As a result of this, he as a person acquires something new, characteristic specifically for this stage of development and retained by him throughout his life. New personality traits emerge from previous development.

Forming and developing as a person, a person acquires positive qualities and disadvantages. Erikson reflected in his concept only two extreme lines of personal development: normal and abnormal.

Table. Stages of personality development (according to E.Erickson).

Stage	Normal line	Anomalous line
1. Early infancy (from birth to 1 year)	Trust in people. Mutual love, affection, mutual recognition of parents and child, satisfaction of children's needs for communication and other vital needs.	Distrust of people as a result of mother’s mistreatment of the child, ignoring, neglecting him, deprivation of love. Too early or abrupt weaning of the child from the breast, his emotional isolation.
2. Late infancy (from 1 year to 3 years)	Independence, self-confidence. The child looks at himself as an independent, separate person, but still dependent on his parents.	Self-doubt and an exaggerated sense of shame. The child feels unfit and doubts his abilities. Experiences deprivation and deficiencies in the development of basic motor skills (walking). He has poorly developed speech, and has a strong desire to hide his inferiority from the people around him.
3. Early childhood (about 3-6 years old)	Curiosity and activity. Lively imagination and interested study of the surrounding world, imitation of adults, inclusion in gender-role behavior.	Passivity and indifference to people. Lethargy, lack of initiative, infantile feelings of envy of other children, depression and evasiveness, lack of signs of gender-role behavior.
4. Middle childhood (from 5 to 11 years old)	Hard work. Expressed sense of duty and desire to achieve success. Development of cognitive and communication skills. Setting yourself and solving real problems. Active assimilation of instrumental and objective actions, task orientation.	Feeling of own inferiority. Underdeveloped work skills. Avoiding difficult tasks and situations of competition with other people. An acute sense of one's own inferiority, doomed to remain mediocre throughout one's life. A feeling of “the calm before the storm,” or puberty. Conformity, slavish behavior. A feeling of futility of efforts made when solving various problems.
5. Puberty, adolescence and adolescence (from 11 to 20 years old)	Life self-determination. Development of time perspective - plans for the future. Self-determination in questions: what to be? and who to be? Active self-discovery and experimentation in different roles. Teaching. Clear gender polarization in forms of interpersonal behavior. Formation of worldview. Assuming leadership in peer groups and deferring to them when necessary.	Confusion of roles. Displacement and confusion of time perspectives: the appearance of thoughts about the future, present and past. Concentration of mental strength on self-knowledge, a strong desire to understand oneself to the detriment of developing relationships with the outside world and people. Gender-role fixation. Loss of work activity. Mixing forms of gender-role behavior and leadership roles. Confusion in moral and ideological attitudes.
6. Early adulthood (from 20 to 40-45 years)	Closeness to people. The desire for contacts with people, the desire and ability to devote oneself to people. Having and raising children, love and work. Satisfaction with personal life.	Isolation from people. Avoidance of people, especially close, intimate relationships with them. Character difficulties, promiscuous relationships and unpredictable behavior. Non-recognition, isolation, the first symptoms of mental disorders, mental disorders that arise under the influence of supposedly existing and acting threatening forces in the world.
7. Middle adulthood (from 40-45 to 60 years)	Creation. Productive and creative work on yourself and with other people. A mature, fulfilling and varied life. Satisfaction with family relationships and a sense of pride in their children. Training and education of the new generation.	Stagnation. Egoism and egocentrism. Unproductivity at work. Early disability. Self-forgiveness and exceptional self-care.
8. Late adulthood (over 60 years old)	Fullness of life. Constant thinking about the past, its calm, balanced assessment. Accepting life as it is. A feeling of completeness and usefulness of life lived. The ability to come to terms with the inevitable. Understanding that death is not scary.	Despair. The feeling that life has been lived in vain, that there is too little time left, that it is passing too quickly. Awareness of the meaninglessness of one’s existence, loss of faith in oneself and in other people. The desire to live life again, the desire to get more from it than was received. A feeling of the absence of order in the world, the presence of an evil, unreasonable principle in it. Fear of approaching death.

Socialization and individualization as forms of personality development.Primary and secondary socialization. Enculturation. Self-development and self-realization of personality. Stability of personal properties.

In Russian psychology, it is believed that personality development occurs in the process of its socialization and education. Human- a social being, from the first days of his existence he is surrounded by his own kind, included in various kinds of social interactions. A person gains his first experience of social communication within his family even before he begins to speak. Subsequently, being a part of society, a person constantly acquires a certain subjective experience, which becomes an integral part of his personality. This process, the subsequent active reproduction of social experience by the individual, is called socialization.

The concepts of “personality” and “individuality”, from the point of view of domestic psychology, do not coincide. Moreover, in Russian psychological science there are quite a lot of disagreements regarding the relationship between these concepts. From one point of view (which is most often presented in the works of representatives of the St. Petersburg psychological school), individuality combines those biological and social characteristics of a person that make him different from other people, i.e. the concept of “individuality” from this position seems broader than the concept of “personality”. From another point of view (which can most often be found among representatives of the Moscow psychological school), the concept of “individuality” is considered as the narrowest in the structure of human organization, uniting only a relatively small group of qualities. What these approaches have in common is that the concept of “personality” includes, first of all, the qualities of a person that manifest themselves at the social level during the formation of social relationships and connections of a person.

At the same time, there are a number of psychological concepts in which the personality is not considered as a subject of a system of social relations, but is presented as a holistic integrative formation, including all the characteristics of a person, including biological, mental and social. Therefore, it is believed that with the help of special personality questionnaires it is possible to describe a person as a whole. This difference of opinion is caused by differences in approaches to considering the relationship between the biological and the social in the structure of a person’s personality.

The problem of the relationship between the biological and the social in a person’s personality is one of the central problems of modern psychology. In the process of formation and development of psychological science, almost all possible connections between the concepts of “mental”, “social” and “biological” were considered.

Considering the problem of interaction and mutual influence of biological and social in human mental development, we distinguish three levels of human organization: the level of biological organization, the social level and the level of mental organization. Thus, it is necessary to keep in mind that we are talking about interaction in the triad “biological-mental-social”. Moreover, the approach to studying the relationship between the components of this triad is formed from an understanding of the psychological essence of the concept of “personality”.

Psychologist B.F. Lomov, exploring the problems of personality formation, tried to reveal the complexity and ambiguity of the relationship between the social and biological in personality. His views on this problem boiled down to the following main points.

Firstly, when studying the development of an individual, one cannot limit oneself only to the analysis of individual mental functions and states. All mental functions must be considered in the context of personality formation and development. In this regard, the problem of the relationship between the biological and the social appears primarily as a problem of the relationship between the organism and the individual.

Secondly, it should be borne in mind that one of these concepts was formed within the biological sciences, and the other within the social sciences. However, both simultaneously relate to a person both as a representative of the species Homo Sapiens and as a member of society. At the same time, each of these concepts reflects different systems of human properties: in the concept of organism - the structure of the human individual as a biological system, and in the concept of personality - the inclusion of a person in the life of society.

Thirdly, as has been repeatedly noted, when studying the formation and development of personality, domestic psychology proceeds from the fact that personality is a social quality of an individual, in which a person appears as a member of human society. Outside of society, this quality of an individual does not exist, and therefore, without an analysis of the “individual-society” relationship, it cannot be understood. The objective basis of an individual’s personal properties is the system of social relations in which he lives and develops.

Fourthly, the formation and development of personality must be considered as its assimilation of social programs that have developed in a given society at a given historical stage. It must be borne in mind that this process is directed by society with the help of special social institutions, primarily the system of upbringing and education.

Based on this, we can draw the following conclusion: the factors that determine the nature of an individual’s development are systemic in nature and are highly dynamic, that is, at each stage of development they play a different role. However, they contain both social and biological determinants. An attempt to present these determinants as the sum of two parallel or interconnected series that determine the nature of an individual’s mental development is a very gross simplification that greatly distorts the essence of the matter. There is hardly any universal principle for organizing the relationship between the mental and the biological. These connections are multifaceted and multifaceted. The biological can act in relation to the mental as its certain mechanism, as a prerequisite for the development of the mental, as the content of mental reflection, as a factor influencing mental phenomena, as the cause of individual acts of behavior, as a condition for the emergence of mental phenomena, etc. Even more diverse and the connections between mental and social are multifaceted.

Formation and development of personality

A person is not born as a person, but becomes. Most psychologists today agree with this point of view. However, there are different points of view on the question of what laws personality development is subject to. These discrepancies are caused by different understandings of the importance of society and social groups for the development of the individual, as well as the patterns and stages of development, crises of personality development, possibilities for accelerating the development process and other issues.

There are many different theories of personality, and in each of them the problem of personality development is considered in its own way. For example, psychoanalytic theory understands development as the adaptation of a person’s biological nature to life in society, the development of certain defense mechanisms and ways of satisfying needs. The trait theory bases its idea of ​​development on the fact that all personality traits are formed during life, and considers the process of their origin, transformation and stabilization as subject to other, non-biological laws. Social learning theory represents the process of personality development as the formation of certain ways of interpersonal interaction between people. Humanistic and other phenomenological theories interpret it as a process of formation of the “I”.

However, in addition to considering the problem of personality development from the perspective of one or another theory, there is a tendency towards an integrated, holistic consideration of personality from the perspective of different theories and approaches. Within the framework of this approach, several concepts have been formed that take into account the coordinated, systemic formation and interdependent transformation of all aspects of personality. These development concepts are classified as integrative concepts.

The basis for identifying stages of development is what E. Erikson called the epigenetic principle. This is a biological concept indicating that in all living organisms there is a certain “basic plan” that determines or sets the conditions for development throughout the life of a given organism.

The key concept of Erikson's theory is ego identity - the basic sense of understanding of who we are, expressed in terms of self-concept and self-image. The central problem of human development is the search for one's own identity. Identity formation continues throughout life and goes through a number of stages. Each stage of personality development is characterized by the need for a person to make a choice between two opposing attitudes towards the world and towards himself and provides the opportunity for the formation of opposite qualities that a person realizes in himself and with which he begins to identify himself. In other words, each stage is characterized by a crisis situation that must be resolved in order for the further unhindered development process.

1. Infancy (infancy; oral-sensory stage): basic trust - basic distrust (from birth to 1-1.5 years). During this period, the task of forming basic trust in the world around us is solved (“Can I trust the world?”). The foundations of a healthy personality are laid in the form of a general sense of trust, confidence, and inner certainty. The decisive role in the formation of basic trust in a child belongs to the mother. Signs of trust in a baby are manifested in light feeding, deep sleep, and normal bowel function. When all the basic needs of the child are satisfied, the first basic quality is born - hope. If the child does not receive proper care, does not receive loving care, deprivation of the child's needs occurs and, as a result, distrust in the world.

2.Early age (crawler age; musculo-anal stage): autonomy or shame and doubt (from 1 - 1.5 to 3 (4) years). At this stage, the child solves the problem of forming and defending his autonomy and independence (“Can I control my behavior?”). When a child manages to do something on his own, he gains a sense of control and independence. A negative development option - a consequence of either overprotection or a lack of support and trust, when adults show impatience and rush to do for the child what he himself is capable of - leads to the development of self-doubt in children, doubt in their actions, and shyness. The struggle of a sense of independence against shame and doubt leads to the establishment of a relationship between the ability to cooperate with other people and insist on one's own, between freedom of expression and its restriction. With a successful resolution of the conflict, the Ego includes will, self-control, and with a negative outcome, weakness of will. An important mechanism at this stage is critical ritualization, based on specific examples of good and evil, good and bad, permitted and prohibited, beautiful and safe.

3. Childhood (preschool; play age; locomotor-genital stage): initiative or guilt (from 3 (4) to 6 years). At this stage, the alternative between initiative and guilt is decided (“Can I become independent from my parents and explore the boundaries of my capabilities?”). When adults encourage the child’s research activity aimed at the world around him, his imagination and inquisitiveness, he learns to deal with people and things in a constructive way and gains a sense of initiative. If adults limit the child’s possible actions, severely criticize or punish him, then he gets used to feeling guilty for many of his actions. E. Erikson calls goal orientation the integral quality of this stage.

4. School age (pre-pubertal; latent (psychosexual moratorium)): hard work or inferiority (from 6 to 11 (12) years). The main question of this stage is: “Can I become so skilled as to survive and adapt to the world?” At this stage, the formation of hard work and the ability to handle tools occurs; the opposite tendency is awareness of one's own ineptitude and uselessness. At school age, learning skills for children turn into a special independent world, with its own goals, limitations, achievements and disappointments. Systematic training and education, encouragement by adults of educational and labor creativity of schoolchildren, their inclinations for handicrafts, design, etc. develop their entrepreneurship, perseverance, and initiative. If, while studying at school, a child does not enjoy his work, does not feel proud that he does at least one thing with his own hands really well, if his diligence is not encouraged, then this can lead to the formation of a feeling of inferiority. The main positive acquisition of this stage is skill and competence.

5. Youth (adolescence; teenage stage (mental moratorium)): ego - identity or role confusion (from 12 (13) to 18 (20) years) - sets the individual the task of a holistic consciousness of himself and his place in the world; the negative pole in solving this problem is uncertainty in understanding one’s own self (diffusion of identity, confused identity). The teenager is faced with the task of combining at the first level everything that he knew and knows about himself, about his social roles, into something whole and project this idea into the future (“Who am I? What are my beliefs, views and position?”). In a teenage identity crisis, all past critical moments of development arise anew: the teenager must now solve all the old problems consciously and with the inner conviction that this is the choice that is significant for him and for society. A positive quality associated with a successful recovery from the crisis of adolescence is fidelity, i.e. the ability to make one’s choice, find one’s path in life and remain faithful to one’s obligations, accept social principles and adhere to them.

6.Youth (early adulthood): achieving intimacy or isolation (from 21 to 25 years) - marks the transition to solving adult problems on the basis of an established identity. The main ones are the search for a life partner, the desire for close cooperation with others, the desire for close friendly ties with members of one’s social group (“Can I completely give myself to another person?”). A young man who is confident in his identity shows psychological intimacy, warmth, understanding, and trust when communicating with another person, discovers it in friendship, in erotic relationships or in joint activities. A boy or girl who is unsure of his identity avoids interpersonal intimacy, his relationships with others become very stereotypical, and he himself comes to a deep sense of isolation. The main acquisition of this stage is love.

7. Maturity (average maturity): productivity or inertia (from 26 to 50 – 60 (64) years). This stage of a person’s life is associated with resolving the contradiction between the ability to develop and personal stagnation, slow regression in the process of everyday life (“What can I offer to future generations?”). If in adults the ability for productive activity is so pronounced that it prevails over inertia, then the positive quality of this stage manifests itself - care. With the loss of productivity, the functioning of the individual as an active member of society ceases, life turns into satisfying one’s own needs, and interpersonal relationships become impoverished. This phenomenon - the crisis of older age - is expressed in a feeling of hopelessness, the meaninglessness of life.

8. Old age (late maturity): Ego integrity or despair (65 years and older) - characterized by the achievement of a new form of identity. A person must answer the question: “Am I satisfied with the life I have lived?” Here a person either finds peace and balance as a result of a sense of meaningfulness in life and the integrity of his personality, or he is doomed to a feeling of hopelessness, perceiving his life as a series of missed opportunities and annoying mistakes. The absence or loss of personal integration leads to complete hopelessness: fate is not accepted as the end of life, and death as its final boundary. At this stage, wisdom emerges with many shades of meaning - from maturity of mind to concentration of knowledge - carefully considered judgments and deep, comprehensive understanding.

Note. The periodization of development in ontogenesis, developed by E. Erikson, is an epigenetic ensemble in which all ages are simultaneously present. Each stage forms a new quality and prepares the onset of the next one. The stages do not replace, but adapt to each other. Many problems, complications, and deviations in development are a consequence of the unresolved crisis contradictions of previous periods of development. It is possible to transfer an unsolved development problem from one stage to another. Solvable crises are inevitable and normative.

In Russian psychology, it is generally accepted that personality development occurs in the process of its socialization and education. Since man is a social being, it is not surprising that from the first days of his existence he is surrounded by his own kind and included in various kinds of social interactions. A person gains his first experience of social communication within his family even before he begins to speak. Subsequently, being a part of society, a person constantly acquires a certain subjective experience, which becomes an integral part of his personality. This process, as well as the subsequent active reproduction of social experience by the individual, is called socialization.

The process of socialization is inextricably linked with communication and joint activities of people. At the same time, in Russian psychology, socialization is not considered as a mechanical reflection of directly experienced or observed social experience. The assimilation of this experience is subjective: the perception of the same social situations may be different. Different individuals can extract different social experiences from objectively identical situations, which is the basis of another process - individualization.

The process of socialization, and consequently the process of personality formation, can be carried out both within the framework of special social institutions, for example at school, and in various informal associations. The most important institution for the socialization of the individual is the family. It is in the family, surrounded by close people, that the foundations of a person’s personality are laid. Very often we can come across the opinion that the foundations of personality are laid before the age of three. During this age period, a person not only experiences rapid development of mental processes, but he also gains his first experience and skills of social behavior, which remain with him until the end of his life.

Personality formation in childhood. Author. Bozhovich Lidiya Ilinichna Criterion of periodization. According to L.I. Bozhovich, the general direction of personality development is that the child gradually transforms from a being subject to external influence into a subject capable of acting independently on the basis of consciously set goals and accepted intentions. Her research showed that the development of a child as an individual is determined by the consistent formation of personal new formations.

Stages (name and characteristics).

1. Infancy (from birth to one year). Already from the first days of birth, the child is a being possessing, albeit diffuse, but individual mental life. He has primary needs (for food, warmth, movement), needs associated with the fundamental development of the brain (for example, the need for new experiences) and social needs that appear and develop during the first year of life: the need for another person, for communication with him, in his attention and support. In the infant's consciousness, the emotional components associated with the influences directly perceived by him are primarily represented. However, over the course of a year, the baby’s consciousness develops: individual mental functions are identified in it, the first sensory generalizations appear, and it begins to use elements of words to designate objects. In this regard, the baby’s needs increasingly begin to be embodied (“crystallized”) in objects of the surrounding reality, which acquire motivating power. When objects enter the child’s field of perception, they actualize his needs, which were previously in a potential state, and thereby stimulate the child’s activity in a direction appropriate to the given situation. This determines the situational nature of children in the first year of life, whose behavior is completely controlled by the stimuli that fall into their field of perception. The central, i.e., personal, new formation of the first year of life is the emergence of affectively charged (motivating) ideas, which stimulate the child’s behavior despite the influences of the external environment. Their presence frees the child from the constraint of this particular situation and turns him into a subject, although the child himself is not yet aware of this.

2. Early childhood (from 1 year to 3 years). Young children move forward in space on their own, can act on their own, satisfy many of their needs, and become capable of primary forms. verbal communication, i.e. can already carry out activities not mediated by adults. During this period, the child’s cognitive activity turns not only to the outside world, but also to himself. Gradually, the child transitions from a being who has already become a subject (i.e., who has taken the first step towards the formation of a personality) to a being who is aware of himself as a subject, i.e. to the emergence of that systemic neoplasm that is usually associated with the appearance of the word “I”. The “I-system” includes both rational and affective components, and, above all, the attitude towards oneself. After the emergence of the “I-system”, other new formations arise in the child’s psyche. The most significant of them are self-esteem and the associated desire to meet the requirements of adults, to be “good.”

3. Preschool childhood (from 3 to 7 years). In the conditions of everyday behavior and communication with adults, as well as in the practice of role-playing, a preschool child develops some generalized knowledge of many social norms, but this knowledge is not yet fully realized by the child himself and directly fused with his positive or negative emotional experiences. Preschoolers develop moral motives for behavior and a relatively stable, non-situational subordination of them. At the head of the emerging hierarchy are specifically human motives. Children have a clearly expressed desire to take a new, more “adult” position in life and perform new activities that are important not only for themselves, but also for the people around them, i.e. awareness of one’s social “I” appears. A new level of self-awareness that arises on the threshold of a child’s school life is most adequately expressed in his “internal position”, formed as a result of the fact that external influences, refracted through the structure of the child’s previously developed psychological characteristics, such as then they are generalized and formed into a special central personal new formation that characterizes the child’s personality as a whole. The appearance of such a neoplasm becomes a turning point throughout the entire ontogenetic development of the child.

4. Junior school childhood (from 7 to 12 years old). The main psychological new formations of this period are formed in the process of leading educational activities of a primary school student: theoretical forms of thinking, cognitive interests, the ability to manage one’s behavior, a sense of responsibility and many other qualities of the student’s mind and character. In this case, the main role is played by the development of thinking that occurs during the assimilation of scientific knowledge.

In connection with learning, maturation, accumulation of life experience and, consequently, progress in general mental development, schoolchildren at the beginning of adolescence form new, broader interests, various hobbies arise and a desire appears to take a different, more independent, more “adult” position, which is associated with such behavior and such personality qualities that, as it seems to them, cannot find their realization in “ordinary” school life.

5. Crisis of adolescence (first phase - from 12 to 14-15 years, second phase - from 14 - 15 to 17-18 years). The crisis of adolescence is associated with the emergence during this period of a new level of self-awareness, a characteristic feature of which is the emergence of a teenager has the ability and need to know himself as a person who possesses her, in contrast to all other people, inherent qualities. This gives rise to a teenager’s desire for self-affirmation, self-expression (i.e., the desire to express himself in those personality traits that he considers valuable) and self-education. Deprivation of the above needs is the basis of the crisis of adolescence. The presence of stable personal interests in a teenager makes him goal-oriented, and therefore internally more collected and organized. It’s as if he is gaining freedom. The transitional critical period ends with the emergence of a special personal new formation, which can be designated by the term “self-determination.” Self-determination is formed in the second phase of adolescence (16-17 years old), in conditions of imminent graduation from school, associated with the need to somehow solve the problem of one’s future. A teenager’s self-determination differs from dreams associated with the future in that it is based on the subject’s already firmly established interests and aspirations; in that it involves taking into account one’s capabilities and external circumstances, is based on the adolescent’s emerging worldview and is associated with the choice of profession.

Note. The age periods considered by L. I. Bozhovich coincide with the periods of crises of the 1st and 3rd years of life, with the crisis of 7 years and adolescence.

SOCIO-PSYCHOLOGICAL DEVELOPMENT OF PERSONALITY IN ONTOGENESIS

Periodization criterion. A.V. Petrovsky points out that for each age period, the leading one is not the monopoly of a specific (leading) activity, but the activity-mediated type of relationship that develops in a child with the most referent group for him during this period. These relationships are mediated by the content and nature of the activity, which is determined by this reference group and the communication that develops within it. The determinant of the transition to a new stage of personal development is social factors external to the individual.

Stages (name and characteristics). The model of personality development represents a multi-stage periodization scheme in which eras, epochs, periods and phases of personality formation are distinguished.

The entire preschool and school age is included in one “era of ascent to social maturity.”

If we imagine the social environment in its global characteristics as relatively stable and remember that the goal of public education remains the formation of a comprehensively developed personality, then the entire path to the realization of this goal can be interpreted as a single and integral stage. In this case, the individual naturally goes through three phases of development, formation, formation of personality, its entry into the social whole - adaptation, individualization and integration. Extended in time, they act as macrophases of personality development within one era, designated as three eras: childhood (adaptation), adolescence (individualization), adolescence (integration). The first macrophase (the era of childhood) is characterized by a relative predominance of adaptation over individualization, the second (the era of adolescence) - individualization over adaptation, the third (the era of adolescence) - the predominance of integration over individualization.

Epochs are divided into periods of personality development in a specific environment, in types of groups characteristic of each age stage, differing in level of development.

The era of childhood - the longest macrophase of personality development - covers three age periods (pre-school, preschool, junior school), the era of adolescence and the period of adolescence coincide. The era of youth and the period of early adolescence, in turn, partially coincide (early adolescence is limited to the framework of being at school).

Personality structure in various psychological theories (S. Freud Personality Traits)

Currently, there are many different theories of personality, but some of them receive the most attention and are the most developed. These are personality trait theory, psychoanalytic personality theory, social role theory and humanistic personality theory. Almost all modern theories of personality were basically developed in the first half of the 20th century, and by the middle of it there were already about 20 different private psychological theories of personality. Due to the fact that these theories reflected all sorts of views on personality psychology, representing all 4 of the above directions in the study of personality, from about this time attempts to create new psychological theories virtually ceased. Instead, scientists began an in-depth study of individual characteristics of a person’s personality, their occurrence, and the laws of formation and change. It turned out that in different theories of personality, in particular those named above as the most developed, its structure is presented and described in different ways. Let's get acquainted with how this is done within the framework of these personality theories.

One of the most widespread theories that still influences personality psychology is Freudianism. This theory arose during that period of personality research, which we defined as clinical. The creator of this theory is Z. Freud.

Freud identifies three main components in the structure of personality: id (“It”), ego (“I”) and superego (“Super-ego”). The id is precisely the arena where instincts repressed into the unconscious dominate. The ego, on the one hand, follows unconscious instincts, and on the other, obeys the standards and requirements of reality. The superego is the totality of the moral principles of society; it plays the role of a “censor”. Thus it is in conflict, for the demands of the id and the superego are incompatible. Therefore, the ego constantly resorts to defense mechanisms - repression, sublimation. The repression itself occurs unconsciously. At the same time, motives, experiences, feelings that “move” into the area of ​​the unconscious continue to act in the form of symbols, in the form of activity that is acceptable to the “censor”.

This personality construct, created by Freud, contains the assumption of the complexity, multifaceted structures of human behavior, and all these components are subject mainly to biological laws.

K. Jung was one of the first students of Freud to dissociate himself from his teacher. The main reason for the disagreement between them was Freud's idea of ​​pansexualism. But Jung fought against Freud not from a materialistic, but from an idealistic position. Jung called his system “analytical psychology.”

According to Jung, the human psyche includes three levels: consciousness, the personal unconscious and the collective unconscious. The decisive role in the structure of a person’s personality is played by the collective unconscious, formed from traces of memory left by the entire past of humanity. The collective unconscious is universal. It influences a person’s personality and predetermines his behavior from the moment of birth. In turn, the collective unconscious also consists of different levels. It is determined by national, racial and universal heritage. The deepest level consists of traces of the pre-human past, that is, from the experience of human animal ancestors. Thus, according to Jung's definition, the collective unconscious is the mind of our ancient ancestors, the way they thought and felt, the way they comprehended life and the world, gods and human beings.

The collective unconscious manifests itself in individuals in the form of archetypes, which are found not only in dreams, but also in real creativity. Archetypes are inherent to individuals, but they reflect the collective unconscious. These are some general forms mental representations that include a significant element of emotionality and even perceptual images. For example, the mother archetype is the universal idea of ​​a mother with the sensual and figurative content of her own mother. The child receives this archetype ready-made by inheritance and, on its basis, creates a specific image of his real mother.

In addition to the collective unconscious, there is, according to Jung, a personal unconscious, but it is not separated from consciousness. The personal unconscious consists of experiences that were once conscious and then forgotten or repressed from consciousness. Under certain conditions they become conscious.

The creation of the theory of personality traits is associated with the names of the American psychologist G. Allport and the English psychologist R. Cattell. In personality trait theory, the main concept by which personality is described is the concept of personality trait. A personality trait is understood as a stable property that is acquired by a person in the course of life on the basis of his experience, heredity and physiological characteristics of his body. Personality traits include, for example, the character traits of a person. It is assumed that personality traits begin to develop in a person quite early, even in early childhood, and by the age of 6-7 years the main personality traits of a person (his character traits) are already formed. Further, the system of human personality traits can develop and change, and this process usually continues throughout a person’s life. However, the core personality traits developed in childhood remain largely unchanged throughout a person's life. Personality trait theory has had a notable influence on modern personality research and on the methods of studying personality. Most psychological tests, with the help of which a person is currently studied and assessed as a person, identify personality traits.

The theory of social roles proceeds from the fact that every person in life takes on and plays certain social roles characteristic of him. The roles that a given person takes on more often than others and in which he gets used to so much that they become typical for him in a variety of life situations, begin to define this person as a person. Social role theory states that these roles are the main characteristic of a given person’s personality. There are several varieties of personality psychological theories of roles. One of the most famous versions of this theory was proposed by the American psychologist E. Berne. According to his concept, a person more often than others takes on and plays the following social roles: the role of a child, the role of a parent and the role of an adult. The role of a child is manifested in the fact that an adult continues to feel like a child and actually behaves like a child where he should act like an adult. This, in particular, is manifested in the fact that he, for example, behaves irresponsibly, is capricious, makes increased demands on the people around him regarding caring for him, etc. At the same time, he himself does not care about the people around him and considers this quite normal. In a word, such a person behaves towards other adults like a child, and assigns them the role of his “parents”. If a person behaves as if those who surround him, his children, are irresponsible, helpless, not independent, not entirely reasonable and need constant care - he feels like a parent. The role of a parent is psychologically manifested in the fact that a person himself, regardless of the opinions of other people, takes responsibility for them, imposes his care, makes demands on them as children, treats them as children, for example, punishes, teaches, etc. .P. The role of an adult is that a person actually behaves as adults usually behave and should behave in relation to each other. In this case, people respect the personal freedom and independence of everyone, recognize each other’s right to behave as they see fit, respect each other, trust each other, do not consider themselves to have the right to demand, insist, punish each other, as parents usually do towards your children. All three roles, according to Berne, are combined in the behavior of each person, and their individual combination represents the individual personality structure of the corresponding person.

The most famous among humanistic theories of personality is the theory developed by the American psychologist A. Maslow. The main concept with which a person is characterized in this theory is the concept of “need”. Personality structure, according to Maslow, is an ordered system, or hierarchy, in which the top level of needs is occupied by the main one, the most important for a person on a daily basis. at this stage his life's need.

If a person is a highly developed personality, then the main thing for him becomes the need for self-actualization. It refers to a person’s desire for the fullest development of all his abilities, especially those whose implementation can bring maximum benefit to people. A person for whom this need has become the most important in life is called a self-actualizing person. Such a personality, according to Maslow, has the following main features:

Independence and independence in behavior and thinking;

Having high morals;

Increased moral demands that a person places on himself;

Realistic view of the world;

Adequate self-esteem and normal level of aspirations;

A friendly, respectful attitude towards people, accepting them as they are;

Relative independence from people's opinions. Focus on your own value system;

The desire for spiritual growth and moral self-improvement.

There are laws that determine the hierarchy of human needs and the change in the place that one or another need begins to occupy in the structure of the individual. These laws are as follows. Needs of a higher level arise, become relevant, and significant for a person only when his needs of a lower level are satisfied, at least to a minimal extent. If, for example, a person is constantly hungry or does not feel safe, then it is unlikely that communication or the need for creativity will become relevant for him. If a new need arises and becomes relevant for a person, the entire hierarchy of his needs is rebuilt. A newly emerged and urgent need now occupies the top level in the hierarchy and determines a person’s personality and behavior. As a result, the remaining needs seem to fade into the background, and their satisfaction begins to be subordinated to the satisfaction of a new need that has become the most important for a given person. For example, if a person has become a creative person and the need for creativity has come to the fore for him, then for the sake of creativity he is ready to some extent sacrifice the satisfaction of all his other needs - those that occupy a lower place in the hierarchy.

Needs as a source of human activity. Types of needs. Motivational sphere of personality. Motive. Motivated behavior as a personality characteristic.

What is motivation

This term has two interrelated, but several different meanings: general (wide) and special (narrow). In general, in a broad sense, motivation denotes an independent, relatively new (emerged in the 30s of the 20th century) area of ​​scientific and psychological research dealing with the psychological explanation of human and animal behavior, identifying its origins, factors determining the purposefulness and activity of behavior. The special, narrow meaning of the term “motivation” refers to the reasons and factors that control the behavior of an individual person, that is, to what initiates, directs and supports the behavior of a given person in a given situation at a certain level of activity. Strictly speaking, a broad interpretation of this term presupposes the inclusion of all psychological characteristics of a person without exception among the motivational factors, since they are, to one degree or another, involved in the regulation and management of his behavior. However, this would not be entirely correct: in this case, the term “motivation” would not contribute anything new to the general psychological understanding and explanation of behavior. It was introduced into scientific circulation precisely in order to complement the existing knowledge about human psychology and the mental regulation of his behavior and to separate this knowledge from that presented in other areas of psychology. The fact is that all other psychological properties of a person, except motivation, take part only in the regulation of behavior, but do not serve as its beginning or energy source. When we use the term “motivation,” we first of all include in this concept the idea of ​​the psychological, energetic primary sources of behavior and only then talk about its regulation. It is assumed that the same factors that are the energy sources of behavior ensure its regulation at a certain level of activity.

What motivational forces influence human behavior?

These are various forces that can be located both inside a person and outside his body. Internal motivational forces include physiological processes occurring in the human body and associated with its organic needs, as well as psychological properties, states, processes of a person and their dynamics. External motivational forces include the environment, the people surrounding a given person, and various kinds of external influences exerted on him. For example, in the human body at a given moment in time there may be a lack of something, say, food, water, oxygen, and this deficiency of biochemical substances in the form of actual organic needs can affect human behavior. A certain thought may occur to a person at a given moment in time, and it may become an actual motivator of his behavior. A person may have some desire, interest and desire to realize it, which can become at a given moment in time an internal, psychological reason for his activity. A person can finally make a certain decision and, based on it, by an effort of will force himself to act in a certain way. In this case, the motivational source of his behavior will be a consciously made decision and will. Let's assume that a person has already made a decision and is ready to act in a certain way. Is this enough to achieve your goal? It turns out not. It may happen that the environment in which a person has to act turns out to be unfavorable for achieving the goal he is interested in, and then the person is unlikely to achieve success.

Let us assume that the overall situation is very favorable, but without properly assessing it, a person begins practical actions without taking into account the current situation and suddenly encounters a serious obstacle to which he had not previously paid attention. In this case, the person may achieve the intended goal, but he will have to make much more effort for this than if he had initially carefully studied the surrounding situation, made a reasonable decision on how to act, taking into full account the prevailing circumstances, including possible obstacles on the way to the desired goal. Thus, we come to the conclusion that the environment, although not directly, as is typical for internal factors, still significantly motivates human behavior.

A reasonable person, before acting, will assess the current situation, correlate current needs with it, and make a decision on how to act in this situation so that the most important needs for him are satisfied to the maximum extent and with minimal effort on his part. More specifically, from the context of the situation, a person’s behavior can be motivated by the following factors:

What in a given environment helps to satisfy his most important needs.

What in this environment prevents the satisfaction of these needs.

Subjective assessment of the chances of satisfying certain needs, taking into account their significance and likelihood of satisfaction in a given situation.

An assessment of the effort and time that will be required in order to satisfy a particular need in the current situation.

Having weighed all this and based on what is most significant at the moment in a given environment, a person begins to act. But this, it turns out, is not all. Having taken some trial practical actions, a person stops for a while and evaluates their results. If he sees that the result of the actions he took corresponds to what was expected, then he will continue to act in the same way. If a person discovers that the result he received does not correspond to what he expected, then he will temporarily stop his actions, correct them, or make a completely new decision on how to behave in this situation. This can continue several times in the process of activity aimed at satisfying a specific need in a specific social setting. This is the real dynamic process of motivation.

What are needs and motives

Among the many motivational terms that refer to the internal, psychological driving forces of behavior, the most commonly mentioned are needs and motives. Let's define what is called needs and motives of behavior. Need is the state of a person’s need for something that is necessary for his normal physical or psychological existence and development. The name “need” comes from the words “demand”, “demand”, and therefore need means what a person requires, without which he is not able to exist and develop normally as a person. In contrast to a need, a motive of behavior is called something that at a given moment in time prompts a person to act in a certain way, makes his activity purposeful and maintains it at a certain level. At first glance, it seems that the concepts of “need” and “motive” mean the same thing. Indeed, they have something in common: both need and motive act as internal regulators of behavior. However, there are also differences between them. A need can be a potential and real motive for behavior, that is, to act or not act at a given moment in time, to have or not to influence behavior. Motive is always an actual motivational factor. The need gives rise to a general state of unfocused activity, and the motive makes a person’s activity purposeful. According to A. N. Leontiev, a motive is an objectified need, that is, a need that is expressed in a person’s desire for a specific goal. Motives of behavior are what actually underlies it, that is, motives are subjective, psychological formations that initiate, regulate and support human activity aimed at satisfying his needs. Needs, in turn, are objectively acting energy primary sources of behavior, that is, what makes a person active at the moment. True, if a person is aware and correctly understands what actually controls his behavior, then the need and the motive may coincide.

What types of needs does a person have?

Humans have a much greater variety of needs than all other living beings. These are the following types of needs: organic, material, social, creative, needs of psychological development and moral self-improvement. Let's consider each of the identified groups of needs separately.

Organic are the needs associated with self-preservation and development of the body. These include the needs for everything that the body needs, including food, water, oxygen, a certain temperature, the need for procreation (sexual, or sexual, need). Organic needs sometimes also include the needs for conditions that ensure the safe existence of the organism (security needs). The organic needs of humans are practically no different from the corresponding needs of animals, except that in humans these needs are associated with specific conditions for their satisfaction, for example, hygienic ones, and with some specific means of satisfying them, for example, culinary processing of food.

Material needs are those needs that are satisfied with the help of things created by human labor. This is, for example, the need for clothing, housing, tools and various types of machines, and many other things that people need in everyday life and at work, as well as during leisure. We are talking about objects of human material culture, about their necessity for every civilized person.

Social needs are those associated with a certain lifestyle and a person’s position in society. This is, for example, the need for communication, attention from people around, recognition, respect, authority, power, etc. These needs appeared and began to develop in people since the emergence and development of human society. Thanks to the presence and satisfaction of these needs, a person can live among people, and people as a whole maintain and improve the social way of their existence. This, in turn, makes people's lives safer and more prosperous than if each person lived and existed on his own, without communication and interaction with other people.

Creative needs are those that are satisfied in various types of human creative activity: scientific, technical, artistic. A person, especially if he is a highly developed personality, cannot exist normally without creativity. For such a person, the need for creative activity is sometimes the main, fundamental one in his life and dominates over all other needs. People of this type are ready to live from hand to mouth, to risk the security of their existence, to have a minimum of material resources for life - if only they were given the opportunity to freely engage in creativity.

The needs of psychological development and moral self-improvement are understood as needs, by satisfying which a person ensures his own cultural and psychological growth, strives to make himself a morally responsible and morally perfect person. These needs lead some people to religion. It is these needs that become main and relevant for a person who has reached the highest level of personal development. Currently, a humanistic theory of personality has developed and is very popular among psychologists, in which the presence of such needs in a person is proclaimed as a sign of the highest level of psychological development of a person, the main goal and main task of his life.

Self-awareness and self-determination of personality, Self-concept. Self-esteem and level of aspirations

The ability to reflect determines a person’s ability to observe himself, his feelings, his condition. Moreover, observe critically, i.e. a person is able to evaluate himself and his condition by placing the information received in a certain coordinate system. Such a coordinate system for a person is his values ​​and ideals.

It should be emphasized that these properties of consciousness determine the possibility of forming in the process of human ontogenesis an individual “I-concept”, which is the totality of a person’s ideas about himself and about the surrounding reality. A person evaluates all information about the world around him on the basis of a system of ideas about himself and forms behavior based on the system of his values, ideals and motivational attitudes. Therefore, it is no coincidence that “I-concentration” is very often called self-awareness.

A person’s self-awareness as a system of his views is strictly individual. People evaluate current events and their actions differently, and evaluate the same objects of the real world differently. Moreover, the assessments of some people are quite objective, that is, they correspond to reality, while the assessments of others, on the contrary, are extremely subjective.

The level of aspiration is the degree of difficulty of the tasks that a person sets for himself.

If a person wants to achieve high goals and sets himself tasks that he can cope with, corresponding to his real capabilities, this speaks of his adequacy, or rather, the adequacy of the level of his aspirations. As a personality trait, this is realism.

Particular (situational) and general (personal) level of aspirations

There are private and general levels of claims.

The private level of aspirations refers to achievements in certain areas of activity (in sports, music, etc.) or human relations (the desire to take a certain place in a team, in friendly, family or industrial relations, etc.). This level of aspiration is based on self-esteem in the relevant area.

The level of aspirations can be more general in nature, that is, relate to many areas of a person’s life and activity and, above all, to those in which his intellectual and moral qualities are manifested.

People with a realistic level of aspirations are distinguished by self-confidence, persistence in achieving goals, greater productivity, and criticality in assessing what has been achieved.

Self-esteem is a person’s assessment of his own qualities, virtues and skills. The level of aspiration is the degree of difficulty of the tasks that a person sets for himself. Obviously, these are different things, although interrelated. And if they are interconnected, then how?

How self-esteem depends on the level of aspirations

Self-esteem depends on the level of aspirations, but not directly, but indirectly. It cannot be said that a high level of aspiration raises self-esteem, and a low level lowers it. It would be more precise to say that self-esteem depends on the adequacy of claims, on compliance or non-compliance with one’s level of claims.

If a girl from the provinces is seriously worried that a famous metropolitan actor did not respond to her postcard with a declaration of love, this speaks of her inflated, that is, inadequate, claims: she assumed that a famous metropolitan actor would be interested in her just based on her postcard.

How self-esteem affects the level of aspirations

The level of aspirations definitely depends on the (in)adequacy of self-esteem. Inadequate self-esteem can lead to extremely unrealistic (inflated or underestimated) aspirations.

In behavior, this is manifested in the choice of goals that are too difficult or too easy, increased anxiety, lack of self-confidence, a tendency to avoid competitive situations, uncritical assessment of what has been achieved, erroneous forecasts, etc.

Does the level of aspiration depend on the level of self-esteem? It depends, but in a very complex way. A decrease in the level of self-esteem from high to average usually reduces a person’s aspirations, but a further decrease in self-esteem can unexpectedly, paradoxically raise the level of aspirations: perhaps a person sets for the highest goal in order to either win back his failures, or reduce disappointment from an already expected failure.

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Introduction

1. Man as a biological being

2. Interaction of social and biological in personality

3. Views (typologies, concepts, approaches) on the relationship between the biological and the social in human development

Bibliography

Introduction

In this essay I would like to explore the topic of the relationship between the social and the biological in a person’s personality.

Man is a complex biosocial structure, covering a wide range of aspects of human life - from physiological to social. The relationship between the biological and the social should be understood not as juxtaposition, but as subordination.

The study of man at the intersection of biological and social is one of the important problems of science. Much has not yet been studied in this area. In particular, the question of establishing the limits of influence on a person and his development of biological, natural factors and mechanisms of this influence requires further study.

Man is a biosocial being, that is, both biological and social; he should not be considered only as a social phenomenon. We should not forget that it is part of nature, its product and is the subject of study in various branches of the natural and social sciences. Although specifically biological characteristics are mediated by social existence, this cannot be understood as a refusal to consider its biological characteristics, especially since they are of great importance in its social life.

The problem of the relationship between the biological and the social in human personality has long been the subject of fierce debate among theoretical psychologists. For example, such as: B.G. Ananyev, A. Adler, K. Jung, A.N. Leontyev, N.P. Dubinin, Z. Freud, K.K. Platonov, A.V. Petrovsky and many others.

1. Man as a biological being

Man, like any other biological species, was formed in the process of evolution and is the result of the interconnected action of its driving forces. He came out of nature and remains part of it.

Biological nature is the only real basis on which a person is born and exists. Each individual, each person exists from that time until his biological nature exists and lives. But with all his biological nature, man belongs to the animal world. And man is born only as the animal species “Homo Sapiens”; he is not born as a man, but only as a candidate for man. This is what the philosopher A. Pieron said: “A human child at the moment of birth is not a person, but only a candidate for a person.”

Let's consider the concept of an individual.

Individual - a term first introduced by the ancient Roman philosopher Cicero, denoting an individual representative human race, society, people or social group.

“The concept of “individual” expresses the indivisibility, integrity and characteristics of a specific subject that arise already at the early stages of life development. The individual as an integrity is a product of biological evolution, during which not only the process of differentiation of organs and functions occurs, but also their integration, and mutual "coordination"." (1). individual genotypic personality

An individual is, first of all, a genotypic formation. But the individual is not only a genotypic formation; its formation, as is known, continues in ontogenesis, during life. Ontogenesis is the process of development of an organism from the moment of inception to the end of life. Therefore, the characteristics of an individual also include properties and their integrations, which develop ontogenetically. We are talking about emerging connections between innate and acquired reactions, changes in the substantive content of needs, and emerging behavioral dominants.

Biological characteristics are understood as what brings a person closer to an animal:

· Hereditary traits

· Presence of instincts (self-preservation, sexuality, motherhood, etc.)

Biological needs (breathe, eat, sleep, etc.)

· Procreation

Adaptation to environment

· Ability to use natural objects

· Physiological characteristics (presence of identical internal organs, hormones, constant body temperature)

In the second half of the 19th century. Various theories of social Darwinism are becoming widespread, the essence of which is attempts to extend the principles of natural selection and the struggle for existence in living nature, formulated by the English naturalist Charles Darwin. The emergence of society and its development were considered only within the framework of evolutionary changes occurring independently of the will of people. Naturally, they considered everything that happened in society, including social inequality and the strict laws of social struggle, as necessary and useful both for society as a whole and for its individuals.

The ascending line of human evolution went through the following stages: Australopithecus (fossil southern monkey, 3.3 million years ago) - Pithecanthropus (ape-man, 1 million years ago) - Sinanthropus (fossil "Chinese man", 500 thousand years ago) - Neanderthal (100 thousand years ago) - Cro-Magnon (Homo Sapiens fossil, 40 thousand years ago) - modern man (20 thousand years ago). It should be taken into account that our biological ancestors did not appear one after another, but stood out for a long time and lived together with their predecessors. Thus, it has been reliably established that the Cro-Magnon lived together with the Neanderthal and even hunted him. The Cro-Magnon man, therefore, was a kind of cannibal - he ate his closest relative, his ancestor.

Superiority over animals is biologically ensured to humans only by the presence of a cerebral cortex, which no animal has. The cerebral cortex consists of 14 billion neurons, the functioning of which serves as the material basis for a person’s spiritual life - his consciousness, ability to work and to live in society. The cerebral cortex abundantly provides scope for endless spiritual growth and development of man and society.

IN biological nature a person’s general health and longevity are genetically determined; temperament; talents and inclinations. It should be taken into account that each person is not a biologically repeated organism, the structure of its cells and DNA molecules (genes)

Man as a social being

Everything that is unnatural and historical in a person is expressed by the social concept of “personality”.

Personality is the socio-psychological essence of a person, formed as a result of a person’s assimilation of social forms of consciousness and communication, the socio-historical experience of mankind {2}.

Personality is a specific person, taken in the system of his stable socially conditioned psychological characteristics, which manifest themselves in social connections and relationships, determine his moral actions and are of significant importance for himself and those around him.

Psychology has developed its own idea of ​​the problem of human research. This idea was substantiated by B.G. Ananyev, who identified four levels of human organization that are of greatest interest for scientific research. These included:

Being born as an individual, a person is included in the system of social relationships and processes, as a result of which he acquires a special social quality - he becomes a person. This happens because a person, being included in the system of social relations, acts as a subject - a bearer of consciousness, which is formed and develops in the process of activity.

In turn, the developmental features of all these three levels characterize the uniqueness and originality of a particular person and determine his individuality.

Individuality - mental and physiological characteristics each person. She defines unique combination natural and social properties of the individual.

Individuality:

· Promotes human social activity;

· Determines his behavior in society in the context different cultures;

· Forms human behavior in specific social and life situations, taking into account the properties of the individual himself.

A person’s individuality is formed on the basis of inherited inclinations, but develops independently in the process of upbringing and life in society. Individual traits of a person can be innate (fingerprints, perfect pitch, abilities) and acquired (profession, religious beliefs, financial situation). An important feature of individuality is its development and evolution in the course of self-realization and self-determination. The development of individuality creates optimal conditions for the development of personality.

S. Kon writes: “On the one hand, it designates a specific individual (person) as a subject of activity, in the unity of his individual properties (individual) and his social roles (general). On the other hand, personality is understood as a social property of an individual, as a totality socially significant features integrated into it, formed in the process of direct and indirect interaction of a given person with other people and making him, in turn, a subject of labor, cognition and communication (3).

Social characteristics are unique to humans. These include:

Ability to produce tools

· Articulate speech

· Social needs(communication, affection, friendship, love)

· Spiritual needs (morality, religion, art)

· Awareness of your needs

· Activities (labor, artistic, etc.) as the ability to transform the world

· Consciousness

· Ability to think

· Creation

· Creation

Goal setting

Man owes such qualities as transformative instrumental activity, communication through speech, and the ability for spiritual creativity to society. Society is a part of the material world, isolated from nature, but closely connected with it. Society is a historically developing form of connections and relationships between people in the process of their life.

According to Karl Marx, society is a historically developing set of relations between people, emerging in the process of joint activity.

Talcott Parsons identified three components of society:

1. People who make up the material body of society

2. Social system that determines the interaction of people

3. Culture, which is the result of human interaction

The acquisition of social qualities by a person occurs in the process of socialization: what is inherent in a particular individual is the result of mastering the cultural values ​​that exist in a particular society. At the same time, it is an expression, the embodiment of the internal capabilities of the individual.

Personality socialization is the process of personality formation in certain social conditions, the process of a person’s assimilation of social experience, during which a person transforms social experience into own values and orientation, selectively introduces into its system of behavior those norms and patterns of behavior that are accepted in society or a group. (Ambulance….)

Norms of behavior, moral standards, and beliefs of a person are determined by the norms accepted in a given society.

There are five main stages of socialization. Each of them has its own characteristic features.

1. Primary socialization - the stage of adaptation to the social environment (from birth to adolescence). A feature of this stage is that children uncritically assimilate social experience through imitation and adaptation to the surrounding social reality. It is enough to pay attention to what and how children play at this age.

2. Stage of individualization - the desire to stand out. There is a critical attitude, sometimes even nihilistic, towards social norms, a desire to distinguish oneself from others, to show the uniqueness and originality of one’s “I”. At this stage, intermediate socialization is distinguished (adolescence). It is characterized by a still insufficiently conscious desire for self-determination, clarification of the relationship between the “I” and the surrounding social reality, and instability of worldview and character. Adolescence (18-25 years) - stable conceptual socialization. Finally, stable personality traits are formed, and first of all, character and its accentuations.

3. Stage of integration - the desire to find one’s place in society. The success of integration is determined by the compliance of the basic properties (qualities) of an individual with social expectations (i.e., its requirements). If they coincide, then integration proceeds relatively successfully; if not, the following outcomes are possible: 1) increased aggressiveness of the individual in relation to the social environment in order to preserve his uniqueness, his “I”; 2) renunciation of one’s individuality and uniqueness, the desire to become like everyone else”; 3) conformism, external agreement with the requirements of the social environment, but an internal desire to preserve one’s individuality. In fact, there is a split personality into an internal and external “I”, leading to an aggravation of intrapersonal contradictions .

4. The labor stage of socialization is the longest stage, covering the entire period of a person’s working activity, in fact, the period of a person’s ability to work. A feature of this stage is that the individual not only continues to assimilate social experience, but also develops it and reproduces it through active and purposeful interaction with the surrounding social environment through various forms of activity.

5. The stage of post-work activity is the stage of old age. The peculiarity lies in the predominance of the function of transferring social experience to the younger generation.

E, Erikson developed a psychosocial concept of personality development, in which he showed the close relationship between personality development and the nature of the social environment in which it develops.

The social environment is everything that surrounds a person in his social life, this is a specific manifestation, the originality of social relations at a certain stage of their development. ( Ambulance for a student..)

Erikson introduced the concept of “group identity,” which is formed from the first days of a person’s life. From the moment of birth, a child is focused on inclusion in a certain social group and begins to perceive the surrounding reality as the social group perceives it.

But gradually he begins to form an “ego-identity sense of a stable self.” This is a long process that includes a number of stages of personality development. Each stage is characterized by tasks of a certain age. The success of solutions and solutions depends on the already achieved level of psychomotor development of the individual and spiritual the atmosphere of society in which the process of socialization takes place.

At the first stage of socialization (infancy), the main role is occupied by the mother. The dynamics of the formation of trust in the social environment depend on the quality of her relationship with the child (feeding, affection, courtship). The mother's uncertainty, her neuroticism, and the frequent leaving of the child alone, form in him distrust of the world around him. A lack of emotional communication with him leads to a sharp slowdown in mental development. And vice versa - the mother’s calmness, confidence in herself and her abilities, emotional intimacy with the child, they form his basic trust in the surrounding social reality. The main thing at this stage is not the quantity, but the quality of care and the mother’s confidence in her actions.

At the second stage of socialization (early childhood age 1-2 years), the main point is to form a balance of “autonomy” and “shame.” The child begins to walk, the parents teach the child to be neat, control acts of natural bowel movements, and shame them. The child begins to understand approval and disapproval, and a feeling of shame is formed.

The success of this stage depends on the favorable, positive attitude of the parents towards the child, the satisfaction of his desires, and the non-suppression of his volitional qualities.

At the third stage of socialization ( preschool age 3-5 years old) the desire to highlight one’s “I” is manifested, a sense of initiative is formed, the sphere of communication expands sharply, the child begins to go beyond the family, he actively masters the surrounding social reality. The main form of interaction with the outside world is play.

In order for this stage of socialization to be successful, in no case should his initiative and desire for independence be harshly suppressed. The child should be involved in active creative games, gradually making them more complex. The family still remains the main social environment of the child.

At the fourth stage (school age 6-11 years), the possibilities for socialization in the family are practically exhausted. School plays a significant role in socialization. The process of forming a system of basic theoretical skills is underway. If a child, with the help of parents and teachers, successfully masters it, he develops self-confidence and trust in the wider social environment. If he encounters significant difficulties and does not receive appropriate help in overcoming them, he develops a feeling of inferiority, self-doubt, and distrust of the external social environment. The child seeks refuge in the family. If he does not receive appropriate support in the family, then he develops a corresponding behavioral stereotype, which will be almost impossible to change at subsequent stages of socialization.

At the fifth stage of socialization ( adolescence 12-20 years old) significant physiological changes occur in the body, causing the need for a new understanding of one’s social role in society, a central form of self-identity is formed, self-determination occurs, and a search for one’s place in this life occurs.

If the previous stages are completed successfully, then, as a rule, this one also passes painlessly. The teenager forms an optimal, holistic system of ego-identity, preserves the uniqueness of his “I”, and receives appropriate recognition from the social environment. Otherwise, a diffusion of identity occurs, leading either to infantilism, children's dependent reactions, or to an increase in aggressiveness and opposition to the social environment.

The sixth stage of socialization (youth 20-25 years old) is characterized by the search for a life partner, strengthening cooperation with the social environment, connections with one’s social group, and starting a family. There is a mixture of one’s identity with the identity of the social environment without fear of losing one’s “I”, which leads to the formation of a sense of unity with others.

But if the previous stage is not successfully completed and diffusion moves into the sixth stage, the person withdraws, isolation becomes stronger, disbelief in one’s own strengths and capabilities intensifies, and a feeling of loneliness arises and becomes entrenched.

Seventh stage (maturity up to 50 years). In fact, the central Stage of socialization of the individual, at which it is possible to achieve highest levels development (acme) in all spheres of life, and first of all, in the professional sphere. This is the stage of social and philological maturity, in which the role of children and favorite work is very important; it is in them that a “mature” person finds confirmation of his own need in this world. The most complete self-realization of an individual, his self-affirmation, the realization of his own “I”, occurs in the sphere of professional activity and family. If professional activity does not coincide with the spiritual needs of the individual, then She strives for self-realization in other areas of life. Thus, she strives to resolve intrapersonal contradictions. The formation of ego-identity is completed. On the other hand, when a person has no one to pour out his “I” on (no favorite job, family, children, hobbies), internal devastation occurs, psychological flatness and physiological regression sets in. All these negative processes are aggravated if serious problems arose at the previous stages and were not resolved.

Eighth stage (old age, after 50 years). Completed form and identity based on the entire development of the individual. A person begins to rethink his life, realizes his “I” through the prism of the years he has lived, the degree of implementation of his life strategy. At the same time, physiological forces decrease and accentuations intensify. The core of this stage is the realization that life is unique, it is impossible and does not need to be remade. There is an acceptance of “oneself and life” as they happened.

If this does not happen, a person feels disappointed, tired of life sets in, the taste for it is lost, and there is a feeling that life has been in vain. A deep intrapersonal crisis arises, significantly accelerating the human aging process.

It should be emphasized that, according to E. Erikson, how the problem of socialization is solved at the first stage, similarly, it will proceed at the last. This is confirmed by the well-known worldly wisdom: “You can understand life only at the end, but you must live it first.”

2. INinteractionsocial and biological inpersonalities

Man is a product of the interaction of biological and social factors of anthropogenesis (anthropogenesis is part of biological evolution that led to the emergence of Homo sapiens), which allowed man to stand out from the animal world:

The main social factors include:

· Labor and collective activity

· Thinking

· Language and communication

The main biological factors include:

· Upright posture

· Developed hands

Large and highly developed brain

· Ability to speak clearly

Anthropogenesis is inseparable from sociogenesis; together they constitute a single process of formation of man and society - anthroposociogenesis.

Man is a biosocial being with articulate speech, consciousness, higher mental functions (abstract-logical thinking, logical memory, etc.), capable of creating tools and using them in the process of social labor (4).

Man cannot be reduced solely to social qualities, since biological prerequisites are necessary for his development. But it cannot be reduced to biological characteristics, since one can only become a person in society. The biological and social are inseparably fused in a person, which makes him a biosocial being.

Currently, science has established an opinion about the biosocial nature of man. At the same time, the social is not only not belittled, but its decisive role in separating Homo sapiens from the animal world and its transformation into a social being is noted. Now hardly anyone would dare to deny the biological prerequisites for the emergence of man. Even without turning to scientific evidence, but guided by the simplest observations and generalizations, it is not difficult to discover a person’s enormous dependence on natural changes - magnetic storms in the atmosphere, solar activity, earthly elements and disasters.

In the formation and existence of a person, and this has already been said earlier, a huge role belongs to social factors, such as labor, relationships between people, their political and social institutions. None of them by itself, separately, could have led to the emergence of man, his separation from the animal world.

Each person is unique and this is also predetermined by his nature, in particular, by the unique set of genes inherited from his parents. It must also be said that the physical differences that exist between people are primarily predetermined by biological differences. These are, first of all, differences between the two sexes - men and women, which can be considered among the most significant differences between people. There are other physical differences - skin color, eyes, body structure.

3. Views (typologies, concepts, approaches) on the relationship between the biological and the social in human development

In modern psychology there is no unified theory of personality formation and development:

1. The biogenetic approach is the basis for personality development, it is biological processes maturation of the body.

2. Sociogenetic - the structure of society, methods of socialization, relationships with others, etc.

3. Psychogenetic - does not deny either biological or social factors, but highlights the development of mental phenomena themselves.

In biologizing concepts, the mental is viewed as a linear function of the development of the organism, as something that unambiguously follows this development. All features of mental processes, states and properties of a person are determined by the features of the biological structure, and their development is subject exclusively to biological laws. Often, laws discovered in the study of animals are used, which do not take into account the specifics of the development of the human body. It is appropriate and inappropriate to explain mental development by referring to the biogenetic law (the law of recapitulation), according to which in the development of an individual the evolution of the species to which this individual belongs is reproduced in its main features.

Biologizers argue that the mental as an independent phenomenon does not exist in nature, since all mental phenomena can be described or explained using biological (physiological) concepts. It is possible, but such descriptions and explanations turn out to be very, very strained. Unfortunately (or fortunately?) a person is so deeply immersed in society, in civilization, in culture, the mind is so developed in us that to describe human behavior through the physiological means to extremely simplify and distort the real patterns of such behavior.

In contrast to biologizing ones, as already mentioned, there are sociologizing concepts that assert the priority of the social over the biological. It is interesting that the same law of recapitulation applies here, but in a different sense: the individual in his ontogenesis reproduces the main stages of the process of historical development of society, primarily the development of his spiritual life and culture.

Sociogenetic approach

G. Adler shows the importance of not only biological, but also social factors in the formation of human self-awareness. His works emphasized the mutual influence of man on society and society on man as indispensable components public life, which simultaneously shape personality and determine the path of society.

Biological approach

P. Teilhard de Chardin

According to Teilhard, man embodies and concentrates in himself the entire development of the world. Nature, in the process of its historical development, receives its meaning in man. In it, she reaches, as it were, her highest biological development, and at the same time it acts as a kind of beginning of her conscious, and, consequently, social development.

S.L. Rubinstein

He, contrary to the widespread tendencies in Russian psychology to level out individual properties with an excessive emphasis on the model of a socially desirable personality, did not discount the importance of innate, inherited from parents and grandparents, human characteristics in the formation of personality. Rubinstein believed that individually defined properties indirectly refract (each person in his own way) information about the environment.

Bibliography

1. Leontyev A.N. Activity. Consciousness. Personality. M., 1975

2. Short course in general psychology: textbook - 2nd ed. erased - M.: Publishing house "Okay-book". 2012. - 184s. - (Ambulance for students. Short course)

3. Kon I.S. - Sociology of personality. - M.: Politizdat, 1967

4. Short course in general psychology: textbook - 2nd ed. erased - M.: Publishing house "Okay-book". 2012. - 184s. - (Ambulance for students. Short course)

5. I.T. Kavetsky, T.L. Ryzhkovskaya, I.A. Koverzneva, V.G. Ignatovich, N.A. Loban, S.V. Starovoitova. Fundamentals of psychology and pedagogy - Minsk: MIU Publishing House, 2010

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Personality is a specific person, taken in the system of his stable socially conditioned psychological characteristics, which manifest themselves in social connections and relationships, determine his moral actions and are of significant importance for himself and those around him.

The concept of “personality” characterizes one of the most significant levels of human organization, namely the features of its development as a social being.

When considering personality structure, it usually includes abilities, temperament, character, motivation and social attitudes. All these qualities will be discussed in detail below, but for now we will limit ourselves to their general definitions.

Abilities are individually stable properties of a person that determine his success in various activities. Temperament is a dynamic characteristic of human mental processes. Character contains qualities that determine a person's attitude towards other people. Motivation is a set of motivations for activity, and social attitudes are people’s beliefs.

The problem of the relationship between the biological and the social in a person’s personality is one of the central problems of modern psychology. In the process of formation and development of psychological science, almost all possible connections between the concepts of “mental”, “social” and “biological” were considered. Mental development was interpreted as a completely spontaneous process, independent of either biological or social, and as derived only from biological or only from social development, or as a result of their parallel action on the individual, etc. Thus, several groups of concepts can be distinguished , who differently consider the relationship between the social, mental and biological.

In the group of concepts that prove the spontaneity of mental development, the mental is viewed as a phenomenon completely subordinate to its own internal laws, in no way connected with either the biological or the social. At best, the human body, within the framework of these concepts, is assigned the role of a kind of container for mental activity.

In biologizing concepts, the mental is viewed as a linear function of the development of the organism, as something that unambiguously follows this development. From the perspective of these concepts, all features of mental processes, states and properties of a person are determined by the features of the biological structure, and their development is subject exclusively to biological laws. In this case, laws discovered in the study of animals are often used, which do not take into account the specifics of the development of the human body. Often in these concepts, to explain mental development, the basic biogenetic law is used - the law of recapitulation, according to it, in the development of an individual, the evolution of the species to which this individual belongs is reproduced in its main features. An extreme manifestation of this position is the statement that the mental as an independent phenomenon does not exist in nature, since all mental phenomena can be described or explained using biological (physiological) concepts. It should be noted that this point of view is very widespread among physiologists.

For example, I.P. Pavlov adhered to this point of view.

There are a number of sociological concepts that also proceed from the idea of ​​recapitulation, but here it is presented somewhat differently. Within the framework of these concepts, it is argued that the mental development of an individual in a summary form reproduces the main stages of the process of historical development of society, primarily the development of its spiritual life and culture.

The essence of such concepts was most clearly expressed by V. Stern. In his proposed interpretation, the principle of recapitulation covers both the evolution of the animal psyche and the history of the spiritual development of society. He writes: “The human individual in the first months of infancy, with a predominance of lower feelings, with an unreflective reflexive and impulsive existence, is in the mammalian stage; in the second half of the year, having developed the activity of grasping and versatile imitation, he reaches the development of the highest mammal - the monkey, and in the second year, having mastered the vertical gait and speech - the elementary human state. In the first five years of games and fairy tales, he stands on the level of primitive peoples. This is followed by entry into school, a more intense integration into a social whole with certain responsibilities - an ontogenetic parallel to a person’s entry into culture with its state and economic organizations. In the first school years, the simple content of the ancient and Old Testament world is most adequate to the child’s spirit; the middle years bear the features of fanaticism of Christian culture, and only in the period of maturity is spiritual differentiation achieved, corresponding to the state of culture of the New Age.”

No one will dispute the fact that a person is born as a representative of a certain biological species. At the same time, after birth, a person finds himself in a certain social environment and therefore develops not only as a biological object, but also as a representative of a particular society.

The results of numerous studies of the patterns of human mental development suggest that the initial prerequisite for the mental development of an individual is his biological development. An individual is born with a certain set of biological properties and physiological mechanisms, which act as the basis of his mental development. However, these prerequisites are realized only when a person is in the conditions of human society.

Considering the problem of interaction and mutual influence of biological and social in human mental development, we can distinguish three levels of human organization: the level of biological organization, the social level and the level of mental organization. Thus, when considering this problem, it is necessary to keep in mind that the interaction in the triad “biological - mental - social” is being considered. Moreover, the approach to studying the relationship between the components of this triad is formed from an understanding of the psychological essence of the concept of “personality”.

In various domestic psychological schools, the concept of “personality”, and even more so the relationship between the biological and the social in the individual, and their role in mental development, are considered differently. Despite the fact that all domestic psychologists unconditionally accept the point of view that states that the concept of “personality” refers to the social level of human organization, there are certain disagreements on the issue of the degree to which social and biological determinants are manifested in the individual. Thus, there is a difference in views on this problem in the works of representatives of Moscow and St. Petersburg universities, which are the leading centers of Russian psychology. For example, in the works of Moscow scientists one can most often find the opinion that social determinants play a more significant role in the development and formation of personality. At the same time, the works of representatives of St. Petersburg University prove the idea of ​​equal importance for the development of personality of social and biological determinants.

In the history of Russian psychology, the idea of ​​the psychological essence of personality has changed several times. Initially, the understanding of personality as a psychological category was based on a listing of the components that form personality as a kind of mental reality. In this case, personality acts as a set of qualities, properties, traits, and characteristics of the human psyche.

Since the mid-1960s. Attempts began to be made to elucidate the general structure of personality. The approach of K.K. Platonov, who understood personality as a kind of biosocial hierarchical structure, is very characteristic in this direction. The scientist identified the following substructures in it: orientation, experience (knowledge, abilities, skills), individual characteristics of various forms of reflection (sensation, perception, memory, thinking) and, finally, the combined properties of temperament.

In contrast to the opinion of K.K. Platonov, the idea was expressed that the biological, entering the human personality, becomes social.

By the end of the 1970s. In addition to focusing on a structural approach to the problem of personality, the concept of a systems approach began to develop. In this regard, the ideas of A. N. Leontiev are of particular interest.

Personality, according to A. N. Leontev, is a psychological formation of a special type, generated by a person’s life in society. The subordination of various activities creates the basis of personality, the formation of which occurs in the process of social development (ontogenesis). The concept of “personality” A. N. Leontyev did not include primarily the genotypically determined characteristics of a person - physical constitution, type of nervous system, temperament, biological needs, affectivity, natural inclinations, as well as acquired knowledge, skills and abilities during life, including professional ones . The listed categories, in his opinion, constitute the individual properties of a person. The concept of “individual,” according to A. N. Leontyev, reflects, firstly, the integrity and indivisibility of a particular person as a separate individual of a given biological species and, secondly, the characteristics of a particular representative of the species that distinguish it from other representatives of this species. In his opinion, individual properties, including those genotypically determined, can change in a variety of ways during a person’s life. However, this does not make them personal, because personality is not an individual enriched by previous experience. The properties of an individual do not transform into personality properties. Even transformed, they remain individual properties, not defining the emerging personality, but constituting only the prerequisites and conditions for its formation.

The approach to understanding the problem of personality formulated by A. N. Leontyev found its further development in the works of domestic psychologists - representatives of the Moscow school, including A. V. Petrovsky.

The idea of ​​the problem of personality, formed within the framework of the Leningrad psychological school, is most clearly presented in the works of B. G. Ananyev. According to B. G. Ananyev, personality is a social individual, an object and subject of the historical process. Therefore, in the characteristics of a person, the social essence of a person is most fully revealed, i.e., the property of being a person is inherent in a person not as a biological being, but as a social one. In this case, a social being is understood as a person of a specific socio-historical era in the totality of his social relations. Consequently, the Leningrad psychological school, like the Moscow school, includes the social characteristics of a person in the concept of “personality”. This is the unity of positions in Russian psychology regarding the problem of human personality. The difference in views between these schools is revealed when considering the structure of personality.

According to B. G. Ananyev, not all psychophysiological functions, mental processes and states are included in the structure of personality. Of the many social roles, attitudes, and value orientations, only a few are included in the personality structure. At the same time, this structure may also include some properties of the individual, many times mediated by the social properties of the individual, but themselves related to the characteristics of the human body (for example, mobility or inertia of the nervous system). Consequently, as B. G. Ananyev believes, the personality structure includes the structure of the individual in the form of the most general and relevant complexes of organic properties for life and behavior.

Later, the famous Russian psychologist B.F. Lomov, exploring the problems of personality formation, tried to reveal the complexity and ambiguity of the relationship between the social and biological in personality. His views on this problem boiled down to the following main points. Firstly, when studying the development of an individual, one cannot limit oneself only to the analysis of individual mental functions and states. All mental functions must be considered in the context of personality formation and development. In this regard, the problem of the relationship between the biological and the social appears primarily as a problem of the relationship between the organism and the individual.

Secondly, it should be borne in mind that one of these concepts was formed within the biological sciences, and the other within the social sciences. However, both simultaneously relate to a person both as a representative of the species Homo sapiens and as a member of society. At the same time, each of these concepts reflects different systems of human properties: in the concept of “organism” - the structure of the human individual as a biological system, and in the concept of “personality” - the inclusion of a person in the life of society.

Thirdly, as has been repeatedly noted, when studying the formation and development of personality, domestic psychology proceeds from the fact that personality is a social quality of an individual, in which a person appears as a member of human society. Outside of society, this quality of an individual does not exist, and therefore, without an analysis of the “individual-society” relationship, it cannot be understood. The objective basis of an individual’s personal properties is the system of social relations in which he lives and develops.

Fourthly, the formation and development of personality must be considered as its assimilation of social programs that have developed in a given society at a given historical stage. It must be borne in mind that this process is directed by society with the help of special social institutions, primarily the system of upbringing and education.

Based on this, we can draw the following conclusion: the factors that determine the nature of an individual’s development are systemic in nature and are highly dynamic, that is, at each stage of development they play a different role. However, they contain both social and biological determinants. An attempt to present these determinants as the sum of two parallel or interconnected series that determine the nature of an individual’s mental development is a very gross simplification that greatly distorts the essence of the matter. There is hardly any universal principle for organizing the relationship between the mental and the biological. These connections are multifaceted and multifaceted. The biological can act in relation to the mental as a certain mechanism, as a prerequisite for the development of the mental, as the content of mental reflection, as a factor influencing mental phenomena, as the cause of individual acts of behavior, as a condition for the emergence of mental phenomena, etc.