Lesson summary "individual self-awareness and social behavior." Social studies lesson on the topic “individual self-awareness and social behavior” Self-awareness and social behavior of a person

Self-knowledge begins in infancy and ends with the death of a person. Self-image Self-concept is a relatively stable, more or less conscious, or verbally recorded idea of ​​a person about himself. Reflection includes not only a person’s own view of himself, but also takes into account how those around him, especially significant individuals and groups, see him.

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Individual self-awareness and social behavior

Self-awareness is:

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

Self-knowledge a person’s study of his own mental and physical characteristics.

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

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

Self-esteem emotional attitude towards one’s own image (always subjective). Self-esteem can be realistic (in people oriented towards success), unrealistic (inflated or underestimated in people oriented towards avoiding failures).Factors influencing self-esteem: comparison of the real “I” with the ideal; evaluating other people and comparing oneself with them; the individual's attitude towards his own successes and failures.

Image of “I” (“I”-concept)a relatively stable, more or less conscious or recorded in verbal form, a person’s idea of ​​himself. Self-knowledge is closely related to such a phenomenon as reflection , reflecting the process of an individual’s thinking about what is happening in his mind. Reflection includes not only a person’s own view of himself, but also takes into account how those around him, especially individuals and groups that are significant to him, see him.

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

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

Manners typical reactions to certain events repeated by many people; transform as people become aware. Based on habits. Customs form of human behavior in a certain situation; customs are followed unswervingly, without thinking about their origin and why they exist.

Social responsibilityis expressed in a person's tendency to behave in accordance with the interests of other people.

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

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

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

All deviant behavior is deviant behavior, but not all deviant behavior can be classified as delinquent behavior. The recognition of deviant behavior as delinquent is always associated with the actions of the state represented by its bodies authorized to adopt legal norms that establish in legislation a particular act as an offense.

Worldview, its types and forms

1. The inner (spiritual) world of mancreation, assimilation, preservation and dissemination of cultural values.

2. Structure of the inner world:

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

Personality orientationis a system of persistently characterizing human motivations. At the same time, it is quite dynamic. There are dominant and secondary components. Dominant drives determine the basic line personality behavior . All these incentives constitute a system (motivation). This system is individual, it is formed in the process of formation and development personality. Motives: attitude, attraction, interest, inclination, desire, desire, intention, belief (Beliefs a stable view of the world, ideals, principles, aspirations.), worldview.

• worldview

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

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

Types of worldview:

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

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

1. Role in a person's life. Worldview provides: guidelines and goals, methods of cognition and activity, true values ​​of life and culture.
2. Features: always historical (different at different historical stages of the formation of society); closely related to beliefs.

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

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

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

Types of knowledge

1. Sensual and rational cognition, intuition

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

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

Intuition the ability to directly comprehend the truth as a result of “insight”, “inspiration”, “insight” without relying on logical justifications and evidence. Kinds intuition: mystical associated with life experiences, emotions; intellectual is associated with mental activity.Features of intuition: suddenness; incomplete awareness; the direct nature of the emergence of knowledge.

Knowledge is the unity of sensory and rational knowledge. They are closely interconnected. Intuition is a unique form of combining the sensual and rational in cognition

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

It is obvious that the sensual and rational in cognition cannot be opposed; the two stages of cognition manifest themselves as a single process. The difference between them is qualitative: the first stage is lower, the second is higher. Knowledge is the unity of sensory and rational knowledge of reality. Outside of sensory representation, man has no real knowledge. On the other hand, knowledge cannot do without the rational data of experience and their inclusion in the results and course of the intellectual development of mankind.

Emotions (affective form of manifestation of moral feelings) and feelings (emotions expressed in terms of love, hatred, etc.) motivate the sustainability of the interests and goals of the subject of cognition Misconception the content of the subject's knowledge that does not correspond to the reality of the object, but is accepted as truth.Sources of misconceptions:errors in the transition from sensory to rational knowledge, incorrect transfer of other people's experience. False deliberate distortion of the image of an object.

Knowledge the result of cognition of reality, the content of consciousness received by a person in the course of active reflection, ideal reproduction of objective natural connections and relationships of the real world. The ambiguity of the term “knowledge”:knowledge as abilities, skills, skills based on awareness;knowledge as cognitively significant information;knowledge as a person’s attitude to reality.

6. Types of knowledge:

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

Forms of knowledge:

• Scientific objective, systematically organized and substantiated knowledge
• Unscientific scattered, unsystematic knowledge that is not formalized and not described by laws
• Pre-scientific prototype, prerequisites of scientific knowledge
• Parascientific incompatible with existing scientific knowledge
• Pseudoscientific deliberately using speculation and prejudice
• Anti-scientific utopian and deliberately distorting view of reality

True. Her criteria. The Relativity of Truth

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

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

True there is a process, and not some one-time act of comprehending an object in full at once. Truth is one, but it has objective, absolute and relative aspects, which can also be considered as relatively independent truths.

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

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

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

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

1. source of knowledge (practical needs brought the existing sciences into being);
2. the basis of knowledge (a person does not just observe or contemplate the world around him, but in the process of his life transforms it);
3. the purpose of cognition (a person for this purpose learns the world around him, reveals the laws of its development in order to use the results of cognition in his practical activities);
4. criterion of truth (until some position expressed in the form of a theory, concept, simple conclusion is tested experimentally and put into practice, it will remain just a hypothesis (assumption)).

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

Thinking and activity

Activity a way of relating to the outside world, consisting in transformation and subordination of it to human goals (conscious, productive, transformative and social in nature)

Differences between human activity and animal activity:

Subject and object of activity

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

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

Types of actions according to M. Weber:

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

Types of activities:work (aimed at achieving a goal, practical usefulness, skill, personal development, transformation) game (the process of the game is more important than its goal; the dual nature of the game: real and conditional) learning (learning something new)

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

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

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

Needs and interests

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

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

You should remember to reasonably limit your needs.
Reasonable needsthese are needs that help the development of truly human qualities in a person: the desire for truth, beauty, knowledge, the desire to bring good to people, etc. Needs underlie the emergence of interests and inclinations.

Interest (lat. interest to have meaning) a person’s purposeful attitude towards any object of his need.

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

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

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

Freedom and Necessity in Human Activity

Liberty the word is ambiguous. Extremes in the understanding of freedom:

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

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

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

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

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

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

What is the source and what is the nature of awareness of one’s own position, its uniqueness? Where does the inner consciousness of “I” come from?

If man is a question of philosophical questions, then the central point in the problem of man is the question of the nature of a unique personal existence. Philosophers explain consciousness, the spiritual principle in a person in different ways. According to Plato, consciousness is a memory of the eternal world of ideas in which the soul resided before birth. It is easy to see that this understanding actually goes back to mythological views about the transmigration of souls. According to the British philosopher D. Locke, consciousness is a developed and complicated system of sensory perceptions. According to rationalist philosophers (who give priority to reason over feelings) such as R. Descartes, B. Spinoza, W. Leibniz, ideas are primordial and exist parallel to the material world and independently of it. According to such philosophers as the German M. Buber, the Frenchman E. Levinas, and the domestic thinker M. Bakhtin, the Spirit originally inherent in man, in contact with other spiritual entities, is, as it were, embodied by them into a specific Soul.

The reason for such discrepancies is due to the fact that human consciousness, the “I,” although it seems to be quite obviously given to everyone, is not comprehensible, since other objects are comprehended: a table, a chair, chemicals, planets, works of art, political events, etc. .d. knowable objectively, i.e. as certain objects that exist outside the subject cognizing them. The consciousness of one’s own “I” is understandable not through objectification, but in some other, deeper way. “I” is not a fact, not an act, not an idea, it is both ideal and real. Moreover, the “I” always seems to stand outside of space and time: it is always, at any moment in time, recognized as the “I-unchangeable”, as “I, which is precisely I,” and in all its completeness.

The meaning of the problem of self-awareness is that the subject of self-awareness is the bearer of freedom. And the problem of self-awareness, thus, turns out to be at the center of any person’s understanding of reality and himself, the possibility of understanding the dynamics of culture in general. The main problem turns out to be the non-spatial, timeless beginning of self-consciousness, lying outside the knowable world, perhaps even preceding it. And then we are talking about freedom, the bearer of which is the subject of self-consciousness.

Since self-consciousness is difficult to subsume under rational categories, a tradition has developed in philosophy of the rational indefinability of self-consciousness and the related philosophical ideas of freedom or existence. Given outside of time and space, our “I” appears as something that does not belong to the external world we are accustomed to, therefore the problem of self-knowledge ultimately reveals itself as a problem of the extra-existent beginning of being, as a religious problem. “I” is given in itself, but it cannot be its own basis and needs some kind of foundation that lies outside the sensory world. Therefore, true self-knowledge is achieved only through correlation with a certain “absolute” beginning of all manifestations of reality, something free from this reality.

The problem of personal freedom

What is freedom? And is there freedom? After all, there are many authoritative worldview concepts - materialistic and religious - that deny freedom. According to materialism, everything in the world is the result of cause-and-effect interactions. According to the religion of Protestantism, complete Divine predestination reigns in the world. Both the outstanding German philosopher F. Nietzsche and the supporters of behaviorism (from the English. behavior- behavior), according to which human behavior is completely determined by external influences.

But freedom is not so much a physical concept as a “superphysical” one. Freedom is always something unrealized; it is not yet being, but a certain possibility of being. It precedes being, it is what “wants” to be embodied in being. In this sense, freedom acts as a kind of “baseless basis of being.” That is why it is always so difficult to talk about freedom - it does not have specific characteristics, representing something indescribable and inexpressible. According to the Russian religious philosopher N.A. Berdyaev, even the omnipotent God the Creator over being is not omnipotent over uncreated freedom.

Freedom appears only when human consciousness appears. The spiritual is thus directly related to freedom. Therefore, freedom appears to be the only condition for adequate perception and comprehension of reality. The human essence is freedom, eternally waiting beyond the threshold of the human certainty of the world. The self-consciousness of the subject is the self-consciousness of freedom.

Self-awareness- this is an individual’s awareness of his physical, intellectual, personal specificity, national and professional affiliation, and place in the system of social relations. Self-awareness is a process developing in ontogenesis, associated with the general development of a person, and is a necessary condition for maintaining the identity of the individual, the continuity of individual stages of its development, it is in it that the unique history of individuality is reflected. At the same time, getting to know oneself in work and communicating with other people, the individual regulates his actions and behavior in the system of social relationships. Realizing his strengths and weaknesses, a person changes his behavior in accordance with the requirements that society places on him and the goals that he sets for himself in the process of self-education. This means that an individual’s self-awareness has a social character and determines a person’s social behavior.

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

Self-awareness is the unity of three components: self-knowledge, emotional and value-based attitude towards oneself and self-regulation.

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

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

Self-regulation of behavior carried out as a two-level process. The first level involves managing the behavior of an individual at all stages of his development. The second level is self-control, that is, a kind of feedback within the self-regulation process.

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

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

TECHNOLOGICAL MAP (PLAN) LESSON No.________

SUBJECT: « Individual self-awareness and social behavior"

Type of lesson (lesson type): combined lesson Time limit: 90 min

Educational

Form the concepts: self-knowledge, self-awareness, self-identification, self-esteem, reflection.

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

Introduce students to various self-knowledge techniques.

Educational

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

Developmental

Develop skills and abilities:

express an opinion about your own understanding of a given topic; be able to highlight the main thing in the text of a paragraph or document and give your assessment; use information obtained on the Internet.

Providing classes

Visual aids:slides, board

Handout:textbooks (Vazhenin A.G. Social science. SPO. - M. Prosveshchenie, 2017.), diagrams “Formation of self-awareness.”, material for independent work (filling out the table “Phases of self-knowledge and self-esteem”, drawing up a diagram - summary)

Technical training aids:slide projector, computer

Main literature: Vazhenin A.G. Social science. SPO. – M. Prosveshchenie, 2017.

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

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

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

REQUIREMENTS FOR THE RESULTS OF LEARNING THE MATERIAL

Students should know: basic concepts: self-knowledge, self-awareness, self-identification, self-esteem, reflection; ways to form an individual's self-awareness.

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

LESSON CONTENT

1 . What is the human spiritual world?

2. What is culture?

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

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

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

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

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

8. State your conclusion.

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

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

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

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

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

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

5. The spiritual world of the individual is characterized by:

2) Spiritual and practical activities

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

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

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

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

7. spiritual culture is closely related to material culture, for not a single object can be created without a combination of the actions of the “thinking head” and the “executing hand.”

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

8. Conclusion.

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

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

Our time allows a person to make ideological self-determination. Everyone chooses for themselves what, in their opinion, helps them live.

III Learning a new topic

A person must be happy. If he is unhappy, then he is to blame. And he is obliged to work on himself until he eliminates this inconvenience or misunderstanding.

1. Motivation stage. Formulating the topic and objectives of the lesson

- What is a social group?

- Define the concept of “Individual”

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

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

Recording the topic and epigraph for the lesson in notebooks

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

Concept"individual" characterizes a person as a single (individual) representative of the entire human race, a specific bearer of all the social, psychological and biological qualities of humanity: reason, will, needs, interests, etc.

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

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

Intergenerational mobility presupposes that children achieve a higher social position or fall to a lower level than their parents: the son of a miner becomes an engineer.

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

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

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

Explanation of new material.

Conversation.

Self-knowledge - this is a person’s study of his own mental and physical characteristics, self-understanding.

Self-awareness - oneself in contrast to others - other subjects and the world in general; this is a person’s awareness of his social status and his vital , , , , , , actions.

Personality- Thisa stable system of socially significant traits that characterize an individual as a member of a particular society).

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

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

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

How many phases?

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

Independent work. Filling out the table.

Phases of self-knowledge and self-esteem

Active phase

Fall phase

activity

………………

…………………

………………

…………………

awareness is aimed at the external world around us, knowledge of one’s self is episodic

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

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

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

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

The active phase begins in adolescence and lasts until old age. This phase can be divided into two stages, defining the stage boundary at 20-30 years of age. It is necessary to take into account that the formation of personality and character does not occur in the same way, and in connection with this, we determined the duration of the transition from one stage to another at 10 years.

Towards the end of life, value orientations change towards assessing the path traveled and the activity of self-knowledge decreases somewhat.

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

Self-knowledge, unlike other types of knowledge:

Directed at the knower himself, both at the external appearance and at the inner essence;

Unlike scientific cognition, social cognition involves subjectivity;

Of great importance in knowing one’s own “I” (compared to social cognition) is the point of view and assessment of others.

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

Writing definitions in notebooks

Self-knowledge, Self-awareness,

Personality, Self-Esteem, Identity

Filling out the table yourself.

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

1. Self-awareness This:

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

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

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

Self-knowledge – a person’s study of his own mental and physical characteristics.

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

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

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

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

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

Cognition of the properties of one’s own personality occurs in the process of activity and communication. In communication, people get to know and evaluate each other. These assessments affect the individual's self-esteem.

4. Self-esteem – emotional attitude towards one’s own image (always subjective). Self-esteem can be realistic (in people oriented towards success), unrealistic (inflated or underestimated in people oriented towards avoiding failures).

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

5. Factors influencing self-esteem :

comparison of the real “I” with the ideal,

evaluating other people and comparing yourself with them,

the individual's attitude towards his own successes and failures.

6. Image of “I” (“I”-concept) - a relatively stable, more or less conscious or recorded in verbal form, a person’s idea of ​​himself.

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

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

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

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

brief note-taking, drawing up an outline diagram

drawing up a diagram “Types of self-knowledge”)

types of self-knowledge

mediated reflection

self-confession

direct

knowing yourself through knowledge

others

Working with diagrams. (Handout)

"Formation of self-awareness"

Conversation on the issue

How do you think self-awareness is formed? Give examples.

Conclusion.

Self-awareness - this is an individual’s awareness of his physical, intellectual, personal specificity, national and professional affiliation, and place in the system of social relations. Self-awareness is a process developing in ontogenesis, associated with the general development of a person, and is a necessary condition for maintaining the identity of the individual, the continuity of individual stages of its development, it is in it that the unique history of individuality is reflected. At the same time, getting to know oneself in work and communicating with other people, the individual regulates his actions and behavior in the system of social relationships. Realizing his strengths and weaknesses, a person changes his behavior in accordance with the requirements that society places on him and the goals that he sets for himself in the process of self-education. This means that an individual’s self-awareness has a social character and determines a person’s social behavior.

Recording the diagram in notebooks.

Analyze, discuss

Oral answers, examples, discussion

IV Consolidation (summarization and systematization of the studied material)

Exercise 1.

Read the text and answer the questions.

“Self-awareness is not only knowledge of oneself, but also a certain attitude towards oneself: towards one’s qualities and states, capabilities, physical and spiritual strength, that is, self-esteem.

Man as an individual is a self-evaluating being. Without self-esteem, it is difficult or even impossible to determine oneself in life. True self-esteem presupposes a critical attitude towards oneself, constantly measuring one’s capabilities against the demands of life, the ability to independently set achievable goals for oneself, strictly evaluate the flow of one’s thoughts and its results, subject the guesses put forward to careful testing, and thoughtfully weigh all the pros and cons ", abandon unjustified hypotheses and versions<...>

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

AT.Spirkin. Consciousness and self-awareness

1. What two components of self-awareness does the author name?

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

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

4. Based on your knowledge of the social science course and social experience, confirm the validity of the author’s statement: “Without self-esteem, it is difficult or even impossible to determine oneself in life.” Use examples from any three life situations to illustrate the importance of self-esteem for personal self-determination.

Reading text

1.

1) knowing yourself;

2) attitude towards oneself (towards one’s qualities and conditions, capabilities, physical and spiritual strengths).

2.

2) explanation based on the text (self-esteem and self-knowledge together constitute the individual’s self-awareness).

3. 1) adequate self-esteem supports a person’s dignity in his own eyes;

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

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

4. Examples:

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

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

3) the choice of methods (style) of interaction with others (the more correct the assessment of one’s personal qualities, the more demanding and critical the attitude towards oneself, the more successful the relationships with others are);

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

Working with the dough.

1. The subject of cognition is

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

2. Definition: “A sensory image of the external characteristics of objects and processes of the material world that directly affect the senses”
refers to the concept

1) Hypothesis 2) representation3)perception 4) sensation

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

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

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

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

4.Are the following statements about social cognition true?

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

B. Experimentation is actively used in social cognition.

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

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

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

Answer: ________________________

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

THE ESSENCE OF THE FORM OF KNOWLEDGE

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

B) an image of the object of cognition, imprinted in memory

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

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

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

B

IN

G

2 )Human

3)perception

3) both judgments are correct

1) only A is correct

feeling ;

B

IN

G

2

1

3

4

Psychological warm-up (optional)

Japanese test “Your chance”

Look carefully at the list and choose the vehicle that is most attractive to you. So, what would you most enjoy riding?

A Bicycle

B Car

On the Bus

G Train

D Yacht

E Airplane

Japanese Bridge Test

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

1. Red

2. Blue

3. Brown

4. Green

5. Gray

6. Black

Is it possible for a person to know himself?

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

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

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

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

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

d. Your choice is the train. Although there are a lot of people around, you completely ignore their opinions and role in your life. Don't isolate yourself. Look around and pay attention to the ideas of those around you. Maybe among their diversity you will see something valuable for yourself, and your chances of success will increase.

d. Your choice is a yacht. You are an independent person and quite indifferent to what is happening around you. Rationalism and common sense are your principles. You are not easily distracted and thrown off course. You make a plan, a strategy and strictly follow them, not paying attention to constantly changing conditions and circumstances. Maybe this is not true? Try to notice and consider a variety of solutions. This will definitely improve your chances.

e. Your choice is an airplane. You want to achieve your goal incredibly quickly and constantly dream about it instead of taking real action. Your imagination in this case is your enemy. You either have your head in the clouds or are afraid of realizing your desires. The chances of success are still low. Get down to the ground, look around and get down to business without unnecessary fears.

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

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

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

3. Your choice is Brown. You are a serious and hardworking person. You don’t like to break established rules, you are always responsible for your words and given obligations. They say about such people: “He is an honest and decent person.” Maybe you are a little hampered by your lack of flexibility, open-mindedness and a certain amount of imagination.

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

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

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

V Homework

Section 4.2., terms

Recording homework

VI Lesson results

Giving marks for the lesson

Reflection

During the lesson I worked:

I am satisfied/dissatisfied with my work in class

The lesson seemed short/long for me

During the lesson I was not tired/tired

My mood has gotten better/worse

The lesson material was clear/not clear to me

Useful/useless

Interesting/boring

Oral responses from students

Teacher's signature