Personal paradigm of man. Personal paradigm speaker

Chapter 3.

If within the framework of the existing rules, the problem is increasing,
then to solve it, you need to change the rules.
And to change the rules, you need to change your thinking
(c) quote

This is a combination of fundamental, basic installations, values \u200b\u200band. Our point of reference.

Our paradigm (picture of the world) develops from what we see and feel. If we feel and see not all factors affecting the system, then the paradigm is incorrect or not complete.

What you are now, your personality is, in fact, a set of certain characteristics, which in the aggregate determine your view of life, your personal paradigm. By Castaned, this is the position of the "assembly point".

Sometimes this institution personality in man It becomes the main barrier at the beginning of the way. Its design, it turns out to be distant from perfection that a person himself can understand. But at the same time, he may not be ready to change anything.

Once people did not want to recognize the fact that the earth is round. There were thousands of arguments proving the opposite. And those who argued - burned on a fire.

What I will write here is a revision of a personality paradigm. That is, most basic in which many believe.

*************************

See. If we put the mouse into a labyrinth with four tunnels, and we will always put the cheese in the fourth tunnel, the mouse will learn how to search for cheese in the fourth tunnel. Want cheese? Zip-Zip in the fourth tunnel - that's cheese. Want cheese again? Zip-Zip in the fourth tunnel - that's cheese.
After a while, a great God in a white coat puts cheese to another tunnel. Mouse Zip-Zip in the fourth tunnel. No cheese. Mouse runs away. Again in the fourth tunnel. No cheese. Runs away. After some time, the mouse stops running in the fourth tunnel and will look somewhere else.


The difference between the mouse and man is simple - the person will run in the fourth tunnel forever! Always! Man believed in the fourth tunnel. The mice do not believe in anything, they are interested in cheese. And the man begins to believe in the fourth tunnel and believes that it is to run in the fourth tunnel correctly, there is cheese there, or not. Man more needs the right thing than cheese. That is why for a long time you did not receive cheese, and your life does not work. You believe in too many fourth tunnels.

I want to help you throw off the whole system of beliefs and take it at all. So that you can re-gather, and your life has earned. But do not think that it will be simple. You know that you are right. Your whole life is based on the principle of your right. And the fact that you suffer is that your life does not work that you did not receive cheese since they were in the fourth grade, it does not matter. YOU'RE RIGHT. Your belief systems are the best thing that can create a mind or can be bought for money. These are the correct belief systems. And the fact that your lives are crumpled - an accident.

No!!! Your "correct", smart belief systems, your personal paradigm, are directly related to the fact that you do not get cheese. You will better be right than happy. And you run over the fourth tunnels to prove it. The brain protects everything that believes the most sophisticated ways. And it is possible, much of what I will write here, at best it will be taken with resistance.

Shake and change the personal paradigm, even in the narrow site, is a difficult task. The person is designed so that common sense is most often not guidance, but is adjusted under emotions, sensations and beliefs. Especially when, it seems that the earth is flat ... how can it be round ... because it is absurd ...


To really understand something fundamentally new to a start, you must refuse the old at least for the time. Do not try to resist this. Try to believe this new. Try to understand and feel. Try to present for a minute that everything I will write here is true. Something in this model for a while. Analyze, check, but only then decide which paradigm is correct.

It is not quite easy to refuse your old person, especially those who have lived life behind. After all, their personality is their brainchild that they endured, and which they are proud! And change this state of affairs is quite risky because It is fraught with loss at least some, albeit not perfect, connection with the world. But in fact, this connection is illusory.


People feel fear of changes, because they do not understand that development implies not a refusal of an old personality, but its transformation! Personality is a set of information. Menate personality, then revise the information and bring it to a new order. By changing your personality, you lose it to some extent. The only question is for what you do it.
In the long run, you do it in order to improve your life so that life for you has become more efficient.

It is impossible to change whose beliefs, you can only give information and arguments so that the person himself thinks over it.
To understand all this will only be the one who is vital, as needed to me. It's complicated. However, understood the essence of things, understood the correct interaction models that occur in your head and beyond it, you will learn to twerind your life as you could not imagine.

Actually, my book is dedicated - try to help you change personal relationship paradigm For more efficient. If you succeed (thinking will change), then the result will change the result of causal relationships.


But if someone wants to change, develop, then let it be ready for the stages of instability, when the old dies, and the new person is formed in the man itself, his psyche, reactions and other things. This happens on the border, where one person ends and the other begins.

We are everywhere and always waiting for your "piece of cheese", if we are able to cross through the threshold of your doubts and fear. Go for "cheese" and enjoy change.

All social theories arguing about the world of a person, about spirituality, meaningful orientations, on values, can be attributed to a humanitarian personality paradigm. If the natural historical paradigm insists on the use of objective methods, the humanitarian and personal paradigm emphasizes the need for use in social knowledge, in a sociological study of so-called subjective methods, i.e., such that allow to disclose the individual personality, the information side of objective social reality. The use of subjective methods gives sociologist the opportunity to obtain the human projection of objective social laws.

The humanitarian and personal paradigm include the following areas: subjective direction in Russian sociology, understanding sociology, phenomenological sociology, ethnometerological, structuralism.

Subjective direction in Russian sociology.This direction was developed by P. Lavrov. N. Mikhailovsky, S. Yuzhakov. It originated in sociology in the 60-70s. XIX century in Russia. At that time, the Russian society was in a state of stagnation, there was a great uncertainty about the direction and goals of the development of Russian society. It was necessary to find those social forces that could wake society.

The initial thesis of the direction was to be approved: the main engine of social development is a person. Proponents of the subjective direction opposed two types of reality: natural and public. In nature, there are objective laws, in society - the so-called teleological patterns, which are based on human activity.

This area was focused on the use of a value approach in social knowledge and social transformations, which suggests the free choice of the ideal to which society should strive. Proponents of the subjective direction believed that the sociologist had no right to hold a suspended position. He must consider all social phenomena based on moral ideals. Society is the reality that can become an embodiment of a moral ideal based on the activities of broad masses inspired by public transformations a combination of highly moral personalities, which can be intelligentsia. Guzhakov argued that sociology should not be limited only to a statement of the level of development of certain social phenomena. Evaluation of the relative importance of phenomena based on the moral world (ideal) is the main basis of the cognitive actions of the sociologist, on which sociological theory is built. Such a theory should not only explain why social phenomena have specific properties, but also to determine what social phenomena should be. These tasks are solved using the subjective method.

The subjective method is a supplement to objective general scientific techniques, the necessary complication of research techniques in the complication of the material to be studied. V Mikhailovsky argued that the sociologist should not refuse to the yettlzing of objective methods, but the highest control over the cognitive process and on the recommendations arising from it, still belongs to the subjective method.

The subjective method makes a sociologist think in special categories: desirable and undesirable, moral and immoral, existing and proper, useful and harmful. Essentially, the work of the representatives of the subjective method anticipated theoretical searches and methodological conclusions made by representatives of the so-called Frankfurt school in sociology in the XX century., Conclusions of the critical theory of society.

Representatives of the critical theory of society in the 30-40th. XX century Also demanded that sociology are not limited to studying the objective properties inherent in society. From the point of view of M. Horkhaymer, Magrical and other scientists, sociological research is completed only when sociologist shows what should be social reality. Supporters of the subjective method spoke about the need for sociological explanations of social reality not only from the position of objectivity, not only on the basis of the value approach, but also from the standpoint of various social groups, which has its own look at social phenomena. P. (Lavrov wrote: "It is necessary

41 <-

stand on the place of suffering and enjoying community members, and not the place of the impassive foreign observer of the social mechanism. " Here Lavrov anticipated the development in the western sociology of various areas - understanding and phenomenological sociology. The subjective direction enriched the sociological methodology. It introduced new requirements into the rules of the sociological method, namely, the requirements of the assessment of social phenomena from the position of the moral ideal and consideration of the social phenomenon not from the point of view of a third-party observer using objective methods, but from the point of view of a particular collective subject of public life.

Understanding sociology.According to its methodological orientations, understanding sociology goes back to the ideas of hermeneutics (theory and practice of text interpretation).

The basic concept of hermeneutics is an understanding. One of the genericants of hermeneutics F. Schleiermacher with hermeretics called an understanding of the meaning of the text, which is carried out in the process of its grammatical and psychological interpretation. In accordance with the principles of hermeneutics, the reconstruction of the meaning of the text should be carried out through the clarification of the design of the text of the text. Understanding is aimed at comprehending individual, unique.

After Schleyermar, hermenevics was developed in the framework of the Ba-Den School of Neokantianism G. E. It developed by V. Dilteem, V. Windelband, Rickert. The creator of the methodology of understanding sociology was M. Weber (end of the XIX - early XX century). The methodological ideas about the specifics of social knowledge of Weber formed the Baden School of Neokantianism and under the influence of the methodological plants of hermeneutics. M. Weber, essentially, formulated a new subject of sociology. According to M. Weber, the subject of sociology should be a social action, i.e., such a form of human behavior in which the subjects are focused on the meanings and value of each other.

Sociology, interpreting the meaning and importance of interacting entities, understands social action and is trying to cause its course and results. The meaningful connection of behavior, according to M. Weber, and is a genuine subject of understanding sociology.

The result of the use of an understanding method is particularly obvious causal hypotheses. These hypotheses need to verify objective data. When hypotheses are confirmed, they turn into scientific provisions. Understanding in sociology plays a supporting role,it helps to formulate hypotheses, based on the explanation of the behavior of people. An explanation in sociology, according to M. Weber, is a teleological explanation.

phenomenological sociology.The creator of phenomenological sociology was A. Shyz. Developing phenomenological sociology, he relied on E. Husserl. Gusserl developed a new direction of philosophy - phenomenological philosophy. This is the philosophy of consciousness. One of the key concepts of phenomenological philosophy is the concept of life world (Lebenswelt). A. Shyuz rethought this initial concept and began to understand the world preceding objective scientific reflection under the vital world. Life World is the world of human immediacy, the world of feelings, doubt, statements, peace, "not spoiled, not distorted by scientific reflection." It can be said that the living world is the world of ordinary consciousness and common sense.

Phenomenological sociology requires a sociologist to appeal to the concepts of the living world, because these concepts have genuine content, and with their help, a true knowledge of social reality is transmitted. The task of sociology becomes, above all, the analysis of the daughting ideas about social reality, the analysis of the interaction and mutual influence of these ideas.

Phenomenological sociology, says shyuz, should carry out the phenomenological reduction, i.e., to make out of the brackets are available scientific knowledge. She refuses to accept this knowledge on faith, its task is to compare the constructs, since. Concepts of different levels. Shyuz allocated two levels of constructs:

First order, which are developed and used in the vital world;

Second order, which are designed and used in social theories.

Comparing the two of these levels, the phenomenological sociologist should criticize social concepts, should carry out a phenomenological clarification of social concepts. In this sense, phenomenological sociology as a new direction can be used as a method for criticizing social knowledge, the way to revise it.

Phenomenological sociology has become one of the genericants of the special sectology industry. The subject of its sociological analysis is the study of the initial ideas, concepts, judgments underlying sociological schools and directions. Such a turn of phenomenological sociology to the sources of social knowledge was due to the statement that all sciences, including sociology, occur from the living world, and the task of each science - return to this world and consider the content of their theories based on the concepts and "theories" of common sense . From the point of view of phenomenological sociology, the subject should be the scope of common sense, an ordinary consciousness. Phenomenological

the hypical sociology, thus laid the foundations for the formation of a special direction, which was called "Sociology of everyday life."

4 I Ethnometerodology. The emergence of ethnomethodology is associated with the name of Garfinkel. In 1967, he issued a book "Studies on Ethnometerodology". A feature of ethnomethodology is the desire to use in social studies methods of ethnography and social anthropology. Within ethnomethodology, there are four main flows:

1) Analysis of colloquial speech,

2) Ethnichetic hermeneutics,

3) Analysis of ordinary daily life,

4) Ethnomethodological study of science and studying the process of reaching agreement in the scientific community.

The subject of ethnomethodology is ethnometers: - methods for building practical activities inherent in certain cultures. The main task of sociology, on the thought of ethnomethodologists, is to identify the substantial rationality of public life. Sociology should be detected and learning the meaning of action. The generally accepted understanding of rationality is derived from the specifics of scientific activity, and there rationality is understood as:

1) Analysis of the rules and procedures for building cognitive activities,

2) analysis of alternatives to scientific activities,

3) Justification of the choice of action,

4) determining the relationship between the goals and means of cognitive activity.

Such an understanding of rationality cannot be used in determining the rationality of public life, since if we apply a criterion of scientific rationality to everyday interactions, we will come to the conclusion that public life is irrational. It follows that ethnomethodology is looking for a different type of rationality in public life.

Ethnometologists argue that the main feature of daily activities are background expectations, i.e., the ideas about the public world, which act as the rules of the interaction of people.

The social interaction process itself is the process of detecting the rules that the interaction obeys. The process of maintaining the rules and is the process of creating social structures. Ethnometologists argue that to explain the mutual understanding of the participants in social interaction, it is necessary to detect how they say (not whatit was a subject of conversation, and asit was organized).

The rules of speaking ensure understanding and consent. The basis of these rules is the formal property of any practical action, regardless of its content. The structure of social activities exists in the Merce, which it is understood. The process of organizing social life, maintaining social structures is the process of understanding the meanings and values \u200b\u200bthat are guided by actors of action, the process of detecting and maintaining the rules of cooperation.

Ethnomethodology relies on a number of theoretical and methodological assumptions:

1) Social interaction is primarily a speech interaction;

2) Social research is the interpretation and interpretation of actions and speech of dialogue participants;

3) During the interpretation of social interaction, it is necessary to allocate two layers of this interaction: conversation and understanding;

4) the structure of the organization of the conversation is identical to the syntax of everyday speech;

5) Social interaction cannot be reduced only to the conversation, it contains more information than it is expressed by the word.

Social interaction contains background knowledge, implied meanings that are silently supported by participants in the interaction.

Ethnomethodology organizes its studies in such a way as to expressly expressed and explore the unspoken and determine the role of this unspoken in the organization of social interaction. From a methodological point of view, ethnomethodology expresses two levels of social cognition: 1) knowledge carried out in everyday experience; 2) scientific knowledge. The task of ethnomethodologists is the clarification of relations between the knowledge contained in everyday experience, and the knowledge formed in terms of social science. Ethnomethodologists are studying two types of judgments: 1) index, 2) objects.

Indian judgmentscharacterize unique specific objects in their special context. Object judgmentscharacterize the general properties of objects, regardless of that context in which they are located.

According to ethnomethodologists, social reality does not have objective characteristics, on the contrary, social reality will be created during speech communication, during the ontology of subjective meanings and values.

The main method of social knowledge is the description, this kind of description that the study of society is addicted to the activities of its members, mainly dependent on the specifics of

spray, usage. During the description, the interpretation of social activities is carried out and conclusions are formed regarding the compatibility of those knowledge that support the social interaction and understanding by people of each other and the social structures created by them.

In their research practice, ethnometologists use the participating observation, a laboratory experiment, a crisis experiment, analyzing the statements recorded on film, speech interaction.

Ethnicomethodological sociology - sociology of everyday life. It is close to phenomenological sociology. However, ethnometero-gia goes on, and in addition to identifying explicit in practical activity, it seeks to identify the implicit, unspoken, implied. \\ Constructionism.In recent decades of the XX century. In Western sociology, structuralism began to develop. Constructiveness is close to symbolic notes and relies on its ideas and methodological approaches. For designs, social reality is not an objective phenomenon, it is asked and determined by the subject of social action. Social reality is created as a result of the interaction of people with each other.

As part of construction, three directions are distinguished.

1. Social structuralism.His representatives: P. Berger and T. Lukman, the authors of the book "Social Designing of Reality". The main pathos of the book is associated with the identification of the role of "knowledge" of participants in social interaction in the formation of social reality.

2. Sociology of scientific knowledge.Within the framework of this direction, the process of reaching agreement in the scientific community is studied, the interaction between scientists, during which mutual understanding and recognition is achieved that certain knowledge can be qualified as true. The main idea of \u200b\u200bthe direction: what is real in society, then scientifically. This is the point of view is controversial, as it refuses to install on the use of objective criteria.

3. Cognitive structuralism.The main idea of \u200b\u200bthis direction: social phenomena is constantly changing, the basis of these changes is the activities of group consciousness. Supporters of the direction emphasize the randomness, fragmentation of social events, their dependence on changes in the public consciousness. For example, the German Researcher K. Knorr Cetina identifies the role of fiction, fiction in the development of various social institutions.

As can be seen, all directions of constructionism tend to explore how different types of knowledge (scientific, adverse, unscientific) define social interactions and their results.

Constructionism exists in two versions.

1) the so-called strict constructionismit requires a sociologist to study the activities of group consciousness, dialogue, discourse, during which people design the social world, so on. They form their ideas about the problems that are worried.

2) Contextual designistsit is believed that the positions of strict configurationists should be supplemented with an analysis of not only the consciousness of the group that puts forward the problem, but also the consciousness of other social groups and society as a whole. They are introduced into the analysis of social problems additional information characterizing this or that social problem (for example, statistical documents, observation data).

A different position and other type of bonds are given by the semantic position of the "non-drugs" of the subject, which is not at all identical to the absence of subjectivity, on the contrary, insists on the presence of a person in this world, its involvement, his "not Alibi in it" (Bakhtin MM). The position of the vulnerability means "listening" in another person, in itself, in the world of all the living, it means a dialogic relationship with everything that is in Earth. It implies a refusal of any violence over himself, another and world in the form of alterations of them in accordance with their own desires or ideas; She implies an understanding and acceptance, and her motto is known - "reverence before life" (Tolstoy L.N. and Swissser A.).

At the heart of the dialogic position lies the experience of self-relief and deep intimidation with the world, because "no one can be for another completely and forever someone else ... Ethics of respect for life requires that each of us in anything for people is" 1. A preissual dialogic meaningful position does not imply oppose the relationship - independence, since the true interest in another intense, because it is not against this other to my needs, but in his and my intrinsicness. The dialogic position expands consciousness and self-awareness, imparts "in it the world and I am in all its contradictions and conflicts. It is an important condition for self-development, ensuring the availability of experience and self-reflection of any part of I experience; Thanks to her, the "multi-chain" of self-consciousness sounds full, i.e. generated by the complex intersection and intertwining of livelihoods of images and feelings I.

Important conclusions follow these provisions in relation to understanding the problem of self-consciousness: the border personality "produces" a total-dependent or fragmentary-repressive structure of self-consciousness, rigidly and unambiguously dichotomized, depending on the satisfaction / frustration of basic needs and therefore, is predator-distorted, narrowed. Border identity phenomena can be understood, therefore, as a consequence of non-formation of the semantic dialogic position, I, in a holistic system of vital entity.

Summing up the presentation of the methodological paradigm of this study, once again note the following. Self-consciousness occurs as the highest level of the organization, structure and self-regulation of the vital activity of the subject. With his appearance, consciousness acquires a new "measurement" - bonding, representing the subject "Peace-in-Presence". This does not mean, however, that on a more elementary level of mental reflection, there is no viscosity at all; It manifests itself in the well-known phenomena of the intentionality, the selectivity of mental processes under the influence of the affective states of the individual, in the organizing impact of past experiment ("schemes", "hypotheses"), in mediating current experience with anticypant installations and "way of peace". Thus, the first "lower" level of bias is set and determined by the very fact of the existent, activity of a person, the "umbilical" relationship with the reality of his being (Sokolova E.T., 1976). Preissurability of a higher order is given by the development of the value-semantic, ethical position of the individual as its way of existence in this world, attitudes towards itself and others.

A further theoretical analysis of the problem requires the introduction of a number of new theoretical constructs, thanks to which the "personal paradigm" of the study of self-consciousness is filled with a specific psychological content. Self-consciousness as the highest form of development of personal integration obeys the same laws of development as the "generating" his personal structure. It is in this sense that we understand the statement of S.L. Volubystein that self-awareness is inserted "," introduced "into the life of the personality. In the study of a personal approach, this situation is revealed in two methodological tests: first, recognition of primacy of self-consciousness, its indirectness of the system of needs, motives and ethical identity values; Secondly, in the interpretation of sources of formation and the driving forces of its internal transformations as the processes of differentiation and integration of the personal structure. The specificity of the border self-consciousness is specified and revealed through the category "dependent style" personality.

Earlier, the personal paradigm was tested by us in the study of violations of perceptual activities of mental patients, where it was shown that the bias of a subjective relations in pathology distorts, and often completely replaces, it displaces an objective content of cognitive activity: violations of perception do not speak isolated from the features of other cognitive processes, and characterize Holistic structure (style) of mental activity and personality (Sokolova E.T., 1973, 1974, 1976, 1977). The use of categories of bias and personal style to a new problem area could not occur without additional reflection, refinement of the nature of mental realities standing behind them and their interpretations within the framework of existing psychological concepts. The fact of the primacy of self-consciousness does not cause doubts from researchers of various schools and psychological orientations. In particular, it finds an expression in the allocation in the self-consciousness of two generators, its two components - self-knowledge and self-erection. In our monograph, "self-consciousness and self-esteem for individual anomalies" (1989), a detailed critical analysis of empirical research and theoretical concepts developed in modern psychoanalysis and cognitive psychology of ideas about the structure and functions of affective and cognitive processes in the structure of the image of Ya was given

We emphasize that the tendency to absolutize one of the components of the self-consciousness, a peculiar "affective" or "cognitive" reductionism, the most advantageous in scientific controversy, is most advantageous in scientific controversy, as the implementation of specific empirical studies, leads to unjustified accents and generalizations, artificial encapsulation of each of research paradigms. As a result, the psychoanalytic direction "usurps" the subject of studying the affective determinants of self-consciousness, resulting in the experience of satisfaction, pride or guilt, shame, humiliation. As part of the same direction, a clinical study of various mechanisms of protection I aimed at monitoring and transformation of negative feelings to I was carried out, aimed at the control and transformation of negative feelings to I. and although the appeal to the study of the protective mechanisms of self-relation contains, in our opinion, the indication of the cognitive structures involved in them, supporters of psychoanalytic The directions prefer to interpret them as having a purely affective nature and patterns of domestic development (Bullby J., Vinnikot D., Kokhut X., Kernberg O., Maller M., Masterson J., Model A., Tisson P. and others).

Cognitive orientation, operating with the concepts of the I-scheme, I-model, self-typing style, etc., focuses the attention exclusively on the "mental", internal processes as methods for building and functioning a me-concept (Bumeyster R., Beck A., Carver Ch., Rail A., Seligman M., Tennen X. Elaica M., J. Yang and others). As part of this direction, the affective content of the I-image is simply expelled, so it remains not completely clear, which is issued, is structured by means of a variety of cognitive tactics and strategies.

1 Schweitzer A. - Great Humanist of the XX century. Memories and articles. M., 1970. C.206.

The problem of the specific content of education in educational systems implementing a personal paradigm is a natural consequence of the development of the concept. Pedagogical knowledge is conceptually, if it enriches our ideas about the content of the experience to learn to the pupils. The turn of education for the personality caused by the global humanization and democratization of society, crises in the field of environmental and socialization of a person, made a relevant study of the content of education in personal-oriented educational systems.

There is no doubt that the problem of humanization and humanitarization of human formation cannot be solved only through special education bodies. Obviously, not only individual bodies need in the appropriate reconstruction, but the entire social mechanism. Society as a source of human essence and acts as a sphere of human formation. In this regard, considering this problem only as didactic would be an error. It is not by chance that in the Japanese government document "School reform report" says that education policy is too important that only the Ministry of Education is engaged. This puts us before the need to more clearly determine the essence of the didactic approach to the problem of humanization of education, i.e., the specific place of pedagogical science in solving this problem.

Determining the essence of this approach, we proceed from the submission of the didactics that have developed in the domestic science, as the most developed section of pedagogy. The pedagogical reality includes what "is included in pedagogical activities or arises in it." In accordance with this, the didactics, as V. V. Kraevsky shows, is designed to investigate as a significant characteristic of learning the unity of its meaningful and procedural sides. The theory of the learning process, if it is developed in the pedagogy bed, must ... have a normative output, i.e. Not only to describe how the process takes place, but also to answer the question of how to build it, design. Thus, the concept of personal-oriented education, built in accordance with the didactic approach, is intended to disclose the methods for the construction of the didactic system and the didactic process that ensures the achievement of the development goals.

The didactic system, being a scientific basis (project) of the learning process, is described by concepts - purpose, content, forms. Methods, etc. Didactic process is a targeted dynamics of learning situations. The transition from the system to the process is expressed in a known transformation of didactic concepts: goal - goaling; Content - educational material; Methods - methodics, technology; Forms - system of training sessions; Curriculum, academic subject - logic of the educational process, etc.

The proximity of the conceptual apparatus describing the didactic system and the process is due to the dialectic unity of these two spheres of pedagogical reality. In order for the "theory" in this case, it was not simply a terminological console, one should immediately formulate the main criterion for didactic conceptuality, which the theory of personally aimed learning should be answered.

Such is the unity of the didactic system and the process. There are all reasons - we will show it further - to assume that this criterion is currently

time is not satisfied: influenced by the spontaneous (mainly socially polytic) factors, the natural humanization and humanitarization of the school educational process is underway, which, however, is constrained by the conservative didactic system, which at one time other functions were laid.

To overcome this contradiction, it is necessary, as neither paradoxically sounds, the humanization of the most pedagogical knowledge itself, the consequence of which should be a flexible reorientation of the goals, content, organizational structures and methods of training with an abstractly understood "social order" for the needs and requests of the most developing person. "Without serious intellectual intelligence, it is impossible to directly and directly to the body of the school so-called social order, even if it is even formulated in the package of the most responsible documents ..." Social order, being meaningful in the categories of pedagogy, acts as

the model of reality, which is focused on setting goals, selection of content and other components of the pedagogical system. At the same time, the model of social reality is only one of the sources of building a didactic system, whereas there are other sources of its design

Actually, pedagogical reality with its specific patterns, the inner world of the emerging person, etc. In this regard, it would be naive to think that the school could fulfill everything that she would "order". Obviously, in the most common social order, demanding humanization and humanitarianization of education and ultimately its personal orientation, can be represented as the need to prepare a person to public life,

at which are implemented as conditions as:

- the refusal of the doctrinal, "finalist" goals of social development in favor of the implementation of the actual well-being of a person;

- approval of social, humanistic priorities in the fields of economics, technology, science, politicians, ecology;

- overcoming predetermined standards of consciousness, behavior, thinking and orientation for self-development and free voliques of man;

- real politicization of public life through the creation of democratic institutions of power, increase in the rights and responsibility of people;

- approval of the economic, social and spiritual independence of man, etc.

Humanization of the school is an integral part of the humanization of the whole society - the process to which today, despite all the contradictions, there is no alternative. The unity of these processes is due to the place that the pedagogical phenomena in the system of public life, their active attitude towards its material and spiritual parties.

The orientation of education for the identity relating to the "world" problems of civilization requires careful consideration and accounting of experience that has been accumulated in this regard in other countries. The "material" source intensive in the west interest in man, his psychology, "human relationship", to the merger of technical and humanitarian education, increase the priority of general education compared with professional prisoners in those intensive changes that today are today the productive forces of society. The American economist R. Reich called the new stage of the scientific program of the "Eroy complex system and human capital". The productive forces entered into that qualitatively new phase, when their progress cannot be provided purely technical factors (in the spirit of neopositivism) or alone by rationalization of labor (classical Taylorism)

without the actualization of the forces of self-development, motivation, complicity and the creation of each manufacturer. Thus, HTR determines the transition from the use of a "partial" worker to a versatile worker with "full humanistic development". American economists X. Bowen, D. Jorpson, R. Reich Providing such a development is called "human investments", the return on which they are sufficiently strict calculations, "somewhat higher than from investments in physical capital."

Interpretations of "human capital" given by economists, of course, not steel deployed, as the teachers would like, but still deserve attention. In their opinion, "human capital" consists of acquired knowledge, skills, motivation and energy, which have human beings and which can be used for a certain period of time in order to produce goods and services. "

AT what is the source of high profitability of "human assets"? Yes,apparently

at the fact that this capital is unlike physical, does not obsolete morally, but has the ability to self-development.

"Human aspects of labor" is more important than technological skills, - A. Lich notes,

For the latter are outdated, and always needed. " The ability to self-development and is the main indicator of the personality education person. From the point of view of economic goals, it would be tempting to separate in the "human capital" those knowledge, skills, personal properties that constitute it directly "producing" part, but such attempts were not crowned with success. This is what allows us to talk about inclusion in modern human production as integrity and, as a result, the inability to separate vocational education from the general one.

The trend of humanization of education, especially natural scientific and technical, is represented in a number of scientific concepts and government programs. For example, the state program in natural science in England, the government "School reform report" in Japan, developed in the USA, the concept of natural science and technical training "Science-Society", aimed at developing young people in the ability to plan public life, critical thinking , striving for updating knowledge t. p.

In itself, the development of science and technology outside the "human dimension" cannot be panacea from human suffering. Personal orientation of education involves the humanistic development of the entire environment of the medium. A. Wirth says that the question is not to prepare a person to profession, but how to create such professions, which simultaneously serve as a personality and socially useful. " There are, in a word, all the reasons to assume that the construction of personally oriented education belongs to the number of universal problems and values, as, however, the formation itself.

AT a number of works of domestic authors are attempts to indicate specific techniques for ensuring the personal orientation of humanitarian and natural science disciplines. It is noted that it implies communication with life, the unity of emotional and rational, historicism, the removal of psychological pressure, the ethical orientation of learning, etc.It is also proposed to attribute the scope of personal orientation to the formation of environmental thinking and "sense of responsibility for what a person on earth", the development of "holistic human thinking".

purely empirically without the development of a general conceptual idea of \u200b\u200bthe essence of personally oriented education. Without such a presentation, it is impossible to determine what should be the degree of unity of emotional and rational or what should be the relationship of learning with life in order to implement the principle of personal orientation of education, and not some other. In this case, the concept with its prognostic, heuristic, selective and regulatory functions is necessary. The prerequisite for the development of the pedagogical concept is the development of a philosophical, general scientific understanding of the problem of personally oriented education. "The presence of a concept always precesses the system representation of the object."

The orientation of education on the identity "immediately turns into a dialogue about the personal self-establishment of a person." When they talk about the integrity of humanistic thinking (B. M. Nemensky), then it is necessary to keep in mind the integrity of its subject area (what are we thinking about?), The basis of which a person acts as a kind of quintessence of the Universe, and the integrity of the method - the openness of this thinking to everyone Cultures, genuine dialecticity. A violation of the principles of a personal approach is the formulation of an educational goal in "impersonal", non-charological categories expressing functional activity, behavioral, performers, "individuals", and the implicit characteristics of a person. This takes place when expressing a pedagogical goal in the concepts of "preparation", "readiness", "training", "pupil", etc. So formulate one of the school activities: "... Economic readiness (or readiness for economic activity) - complex structural education. It includes the following main components: economic needs and interests; Economic general education; Economically conscious attitude towards labor, to works of labor and natural environment ... ".

Such a wording, strictly speaking, is unlikely to express the purpose of education, for it is unclear what in the moral sense is referred to "the relationship to work", "the need" of what and "interest" to what. The specified formulation of the goal is schematic, since it is lost in the "human" qualities of the pupil. "Objective-willingness" is due to an incorrect understanding of the very social order, genuine interests of society. The latter consist not only to prepare a person to anything, but also to prepare a person. Public needs, in the name of which the process of education is deployed, is, ultimately, the needs of specific people, and not something self-sufficient. A violation of humanistic ideals is and an attempt to formulate goals in the form of some universal "models", according to which it would be to "measure" (diagnose) and adjust the "educational" of specific individuals. Similar "identity models", as a rule, we wore a totalidological nature and could not claim to reflect its comprehensiveness.

What are the origins of difficulties in developing a pedagogical concept of goaling? In the famous fetishization of our ideas about society as something like that, what should be worshiped! Then it is only necessary to develop a person to the level of its requirements.

We know what this official doctrine has led to the subordination of the individual, but the state! The regime in which the official ideology is measured by all the goals of education, can not generate a comprehensively developed personality, because in its essence oriented to its one-sidedness. So, V. N. Sagatov writes that to form a harmonious personality - it means to "make a personal to the level of public, so that the latter is taken as its internal", etc. It is clear, however, that in the concept of "to the public level"

a different meaning can be made. Not only a person should be a "blind" of society, but the society must bear the personality traits - its humanity, rationality, freedom, selectivity.

Unfortunately, only those tasks that "go directly from social needs ... did not formulate, clearly and clearly, the need to form an individual lifestyle, ensuring the conditions for the full residence of each stage of childhood, adolescence, adolescence, maturity ; Therefore, therefore, the task of forming the ability to socio-cultural self-determination as a rod property of the individual ".

Instead of abstract-functional (i.e., expressing some common preparedness for any social function) "Family goals" (to work, to family life, to self-education, to the service in the army, etc.) must be based Integral Landmarks, expressing the incredit universal properties of the individual - responsibility for their actions, optimism and vitality, respectful attitude towards the eldest and the desire to help the younger, creative approach to the case, the ability to overcome themselves and achieve the goal, the ability to listen to someone else's opinion and boldly express their own.

The dominance of the universal component in educational purposes requires a different approach to the study of man as the source for the pedagogy "material". First of all, instead of a functional study (in the functions of a schoolboy, a student, teacher, a worker), it is necessary to study it, without predetermined boundaries and measurements. Representations of the purpose of education and education as a "identity model" is unproductive, that is, it inevitably leads to a "fit" under the model of real personalities. Even more harmful if this "model" is based on a separating theoretical dogma and doctrines. "The reason is difficult to imagine progress without formulated in oldest concepts and on the basis of the stages of the progress itself ... Definitions. This already imposes in advance of the new measure of the old ... The present cultural and historical progress is different that it does not simply realize the movement in the former dimensions and in the same criteria, but, removing them, creates unforeseen measurements, making the cultural world richer More multifaceted in its recent grounds. "

The objectives of the formation of a person for certain "functions", in particular "for labor", are generated by domination in the society technocratic, or, according to V. V. Davydov, "real thinking", suspicion and distrust in relation to the idea of \u200b\u200bthe free development of the person. A sample of technocratic in pedagogy is the labor preparation of students in the "reform" of 1984, in accordance with which children and parents were limited to the rights of professional and educational selection. In this regard, it is impossible not to note the elements of the truth in criticism of the reform that sounded from Western publicists: "... Soviet parents, when they manage to find an apartment, thereby not only define a school for their child, but also a profession ... and therefore , all his labor life. " There should be "open" learning to change such a non-democratic system, which gives the possibility of choosing a subject lineage (curriculum), content, forms and methods of training, methods of communication with the teacher. Loses the meaning of separation in the structure of the pedagogical purpose of educational and educational components. It is also one as the emerging personality and the whole process of its formation. Personal properties are the same knowledge and skills, but received a special personal meaning, significance in the regulation of human behavior. The formation of installations, beliefs, value orientations is preceded by the emergence of relevant knowledge, skills, accumulation of life experience. No knowledge - no opinion about them, beliefs and relevant

he behavior (G. I. Schoolboy).

Other approaches are also known to solve this problem, approving the leading role of moral norms, personal experience in the development of the individual. According to I. S. Marynko, "it is morality, and not education determines the measure and meaning of knowledge ...". V. S. Ilyin wrote: "One of the typical facts of hypertrophing ...

is a meeting of the revaluation of the role of knowledge for a person. Such hypertrophing of the role of knowledge covers the vision of how the formation of the social maturity of the personality is committed ... That is why it is necessary to associate the process of weapons of students with versatile knowledge with the formation of a person as a whole. "

Respecting the positions of these authors, I believe that the dispute about what to give preference - knowledge or morality, "cognitive elements" or "personality as a whole" - in this case there is no sense. Norms of morality and all sorts of other value guidelines that have not become the property of consciousness cannot act with effective human behavior regulators. But they cannot become the property of consciousness without having a form of the content of education and education, which must be learned. Another thing is that the content of personal-oriented education is not reduced to the aggregate of concepts, methods of activity, cognitive and practical operations, and includes still intersubject communication, which causes moral potential, personality experience. Therefore, the refinement suggests: no role knowledge is hypertrophy, and the structural composition of the elements of the content of education is disturbed, its adequacy of the humanistic goals of the school. And further. Personality, its spiritual world is undoubtedly different from the information about the outside world, from those objectively existing estimates and opinions that are laid in the content of the educational material. All these elements undergo special "recycling" in the consciousness of the student entity. However, it is impossible to deny the fact that this experience initially should exist in the form of content - sensual, verbal or practical operational. In this sense, the method and the form of study also act as a source of personal knowledge, experience, feelings.

The roots of the shortcomings of human humanitarian development should be seen not only in authoritarian communication of teachers with students, although this is undoubtedly an important question, but also in the content and organization of training. It is here that, ultimately, a person is designed, which is discontinuous by common knowledge, and therefore, thinking narrow, pragmatic concepts, "natural" ideas, and therefore knowingly irresponsible. Dry logic that is not enriched with the flavor of feelings, wooden calcality, which does not know beauty, utilitarianism, not knowing kindness, inevitably turns damage to society.

Personally oriented education is an education that establishes a person with all the objective reality, and not only with the so-called "society". "Man is an universal object, a piece of infinite nature, and therefore its essence and real wealth - in the richness of relationships with all reality, including, of course, and a system of social relations." But since these human relations with the world of valid nature can be adequately learned only through natural science education, it should also be oriented to personality, humanized. It should also be noted that humanized natural scientific knowledge is ultimately the knowledge of a person about himself. Thanks to this self-knowledge, the effectiveness of knowledge and the outside of the world is increasing. "Mastering a man of the outside world, the possibility of achieving vital goals, increasingly detects its dependence on

mastering the man himself ... ".

The inferiority of modern education is that the knowledge of the holistic world of man and the experience of holistic activities in this world turned out to be moved to the second plan compared to the scientific "monoculture", by the way, sometimes not even scientific, but superficial information. In school education "the logical component ... prevails to the detriment of the historical and cultural and sociocultural component of knowledge."

Thus, given the movement of pedagogical thought, one can allegedly allocate the following directions for the development of the content of natural science education due to his personal orientation.

The main function of the content of such education is to provide a holistic orientation in the world from the position of the interests of a person - the main product of the genesis of nature, society and self-development of the Spirit. In this regard, natural science education involves such a level and nature of the assimilation of the content of the nature of nature, in which this knowledge can be effectively used to approve the interests of a person, optimizing its relations with the world of nature, technology and knowledge.

To develop such a content of education, it is necessary to resolutely abandon the wording of goals through functional and performing installations ("willingness" to various social functions) need to transition to the personality-ethical composition of the target formation attitudes of education. The wording of the objectives of education, including the natural science, should ensure the refusal of universal models of "training" and "pupils" and orient the educational process on the formation of an individual style of life and thinking, the full residence of each of its stage, sociocultural and ideological self-determination of each person.

Humanization of education is impossible without its openness to many cultures both in historical and in socio-pedagogical terms. Humanistic tendency in education requires the versatility of its content, strengthening communication with life, historicism, freedomiff and tolerance, the ethical and environmental orientation of the unity of emotional and rational refusal to standardize and unify education; Increasing the role of reflective knowledge, as well as skills orienting learning on subsequent continuous education.

Given these trends in the development of the content of humanistically directed education, it is advisable to proceed to consider the procedural aspect of education under the conditions of his personal orientation. The very first and fairly indisputable statement is that the designed learning should contain situations requiring moral experience and adequate actions of the studying. "Each moral and moral conflict situation requiring an individual of conscious-willed efforts, forms it as a person, and the decision taken in this situation may be an indicator of its moral personal maturity.

At the same time, the moral focus of learning is not the same as "practical", "polytechnic", etc. It cannot be turned into some moral training. The training of "moral behavior" is most often limited to the sphere of behavior itself, while personal orientation is associated with the "moral and moral conflict", the conscious and volitional efforts of the individual. What are the place, ways of "presentation", the dosage of such situations in the educational process? It is clear that traditional training, in which all spheres of the human world have been reduced to informing these areas, cannot perform such a function. "No knowledge about people's relationships to peace and

do not replace these relationships themselves. "

The procedural aspect of training under its personal orientation is expressed in the change in the motivation of the assimilation and the use of knowledge: from the means of only the "mining of new knowledge" in the means of self-affirmation through the use of these knowledge in practice. This self-assertion is the necessary component of the "mental productive work" (according to the expression of D.I. Feldstein) .Restructing the procedural and methodological part of the training, aligning it with its goals, personal-oriented content requires the permission of fundamental questions about what situations of knowledge and livelihoods It is necessary to hold a student to make it a relevant personal experience, what is the technology of creating such situations. The system of methods necessary for this should be, as well as any other, combination of various elements, in this case - types of learning. In general, it can be assumed that its composition will include the types of direct and contextual learning, dialogue and instructive, informing and research, individual and collective, externally regulated and self-education. Training in its organization should be as diverse as it is taught, i.e., the personal experience of the individual.

What are the trends in the development of organizational and methodological, procedural technological aspects of training in his personal orientation? Advanced practice and recent studies have shown that educational and educational activities are effective when organically combined with other - communication, game, economic and technical practice. As a trend, it is also possible to distinguish the entry of thematic, "modular" approach to the lesson when the intracable and interprete material associated with the "human dimension" of the problem under study concentrates around its rod idea. The didactic basis of this approach to the lesson is the "consolidation of the didactic unit", and the psychological - "immersion", i.e. Comprehensive deep orientation in the subject.

There is no doubt that the diversity of communication lines of participants in the educational process is of fundamental importance for personal orientation of education. The method of academic work is not asked only by the teacher. He is the result of the interaction of learning and personal experience of the child. The style of communication of the student and the teacher is given by those components of the content of education, thanks to which the student and the teacher "is expected" a certain activity, and not just the "learning of Chegoto".

The fundamental role of communication in the educational process was repeatedly noted. Speech activities with the assimilation of knowledge helps the student to evaluate himself from the point of view of communication partners, i.e., the correctness, accuracy, clarity and clear speech for others. Such a "removed" attitude towards its speech action contributes to the awareness of his own thought.

Summarizing said, it can be seen in the procedural and methodological side of training the action of the same trends of humanization as in its substantive sphere. This is a consistent expansion of the boundaries of communication, orientation, the choice - from the choice of forms and methods for the choice of content and learning purposes. The essential feature of this process is to include the activities of the teaching in the structure of the processes of self-development and as a result of this acquisition of the student new

life meanings.

Technocratically organized training, on the contrary, poorly in its vital content. How not to remember in this connection the famous Etude B. M. Teplova about Mozart and Salieri. "The composition of music was included for Mozart included in life, being a kind of experience in life senses, whereas for Salieri there were no meanings, except for musical, in the world, and music, turning into a single and absolute meaning, the fatal way became meaningless ...".

The same semantic degeneration undergoes training under technocratic education "for the program", "mastering material". The meaningful value, the "meaningfulness" of the teachings are the higher, the more fully fully actual motive expresses its universal value (meaning) of science and knowledge.

The question of the presence of a special type of education related to the development of the personality remains open. So, in the fundamental monograph N.A.Alekseyev "Personal-oriented training: Questions of theory and practice" Special section dedicated to this type of education is absent. True, revealing the essence of personality-oriented learning, he uses the concept of personal experience. Its "inclusion" in the content of education is adequate to the fact that certain actions and experiences of the subject are requested. "Contact personality experience is provided by the controversial points of view, inconsistencies in the hierarchy of meanings, ambiguity of educational text, status changes, etc., asked in an educational situation." Significant promotion in the development of theoretical and methodological methodological

the foundations of the content of personality-oriented education appeared to the doctoral dissertation L.M. Perminova. The construction of modern education is such that the subject will be rejected from education, although the latter should be a product of his own activity. Construction of the content of education is represented by the author as a kind of historical, multi-level process of its comprehension. In this regard, several steps or approaches to the design of the content of education are distinguished: 1) functional tool, in which society is specified for individual knowledge and skills and are defined as "useful" for it; 2) a structurally invariant approach at which a certain taxonomy of goals, elements of education or basic activities are specified; 3) a sociocultural approach oriented on multifunctionality, subjectivity of education, human life context. In many works devoted to humanization and humanitarianization of education,

the question of what this "humanitarianism" actually consists, which organization of the content of education is ensured, is not disclosed. So, N.I.Nepomnaya believes that "humanitarian education in the Higher Technical School, considered as the aspect of its humanization, should give an idea of \u200b\u200bthe set of possible grounds for human sciences, the interdisciplinary analysis of which trainees will allow to solve the main task - expanding the sphere of their worldview ... "Will the" Many foundations "will serve ... the basis for the formation of a humanitarian-oriented personality? The answer to this question is absent.

A.I. Yumman is talking about "meaningful provision of the educational process. In this case, the assumption that the training activity itself is most important to" provide content "is important.

The traditional knowledge paradigm of education leads to the fact that "as for

students, and for students, the content of education turns out to be a stranger, external, a priori-given. In this sense, it turns out to be almost equally alienated from both subjects of the pedagogical process (almost - because the teacher still chose the teaching himself, for example, physicists of his life; the student, as a rule, faces the need for its study at all Will). "The attachment of education to a specific" subject ", it leads to a certain functional and subject area, according to Yu.I.Turchaninova, to the fact that" the full-blooded interaction of the teacher and the student as individuals narrows, is limited to the subjects of the subject. ".. Bondarevskaya leads We are talking about "cultural personality-oriented education" in which the humanitarian content component increases,

humanized education technologies ". What is the content of education

at such a school? It "is characterized by tendencies for encyclopedicity, integration of knowledge, humanistic and aesthetic orientation ..."

AT compliance with the concept adopted by us we are talking about such a content of education, which would lead to the actual development of the formed individual, or using the conceptual apparatus introduced by us, to the establishment of his personal functions. Once again, we emphasize that personally oriented education in our understanding is not coming down to a narrowly understood "personal approach" as a certain procedural characteristic of the activities of teachers (according to A. Rusakov, this "approach" has

at the view of the equality of children, their right to error, security, socioigital activity, presentation by the teacher of the properties of his own personality, etc.), but assumes the construction specifically personality formationwith all the attributes necessary for such education, the objectives, content, technologies. With different variations of this kind of position adheres to a large group of researchers - N.V. Alkisssev, E.V. Bondarevskaya, N.F.Golovanova, V.I. Danilchuk, V.I. Zagyzhansky, A.V. Zalelenzova, M.V . Clarin, M. Polani, V.I. Sobodchikov, V.A.Shoshratov, I.S. Yakimanskaya et al. In the process of this kind of education, the student seizes the special type of vital experience - experience to be a person, to perform certain actions that characterize Personal way of being an individual.

Turning to the content of education as a leading problem of modern pedagogy, it is not difficult to trace, as for the past decades, significant changes have undergone the content itself of the respective concept. Approximately the end of the 60s, the formation of the formation was actually considered to be synonymous with the foundations of sciences, which, after some didactic processing associated, as a rule, with the implementation of traditional didactic principles of visibility, accessibility, systematic, etc. It seemed to the teacher and students in the form of the so-called zunov - Knowledge, skills, skills. Today, such an idea of \u200b\u200bthe content of education looks clearly limited. Break in the traditional didactic worldview was possible to break through large research and development in the field of content, structure, and in general methodology for designing the content of education. It is primarily about the works of representatives of the Great Patriotic School of Didaktov - I.K. Zhuravleva, L.Y.Zorina, V.S. Ilina, V.V. Krayevsky, V.S. Lineva, I.Ya.Lerner, M . N. Zakkin, V.S. Tsetlin, and others. The content of education, as they showed, does not boil down to the basics of science, but includes components from various areas of culture or, in other words, various types of experience. In the theory of I.Ya.Lerner, for example, four types of experience - the experience of using the so-called "ready-made knowledge" for orientation in life-practical and cognitive situations, the experience of applying also in advance established

the methods of performing various types of human activity (mastering by these activities V.S. Leshv, generally proposed to put the mainstreaming of general education), the experience of creative activities, the experience of an emotional and value attitude to the world. The first three types of experience are connected with the content, organization, regulation, or a form of one or another objective activity. Those. We are talking in this case about the assimilation of the subject crop. More precisely, the experience that can be determined is indicated, decorated in the form of a sign, prescriptions. Strictly speaking, emotional-value experience can also be represented in a mark-and-subject form, for example, in the form of ethical norms, regulations, rules of conduct. This rule can be learned and even fulfilled that however, does not mean turning it into individual experience of the individual. Personality experience is an experience of the meaning, a kind of inclusion of this subject, activities (with its goals, the process, expected results, etc.) in the context of the human life, this is an objective value that has become a subjective setting, a look, belief, its own conclusion from the experienced.

The formation of this kind of experience cannot be ensured through a simple mechanism of interiorization on the theory of Vygotsky - Leontyev, or through the Associations Associations for the Concept of the Menchinsky - Shevarev, through the inclusion of a known subject to new connections and relationships, as represented by supporters of the cultural theory of thinking Rubinstein - Brouslinsky. The theory of the methods of the concept of mental activity is not working here and here in the form of a method of mental action, as presented in the theory of educational activities of Halperin - Davydov, etc. It is thus about a qualitatively new type of education content and the special nature of his assimilation.

The misunderstanding of this was in practice to ensure that the components of the content of education, "responsible" for the formation of personal experience, were reduced to the subject-cognitive experience.

The personal experience of which was discussed in the conceptual section of the monograph, does not oppose cultural, social experience, the elements of which traditionally constituted the content of education. Personal experience is the experience of implementing one of the activities, achieve certain results in this activity and their assessment. The specificity is only that it is about the experience of personality over the organization of its inner world: meanings, impressions, conclusions from the experienced. To form a personal experience, if the term "formation" in this case is generally used, means to develop a culture of this personality, a personality-creative (self-recovery, self-organizing) activity at the student. This activity is more accurate to say, metadasses (concept metaity is considered in the dissertation of our doctoral student E.A.Kryukova), since it does not have a special subject matter, it consists of certain actions (methe identities). In fact, this is what we have become higher called personal functions. Among those - the function of choice (reference point, evaluation, solutions, etc.) and the rationale for this choice; the function of accumulation and audit of personal meaning; Awareness and adoption of the need to respond for decisions and for the deeds generally ...

The dissertation of A.V. Zalelenzova, held under our leadership, noted: "The specificity of personal experience as a component of the content of education is that it has both a meaningful (" building material "of personal functions, individual properties), and procedural (shift" Experiences ", the subject activity of the student) aspects. Personal experience autonomy in relation to the subject matter of educational disciplines. It is characterized by specific methods of development involving

the entry of the subject into the personality-developing educational situation, and the sense-forming role in relation to other components of the content of education ". We are simultaneously called personal experience in the element of the content

education is possible only with a large part of the convention. It is assigned to us to the field of education only because it forms a personal sphere of an individual. In reality, we first deal with education that does not have an obvious subject form and can not be delivered to the schedule in the form of a study subject. The activity that the pupil is performed in the field of his personal experience, (metadasualness) is sharply different from its activities in solving, say, physical problems or the study of historiographic documentation. First, it is "reliably" protected by relevant psychological mechanisms. The world of meaning is truly the spiritual world, i.e. The fact that a person, saying the words of one literary hero, "I think about myself," and we cannot penetrate it with trivial ways. And as a result, secondly, we cannot manage this activity, at least traditional pedagogical means. Inaccessibility and "uncontrollability" of this sphere of human life does not mean that it should be attributed to the field of pure irrationality and to bring society outside the pedagogical responsibility. The personality world of man does not less need culture and education than literacy areas, natural science orientation, etiquette, etc. This is just aimed at the concept of personal functions and personal experience of the pupil. Personal functions are a kind of existence, personality lifefirements subordinated to certain norms of culture and sociality, and therefore subject to special (personal-oriented) education and upbringing. Experience to be a person (personal experience) can be mastered only on the basis of a fine assimilation and experience experience of other personalities.

As an initial personality experience, you can consider the action subjectivation, Developing a subjective image of a life situation in which the identity was, evaluating it, identifying with some personal "approved" standards, with the previously established personal experience. It is important to emphasize that the personality assesses its life situation, and not just a knowledge or learning task. If we want the latter to gain personal meaning, we must with this knowledge or some other type of experience in the life situation of the personality. Personality experience can be in demand and developed by the subject itself in the course of real relationships, experiences affecting his personal values \u200b\u200band meanings in the educational process. This implies the entry of a subject into a specific personality-developing educational situation. In its structure, it is possible to allocate: a) the teacher - the carrier of personal experience as a specific type of education; b) the student experiencing the need for personal self-development and corresponding to this deficit of personal experience in the sphere where he would like to implement himself; c) the "factor field" of a personally-oriented situation is a personal meaning (attractive personality) life (its fragment, problem), in which the personal functions of the pupil or the execution of which d) the procedural components of the situation are the tasks of various objective nature with a personal context, a system of dialogs with a carrier of personal experience, the game imitation of the social space of personal self-realization (roles, conflicts, expectations, relationships with referents of other experience, etc.).

The presented model of a personally-oriented situation is quite abstract, because in reality every type of personality experience and

accordingly, a personal property that is formed by this experience must be compalconed by a completely defined adequate pedagogical situation, in demand, this type of personal development.

In the strict sense of the word as such a personal experience is not an integral part of the content of education. Part of this content can only be a fragment of culture, activities, behavior, relationships. I.Ya.Lerner led in this regard the experience of an emotional and value attitude to the world, to life situations. A personal-oriented situation is an exteriorized, pedagogically interpreted model of such a personal relationship, such a type of experience. Consequently, the construction of a new type of education will initially be a design situation of the formation of personal experience of the pupil.

Following the famous didactic theory (I.K. Zhuravlev, V.V. Krayevsky, I. Ya.Lerner) that the content of education is a multi-level construction (the level of the theoretical model, the level of the study subject, the level of the content of the educational material, etc.), Methods for representing the content of personal-oriented education at various levels should be determined. As for the general theoretical model of the content of education, here the picture is defined above the overall concept: the experience of fulfilling the individual personal functions should enter the overall model of education with the same need to include orientation experience in the environment (knowledge), the experience of the reproduction of human methods is included. Activities, experience in creativity in various fields. Regarding the levels of the educational subject and educational material, the question of the functioning of personal experience here needs a special understanding. Personality experience is not included in the content of the subject and the specific lesson material. He can not anymore "turn on" at all. It is gained by a subject incorporating in certain livelihoods and related conditions. For the first time, such a situation arises when designing content and process are inseparable.

The term "design", so familiar for modern didactics, has in this case no longer meaning than if we were talking about design, say, life circumstances, human relations, life, friendship, love, etc. Thus, it should be said about the qualitatively new integrity of the educational system, in which the process of teachings in the narrow sense of the word is organically included in the situation of personality development.

The category of personal experience acts as a kind of regulatory in the design of education. In its structure, such components (ideas, theory, concepts, ways of activity, problems, ideas, ideological collisions, tasks, relations, etc.) should be introduced with such a specific content, the development of which must be implemented by the student methodsiswith its specific actions of estimation, reflection, ordering and "ranking" of their own impressions, decision-making and predictions of their consequences, etc. The latter implies actualization (and design!) Personal and developing potential of educational items: the inclusion in their contents of weaving conflict (learning experience in cognitive development The tasks leading students to the conclusions about the meaning and purpose of the cognitive and transformative activity of a person are presented in the dissertation of Yu.D. Zarubina, made under our leadership). The personality-semantic components of the material correspond to the social situation of the development of students, suggest a kind of concentration of moral, socio-civil, spiritual and aesthetic problems "in this segment of sociocultural experience" (A.V. Zalelenzova). And these "personal-demanding" components themselves

we must answer their "personality", i.e. Changeable, individualized, selective, assume the multigid of their perception and interpretation.

Summary of the experience of the personal orientation of school disciplines, presented in the dissertations performed in our laboratory V.I. Danilchuk, Yu.D. Zarubina, A.V. Zalelensky et al., Allows you to identify a few kind didactic strategiesactualization of personality student experience. The first of these strategies is related to the use of its own personal-developing potential of educational items. So the potential of educational items with the leading value component (according to the Classification of IK Zhuravlev) is associated with such significant properties of scientific knowledge, as a dialogue (cultures and scientific schools!), Tolerance of the scientific community to the ideas of each other, the hypotheticalness of scientific thinking, The need for reflection and responsibility for the defendant scientific approaches and principles, creativity and freedom in knowledge, the joy of discovery, aesthetic satisfaction from the opening with the use of value (and not purely logical!) Regulatory of knowledge.

As diverse in their personal development capabilities and objects of the activity cycle. Thus, language disciplines involve the perception of the beauty of the language, the joy of the ability to express through its experiences, to come into contact with the carriers of other opinions and views, think over their speech deeds and respond to them. Finally, objects in which the leading components are elements of creative and emotion-free experience, in fact, are specifically focused on the development of what we call the personal functions of the students, although in real practice it is often reduction of their educational functions to the meaningful and subject. Second strategythe actualization of personal functions of students on the basis of the reconstruction of the content of educational disciplines is associated with the direct introduction of "additional" humanitarian information, with the presentation of this course in the context of universal humanitarian problems, consideration of it in the context of the holistic culture, various spheres and the tasks of human practices. In other words, the studied science is considered in connection with spiritual, moral, environmental problems that are generated by modern civilization. Items in which emotional-value content is the leading component to be at least need to attract additional personal-oriented information, but their content does not by themselves acquires the status of personal experience, but only in the case when the student opens its student in the "texts" context. And the task of the teacher is here to enter this text in the sphere of real life problems of the student associated with his self-affirmation.

Third strategythe actualization of the personal experience of students is mainly related to the procedural aspect of training, with the methods of organizing the educational activities of students. The essence of this strategy in creating qualitatively new informative forms of educational communication, changing the student's position in training activities, in developing and coordinating individual routes of knowledge and others with students.

Personally oriented reconstruction of the educational subject varies with its scale: it can assume the creation of a qualitatively new ("author") course, the development of individual topics or problems, designing of training situations. The specificity of the "personal" reconstruction of the learning subject is that it cannot be implemented without a teacher, but an ideal and without a disciple, fully corresponds to the nature of personal experience as a "topical" experience. This is his difference from the object of the subject, which can be developed outside the school and teacher so

called specialists. As for the personal existence of an individual, here everyone is "specialist" himself.

The content of personal-oriented education is to design - it means to design a personal-oriented situation, the place of the subject, themes, the material in the value of class students (certain age, which have a well-known teacher with personal experience - the motivational and semantic sphere).

The actualization of personal experience does not in any way prevent the assimilation of the subject matter of the subject matter of the studied course, moreover, the strengthening of the personality position of students is conducive to the intensification of their learning activities, the depth of "penetration" into the subject matter. Below will also be discussed about the special readiness of the teacher to work within the framework of the Paradigm. The most fully personal oriented reconstruction of the content of the educational subject on the example of one of the disciplines was able to submit in the doctoral dissertation V.I. Danilchuk, held under our leadership, which shows "the inclusion in the content of physical education, along with cognitive, operational and creative search components, The experience of personality-humanitarian orientation In the subject of the subject, which involves the methodological reflection of physical knowledge, the holistic perception of the historically-continational development of physics, the role of scientific creativity and the moral and spiritual position of creators of physical science. "The dissertation substantiated that the introduction of the humanitarian component in the content of the physics course ( This component and "provokes" those experiences that lead to the formation of personal experience!) can not be reduced to the simple addition of humanitarian (science and cultural, historical, life-witting, etc.) information, although the latter in itself is not excluded. When building specialized courses of physics. At the heart of personality

developing learning lies with the inclusion of students in a special type of cognitive activity, which is aimed at absorbing not only physical content itself, but also on the self-determination of the student in relation to the meaning and value of physical knowledge, to identify specifics for the physical science of ways to comprehend the laws of nature.

In the strategies of the physical knowledge of the student, with the right organization of its methodological orientation, it can identify personally significant ideological conclusions. As such strategies, the priority of the fact of the theory may be called as an opportunity to form a schoolboy a desire for objective truth as morally valuable quality; verifiability of scientific assertions in physics as a subject of responsibility for any judgment and evaluation; The principle of conformity as a factor in the formation of a general apparent concept about the continuity of cultures; The principle of complementarity as a prerequisite for dialogue and tolerance of thinking of students physics; Mastering methodological knowledge as a factor of general reflexivity, awareness and arbitrariness of the student's behavior; Creativity as aesthetic value, as a way to comprehend the beauty of the human mind and spirit through creative activity in the study of physics. The discovery of these values \u200b\u200bimpressive in the field of physical knowledge of the physical knowledge is possible, as shown in the work of V.I. Danilchuk, using adequate to this content of teaching technologies of physics, ensuring the actualization of a qualitatively new type of training activity, characterized by a subjective position of the student, its humanitarian orientation, aimed at To find the meaning of physical knowledge. Creating a situation of such orientation is ensured by the use of personal development

Domestic personality paradigms.

Humanistic theories

Humanistic theories of personality were born in counterweight psychoanalysis. The main ideas uniting them: the identity of the whole of all is active, strives for respect and self-sufficient, mutual understanding and cooperation, and not to confrontation and must have freedom of choice.

I-concept k.stweger

The main component of the personality, by K. Rogersu - her i-concept. Man behaves according to his ideas about himself.

Existential personality theory

Victor Frankl, the founder of the existential direction of humanistic psychology claimed: if there exists a "deep psychology", there must be "vertex psychology".

V. Flank sees such a vertex in the meaning of life.

The main position of the theory is that the presence of the meaning of life Increases the survival and effectiveness of the individual. A person is able to endure deprivation and overcome much if he has a real, meaningful goal in life.

The dissatisfaction of the need in the sense of life leads to existential frustration and as a result - to neurotic, diseases, injuries and, even to mortality.

The theory of self-actualization of Abraham Masu

The theory of self-actualization (A. Oil) is one of the most popular theories of this direction. Its main provisions are reduced to the following postulates:

· Personality does not seek to reduce tension in interaction with society, and looking for tension.

· Personality is not hostile to society, but seeks to contact.

· Personality needs are dynamic: the satisfied need ceases to be engaged in activities.

· The needs of the personality are hierarchivans. You can select five levels of needs:

o The physiological needs of the body (in a dream, in food, in sex).

o Security need.

o The need for love and affection. This is the need of personality, not the body.

o The need for recognition, in respect and self-esteem. This is the need for a member of society.

o The highest level of needs (which is inherent, according to the author, only 3% of people) - the need for self-realization and self-actualization. This is a need to fully realize yourself in this interaction, society and comply with its potential.

Domestic personality theories are based on general methodological postulates:

Biological and social in individuals are inseparable and constitute unity. In any biological act there is a social component.

Personality is active. This is not a bioreobot, the behavior of which is controlled by incentives of the external environment. The personality itself determines itself a development environment, which then forms it.

Approach K.K.Platonova.

It allocates the following personality substructures:

2. Substructure forms of reflection (features of thinking, features of memory, emotional sphere, etc.).

3. Social experience substructure (knowledge, skills, skills, habits). Tell me what you know and I will tell who you are! Habit - the second nature.

4. Biological substructure (seven-age differences, temperament). Approach A.N. Lyontieva.

A.N. Eleontyev considered personality as a system of activities, the core of which is a motivational and consumer (meaning) sphere. Personality is formed in activities. Personality manifests itself in activities.