Education and harmonious development of conditions. Methodical work "harmonious development of the child". General principles of harmonious development

The image of a person's life. The problem of the formation of a harmonious personality

upbringing personality healthy harmonious

Introduction

Theoretical issues of the development of a harmonious personality

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

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

Practical issues of development of a harmonious personality

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

2 healthy image life as the most important condition for the formation of a harmonious personality

Conclusion

Bibliography

Introduction

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

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

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

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

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

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

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

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

The object of the study is the way of life of a person.

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

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

. Theoretical issues of the development of a harmonious personality

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

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

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

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

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

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

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

Such an idea was especially clearly expressed in the pedagogical concept of Rousseau, who demanded, in the name of the principle of "conformity to nature", to educate children outside the influence of a "spoiled" human society, away from a "rotten" civilization. He believed that by nature a child is a moral being, that civilization instills bad traits in him, a society that is ugly in its structure.

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

In our time, it is hardly worth proving the utopian nature of the method of educating a harmonious personality proposed by Rousseau: a person is a social being and ceases to be a person outside of society. Harmony allegedly achieved by removing the child from normal life society, however disharmonious it may be, cannot be accepted as a social ideal. Moreover, the method of education defended by Rousseau - the method of natural consequences - essentially appeals to the egocentrism and even egoism of the child, i.e. to the quality (as will be seen from the following presentation), which determines the formation of precisely a disharmonic personality, even with a “commensurate” development of all its abilities.

Thus, neither the concept of "conformity to nature" nor the concept of "proportionality" reveal the essence of the harmonious development of the personality, emphasizing, on the contrary, the need for its scientific disclosure.

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

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

Not limited to the socio-economic approach to the problem of the comprehensive development of man, they made their significant contribution to the pedagogy of this issue. For example, R. Owen spoke not only about the comprehensive development of a person's abilities, but also about the importance of the correct formation of a human character and the inculcation of the "spirit of society" in the young generation to achieve true harmony of the individual. He not only denied the innate nature of character, but believed that the makings of a person, like soft clay, can take different shape depending on social and personal circumstances and that bad tempers are the result of a bad social order and bad education.

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

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

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

However, this kind of "diversity" of the child's activity may not lead to the comprehensive development of his personality, but, on the contrary, to instill in him a superficial, formal attitude to numerous types of activities, without even forming the appropriate skills and abilities in the child. After all, it is well known that the performance of any activity without an attitude of interest in it (and it is impossible to take everything seriously and enthusiastically), only out of obligation or coercion, hinders the development of the corresponding abilities, and sometimes develops in children even a persistent dislike for this activity, and to everything connected with it.

At the same time, the correct organization of any one (for example, labor) activity can determine the development of many abilities - both mental, and physical, and moral, and even aesthetic. Consequently, a simple appeal to activity does not solve the problem of the harmonious development of the personality. In addition, at the same time, the harmonization of the personality, identified with the diversity of abilities, is tacitly reduced to the totality of various “sides” of the personality, while, according to L.S. Vygotsky, acts as their "higher synthesis".

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

However, it is not this important pedagogical problem that is devoted to this work. We have in mind to consider the process of the harmonious development of the personality from another, actually psychological side. Based on scientifically established facts, we will try to analyze and understand what a person's harmonious relationship with the outside world and with himself is. Looking ahead, let's say that, from our point of view, such harmony is achieved only when the conscious aspirations of a person are in full accordance with his immediate, often even unconscious desires.

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

Long time in domestic psychology and pedagogy was considered odious to address to explain certain actions of a person to his unconscious mental processes. Meanwhile, in practice, especially in legal and pedagogical practice, it is not possible to bypass the area of the unconscious, since ignoring a person's unconscious actions and the motives that induce these actions does not allow one to understand people's behavior, the nature of their actions, and their inherent personality traits. As a result, serious both legal and pedagogical errors can occur. I.P. Pavlov wrote at one time: “We know very well to what extent spiritual mental life variegated from the conscious and the unconscious. Moreover, he considered the biggest shortcoming of contemporary psychology to be precisely the fact that it is limited to the study of only conscious mental phenomena. The psychologist, according to him, finds himself in the position of a man who walks in the dark with a lantern in his hands, bequeathing only small plots. “With such a lantern,” notes I.P. Pavlov, - it is difficult to study the whole area.

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

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

It must be recalled that the existence of such conflicts and their pathogenic influence on a person was first discovered in clinical practice by Breuer and only then became the cornerstone in the theory of Freudism. At present, they are being studied by many scientists (psychiatrists, physiologists) belonging to the most diverse scientific fields.

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

As an example, let us dwell on studies of personality orientation, in which the possibility of an acute affective conflict between conscious and unconsciously acting motives was clearly revealed. These studies were carried out according to different, but built according to the general principle, methods (“Eye gauge”, “Stopwatch”, “Traffic light”). They used the principle of involuntary change of some psycho-physiological functions under the influence of a change in the motive of the activity in which they were included. These techniques, thus, made it possible to reveal not only the motives hidden by a person, but also the motives that he is not aware of.

The experimental situation consists in the fact that children of different school ages were placed in the conditions of choice: to act “in their own favor” or “in favor of the class team”, i.e. clashed between personal and social motives. Most of the subjects consciously made this or that decision and acted in accordance with it. There were also subjects in whom the clash of egoistic and social motives of equal strength led to the rejection of the experiment. But a certain number of students were found who consciously made the decision to act in favor of the team, who actively took up the matter, but gradually in their practical activities, without realizing it, began to act in their own favor. As a result, they worked "for themselves."

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

The activity of the subjects, who unconsciously changed their minds, essentially had a dual motivation, on the one hand, it was motivated by a consciously accepted intention to work for the benefit of the team, which provided them with moral satisfaction with themselves and their activities, and on the other hand, by an unconscious desire to get a result in their favor.

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

So, affective experiences that arise as a result of a conflict of differently directed motivational tendencies, under certain conditions, become a source and indicator of the formation of a disharmonic personality. Let us now follow those studies of the affective sphere of the child, carried out in our laboratory, which, in our opinion, can bring us closer to understanding the process of emergence and the conditions for the formation of a harmonious and disharmonic personality. The study of affective conflicts and related psychological neoplasms has been carried out by our research team for a long time. At the same time, methods of long-term study of individual children and various experimental methods were used.

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

Further analysis showed that the reason for this phenomenon lies in the fact that the adult, influencing the child, does not take into account or does not take into account the presence of needs and aspirations that are actively active at that time. As a result, the child has a conflict between his immediate aspiration and the desire to fulfill what the adult requires of him. Such a conflict of simultaneously acting but differently directed affective tendencies by no means always leads the child to a conscious choice of the direction of his actions. Often a child is not able to consciously give in to a certain desire, and then he has a special defensive reaction: he, as it were, ceases to hear and understand the demand presented to him. If the adult continues to insist, the phenomenon of a semantic barrier can be replaced by an acute emotional reaction and negative behavior aimed at discrediting the demand itself, and even the person making this demand.

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

Among affective children there are also schoolchildren with inadequately low self-esteem, who are constantly afraid of discovering imaginary failure. This kind of self-doubt appears, apparently, only the reverse side of the desire for self-assertion and serves as a defense mechanism against the possibility of not being at the level of the too high claims that the child has.

Sometimes the path of effective rejection of demands is taken by children who find themselves in a new environment that makes unusual demands on them, the fulfillment of which they are less successful than other children. At the same time, not all children in these circumstances give affective breakdowns, but only those who lose their usual position in the team.

Based on the analysis of all these cases, the researchers came to a preliminary conclusion that the basis of persistent affective behavior in all cases is the same psychological mechanism, namely, the conflict between the two I equally strong but incompatible affective tendencies: the desire of children to preserve habitual for them, but inadequately high self-esteem and the desire to fulfill the super-difficult requirements imposed on them, thereby maintaining their self-esteem.

This conclusion was confirmed and clarified in the conditions of a specially organized laboratory experiment aimed at solving the following tasks: intentionally collide with each other the above multidirectional motivational tendencies, select subjects who exhibit acute emotional reactions, and correlate them with other personality traits of children.

Specifically, the experimental situation was that students adolescence it was suggested that, according to their self-assessment, they choose and solve a problem of a certain degree of difficulty. However, the proposed tasks, which allegedly corresponded in their complexity to the age level of the subjects, were in fact of increased difficulty, and attempts to solve the chosen task, as a rule, ended in failure.

It turned out that the reaction to failure was very different in subjects with different self-esteem. Students with stable adequate self-esteem behaved calmly, although sometimes they were annoyed with themselves and upset. But, most importantly, they reasonably correlated their capabilities with the degree of complexity of the chosen task: without solving the chosen one, they lowered their claims, and if they solved it easily, they took on a more difficult one. A completely different pattern of behavior took place in adolescents with high self-esteem: having failed to solve the chosen problem, they took on an even more difficult one, and this could be repeated many times, up to attempts to solve the most difficult problems. In the process of work, these guys got very angry, worried, scolded the tasks, objective circumstances, and blamed the experimenter. Some began to cry, others left, defiantly slamming the door.

Such emotional experiences associated with the fact that the subject does not want to admit the thought of his failure into consciousness and therefore rejects his success, distortedly perceiving and interpreting all the facts that testify to his defeat, received in the laboratory the conditional name "affect of inadequacy". Somewhat later, experiments were carried out using the same methodology with students of the 10th grade. Basically, the results were the same as in experiments with adolescents. Only the outward manifestation of the affect of inadequacy in older children was more restrained and even deliberately concealed.

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

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

This is how the disharmonious structure of the child's personality begins to take shape. In consciousness - high self-esteem, high claims that go far beyond the real possibilities, the desire to be at the level of one's imaginary possibilities, both in one's own eyes and in the eyes of other people. In the field of unconscious mental processes - self-doubt, which the child does not want to allow into consciousness.

For the sake of maintaining conscious self-esteem, the entire mental life of the child is distorted: he ceases to adequately perceive the surrounding reality and adequately respond to it (rejection of failure and shifting responsibility for it to other people and objective circumstances). Thus, the affect of inadequacy is also an indicator of "mismatch" in the structure of the child's personality and, as we shall see later, the source of its distorted formation.

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

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

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

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

She compared the data obtained by these scientists and found that affective, socially unadapted people, unlike non-affective people, are characterized by some common features. They are characterized by a different attitude towards themselves and others (public in the first, personal, egoistic, in the second), a different ratio of internal mental components (for example, self-esteem and claims), different characteristics of their emotional sphere: constant dissatisfaction with themselves and others in people with disharmonic personality structure, the dominance of their bad mood, depression, anxiety, etc., and the absence of these features in other people.

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

True, not always an egoistic orientation leads a person to an internal conflict and the affect of inadequacy, just as self-confidence in itself does not cause acute emotional breakdowns in cases of failure; only inflated self-esteem, accompanied by an unconscious feeling of self-doubt, leads to them. A personal, egoistic orientation, if it is consciously accepted by the subject and does not contradict his moral feelings and beliefs, does not lead to the internal inconsistency of the personality, and, consequently, to the conflict of the person with himself. Experiments on the study of personality orientation (to which we have already referred) confirm this position. Recall that in the course of the experiment, adolescents were identified who quite consciously and openly made the decision to act in their favor. Without embarrassment, announcing this out loud, they acted according to their decision and were satisfied with themselves and with the result. The main dominant motive of these children was a conscious decision to act in their own favor. Other teenagers also differed by one dominant motive - to act in favor of the team.

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

Thus, people with a disharmonic personality organization are not just individuals with a focus on themselves. They are dual-minded people in conflict with themselves, split-personalities in whom the conscious psychic life and the life of unconscious affects are in constant conflict. In other words, these are people, as it were, “split” within themselves. No wonder F.M. Dostoevsky gave the character with just such a personality the surname Raskolnikov.

The disharmonious structure of personality, as experience shows, is difficult to restructure. The fact is that dual motivation is a consequence of the emergence in a person in the process of his formation of certain psychological neoplasms, special psychological systems that always carry a motivating force. After all, each systemic neoplasm, whether it is a character trait, a moral feeling, a belief, or even just a habit, is some objective essential reality that, like a reality outside a person, performs a certain motivating function and thereby regulates a person’s behavior and his inner self. mental life.

2. Practical issues of development of a harmonious personality

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

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

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

Education should be not only comprehensive, but also harmonious (from the Greek harmonia - consistency, harmony). This means that all aspects of the personality must be formed simultaneously and in close relationship with each other. Since personal qualities are formed in vivo, it is quite clear that in some people they can be expressed more clearly, in others - weaker. The question arises: by what criteria can one judge the extent of a person's personal development? Psychologist S. L. Rubinshtein wrote that a person is characterized by such a level of mental development that allows her to consciously control her own behavior and activities. That is why the ability to think over one's actions and be responsible for them, the ability to autonomous activity is an essential feature of personality.

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

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

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

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

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

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

In order for a person to master science, in ways professional activity and formed in himself the necessary moral and aesthetic qualities, special and long-term education is required. The same applies to the creative inclinations of a person. In order for these inclinations to manifest themselves, not only appropriate social conditions and a certain level of development of society, but also appropriate education, special training in a particular area of social activity.

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

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

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

The upbringing of modern youth should be focused on the formation in their minds of the desire for self-improvement, for a certain life goal. In choosing a life path, the worldview plays a leading role. Under the worldview understand the system of views of man on society, nature and himself. Worldview is formed in the process of practical activity and cognition. It goes without saying that with the so-called pedantic knowledge, that is, based on mechanical, non-critical assimilation, a person does not develop a scientific worldview, and knowledge remains a dead weight. When a person tries to understand life, to comprehend it, then practical experience and theoretical knowledge serve as building blocks in the construction of a scientific worldview.

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

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

So, the formation of a harmoniously developed, independently thinking free personality is the main goal of education in a modern democratic society. Whatever the moral norms, rules and attitudes of the state and society do not influence the individual, that is, the social unit - the individual, the truth lies only within itself. Only the choice of the personality itself depends on the choice of its path, its harmony with the outside world, its creative role and usefulness to society.

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

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

In the system of universal cultural values, health is the basic one, because it determines the possibility of mastering all other values by a person, is the key to the vitality and progress of society. A number of scientific papers establish a direct relationship between health and a happy full life, while health is seen as an enduring value.

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

Thus, the health of children is an important condition for their effective participation in education, and various deviations and deterioration of it create obstacles for students to achieve a given level of education that corresponds to the State Educational Standard. At the same time, statistical data on the state of children's health show that health saving measures taken in the practice of education are not effective enough. Analysis of scientific literature shows that the formation of a healthy lifestyle is associated with physical education.

The development of physical culture and sports at school brings a reasonable economic effect to the entire state, allows you to educate patriotic healthy youth, able to preserve the values of the nation in the future, solve state problems of protecting the fatherland and socio-economic transformation of society. In his annual address to the Federal Assembly of the Russian Federation, President of Russia V.V. Putin noted that a new approach to sports at school is one of the basic parameters of school modernization, which should result in the national educational strategy "Our New School".

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

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

development of motor abilities, teaching vital motor skills and abilities;

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

nurturing the need and ability to work independently exercise, consciously apply them for the purpose of rest, training, improving efficiency and strengthening health, moral and volitional qualities, development of mental processes and personality traits .

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

The body of the child, as shown by the studies of L.I. Stepanova, is simultaneously exposed to many environmental factors: environmental, anthropogenic and man-made factors, socio-economic, socio-psychological, etc. children and their parents.

This information is of particular importance if the child is at risk, if the deviations he has are in direct proportion to the way of life. The formation of motivation for a healthy lifestyle is, of course, the most difficult pedagogical task that can be solved only on the basis of a sound psychological theory. Modern psychological science outlined the general principles of understanding and interpreting health as an object of study. To achieve the integration of biomedical, psychological and socio-pedagogical knowledge, orienting to the spiritual and moral development of the child's personality, humanitarian style of thinking is possible only in the conditions of a culture-oriented educational system.

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

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

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

At present, the most urgent problems of strengthening and maintaining people's health have become biological and psychological aspects a healthy lifestyle, and, above all, because the problem of health remains one of the most important and unresolved for mankind. Until now, there is no generally accepted, scientifically based theory of health, and there is no single concept of human health as an integral state of the body. In the study of O.A. Akhverdova, V.A. Mashna defines the culture of health, which is considered as an integrative personal education, which is an expression of the harmony, wealth and integrity of the individual, the universality of its connections with the outside world and people, as well as the ability for active creative life.

The health of the younger generation is currently a matter of national importance. The health problem is particularly acute among students in tertiary schools and colleges. The effectiveness of the upbringing and education of adolescents depends on health. Health is an important factor in the performance and harmonious development of a young organism.

The main causes of health deterioration are low level life, irresponsible attitude to one's health, low material support of health care institutions, sports and educational institutions.

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

The formation of a healthy lifestyle is a nationwide task, and health workers who stand at the outpost of this nationwide program should themselves be an example of observing a healthy lifestyle. However, practice does not confirm this (no more than 10% of doctors regularly do morning hygiene exercises, at least 40% of doctors smoke). The main methods of forming a healthy lifestyle accessible to all involve the eradication bad habits, education of a culture of communication, behavior, nutrition, compliance with the regime of work and rest, systematic physical education and sports, increasing the general sanitary culture and hygiene knowledge.

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

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

Conclusion

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

The harmony of the personality from its inner psychological side presupposes a high consistency between a person's consciousness and his unconscious mental processes. Such harmony is ensured by social, in its essence, moral orientation a personality whose motivating forces are subordinated to a single motive that dominates both on a conscious and unconscious level.

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

The most important source of disharmonic development is the conflicting relationship between the direct, often unconscious aspirations of the subject and the social requirements that are significant for him. As a result, as a rule, the affect of inadequacy arises, and then the forms of behavior generated by them are consolidated, which ultimately turn into the corresponding personality traits and qualities.

A harmonic or disharmonious warehouse of a personality begins to form very early. Therefore, personality education should begin from the first year of a child's life. The main thing in this case is such a method of pedagogical influence, in which the educator specifically organizes the activity of the child, and not just suppresses its undesirable forms. The basis of the organization of education should be the management of the motives of the behavior and activities of the child.

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

The formation of moral feelings is at the center of the education of a harmonious personality. Without them, there is not and cannot be any moral convictions or a moral worldview.

It is they who ensure the unity of consciousness and behavior, prevent a possible split between them, the upbringing of the unity of the personality involves the organization of such a way of life for the child, in which his moral feelings and moral consciousness are formed in the practice of his social behavior.

Literature

1.Abdulmanova L.V. Healthy lifestyle as a value of health culture. Theoretical and applied problems of children's anthropology // Proceedings of the international scientific-practical conference December 3-4, 2003. - Part 2. - Stavropol, 2003.

.Aidarkin E.K. Integral assessment of the level of human health based on the technology of individual psychophysiological portraits / Ed. E.K. Aidarkina, L.N. Ivanitskaya // Health-saving technologies - the basis of the quality of education: Sat. scientific works. - M., 2006. - S. 12-14.

.Bogina T.L. Determination of a complex of indicators of physical development and the state of health of children 4-7 years old // Physical fitness of schoolchildren. - M., 1988. - S. 4-21.

.Bozhovich L.I. Stages of personality formation in ontogenesis. // Question. psychol. 1978. No. 4. - S. 23-36.

.Dmitriev A.A. Health-improving orientation of education as one of the most important principles of pedagogical valueology. Problems of pedagogical valeology: Sat. scientific Proceedings / Ed. V.V. Kolbanov. - St. Petersburg, 1997. - S. 15-17.

.Dodonov B.I. Emotional types, typicality and harmonious development of personality. // Question. psychol. 1978. No. 3. - S. 21-32.

.Kovalko V.I. Health saving technologies. - M., 2004. - S. 37-39.

.Menchinskaya N.A. Diary about the development of the child. - M.: Publishing house of APN RSFSR, 1948. 192p.

.Muminova N. A. Formation of a harmoniously developed personality as the goal of education in a modern democratic society // Young scientist. - 2014. - No. 9. - S. 502-505.

.Mukhina B.C. Twins. - M.: Enlightenment, 1969. 416 p.

.Pavlov I.P. Poly. coll. op. M .: Publishing House of the Academy of Sciences of the USSR, 1951. - T. III, book. 1. - 438s.

.Slavina L.S. Children with affective behavior. - M.: Enlightenment, 1966. - 214p.

.Florenskaya T.A. The study of one type of personality in various psychological concepts. New research in psychology. - M., 1974.

.Elkonin D.B. Child psychology. - M.: Uchpedgiz, I960. - 328 p.

16.

Works similar to - Man's way of life. The problem of the formation of a harmonious personality

Traditionally, the overall goal of education is understood as the formation of a harmoniously developed personality, the essential and meaningful characteristics of which were interpreted differently at different stages of the development of society, in accordance with the standard (model) of a harmonious personality as a set of stable ideas specific to different cultural and historical eras.

The ancient idea of the harmonious development of the personality, which is one of the most common standards, is based on the idea of the optimal ratio of the components of the bodily and spiritual nature of a person, which form an ordered internal unity. In ancient consciousness, the standard of harmonious development is “beauty” and “proportionality”, which are in a certain (“correct”) ratio, and the nature of this ratio in the philosophical currents of antiquity is defined differently.

The ancient ideal of harmonious development is most fully disclosed in the "Dialogues" of the ancient Greek philosopher Plato (428 or 427 BC - 348 or 347), where this ideal is correlated with the polysemantic concept " kalokagatiya”, which is a fundamental characteristic of the “noble”, “beautiful” and “perfect” person ( kalokagata). The consent of the soul and body in the interpretation of Plato is not some unattainable ideal, but a necessary and natural condition for the existence of man.

In accordance with the principles of harmonious existence, ancient culture developed specific techniques for individual “work on oneself”, in particular:

- test procedures that implied self-restraint and curbing needs in various areas of life;

- the practice of introspection, or "reasoning about matters" - daily self-reports of ups and downs last day with a thorough analysis of their own actions and actions;

- the work of thought on oneself - a deep reflective practice, self-understanding (for example, the famous Meditations by Marcus Aurelius).

The mechanism for achieving the goals of harmonious existence in ancient philosophy is "catharsis" (literally "purification"). It most fully expressed the ancient idea of the spiritual and world drama of redemption, the outcome of which was seen as the restoration of the violated first order both in the world and in the individual soul.

Thus, if we reduce the ancient concept of the harmonious development of the personality to a few basic provisions, then it can be represented as follows:

- harmony is associated primarily with the internal structure of a person, the internal consistency of his bodily and spiritual manifestations;

- harmony is interpreted as health and proportionality, implies a balance of opposing forces that determine the life and activity of the subject;

- to be harmonious means to follow one's own nature and the general nature of things;

- a harmonious life is achieved when a person, guided by reason, lives in full harmony with his own nature, without distorting it or counteracting it;

- the main spiritual qualities of a harmoniously developed person are sanity and self-control, thanks to which he rules over his own passions;

– turning to oneself is a necessary condition for a healthy and full-fledged existence, since the “foothold” should be sought not outside, but in oneself;

– the internal structure of a harmonious person is similar in structure to the perfect structure of the universe and is the embodiment of the “Universal Higher Order”.

The ancient concept of harmonious existence was also reflected in medieval philosophy, from the standpoint of which harmony is achieved through a proportionate and harmonious combination of the main elements and processes that ensure the life and activity of the subject. Only by complementing and limiting each other, the components of human nature are in balance and harmony, forming an agreed unity. The constant maintenance of this state leads a person to harmony.

Echoes of ancient wisdom are heard in German classical philosophy, natural philosophy of the 19th century, and science of the 20th century. The ancient concept of balance, harmony, or the optimal ratio of the heterogeneous components of human nature seems to be a necessary link and explanatory principle in interdisciplinary, complex studies of man.

At the present stage of development of pedagogical science, the humanistic model of the harmonious development of the personality is widespread. The analysis of this model requires a detailed consideration of the main ideas of humanistic pedagogy and psychology, in which the problem of harmony is most fully reflected and is at the center of most theoretical constructions.

The fundamental provisions of the humanistic model began to take shape as early as the Renaissance. Many of the provisions that formed the basis of the humanistic model were formulated by such great thinkers of the past as Dante, Petrarch, Giordano Bruno, Gianbattista Vico, Thomas More, Michel de Montaigne. Following this tradition, humanistic pedagogy and psychology emphasize the uniqueness of the human personality, the need to search for moral values and the meaning of existence, as well as gaining inner freedom, expressed in self-government and self-improvement. The fundamental principles of this scientific direction can be expressed in the following provisions:

- a person is integral and should be studied in his integrity;

- each person is unique, so the analysis of individual cases is no less justified than statistical generalizations;

- a person is open to the world, a person's experience of the world and himself in the world is the main psychological reality;

- human life is considered as a single process of its formation and being;

- a person has the potential for continuous development and self-realization, which are part of his nature;

- a person has a certain degree of freedom from external determination due to the meanings and values that guide him in his choice;

Man is an active, creative being.

The development of modern society is characterized by an even more intensive improvement of machine production and an increase in its technical level and, consequently, makes higher demands on the training and development of members of society. The deployment of the computer revolution and information technologies poses new challenges for education.

All this leads to the fact that the formation of a comprehensively and harmoniously developed personality acts not only as an objective need, but also becomes the main goal, i.e. ideal modern education.

What do they mean when they talk about the comprehensive and harmonious development of the personality? What is the content of this concept?

In the development and formation of personality, physical education, strengthening of its strength and health, development of correct posture and sanitary and hygienic culture are of great importance, first of all. It must be borne in mind that the proverb has developed among the people not without reason: in a healthy body - a healthy mind. Without good health and proper physical hardening, a person loses the necessary working capacity, is not able to show strong-willed efforts and perseverance in overcoming difficulties, which may prevent him from developing in other areas of personal development. In this sense, physical education acts as an exceptionally important condition for the comprehensive development of students in general.

The key problem in the process of comprehensive and harmonious development of personality is mental education. It is only thanks to the mind that man has emerged from the animal world as a social being, has created all the riches of material and spiritual culture and ensures continuous socio-economic progress. That is why the development of inquisitiveness, the acquisition of knowledge, the improvement of thinking, memory and ingenuity of students should act as the core of the comprehensive development of the individual. Expanding one's horizons is especially important in the modern era, characterized by global integration processes.

An equally essential component of the comprehensive and harmonious development of the personality is technical training, or introducing it to modern achievements in technology, including household ones, mastering the skills and habits of working on the most common machines, as well as handling various tools and technical devices. This creates the prerequisites for preparing students for work in modern production and vocational guidance, as well as for life in modern society, all spheres of which are permeated by increasingly complex technology.

The role of moral principles in the development and formation of personality is very great. And this is understandable: the progress of society can only be ensured by people with perfect morality, with a conscientious attitude to work and property, which necessitates effective moral education.

However, great importance is attached to spiritual growth members of society, familiarizing them with the treasures of literature, art, shaping their high aesthetic feelings and qualities. All this, of course, requires aesthetic education.

There are two more content components that are organically part of the comprehensive development of the individual.

The first of these concerns inclinations, creative inclinations and abilities. Every healthy person has them.

That is why purposeful work on their identification and development is an important part of the comprehensive formation of students. The school should educate them in individual beauty, personal originality, a creative approach to the implementation of any business.

The second component relates to productive labor and its role in the formation of personality. Only it allows to overcome the one-sidedness of personal development, creates the preconditions for the full physical formation of a person, stimulates his mental, moral and aesthetic improvement.

All this allows us to draw a conclusion about the main structural components of the comprehensive development of the individual and point out its most important components. Such components are: mental education, technical (or polytechnical) education, physical education, moral and aesthetic education, which should be combined with the development of creative inclinations, inclinations and abilities of the individual and its inclusion in productive work.

However, it was noted above that upbringing should be not only comprehensive, but also harmonious (from the Greek lambos - consistency, harmony). This means that all aspects of the personality must be formed, simultaneously and in close relationship with each other.

Recently, the concept of comprehensive and harmonious development of the personality is sometimes interpreted as its versatile development, since, they say, comprehensive development in modern society is not fully realized. This departure from the established concept is not entirely justified. The fact is that the need for the all-round development of the individual acts as the ideal of a society with highly developed technical production, as its pedagogical tendency, and therefore the measure and depth of this development depends on the specific socio-economic conditions in which it is carried out. It is important, however, that upbringing contributes to mental, technical, moral, aesthetic, and physical formation. The concept of "diversified" development does not have such an expressive terminological meaning, since, for example, it can be carried out without proper aesthetic education, etc. Such conceptual uncertainty should be avoided by science.

Being the ideal of upbringing, to which society strives, the comprehensive and harmonious development of the individual determines the general direction of educational work. In this sense, it acts as a common goal of education. For school education, however, it is necessary that this ideal be concretized in accordance with the socio-economic conditions in which it is carried out. This requires a more detailed development of its content and methods at each stage of the development of society and the school in order not to run ahead and take into account the measure of the possible in its implementation. 6.

More on the topic Formation of a comprehensively and harmoniously developed personality as the main goal (ideal) of modern education and its components:

Chapter 3 FORMING A COMPREHENSIVE AND HARMONIOUSLY DEVELOPED PERSONALITY AS THE MAIN GOAL OF MODERN EDUCATION
Concretization in pedagogy of the content of education of a comprehensively and harmoniously developed personality
1. Physical education as a factor in the comprehensive development of the individual. The essence of physical education and its content

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

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

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

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

Harmonious development of the child's personality. Causes of aggressive behavior and measures to prevent aggression

The development is intended for psychologists, teachers of additional education, methodologists and parents.
Target: familiarization with measures to prevent child aggression.
Tasks:
1) teach constructive behavioral responses in problem situation;
2) teach parents to control themselves, their negative emotions;
3) contribute to the development of the child's ability to control their emotions, to adequately express their desires.
***
We speak about the harmonious development of a person's personality when we mean that several spheres are developed in us at the same time and are approximately in equal proportion.
In the process of raising a child, it is necessary to pay attention to the development of 5 main areas (components). All of them are inextricably linked with each other as communicating vessels, all mutually enrich each other, forming a holistic personality and individuality.

1 sphere- General physical development. It is the material basis of the life of the child's body. It includes the actual physical development, i.e. the process of growth of the body, building up dexterity, strength, the formation of physical functions under the influence of living conditions and activities. It also includes special physical development aimed at performing special types of movements, primarily purely professional ones. Closely adjoining here is labor development. It includes a stable habit of labor effort and overcoming the heavy, unpleasant sensations associated with it. This habit gradually develops into a quality of personality, which we call diligence. The development of a child to the degree of industriousness means mastering by him general and special labor knowledge, skills and abilities, psychological readiness for labor activity, the ability to derive pleasure and satisfaction from the labor process.

2 sphere- Intellectual development. This is the most important form of human development. It is the development of the child's ability to master various types thinking (empirical, figurative, theoretical, concrete-logical, etc.). An important part of it is the ability to subject events and phenomena of reality to an independent analysis, to draw independent conclusions and generalizations.

3 sphere - moral development. It is very important in a child's life. It includes knowledge of the basic moral norms, rules, firm social and value attitudes, habits of behavior in unity with a stable moral feeling, the ability of moral experience. It involves the determination to make behavioral choices based on moral convictions.

4 sphere- Aesthetic development. The ability of an active ideological and emotional response to the aesthetic phenomena of art and reality, the aesthetic ideal and artistic taste, the ability of aesthetic perception, experience, judgment, evaluation.

5 sphere- emotional development. It is expressed in his ability to correctly sensually respond to the effects of phenomena. surrounding reality. It also implies the ability to manage spontaneous emotional impulses and reactions, mental states.
The inability of a child to control his emotions, adequately express his desires is one of the problems of this age. Children become more capricious, whiny. However, a fairly common negative emotion of this age stage may also manifest itself. Aggression at this age, as an emotion, can develop into a personality trait if there are no corrective interventions and educational influences.
The inability of a child to control his emotions, adequately express his desires is one of the problems of preschool children. Children become more capricious, whiny. However, a fairly common negative emotion of this age stage, aggressiveness, may also appear. Aggression at this age, as an emotion, can develop into a personality trait if there are no corrective interventions and educational influences.
Aggressiveness- this is a personality trait, expressed in readiness for aggression.
Aggression- motivated, destructive behavior that is contrary to the norms and rules of people's existence in society, causing physical harm to the objects of attack (animate and inanimate), as well as moral damage to living beings (negative experiences, states of tension, depression, fear, etc.).
The question naturally arises - why do children begin to behave in this way, where does aggression come from.
Children draw knowledge from 3 sources:
Firstly, this is a family that can simultaneously demonstrate aggressive behavior and ensure its consolidation.
Secondly, children learn aggression through interaction with peers, often learning about the benefits of aggressive behavior during play.
Thirdly, children learn aggressive reactions not only from real examples, but also from symbolic ones. At present, there is practically no doubt that scenes of violence shown on TV screens contribute to an increase in the level of aggressiveness of the viewer, and, first of all, of children.
As you know, the family is the first and most important social institution of the child; here he begins to get acquainted with the world around him. Consequently, the atmosphere and relationships in the family have a great, perhaps the most important influence on the development of the child.
There is a direct relationship between manifestations of child aggression and parenting styles in the family. The neglectful, condoning attitude of adults to the aggressive outbursts of the child also leads to the formation of aggressive personality traits in him. Children often use aggression and disobedience in order to attract the attention of an adult.
Children whose parents are distinguished by excessive compliance, insecurity, and sometimes helplessness in the educational process do not feel completely safe and also become aggressive. The uncertainty and hesitation of parents when making any decisions provokes the child to whims and outbursts of anger, with the help of which children can influence the further course of events and at the same time achieve their own.

Aggressiveness of a child is a problem not only for parents and people around the child, this quality interferes with the child himself. Therefore, corrective work should be carried out both with the child himself and with the people around him, in particular, with the parents.
CORRECTIONAL MEASURES WITH THE CHILD
Directions:
1. Teaching acceptable ways to express anger
There are 4 ways to express anger:
a) directly (verbally or non-verbally) express their feelings, while giving vent to their own negative emotions;
b) express anger in an indirect form, taking it out on a person or object that seems harmless to the angry person;
c) restrain your anger, "driving" it inside; in this case, gradually accumulating negative feelings will contribute to stress;
d) hold up negative emotion until the moment of its onset, without giving it the opportunity to develop; at the same time, a person tries to find out the cause of anger and eliminate it as soon as possible.
When a child has an outburst of anger, you can suggest that he do the following:
crumple and tear paper;
hit a pillow or punching bag;
stomp;
write on paper all the words that you want to say, crumple and throw away the paper.
You can use this exercise: “Drawing your own anger” (sculpt anger from plasticine, clay).
To complete the exercise, you will need sheets of paper for drawing, colored pencils ( plasticine, clay).
1. Ask the child to think about the situation (person) that causes the maximum feeling of anger, aggression on their part.
2. Ask the child to mark in which parts (parts) of the body he feels his anger the most. Discuss this with your child.
3. When the child talks about his feelings, ask him - "What does your anger look like?", "Can you portray it?"
Feelings of anger are usually associated in children with fiery lava, a raging volcano, a black hurricane, a dragon, an angry tiger, a panther, or a specific offender who caused such negative feelings.
4. It is important to discuss with the child his drawing, while showing sincere interest. Note:
- what is shown in the figure;
- what did the child feel when he drew his anger;
- can he speak on behalf of his drawing (this is done to reveal hidden motives and feelings of the child);
- whether his state changed when he completely drew his drawing.
5. Next, ask the child what he wants to do with this drawing.
Some children crumple the drawing, some tear it up and throw it away, someone hits it. But most children note that their drawing has already become different (as a rule, the color, size, and sometimes the content of the drawing changes, and in a positive way). In this case, it is worth asking the child to depict the modified version and discuss it in the same way.
*What does he feel
*Ask him to speak on behalf of the new drawing
*What is his condition now?
6. Often, children, in the course of drawing (sculpting) their anger (rage, aggression), begin to express everything they think about this whole situation and their offender, there is no need to interfere with them, because the more fully they speak out, the more it will contribute change in their emotional state in general.
2. Teaching children the skills to control and manage their own anger (self-regulation skills)
Aggressive children have little control over their emotions. Therefore, it is necessary to form the skills to control and manage their own anger, to teach children some self-regulation techniques that will allow them to maintain a certain emotional balance in a problem situation. It is also important that children master relaxation techniques in order to teach the child not to clench his jaw at the moment of an “unpleasant situation”. Relaxation exercises also help to reduce the level of personal anxiety.

Exercise: Entering Rules
1. Before you move into action, tell yourself "STOP!"
For more effective assimilation of the skill, you should draw a “STOP!” sign with your child. in the form of a circle with the corresponding inscription inside.
Whenever you feel like hitting or pushing someone or cursing, you need to touch the sign or just imagine it.
2. Before you move on to action, tightly clench your fists and open them (this is for especially pugnacious children). The exercise should be repeated up to 10 times.
3. Before you jump into action, take a deep breath and count to 10.
4. Before you jump into action, stop and think about what you want to do.

Exercise: "Relaxation"
Relaxation is facilitated by slow and deep breathing through the diaphragm. Young children are taught this breathing with the help of the exercise "inflate the balloon in the tummy and slowly deflate it." When the child has mastered breathing with the stomach using the diaphragm, you can move on to exercises using muscle relaxation.

It is necessary to relax the muscles in the following sequence:
* hands (hand, forearm, shoulder);
*neck;
*stomach;
*legs;
*head, mostly facial part (mouth, nose, forehead)
The exercise is performed as follows:
*Child sits or lies comfortably
*takes a deep breath
* While holding the breath, it strongly strains the muscles of the part of the body with which you are working, and represents the person or event with which you are angry.
* On exhalation in the form of a cloud exhales his anger (lets go of it)
*Then rest for a while
*Exercise with each part of the body should be repeated 1-2 times.

3. Teaching a child constructive behavioral responses in a problem situation
Aggressive children have a fairly limited set of behavioral responses. As a rule, in a problem situation, they adhere to power models of behavior.
Exercise: ask the child - in what situations it is difficult for him to restrain himself, under what circumstances he shows aggression. Make a list with your child - a list of such situations. Choose from the list less conflict, with which it will be easier for the child to cope with their negative behavioral reactions. Discuss possible behaviors. Ask your child to write the options on the list next to the situation. Analyze and discuss with the child the consequences of each chosen behavior.
Exercise: Keeping a notebook of self-observation
in a separate notebook or notebook, the child should write down the situation that happened to him, feelings, thoughts. What did you want to do with it. Have you managed to avoid aggressive behavior? And then after a certain set period of time, the child should be checked and encouraged in some way in case of successful self-management.

5. Formation of awareness of one's own inner peace as well as other people's feelings. The development of empathy.
To do this, you should teach the child from photographs, drawings to find out what feelings a person experiences, what emotions.
You can use the so-called "muzzle pills."

CORRECTIONAL EXERCISES FOR PARENTS

As already noted, if parents demonstrate aggressive behavior, express anger, therefore, the child will unconsciously learn such behavior. Therefore, parents need to learn to control themselves, their negative emotions.
There are several recipes for getting rid of anger for parents.
Dealing with aggressive children is a special problem that requires certain skills and abilities to solve.
1. Mastering the language of I-statements.
This is a technique and a way in which an adult tells the child about his feelings and negative experiences, and not about him and not about his behavior that this experience caused. I-statements always begin with the pronouns "I", "me", "me".

Before proceeding with the formation of the I-statement, first listen carefully to yourself, be aware of your emotions, feelings, experiences, in order to express them to the child later.

Let's try with you to formulate I-statements on the proposed situations.
situation: came from the street in dirty shoes, left behind in the hallway, refused to wash shoes and remove dirt - your feeling: irritation, resentment, upset
situation: the student tapped the ruler on the desk, did not allow the lesson to be taught - your feeling: anger, irritation, anger
situation: the child missed school, walked along the street - your feeling: anxiety, anxiety, fear

2. Active listening
Actively listening to a child means returning to him in a conversation what he told you, while denoting his feeling. Active listening is a way to let your child know that you are listening to their feelings, that you care about them, and deeply care about them. This is a way to connect with the child and tell him: "I understand you and accept what you are going through."
The main rule of active listening is this: if the child is upset, offended, failed, if he is hurt, scared, or even if he is simply tired, the first thing to do is to make it clear that you know about his experiences.
To do this is quite simple, you just need to voice the feelings of the child. For example: a child runs up to his mother in tears "He took my ball." Mom: “I understand that you are very upset and angry, you are afraid that they will not return your toy.” Agree, this sounds unusual, because it is much easier to succumb to the first impulse and say, “Well, it’s okay, let him play a little, don’t be greedy!”
With all the seeming fairness of such an answer, it has one big drawback - you leave the child alone with his experiences. With her answer, the mother, as it were, informs the child that his experiences are not important, they are not taken seriously.
the next principle is this: if you are talking to an upset child, you should not ask him questions. A phrase framed as a question does not reflect sympathy. And don't forget to pause after each line. Give your child time to sort out their feelings.
Exercise: "PARAPHRASE" - repetition with the help of several phrases of the main meaning of the words of the interlocutor.
Let's practice:
saying: today at a math lesson, I didn’t understand one task and told the teacher about it, and he answered me that I needed to be more careful Your Answer 1. If I understood you correctly, you failed to deal with one task, and you wanted the teacher to help you. But he did not help, it is very insulting.
2. If I understood you correctly, you were not very attentive at the lesson and therefore failed to cope with the task.
saying: when I left the school, the boys pushed me. I fell and got my pants dirty. I didn't mean to mess them up Your Answer 1. If I understood you correctly, you again got into a fight with the boys, but you couldn’t stand up for yourself, and besides, you got all your pants dirty.
2. 2. If I understand you correctly, you are not comfortable that the boys pushed you, and you are worried about soiled trousers, you are afraid that I will scold you.