What is activity in short. Human activity (social science): types, description and features

Activity is certain actions that are performed by a person in order to produce something meaningful for himself, or for the people around him. This is a meaningful, multi-component and rather serious occupation, which is fundamentally different from rest and entertainment.

Definition

The main discipline that explores human activities as part of the course is social studies. The first thing that you need to know for the correct answer to a question on this topic is the basic definition of the concept under study. However, there can be several such definitions. Another says that activity is a form of human activity that is aimed not only at adapting the body to the environment, but also at its qualitative transformation.

All living beings interact with the surrounding world. However, animals are only characterized by adaptation to the world and its conditions; they cannot change it in any way. But man differs from animals in that he has a special form of interaction with the environment, which is called activity.

Main components

Also, for a good answer to a question in social science about human activity, you need to know about the concepts of object and subject. The subject is directly the one who performs the actions. Not necessarily a single person. The subject can also be a group of people, an organization or a country. The object of activity in social science is what specifically is directed activity. It can be another person, natural resources, or any spheres of social life. The presence of a goal is one of the basic conditions under which human activity is possible. Social science, in addition to the goal, also identifies the component of action. It is carried out in accordance with the set goal.

Action types

The expediency of an activity is an indicator of whether a person is moving towards the result that is important to him. The goal is the image of this result, towards which the subject of activity strives, and the action is a direct step aimed at realizing the goal facing the person. German scientist M. Weber identified several types of actions:

1. Purposeful (in other words - rational). This action is carried out by a person in accordance with the goal. The means for achieving the desired result are chosen deliberately, and possible side effects of the activity are taken into account.
2. Value-rational. Actions of this kind occur in accordance with the beliefs that a person has.
3. Affective - This is an action that is caused by emotional experiences.
4. Traditional - based on habit, or tradition.

Other components of the activity

Describing human activity, social science also highlights the concepts of the result, as well as the means to achieve the goal. The result is understood as the final product of the entire process carried out by the subject. Moreover, it can be of two types: positive and negative. Belonging to the first or second category is determined by the compliance of the result with the set goal.

The reasons why a person can get a negative result can be both external and internal. External conditions include a change in environmental conditions for the worse. Internal factors include such factors as setting an initially unattainable goal, the wrong choice of means, inferiority of actions, or the lack of the necessary skills or knowledge.

Communication

One of the main types of human activity in social science is communication. The goal of any kind of communication is to get some kind of result. Here, the main goal is often the exchange of the necessary information, emotions or ideas. Communication is one of the basic qualities of a person, as well as an indispensable condition for socialization. Without communication, a person becomes asocial.

A game

Another type of human activity in social science is a game. It is characteristic of both humans and animals. Situations of adult life are modeled in children's play. The main unit of a child's play is a role - one of the main conditions for the development of consciousness and behavior of children. Play is a type of activity in which there is a recreation and assimilation of social experience. It allows you to learn the methods of carrying out social actions, as well as to master the objects of human culture. Play therapy has become widespread as a form of corrective work.

Work

It is also an important type of human activity. Socialization does not occur without labor, but it is important not only for the development of the individual. Labor is a necessary condition for the survival and further progress of human civilization. At the level of a single individual, labor is an opportunity to ensure one's own existence, to feed oneself and one's loved ones, as well as the opportunity to realize natural inclinations and abilities.

Training

This is another important type of human activity. The topic of social studies, devoted to activities, is interesting and interesting, because it considers its various types, allows you to consider all the variety of types of human activity. Despite the fact that the process of human learning originates in the womb, at a certain period of time this type of activity becomes purposeful.

For example, in the 50s of the last century, children began to be taught at the age of 7-8, in the 90s, mass education was introduced in schools from the age of six. However, even before the start of purposeful learning, the child absorbs a huge amount of information from the world around him. The great Russian writer L.N. Tolstoy emphasized that at the age of up to 5 years a small person learns much more than in the rest of his life. Of course, this statement can be argued with, but there is a fair amount of truth in it.

The main difference from other activities

Often, schoolchildren receive a social science question as homework: "Activity is a way of human existence." In the process of preparing for such a lesson, the most important thing to note is the characteristic difference between human activity and the usual adaptation to the environment, which is characteristic of animals. One of these types of activity, which is aimed directly at transforming the surrounding world, is creativity. This type of activity allows a person to create something completely new, qualitatively transforming the surrounding reality.

Types of activities

The time when students go through the topic of social studies "Man and activity", according to the Federal State Educational Standard - 6th grade. At this age, students, as a rule, are already old enough to distinguish between types of activity, as well as understand their importance for the all-round development of a person. In science, the following types are distinguished:

• Practical - is aimed directly at transforming the external environment. This type, in turn, is subdivided into additional subcategories - material and production activities, as well as socially transformative ones.
• Spiritual - activity that is aimed at changing the consciousness of a person. This type is also subdivided into additional categories: cognitive (science and art); value-oriented (determination of the negative or positive attitude of people to various phenomena of the surrounding world); as well as predictive (planning for possible changes) activities.

All these types are closely related to each other. For example, before implementing reforms (refer to the need to analyze their possible consequences for the country (forecasting activities.

Activities can be divided into stages. Can be distinguished as stages

• the process of engaging in activities,
• goal setting process
• action design process,
• process of taking action,
• the process of analyzing the results of actions and comparing them with the set goals.

The first in Soviet psychology, the author and developer of a multilevel concept of the organization of behavior, Psychology of activity, psychology of personality and the psychological theory of the development of a subject in activity and communication, which was later developed by S.L. Rubinstein, V.S.Merlin and A.N. Leontiev, was M. Ya. Basov].

Participants of the Moscow logical circle and the Moscow methodological circle (G.P. Shchedrovitsky and others) have developed a system-based research methodology (SMD-methodology) - a categorical apparatus for research, organization and management of systems of thinking and activity. \u003d)

Notes

Types of activity in relation to the subject to the implemented object

The types of activity are distinguished according to the types of the subject's relationship to the world of objects implemented in these forms of activity:

• Practical activity is aimed primarily at transforming the world in accordance with the goals set by a person.
• Cognitive activity serves the purpose of understanding the objective laws of the existence of the world, without which it is impossible to perform practical tasks.
• Aesthetic activity associated with the perception and creation of works of art involves the transmission (transmission) of meanings that are determined by the value orientations of a particular society and individual.

see also

• structure of activity

Literature

1. Gulyaikhin V.N. Logical-philosophical analysis of some conceptual problems of the theory of activity // Bulletin of Volgograd State University. Series 7. Iss. 2003.S. 23 - 28.
2. Petrovsky A.V. Personality. Activity. Collective. M .: Politizdat. - 1982 .-- 255 p.
3. Podolets V.V.Social activity as the highest form of self-organization of material systems // Self-government in society: origin, essence, development. Dis. ... Cand. Philos. Sciences. - Leningrad: Leningrad State University - 1988. - 179 p.
4. Podolets V.V.Self-organization, human activity and problems // New understanding of philosophy: problems and prospects. - M .: RAS. −1993. - S. 116-118.
5. Podolets V.V. Activity as a social form of self-organization // Russian idea and idea of \u200b\u200bglobalization. - 1993.
6. Podolets V.V. The Russian idea and the idea of \u200b\u200bglobalization // Philosophy, man, civilization: new horizons of the XXI century. Part I. - Saratov: Scientific Book Publishing House LLC. - 2004 .-- S. 171-175.

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Synonyms:

Antonyms:

• Radzinsky, Edward Stanislavovich
• Holy Bible

See what "Activity" is in other dictionaries:

activity - purposeful activity, realizing the needs of the subject. As an explanatory principle of the psyche, the category D. is used in the study of various areas of psychic reality (psychology of cognitive processes, mo ... Big psychological encyclopedia

ACTIVITIES - specifically human. a form of active attitude to the surrounding world, the content of which is its purposeful change and transformation. D. person assumes a definition. opposition of subject and object D: person ... ... Philosophical Encyclopedia

activity - to direct the action to start the action, the beginning of the action is carried out, the liability is on, the continuation of the activity is related to the engagement in commercial activity, the action, the indirect object to be engaged ... ... Verb collocation of non-subject names

Activities - an intermediary (financial broker) is to perform agency (intermediary) functions when buying and selling securities at the expense and on behalf of the client on the basis of a commission agreement or order. Investment advisor activities ... ... Financial vocabulary

activity - Cm … Synonym dictionary

activity - ACTIVITY is a type of reality transformation, specific for a person, one of the central categories of philosophy. Unlike behavior, D. is not determined by biologically or socially given programs. It is typical for her ... ... Encyclopedia of Epistemology and Philosophy of Science

ACTIVITIES - ACTIVITIES, activities, many others. no, wives. (book). Work, the systematic use of their forces in some area. Social work. Medical activity. Ushakov's explanatory dictionary. D.N. Ushakov. 1935 1940 ... Ushakov's Explanatory Dictionary

activity - A process or system of processes carried out by an organization for the purpose of producing one or more products, providing services or supporting them. Note An example of such processes are accounting, information (IT) provision ... Technical translator's guide

ACTIVITIES - a specific human form of attitude to the surrounding world, the content of which is its purposeful change in the interests of people; condition for the existence of society. Activity includes the goal, means, result and the process itself ... Big Encyclopedic Dictionary

Activities - active interaction of a living creature with the surrounding world, during which it purposefully affects the object and thereby satisfies its needs. Already at relatively early stages ... Psychological Dictionary

ACTIVITIES - one of the most important attributes of a person's being, associated with a purposeful change in the external world, the person himself. It is through D. that the essence of man is revealed. Depending on the needs of people, D. is traditionally subdivided into: 1) ... ... The latest philosophical dictionary

Books

• The activities of Empress Catherine II for the benefit of female education in Russia, Sokolov. The activities of Empress Catherine II for the benefit of female education in Russia: Pupils of the senior classes of the Odessa mountains. 2 female gymnasiums. 6 oct. 1896 / [Sun. Sokolov] R 8/1142: Odessa: ...

english activity; German Tatig-keit) - active interaction with the surrounding reality, during which a living being acts as a subject, purposefully affecting the object and satisfying the so-called. your needs. Due to the extreme complexity and continuous variability of external conditions, already at relatively early stages of phylogenesis, a vital need is created for the emergence of mental forms of management of the practical interaction of a living being with the environment. Of particular importance is the development of orientational research D. (see. Orientation activity), which consists in examining the environment and in the formation of an image of the situation, on the basis of which the orientation and regulation of the animal's motor behavior is carried out in accordance with the conditions of the task before it (see. Psyche, Development psyche).

In the course of the evolution of animals, their practical interaction with the surrounding reality, and at the same time, their orienting-research D. become more and more complex and diverse. However, at all stages of its development, animal dialectalism preserves mainly a narrowly adaptive instinctive character, and they are able to orient themselves only to the external, directly perceived (or visually visualized) side of the surrounding objects and phenomena (see Animal instincts).

The main type of human dialectic, which played a decisive role in the origin and development of the physical and spiritual properties of man, is labor. Other types of human dialectic (play, learning, etc.) are genetically related with difficulty. On the basis of labor in the course of socio-historical development, mental labor arises as a special, socially necessary theoretical D.

Analysis of the structure of both material and spiritual dialectic reveals a trace. the main elements that make up its approximate content: motives prompting the subject to D.; goals - images of results, at which D. is directed; means (see. Mediator), with the help of which D. is carried out. In accordance with this, in the very process of the subject's interaction with reality, the motivated dialectic as a whole, the purposeful actions included in its composition, and, finally, the automated components of these actions - operations that ensure the use of available means and conditions to achieve the desired result - are distinguished in a certain way.

As studies have shown, he grew. psychologists (L. Ya.Leont'eva, S. L. Rubinshtein, A. A. Smirnova, B. M. Teplova, and others), the course and development of various mental processes essentially depend on the content and structure of D., on her motives, goals and means of implementation.

At the same time, the studies carried out (Ya.Ya. Galperin, D.B. Elkonin and others) found that on the basis of external material actions through their successive changes and contractions, internal, ideal actions are formed, performed in the mental plane and providing a person with a comprehensive orientation in the world around (see. Mental actions).

In the course of historical development, the content and technical means of man's dialect change, which also determines the formation of his consciousness. Throughout childhood, D. changes in connection with the growth of the child's psychophysiological capabilities, the expansion of his life experience, the need to fulfill the increasingly complex demands of the people around him. At each stage of age-related development, a certain D. (for example, play in preschool age, learning in school) acquires a leading role in the formation of new mental processes and personality traits of the individual (see Leading activity, Children's activity). See also Activity as a methodological problem of psychology, Activity approach in psychology, Psychology.

ACTIVITIES

a dynamic system of interactions of the subject with the world, in the process of which the emergence and embodiment of the mental image in the object and the realization of the subject's relations mediated by it in objective reality occur.

ACTIVITIES

1. Generic term used as a synonym for action, movement, behavior, thought process, physiological functions, etc. Because of its great generality, "activity" is usually used in conjunction with a defining adjective, for example, purposeful activity, spontaneous activity, activity aimed at solving problems, etc. 2. One of the three hypothetical universals of the semantic space in the theory of the meaning of words by C. Osgood. See semantic differential.

Activities

the system of purposeful activity of the subject, included in public relations; the process in which there is a mutual transition between the poles "subject-object". Its main characteristic is objectivity.

Activities

a system of multidimensional and multidimensional subject interactions of an individual with objective reality, in a broad sense, with the surrounding world, as a result of which the subject is producing and reproducing material and spiritual values. As a general scientific category, "activity" is the subject of study in various branches of knowledge. Thus, social sciences are focused on the study of the social essence of activity, physiology - on the physiological mechanisms of its implementation. It is clear that psychology is aimed at analyzing the psychological aspect of the activity process itself. In principle, the use of the concept of “activity” as a substantively basic category is characteristic of Russian psychology, which is largely due to the undivided dominance of Marxist-Leninist methodology in Soviet science for many decades. As MG Yaroshevsky wrote, “Marx took as a starting point, like previous materialism, the real, not the ideal world and the real individual, and not pure consciousness, but the interaction between them was revealed in a fundamentally different way, namely, as objective activity, transforming both external nature and the very author of the activity - man. Thus, for the first time in the theory of materialistic thought, the doctrine was put forward that consciousness is a product of mediated (and not direct) interaction of man with nature. The mediating factor is social and historical practice, the production process. The field of the psychic now appeared not as a set of phenomena of consciousness, but as a set of human essential forces, developed and embodied in objective activity. The transforming impact of objective, that is, historical, and not organic activity, captures not only the highest cognitive level of attitude to the world, but also the most fundamental sensory foundations of the individual's existence. " This approach made it possible, by putting forward the proposition of the unity of the psyche and activity, to overcome the limitations of the introspective and gestalt psychological approaches that consider and study the psyche outside the behavioral activity of the individual, and also to avoid the obviously simplified logic of the analysis of the behavioral activity itself outside the psyche, which is characteristic of the behaviorist vision of the problem. In addition, the concept of “activity”, acting as an explanatory principle of the psyche, “is used in the study of various areas of mental reality (psychology of cognitive processes, motivation, will, emotions, personality, intragroup processes) and in the construction of various branches of psychology (general, social, age, educational, medical, engineering psychology, labor psychology and zoopsychology). The use of the category "activity" as an explanatory principle led to a change in the principles of psyche analysis in general psychology (the principle of the unity of consciousness and activity, the principle of the unity of the structure of external and internal activity, the principle of interiorization - exteriorization) and to the development of provisions on the planned formation of mental actions, on the leading activity as the basis for the periodization of the development of the psyche, on the microstructural analysis of cognitive and executive activity ... ”(A. V. Petrovsky). If we talk about social psychology, then the principle of activity mediation of interpersonal relations should be designated as a principle of psyche analysis similar in importance. Traditionally, “in the analysis of activity, there are three plans for its consideration: genetic, structural-functional and dynamic. Genetically, the initial form of any human activity is social joint activity, and the mechanism of development of the human psyche is interiorization, which ensures the development of social and historical experience by transforming social joint activity into individual activity. In the course of interiorization, there is also a transition from the external in the form of the flow of activity into internal activity. The structural-functional consideration of the structure of activity is based on the principle of analysis "by units" (L. S. Vygotsky), in which this or that activity is decomposed into "units" containing the basic properties inherent in this reality as a whole. Hierarchical relationships between "units" of activity are flexible. Depending on the place of the reflected object in the structure of activity, the content of mental reflection, the level of reflection (perceived, unconscious) and the type of regulation of activity (voluntary, involuntary) change. When considering activity in a dynamic plan, the mechanisms are studied that ensure the movement of the activity itself: oversituational activity ... determining the self-development of activity and the emergence of new forms, and the attitude that determines the stable nature of purposeful activity in a constantly changing reality "(A. V. Petrovsky). And one more point needs to be stopped. The concept of “activity” in modern Russian social psychology is used so widely also because it is quite rigidly tied to the concept of “communication”, not to mention the fact that the question of the psychologically meaningful correlation of these terms is still not fully clarified. True, the initial generally accepted position already exists. At the present stage of the development of the problematics of activity, this process is no longer perceived as a subject - object, but is evaluated as a subject - subject - object activity, a component of which - "subject - subjective" - \u200b\u200bis a common act. In turn, communication in this paradigm, being a subject - an object - a subjective act, includes a subject - object contact - activity - as the most important, but still only a component.

The concept of "Activity" was introduced into the everyday life of Russian psychological science by S. L. Rubinstein. Note that in the works of this scientist, considered one of the classics of Russian psychology, the problem of activity, nevertheless, is considered, first of all, from a philosophical standpoint. This is connected, first of all, with S. L. Rubinstein's attempt to overcome the contradiction between positivist attitudes and subjective idealism, the essence of which is that “... the content of knowledge is either objective - and then it exists apart from the cognitive activity of the subject, or it is the product of this activity - and then it is only subjective ”1. Trying to solve this problem, S.L. Rubinstein back in 1922 formulated the principle of the unity of consciousness and activity, which became one of the fundamental principles in traditional Soviet psychology. According to this principle, “... the subject in his deeds, in the acts of his creative self-activity is not only revealed and manifested, he is created and determined in them. Therefore, by what he does, it is possible to determine what he is: by the direction of his activity, it is possible to define and shape him. ... In creativity, the creator himself is created. There is only one way - if there is a way to create a big personality: big work on a big creation. The personality is the more significant, the larger its sphere of action, the world in which it lives ... "2.

Later, developing and detailing his theory, built on this principle, S. L. Rubinstein identified a number of characteristic features that determine the activity in his understanding: “... 1) it is always the activity of the subject (that is, a person, not an animal and not machines), more precisely, subjects carrying out joint activities; 2) activity is the interaction of a subject with an object, that is, it is necessarily objective, substantial; 3) she is always creative and 4) independent ”3.

If we try to evaluate this interpretation of activity, then it is necessary to take into account that, being, apparently, quite convinced, but by no means an orthodox Marxist, S. L. Rubinstein, developing a theory of activity, tried to overcome not only the above-mentioned contradiction between objective and subjective idealism, but also a certain "restrictive rigidity" of Marxist philosophy and methodology. It is this, in our opinion, that explains, at least, the controversy, first of all, of the first (and main) of the characteristics that define activity that he formulated.

From the point of view of modern, at least socio-psychological, approaches to the problem of subjectivity, the latter is by no means determined exclusively by species. It is quite obvious (and proven in many studies) that in a number of cases, both an individual person and social groups are an object, and by no means a subject in the context of social interaction. Moreover, you can cite fairly common everyday examples (a woman leaves household chores, guests, etc. to feed or just pet a meowing cat, a man's plans for a day off are primarily due to the state and "needs" of his car, etc.) etc.), where animals and even inanimate objects, although, of course, are not subjects in the full sense of the word, nevertheless actually act as such, from the point of view of their impact on the personality, consciously or unconsciously abandoned their own subjectivity in appropriate context.

Nevertheless, consideration of the problem of activity through the prism of the entire set of features identified by S. L. Rubinstein allows not only to define and concretize this concept, but also to overcome a number of contradictions, including the one just noted. Unfortunately, during the period of the dominance of ideology based solely on the ideas of Karl Marx in their simplistic, tough Leninist interpretation, in many psychological and pedagogical works it was precisely the first of the signs formulated by S.L. Rubinstein that was raised to absolute, while the rest were actually were ignored. As a result, the concept of activity was interpreted unjustifiably broadly and at the same time dogmatically, which often led to the substitution of meaningful full-fledged studies of psychological reality by the creation of largely speculative concepts of an openly opportunistic nature and direction.

In this regard, it should be noted that the fundamental principle of the theory of activity of S. L. Rubinstein was also interpreted too dogmatically. In the dialectical unity of the subject and activity, it was the activity component that was absolutized, with its original understanding. On this basis, in combination with some of Vygotsky's ideas, psychological and pedagogical doctrines were formed, in fact, ignoring the needs of personal development and distorting mental and socio-psychological reality. This is clearly seen if we analyze the example, a favorite in traditional Soviet psychology, which allegedly confirms the validity of the thesis that personality formation occurs exclusively within the framework of a specially organized activity.

This example illustrates the perennial problem of the relationship between genetic and social determinants of development from a “dialectical” point of view: “Some people from birth already have strongly pronounced inclinations, say, a musical ear, which, being genetically hereditarily fixed, first exist before and independently of the activity of a given newborn baby and therefore only appear in it, but are not yet formed. Such inclinations are necessary, essential, but completely insufficient conditions for the formation on their basis of genuine abilities (musical, etc.). The main condition for the development of the latter is precisely the activity (play, study, work, etc.), which is carried out by a child, adolescent, adult in communication with other people, under the guidance of teachers and mentors. In this sense, a person and his psyche are not only manifested, but, first of all, are formed in activity ”1.

It is quite obvious that this example shows how, ideally, the abstract development of an abstract personality should proceed from the point of view of the rigidly interpreted principle of the unity of consciousness and activity. At the same time, in practice, attempts to mechanically implement this scheme (for example, according to "objective indications" - the presence of appropriate inclinations - parents send the child to a music school, completely ignoring his subjective desires) often lead not to the development of the individual's abilities and self-realization (in in this case in the musical sphere), but to the directly opposite result - the formation of a stable idiosyncrasy to such an active sphere.

At the same time, if the principle of the unity of consciousness and activity is realized in all dialectical fullness and the content of activity meets all criteria formulated by S. L. Rubinstein, this scheme becomes flexible and really functional. An example is the history of one of the greatest composers of our time, E. Lloyd-Webber. Endowed with perfect pitch, the boy at the age of six wrote his first piece of music solely to get rid of the unenthusiastic cello lessons that his father, a music teacher, gave him and his brother. It is easy to see that this activity act of the child fully meets all four criteria of S. L. Rubinstein. At the same time, we must pay tribute to the boy's father, who, evaluating his attempt, did not insist on continuing to practice the cello (as well as on the systematic and purposeful professional mastery of any other musical instrument), while at the same time encouraging the desire to compose music. Otherwise, it is very likely that the world would never have heard Jesus Christ Superstar, Phantom of the Opera, or the famous Requiem.

In the course of further development of the theory of activity, S. L. Rubinstein, and then A. N. Leont'ev, developed a scheme for the analysis of activity, which includes such components as motives, goals, subject, structure and means.

The most significant contribution to the development of the theory of activity in the socio-psychological context was the concept of activity mediation of group development by A. V. Petrovsky, also known as the stratometric concept. Within the framework of this concept, the group structure consists of three layers (strata), “... each of which is characterized by a certain principle by which ... relations are built between the members of the group. In the first layer, first of all, direct contacts between people are realized, based on emotional acceptability or unacceptability; in the second layer, these relations are mediated by the nature of joint activities; in the third layer, called the core of the group, relations develop based on the acceptance by all members of the group of the same goals of group activity ”2. It is the last two strata, directly "tied" to joint activities, that, from the standpoint of the concept of A. V. Petrovsky, determine in terms of the level of group cohesion, functionality, and ultimately the level of group development. As noted by GM Andreeva, the stratometric concept “... allows us to see the prospects of applying the principle of activity in social psychology. The hypothesis that the group can act as a subject of activity is now acquiring experimental confirmation. Provided that all members of the group accept the goals of group activity, that all members of the group have value-orientational unity, mediate all relations in the group by joint activity, it is possible to fully raise the question of the mechanisms of formation of such attributes of any subject of activity as group need, group motive, group target. Thus, the description and analysis of the most developed form of the group provides the key to the study of all other types of groups ”1.

A practical social psychologist, regardless of what type of groups or organizations he professionally works with, must have deep theoretical knowledge, including about the structural and dynamic features of activity, without which he can neither plan nor implement psychological support for any really functioning community, nor he simply will not be able to predict the results of his work.

ACTIVITIES

active interaction of a living creature with the surrounding world, during which it purposefully affects the object and, due to this, satisfies its needs. Already at relatively early stages of phylogenesis, psychic reality arises, represented in orienting research activities, designed to serve such interaction. Its task is to examine the surrounding world and form an image of the situation to regulate the animal's motor behavior in accordance with the conditions of the task facing it. If animals are characterized by the fact that they are able to orient themselves only to external, directly perceived aspects of the environment, then for human activity, due to the development of collective labor, it is characteristic that it can be based on symbolic forms of representing object relationships. In the structure of activity, the following are distinguished: motives that induce the subject to activity, goals as predictable results of this activity; operational, with the help of the activity is realized.

ACTIVITIES

we will understand it as a form of active attitude of the subject of activity to reality, aimed at achieving consciously set goals related to the creation of socially significant values \u200b\u200b("use values), and the development of social experience.

Activity, as we have already noted, is an object of study in many sciences. The task of the psychological study of activity is to "develop a genuine psychology of action without transforming action and activity into psychological education." What is the subject of the psychological study of activity? Considering this issue, the outstanding Soviet psychologist S. L. Rubinstein wrote: “Analysis of the mental mechanisms of activity leads to functions and processes that have already been the subject of our study. However, this does not mean that the psychological analysis of activity is entirely reduced to the study of functions and processes and is exhausted Activity expresses a person's concrete attitude to reality, in which personality traits are actually revealed, which have a more complex, specific character than functions and analytically distinguished processes. " Thus, we see that a specific aspect of the psychological study of activity is the need for a systematic approach to a given object of cognition.

ACTIVITIES

as a methodological problem of psychology, it is a philosophical and general scientific category, a universal and ultimate abstraction, in the sense that dialectic is a synonym for creativity and therefore cannot get a final rational definition: “Dialectic, by its very essence, is incomprehensible for rationalism, for there is creativity, that is, adding to the given that which is not yet a given, and, consequently, overcoming the law of identity "(Ya. A. Florensky). In the most general sense, dialectic can be represented as a specifically human form of attitude to the surrounding world, the content of which is the purposeful change and transformation of this world on the basis of the assimilation and development of the existing forms of culture (E.G. Yudin). D. changes and transforms the acting individual.

In the context of scientific thinking, the concept of D. is polyfunctional. Yudin identified 5 of its functions: 1) D. as an explanatory principle, the universal foundation of the human world; 2) Dialectic as a subject of objective scientific research, that is, as something dismembered and reproducible in the theoretical picture of a certain scientific discipline in accordance with the specifics of its tasks and the totality of its concepts; 3) D. as a subject of management - what is to be organized into a system of functioning and / or development on the basis of fixed principles; 4) D. as a subject of design, i.e., the identification of methods and conditions for the optimal implementation of mainly new types of D.; 5) D. as a value in various cultural systems.

D., to one degree or another, appears in psychology in all the forms listed by Yudin. In owls. Psychology was dominated by the consideration of dialecticism as an explanatory principle of all mental life, which significantly limited the space of psychological thought: the problems of man and the world, being and consciousness, soul and spirit, contemplation and feeling, free action and free will were only partially touched upon. Immersion in this space will help to say a new word about D.

The universal structure of dialectic includes the goal, means, result, and the process itself. The expedient nature of dialectic leads to the fact that one of its main conditions and foundations is consciousness, understood in the broadest sense - not only as a collection of the most diverse forms of consciousness , but also as a set of its internal regulations (needs, motives, attitudes, values, etc.). Only with t. Sp. characteristics of the general structure of a dialectic has the meaning of the methodological principle of the unity of consciousness and D. In the diagrams below of D., its more or less perceived regulators and common goals and meanings set by consciousness are just variables.

Psychologists have proposed a large number of D.'s conceptual schemes that go beyond the classical triad: end, means, result; and beyond the limits of LN Leont'ev's scheme, in which a motive, a goal, a condition are assigned to an action, an operation. In the scheme of S. L. Rubinshtein there are: motive, goal, means, social situation, result, assessment; in V.V.Davydov's scheme - need, motive, task, mode of action. At the same time, different components carry different functional loads at the levels of D., actions and operations. In the scheme of G.P. Shchedrovitsky, who analyzed thought activity, there are: a goal, a task, source material, means, procedure, product. In the scheme of OA Konopkin, who studied D.'s self-regulation, there are: a goal, a model of conditions, a program, a success criterion, information about the results, a decision on correction. V.D.Shadrikov's scheme is circular: motive, goal, program, informational basis, decision-making, professionally important qualities. In the scheme of G. V. Sukhodolsky: need, direction, motive, goal, result, assessment. Finally, V.E. Milman, who has considered many schemes of D., offers his own version: need, motive, object, goal, environmental conditions, means, composition, control, assessment, product.

The listed schemes are not provided to give room for choosing one of them. They are difficult to distinguish, although they are substantially incomplete. They only indirectly contain affective and personal components, states of tension, anxiety, measures of significance, meanings, values, etc. The motivational-target and operational-technical components of the theory of activity prevail, the theoretical reproduction of the theory is not only schematic, but also substantially incomplete. The explanation is that it was not D. as a whole that was studied, but its basic unit: the actions that were part of D. and taken out of the context for the purpose of study D. Yudin rightly noted that the quintessence of D.'s psychological theory turned out to be knowledge about actions. The fact that the thoughts of its creators about action are much more interesting and meaningful than about D. What has been said applies not only to the study of D. as such, as a certain invariant, but also to the study of certain types of D., for example, communication, games, teaching, labor. They were rarely considered in full. The study of components prevailed. And the very situation of D.'s research imposes such restrictions on her and on the subject that D. ceases to respond to her original meaning as a free D., that is, when there is freedom in setting a goal, choosing or creating means, etc.

Psychology and psychologists deal with imposed or given, forced forms of D; even more often - with embryonic types of D., its embryos, for example, when it comes to the leading D. of communication in an infant or to the leading D. teaching in younger schoolchildren. They deserve rather the name "activity" (BG Meshcheryakov). The foregoing does not at all diminish the real achievements available within the framework of the activity approach. However, it is too early to talk about D.'s psychological theory. It is more adequate to speak about the psychological projection of the category of D. on psychology. At the same time, only one of the variants of this category - Hegelian-Marxian - was taken and other variants were left aside, for example, praxeology, pragmatism, philosophical anthropology (A. Gehlen).

Psychologists have so far gone from D. to the psyche, to consciousness and personality, trying to understand them, drawing on the category D. But the latter itself needs to be understood and explained with t. Sp. psychology. And on the path from consciousness, personality, soul and spirit to dialectic psychology takes only the first timid steps. It is necessary to overcome the well-established schematism of psychologists' consciousness that objective dialectic, allegedly devoid of the psychic modus, plunging from the outside inwards gives rise to the psyche or becomes psychic. At one time, C. Sherrington was looking for a place of memory and foresight in action, not in the brain, not inside. Likewise, Rubinstein assumed that action in the bud contains all elements of psychology, including emotion. D. and action are saturated with cognitive and affective-personal components, which are poorly reflected in the above schemes.

The poverty of D.'s psychological interpretation is not harmless. The point is not even that with the help of one abstract and scanty concept other, more meaningful ones, are explained. The apparent simplicity of D. creates the illusion of ease of design, programming and management: set a goal, provided the means, set the result, created the appropriate social situation, or context, achieved the goal, established rules-norls, organized the community, divided responsibilities between the participants, inspired "deceptions guiding ", promised a reward (or intimidated) -" motivated ", called the organized community a group, collective, order, party, class," a cathedral with everyone "- and success is guaranteed. Of course, for success, you also need a talented director, leader, leader, manager, whose secrets D., however, remain his secrets. The illusion of simplicity is also aggravated by the idea of \u200b\u200bparticipants in such an enterprise as impersonal functionaries who do not have their own I, who are organs of D. From here, one step to subjectless D., to the "human factor", "human material", "cannon fodder", etc. such a "trifle" as a free D. of a free personality can be ignored. Only non-free D. m. B. the object of design, therefore, one should speak about it more correctly and carefully so that the administrative enthusiasm does not outstrip knowledge of the designed, programmable, controlled object. It is human nature to protest when used stupidly. Life, living, personal stubbornly resist not only conceptualization and schematization, but also design. D. is an organic system, and, as such, it itself creates the missing organs and rejects artificial ones when the latter contradict its organic nature, its internal form. S. L. Frank distinguished the external organization of social life (D. is one of its forms) from internal organicity. He wrote that everything organic, living, living by inner unity cannot be used. organized. Unity and formality are not imposed on the fragmentation and formlessness of parts from the outside, but act in them, penetrating them from within and being immanently present in their inner life. We can say that this is a maximalist t.sp., But no more than an outwardly imposed, assigned, for example, the unity of consciousness and D.

It should be recalled that totalitarian regimes have accumulated a great deal of experience in organizing and "designing" the life and life of the masses, manipulating their consciousness, but they could not achieve success either. These regimes (for example, in the USSR and Germany) had no claims to psychological research (theories) D. Their aggression was caused by psychological research of consciousness.

Thus, the study of free action and free dialectic is a challenge to psychology. Of course, accepting it, she must use everything of value that has been accumulated within the framework of the activity approach. At the same time, it is necessary to facilitate the explanatory functions of category D. and shift the center of gravity to its study. There was a certain logic in what was happening with D.'s psychological theory. Any idea, be it an idea of \u200b\u200bdialectic, of consciousness, of an attitude, etc., turned into a means of explaining other reality (including psychic), as Marx wrote, is subject to evaporation by transforming it into an abstract definition. These abstract definitions are necessary, because on their basis it is possible to reproduce the concrete through thinking. The second part of the work was done, and even then partially, only empirically. When it is done methodologically and theoretically, it will be possible to talk about D.'s theory (V.P. Zinchenko.)

ACTIVITIES

a dynamic system of active interactions between the subject and the outside world, during which the subject purposefully affects the object, thereby satisfying his needs; the appearance and embodiment of a mental image in the object and the realization of the subject's relations mediated by it in objective reality occurs. Already at relatively early stages of phylogenesis, psychic reality arises, represented in the activity of orientation research, designed to serve such interaction. Its task is to examine the external world and form an image of the situation for the animal to regulate the behavior of the motor in accordance with the conditions of the task before it. If animals are characterized by the fact that they are able to orient themselves only to external, directly perceived aspects of the environment, then for human activity, due to the development of collective labor, it is characteristic that it can be based on symbolic forms of representing object relationships. In activity from the position of its structure, it is customary to single out movements and actions. In the content of the activity, one can distinguish such psychological components as cognitive (including perceptual, mnemonic and mental), emotional and volitional. So, the psychological analysis of activity, including mental activity, allows you to classify it in terms of structural elements, the nature of the functions performed and the qualitative characteristics of the results obtained. In the structure of activities, the following are distinguished:

1) motives - motivating the subject to activity;

2) goals - as the predicted results of this activity;

3) operations with the help of which the activity is performed. The use of the category of activity is a distinctive feature of Russian psychology. Russian psychology is characterized by two points:

1) the provision on the unity of the psyche and activity, opposing Russian psychology both to various versions of the psychology of consciousness, which studied the psyche outside of behavior (-\u003e introspective psychology; gestalt psychology), and to various naturalistic currents of behavioral psychology, investigating behavior outside the psyche (-\u003e behaviorism; neobehaviorism);

2) the introduction of the principles of development and historicism, the embodiment of which in concrete research necessarily presupposes an appeal to activity as a driving force for the development of the reflection of the mental. According to A. N. Leontiev, activity is a form of activity. Activity is prompted by need, that is, by the state of need in certain conditions of the normal functioning of the individual. The need is not experienced as such - it is presented as an experience of discomfort, dissatisfaction, tension and manifests itself in the activity of the search engine. In the course of the search, there is a meeting of the need with its object - fixation on an object that can satisfy it. From the moment of "meeting" activity becomes directed, the need is objectified - as a need for something specific, and not "in general" - and becomes a motive that can be realized. It is now that we can talk about activity. It correlates with the motive: the motive is what the activity is done for, and the activity is the set of actions that are caused by the motive. So, activity is a set of actions caused by a motive. The unit of activity analysis is action. Activity should be distinguished from behavior. The success of the subject's activity depends on the interaction of three components: knowledge, skills and motivation. As an explanatory principle of the psyche, the category of activity is used:

1) in the study of various areas of mental reality - the psychology of cognitive processes, motivation, will, emotions, personality, intragroup processes;

2) in the construction of various branches of psychology (general, social, age, pedagogical, medical, engineering, labor psychology and zoopsychology). The use of the activity category as an explanatory principle resulted in:

1) to a change in the principles of psyche analysis in general psychology: a) the principle of the unity of consciousness and activity; b) the principle of the unity of the structure of external and internal activities; c) the principle of interiorization-exteriorization as a mechanism for assimilating social and historical experience (the principle of dependence of mental reflection on the place of the reflected object in the structure of activity), etc .;

2) to the development of provisions: a) on the planned formation of mental actions; b) the activity of the leader as the basis for the periodization of the development of the psyche; c) on the microstructural analysis of cognitive and executive activities; d) on the mediation of activity relationships, interpersonal, etc. The main characteristics of activity are objectivity and subjectivity. The specificity of the objective determination of activity lies in the fact that objects of the external world do not directly affect the subject, but only after being transformed in the course of activity, due to which a greater adequacy of their reflection in consciousness is achieved. The phylogenetic prerequisites of objectivity are manifested in the activity of animals as its conditioning by the properties of objects - key stimuli that serve to satisfy biological needs, and not by any influences of the external world. In a developed form, objectivity is characteristic only of human activity. It manifests itself in the social conditioning of human activity, in its connection with the meanings fixed in the schemes of action, in the concepts of language, in values, in social roles and norms. The subjectivity of the activity is expressed in such aspects of the subject's activity as the conditioning of the mental image by past experience, needs, attitudes, emotions, goals and motives that determine the direction and selectivity of activity; and in the sense of a personal - "meaning for oneself", attached by motives to various events, actions and deeds.

When analyzing activities, three plans for its consideration are distinguished:

1) genetic - in it, the initial form of any human activity is joint social activity, and interiorization acts as a mechanism for the development of the psyche, during which there is a transition from external activity to internal activity;

2) structural and functional - this consideration of the structure of activity is based on the principle of analysis "by units": the decomposition of reality into "units" containing the basic properties inherent in it as a whole; hierarchical interconnections between units of activity are mobile, and depending on the place of the reflected object in the structure of activity, the content of the mental reflection, the level of reflection (perceived or unconscious) and the type of regulation of activity (voluntary or involuntary) change;

3) dynamic - here, when considering activity, the mechanisms are studied that ensure the movement of the activity itself: oversituational activity, which determines the self-development of activity and the appearance of its new forms; an attitude that determines the stability of purposeful activity in a changing reality. The activity is carried out on the basis of psychophysiological mechanisms studied in the mainstream of the physiology of activity (-\u003e the concept of levels of building movements), the theory of functional systems (-\u003e the acceptor of the results of action) and ideas about the systemic organization of mental higher functions.

The man of modern society is engaged in a variety of activities. In order to describe all types of human activity, it is necessary to list the most important needs for a given person, and the number of needs is very large.

The emergence of various types of activity is associated with the social and historical development of a person. The fundamental types of activity in which a person is involved in the process of his individual development are communication, play, study, work.

• * communication - the interaction of two or more people in the process of exchanging information of a cognitive or affective-evaluative nature;
• * play is a type of activity in conditional situations that imitate real ones, in which social experience is assimilated;
• * learning - the process of systematic mastering of knowledge, skills, abilities necessary to perform labor activities;
• * labor is an activity aimed at creating a socially useful product that satisfies the material and spiritual needs of people.

Communication is a type of activity that consists in the exchange of information between people. Depending on the age stage of human development, the specifics of the activity, the nature of communication changes. Each age stage is characterized by a specific type of communication. In infancy, an adult exchanges an emotional state with a child, helps to navigate the world around him. At an early age, communication between an adult and a child is carried out in connection with object manipulation, the properties of objects are actively mastered, and the child's speech is formed. In the preschool period of childhood, the role-playing game develops the skills of interpersonal communication with peers. The younger student is engaged in educational activities, respectively, and communication is included in this process. In adolescence, in addition to communication, a lot of time is devoted to preparing for professional activity. The specifics of an adult's professional activity leaves an imprint on the nature of communication, demeanor and speech. Communication in professional activity not only organizes, but also enriches it, new connections and relationships between people arise in it.

Play is a type of activity that does not result in the production of any material product. She is the leading activity of a preschooler, since through her he accepts the norms of society, learns interpersonal communication with peers. Among the varieties of games can be distinguished individual and group, subject and plot, role-playing and games with rules. Games are of great importance in people's lives: for children they are mainly of a developmental nature, for adults they are a means of communication and recreation.

Teaching is a type of activity, its purpose is to acquire knowledge, skills, and abilities. In the process of historical development, knowledge was accumulated in various fields of science and practice, therefore, in order to master this knowledge, teaching stood out as a special type of activity. Teaching affects the mental development of the individual. It consists of the assimilation of information about the properties of surrounding objects and phenomena (knowledge), the correct choice of techniques and operations in accordance with the goals and conditions of activity (skill).

Labor is historically one of the first types of human activity. The subject of psychological study is not labor itself as a whole, but its psychological components. Usually work is characterized as a conscious activity that is aimed at achieving the result and is regulated by the will in accordance with its conscious goal. Labor performs an important formative function in the development of a personality, since it affects the formation of its abilities and character.

The attitude to work is laid in early childhood, knowledge and skills are formed in the process of education, special training, and work experience. To work means to show oneself in activity. Labor in a certain area of \u200b\u200bhuman activity is associated with a profession.

Thus, each of the types of activity considered above is the most characteristic for certain age stages of personality development. The current type of activity, as it were, prepares the next one, since it develops the corresponding needs, cognitive capabilities and behavioral features.

Depending on the characteristics of a person's attitude to the world around him, activity is divided into practical and spiritual.

Practical activity is aimed at changing the surrounding world. Since the world around us consists of nature and society, it can be productive (changing nature) and socially transforming (changing the structure of society).

Spiritual activity is aimed at changing the individual and social consciousness. It is realized in the spheres of art, religion, scientific creativity, in moral actions, organizing a collective life and orienting a person towards solving the problems of the meaning of life, happiness, well-being.

Spiritual activity includes cognitive activity (gaining knowledge about the world), value (determining the norms and principles of life), predictive (building models of the future), etc.

The division of activity into spiritual and material is conditional. In reality, the spiritual and the material cannot be separated from each other. Any activity has a material side, since in one way or another it relates to the outside world, and an ideal side, since it involves goal-setting, planning, choice of means, etc.

In the spheres of public life - economic, social, political and spiritual.

Traditionally, there are four main spheres of public life:

• § social (peoples, nations, classes, gender and age groups, etc.)
• § economic (productive forces, production relations)
• § political (state, parties, social and political movements)
• § spiritual (religion, morality, science, art, education).

It is important to understand that people are simultaneously in different relationships with each other, they are connected with someone, they are isolated from someone when solving their life issues. Therefore, the spheres of social life are not geometric spaces where different people live, but the relationships of the same people in connection with different aspects of their life.

The social sphere is the relationship that arises in the production of immediate human life and man as a social being. The social sphere includes various social communities and the relationships between them. A person, occupying a certain position in society, is inscribed in various communities: he can be a man, a worker, a father of a family, a city dweller, etc.

The economic sphere is a set of human relations arising from the creation and movement of material goods. The economic sphere is the area of \u200b\u200bproduction, exchange, distribution, consumption of goods and services. Production relations and productive forces together constitute the economic sphere of the life of society.

The political sphere is the relationship of people associated with power, which ensures joint security.

The elements of the political sphere can be represented as follows:

• § political organizations and institutions - social groups, revolutionary movements, parliamentarism, parties, citizenship, presidency, etc .;
• § political norms - political, legal and moral norms, customs and traditions;
• § political communications - relations, connections and forms of interaction between participants in the political process, as well as between the political system as a whole and society;
• § political culture and ideology - political ideas, ideology, political culture, political psychology.

The spiritual sphere is the sphere of relations arising in the production, transmission and development of spiritual values \u200b\u200b(knowledge, beliefs, norms of behavior, artistic images, etc.).

If the material life of a person is connected with the satisfaction of specific daily needs (food, clothing, drink, etc.). then the spiritual sphere of a person's life is aimed at meeting the needs for the development of consciousness, worldview, and various spiritual qualities.

The inclusion of society is massive, collective, individual.

In connection with the social forms of uniting people in order to carry out activities, collective, mass, individual activity is distinguished. Collective, mass, individual forms of activity are determined by the essence of the acting subject (person, group of people, social organization, etc.). Depending on the social forms of uniting people for the purpose of performing activities, they establish individual (for example, governing a region or country), collective (ship management systems, work in a cllective), mass (an example of mass media is the death of Michael Jackson).

Dependence on social norms - moral, immoral, legal, illegal.

Conditionality from the conformity of activities to existing general cultural traditions, social norms differentiate legal and illegal, as well as moral and immoral activities. Illegal activity is everything that is prohibited by law, constitution. Take, for example, the manufacture and manufacture of weapons, explosives, the distribution of drugs, all these are illegal activities. Naturally, many try to adhere to moral activity, that is, learn conscientiously, be polite, appreciate relatives, help the old and homeless. There is a striking example of moral activity - the whole life of Mother Teresa.

The potential of the new in activity is innovative, inventive, creative, routine.

When a person's activity affects the historical course of events, with social growth, then progressive or reactionary, but also creative and destructive activities are distributed. For example: The progressive role of the industrial activity of Peter I or the progressive activity of Peter Arkadievich Stolypin.

Depending on the absence or presence of any goals, the success of the activity and the ways of its implementation, they reveal a monotonous, monotonous, routine activity, which in turn proceeds strictly according to certain requirements, and a new one is most often not given (Manufacturing of any product, substance according to the scheme at the plant or factory). But creative activity, inventive, on the contrary, it carries with it the character of the originality of the new, previously unknown. It is distinguished by its specificity, exclusivity, and uniqueness. And the elements of creativity can be applied in any of the activities. An example is dancing, music, painting, there are no rules or instructions, here is the embodiment of fantasy, and its realization.

Types of human cognitive activity

Teaching or cognitive activity refers to the spiritual spheres of human life and society. There are four types of cognitive activity:

• · Everyday - consists in the exchange of experience and those images that people carry in themselves and share with the outside world;
• · Scientific - characterized by the study and use of various laws and patterns. The main goal of scientific cognitive activity is to create an ideal system of the material world;
• · Artistic cognitive activity consists in the attempt of creators and artists to assess the surrounding reality and find in it shades of the beautiful and ugly;
• · Religious. Its subject is the person himself. His actions are evaluated in terms of pleasing God. This also includes the norms of morality and the moral aspects of actions. Considering that the whole life of a person consists of actions, spiritual activity plays an important role in their formation.

Types of human spiritual activity

The spiritual life of a person and society corresponds to such activities as religious, scientific and creative. Knowing about the essence of scientific and religious activity, it is worth considering in more detail the types of human creative activity. This includes art or music, literature and architecture, directing and acting. Every person has the makings of creativity, but in order to reveal them, you need to work long and hard.

Types of human labor activity

In the process of labor, a person's worldview and his life principles develop. Labor activity requires planning and discipline from the individual. The types of work activities are both mental and physical. There is a stereotype in society that physical work is much more difficult than mental work. Although outwardly the work of the intellect does not appear, in fact, these types of work activities are almost equal. Once again, this fact proves the variety of professions existing today.

Types of professional human activity

In a broad sense, the concept of a profession means a diverse form of activity performed for the benefit of society. Simply put, the essence of professional activity boils down to the fact that people work for people and for the benefit of the whole society. There are 5 types of professional activities.

• 1. Human nature. The essence of this activity is in interaction with living beings: plants, animals and microorganisms.
• 2. Man-man. This type includes professions in one way or another related to interaction with people. The activity here is to educate, guide people, and their information, trade and consumer services.
• 3. Human technology. A type of activity characterized by the interaction of a person and technical structures and mechanisms. This includes everything related to automatic and mechanical systems, materials and types of energy.
• 4. Man - sign systems. The activity of this type is to interact with numbers, signs, natural and artificial languages.
• 5. Man is an artistic image. This type includes all creative professions associated with music, literature, acting, and visual activities.

Types of economic activities of people

Human economic activity has recently been fiercely contested by conservationists, since it is based on natural resources that will soon exhaust themselves. The types of human economic activities include the extraction of minerals such as oil, metals, stones and everything that can benefit people and harm not only nature, but the entire planet.

Types of human information activities

Information is an integral part of human interaction with the outside world. The types of information activities include obtaining, using, distributing and storing information. Information activity often becomes a threat to life, since there are always people who do not want third parties to know and disclose any facts. Also, this type of activity can be provocative in nature, and also be a means of manipulating the consciousness of society.

Types of human mental activity

Mental activity affects the state of the individual and the productivity of his life. The simplest type of mental activity is a reflex. These are habits and skills established through constant repetition. They are almost imperceptible compared to the most complex type of mental activity - creativity. It is distinguished by constant diversity and originality, originality and uniqueness. Therefore, creative people are so often emotionally unstable, and professions related to creativity are considered the most difficult. That is why creative people are called talents who can transform this world and instill cultural skills in society.

Culture includes all types of human transformative activities. There are only two types of this activity - creation and destruction. The second, unfortunately, is more common. Many years of transformative human activity in nature have led to troubles and disasters.

Only creation can come to the rescue, which means at least the restoration of natural resources.

Activity distinguishes us from animals. Some of its types benefit the development and formation of personality, others are destructive. Knowing what qualities are inherent in us, we can avoid the dire consequences of our own activities. This will not only benefit the world around us, but will also allow us to do what we love with a clear conscience and consider ourselves people with a capital letter.

In human activity, his needs are completed. They also activate it. That is, in the process of activity, actual needs are satisfied, new ones are formed. However, this not only changes in needs, but also changes in the individual's personality. What other influence does activity have on human development? Let's figure it out.

Activity is a form of human activity aimed at cognition, transformation of the surrounding world, oneself and the conditions of one's existence. This is what distinguishes man from animal, emphasizes the social in human nature.

• Activity is not limited to meeting needs.
• It is determined by the goals and requirements of society.
• The development of personality, human consciousness (including self-awareness) is associated with actions.
• This is a deliberately regulated process of human interaction with the world.

In activity, a person acts as a creator, a creator. In its process, the following develop:

• intellectual abilities of a person;
• creative imagination;
• worldview;
• system of ideals and values;
• emotional and aesthetic attitude to the world.

As a member of society, a person is valuable when he leads an active work, social life, performs actions and bears responsibility for them.

Subject of activity

Activity is always objectified. The subject is what it is aimed at. It can exist independently or be created in the process of the activity itself.

Operating principles

Activity is based on the principle of functionality and the principle of consistency.

• The first involves relying on already developed mental elements that are mobilized to achieve the goal.
• The principle of consistency assumes the inclusion of individual personality traits, on the basis of which several blocks in the structure can be distinguished.

Activity structure

Six blocks can be distinguished. Each of the elements is interconnected with others, interpenetrating.

Here they are included in the work. A motive is an objectified need. The desire to satisfy the need, that is, to receive a specific object, encourages activity. Activity is impossible without motive.

Objectives

The main element. Has two forms of manifestation:

• as a human-represented result;
• as the desired level of achievement.

Program

A person decides what and how he should do, that is, it is a choice of methods and means, an assessment of his own resources. The work includes the cognitive, motivational, executive sphere.

Information base

Its effectiveness depends on the adequacy and completeness of information data on the conditions of activity.

Making decisions

One of the alternative options is selected, mastered, rules and criteria for achieving the goal are developed.

Personal qualities significant for activity

These are character traits, inclinations and other individual characteristics that will help you achieve your goal.

Activity components

Activity always has an internal plan and an external manifestation, between which there is an inextricable connection. From external operations with objects (objective thinking), information, being transformed by the psyche, turns into internal images, ideals (figurative thinking). The process of this transition is called interiorization.

The reverse action (creating something materially through internal representations) is exteriorization.

Action is a tool in achieving a goal

Action is a part of an activity aimed at achieving an intermediate result in specific conditions. Consists of operations - methods of execution according to conditions.

Physical actions

These are external, motor actions with objects that consist of movements.

Intelligent actions

Internal mental actions with images and concepts based on external actions with objects.

The psyche is a regulator of activity

The reflection of the world by the psyche occurs consciously, that is, in the process of actions a person:

• realizes (partially or completely) the purpose of his actions;
• represents the result;
• perceives and evaluates the conditions in which one has to act;
• builds a step-by-step plan, an algorithm of operations;
• makes volitional efforts;
• monitors the process;
• experiencing successes and failures.

Knowledge, abilities, skills, habits

Knowledge, abilities, skills, or ZUN - the basis responsible for the organization and management of practical activities.

Knowledge

These are images of sensations and perceptions, further processed into representations and concepts. Without them, conscious purposeful activity is impossible. Knowledge increases the efficiency of actions.

Skills

This is the mastery of a way of performing an action, which does not require reinforcement with exercises. Conscious individual control is the main difference between skills. They are closely related to thinking and are impossible without active intellectual activity. Skills allow you to find a way out of non-standard situations, to react to changes in external conditions.

Skills

Skills are actions brought to automatism. The success of the activity depends on the skills. Skills are formed through exercises - repeated repetition of a specific action (s). The skill is based on a dynamic stereotype, that is, a neural connection between action elements. This happens uncontrollably, but if any inaccuracy arises, then the person immediately notices it. The stronger the neural connection, the faster and better the action.

Skills are motor, mental, sensory, behavioral. A skill is formed in several stages:

• introductory (comprehension of actions, familiarity with the techniques of execution);
• preparatory (conscious, but inept performance of the action);
• standardizing (unity and automatism of actions);
• situational (mastering the arbitrariness of the action).

Learning new skills is always influenced by old ones. Sometimes it helps and sometimes it gets in the way. In the first case, we are talking about the coordination of skills, in the second - about interference (contradiction). Skills are consistent when:

• the system of movements of one skill coincides with the system of movements of another;
• one skill is a means of better assimilation of another;
• the end of one skill is the beginning of another and vice versa.

Accordingly, interference occurs under the opposite conditions.

Habits

A habit is an action that has become a need. There are habits and. Habits, like skills, are based on dynamic stereotypes. Habits are formed through:

• imitation;
• multiple random repetition;
• conscious purposeful learning.

Can be a driving or inhibiting factor in the performance of an activity.

Activities

There are many types of activities, but in psychology it is customary to distinguish 4 main ones.

Communication is the first activity in which a person participates (intimate and personal communication with the mother). In this form of activity, the first development of the personality takes place.

The purpose of communication is to establish mutual understanding, personal and business relations, provide mutual assistance, educational and educational influence of people on each other.

It is worth noting that some researchers do not consider communication to be an independent activity, but rather call it a means for realizing another activity, achieving the goals of another activity. However, in infancy, it is this species that is leading.

A game

Play is the main activity of childhood, but it persists at subsequent age stages. Allows you to assimilate the social experience of human activity and human relations. For adults, play is relaxation, stress relief.

Playful activity prepares a person for further education and work. She develops:

• thinking,
• memory,
• imagination,
• attention,
• abilities,
• will.

And also determines the formation of character.

Study

Educational activity was separated from labor activity. Assumes:

• assimilation of information about the properties of the surrounding world (knowledge), techniques, operations (skills);
• development of the ability to choose techniques and operations in accordance with the goals and conditions (skills).

In educational activities, knowledge is assimilated, skills and abilities are developed, and abilities are developed.

Work

Labor is an activity aimed at creating a socially significant product. Labor is the basis of human existence, his mental, personal development.

There are other types of activities, but they are all built within the framework of one of the four named or at the junction of several types. The choice depends on the strength, quantity, originality of the needs of a particular person.

However, at each age, a person performs several types of activities at once, moreover, only one remains the leader. For example, for an adult it is work.

Individual style of activity

This is the adaptation of the human nervous system and the characteristics of the body to the activity being performed. The individual style is based on:

• skills;
• skills;
• experience.

The purpose of such an adaptation is to achieve the best result with the lowest cost. Temperament determines the success and failure of a person in a specific activity.

Afterword

Conscious purposeful activity - the difference between people and animals. In its process, a person creates objects of material and spiritual culture, transforms his abilities, ensures the progress (although sometimes regression) of society, affects nature (preserves or destroys).

Any activity is a creative way out of the natural, work on oneself and the world. Man not only consumes, but also creates. With the help of her, he influences his life.

Thanks to her, the mental development of the personality is carried out. However, at the same time, mental processes (attention, imagination, memory, speech) are components and even separate types of activity.