How to determine your vital values. Values \u200b\u200band value identity orientations

federal State Educational Institution of Higher Professional Education

"St. Petersburg State University

Cinema and Television "

abstract

pon discipline "Social P.siology "

Subject: "Values \u200b\u200band value orientations as determinants of behavior" . Table of contents: Introduction 3 1. Values \u200b\u200bin human life and society 4 1.1. The concept of value and its characteristic. Values \u200b\u200band ratings 4 2. Classification of values \u200b\u200b7 2.1. Value orientations and their social conditionality 8 3. Value orientations of the person 10 4. Conclusions ..................... 12 Conclusion 13 References 14 Appendix ...... .................................................. .................................fifteen Introduction In many substances, atoms are combined into groups called molecules. They are combined according to the similarity and similarity of physical and chemical properties. The same system is traced in society. People, in appearance all the same, differ in their properties. And what becomes a guide for their properties? In the process of socialization, the person absorbs, like a sponge in itself, various landmarks, values. Kindergarten, School, University - All these organizations help a person to become a person. Personality with their principles, rules, social attitudes. This is precisely this predetermines their future model of behavior, hobbies, friends and, in essence, life. "Developed value orientations - a sign of a mature personality, an indicator of its sociality ... a steady and consistent combination of value orientations causes such qualities of personality as wholeness, reliability, loyalty to certain principles and ideals, the ability to strong efforts in the name of these ideals and values, activity life position; the inconsistency of value orientations generates inconsistency in behavior; the underdevelopment of value orientations is a sign of infantilism, the domination of external incentives in the internal structure of the personality ... ". I believe that the idea of \u200b\u200b"valuables and value orientations" is important not only as the theoretical component of the discipline "Social psychology", but also as a practical basis for inter-workers. Since possessing knowledge of the value orientations of the person, it is possible to calculate the behavior of the individual in one situation or another. This should be guided in choosing a partner in friendly relations, at work, married. As you know, "coherence" and "triggement" concepts are different. This is a visual example of the influence of value reference points in our lives. Philosophical encyclopedic dictionary. M., 1989. P. 732 1. Values \u200b\u200bin human life and society 1.1 . The concept of value and its overall characteristics. Values \u200b\u200band evaluations It is easy to imagine the concept of "value" from the position of an ordinary consciousness. For each person, this is probably what is especially valuable in his life. But the complete content of this concept, and especially its nature, not so simple. I will try to consider this aspect wider. Give a definition from different points of view: philosophy, psychology, practitioners. What is the philosophical meaning of the concept of "value"?

-- The value of social is in its essence and has an object-subject character.

The person is social, respectively and the existence of values \u200b\u200bis associated with society. Moreover, the values \u200b\u200boutside the society cannot exist. Things, events without their conjugation with society cannot exist, as the evaluation criterion will not exist. This applies not only to things created by man. Many individuals independent objects, such as natural, were long before the appearance of a person on Earth. But about the value and significance of nature for society, we have the right to speak, only in relation to humans and nature. Since rethinking the value of natural factors in the human concept is the creation of value in this aspect. 2. Value arises in the course of human practical activity. Man is a reasonable creature. Consequently, any of its action is directed to obtaining the result, and not just the result, but the desired for the individual. Throughout the action, the goal is worth the target. The goal is value. Achieving the result, considers as a significant, value for him. Of course, not all results and not all human activity become values, but only those that are socially significant, meeting the public needs and interests of people 3. The concept of "value" must be distinguished from the concept of "significance". Often the concept of "significance" is used as the synonym for the word "value". Measure of the desire of human value, can be described as "significance". Every different needs, therefore, we will want more, something less. But there are such cases when significance represents itself in a negative case, so to speak harm. Evil, social injustice, war, crimes and diseases are of great importance for society and personality, but these phenomena are not customary to call values. We conclude that value is positive significance. Accordingly, significance can be positive and negative. The concept of significance is wider, rather than the concept of value. 4. All value is characterized by two properties: a functional value and personal meaning. We give them a definition. The functional value of value is all the properties for sociability, the functions of the subject or ideas that determine their value for any group. For example, for any action or idea, a certain value for a particular person is predetermined. Personal meaning of value is her attitude towards human needs. It can be said that this meaning depends on 2 factors - from the very object that performs the functions of value and the person himself. After comphancing the meaning of things, a person determines his need for it not only from natural needs, but also from the needs rated on the upbringing by society. Individual looks at an event or thing through the prism of society, the traditional attitude of people. The man is looking for in things their generic essence, the idea of \u200b\u200ba thing that is the meaning for him. An interesting point, because the meaning of values \u200b\u200bfor each person can be different. After all, everyone has their own value guidelines. For example, every person had a pet at least once. For some pet - part of the family, outlet, best friend. For others, it is a guard of their property, a defender. For third, this is a way of earning, with their reproduction. In all these cases, the same subject is associated with various needs. 5. Values \u200b\u200bby nature are objective. There may be disagreements here, as I previously told that value arises from the relationship to her individual. Accordingly, it can be concluded that the value is subjective. It depends on man, emotions, his feelings, desires. And the attraction to this value may be guess at any moment, as it just can stop satisfying a person, his needs. We conclude, without a person, the value does not exist. And, nevertheless, the subjectivization of value, turning it into something unilateral, dependent on the consciousness of a person - unjustified. If you consider this question from the subject-practical activity of the subject, then we will see that the value is objective. Formation in people of value relations to the world around the world occurs in the process of such activities. In other words, subjective-practical activity is the basis of the fact that things or objects of the surrounding world are directly acquired for society or a person a certain objective value - value. 2. Classification of values 2.1 Value Orientations and their social conditionality People have such a range of interests. Everything that happens on earth and abroad is interesting to a person. He is trying to know everything, absorb. But we are talking about humanity in general. It is like a postcard for a holiday, if you drop deeper, then you can be slightly disappointed. Viewing a separate person can be found that the circle of its interests is very narrow. What does not interest him, it would seem most basic regarding the whole life in general. That the sphere of its life values \u200b\u200bis limited only to his ego. The variety of values \u200b\u200bexisting in society causes the need for their specific classification. Unified criterion for valuables does not exist. Therefore, we focus on important aspects and lay out the following grounds: on the spheres of public life; on subjects, or value carriers; According to the role of values \u200b\u200bin the life of society. Classification of values " Vital.: Life, Health, Quality of Life, Natural Environment, etc. Social: Social situation, status, hard work, wealth, profession, family, tolerance, gender equality, etc. Political: Freedom of speech, civil liberty, legality, civil peace, etc. Moral: Good, benefit, love, friendship, debt, honor, decency, etc. Religious: God, divine law, faith, salvation, etc. Aesthetic: Beauty, ideal, style, harmony. According to the degree of prevalence, spiritual values \u200b\u200bmay be universal, national, classroom-class, locally group, family, individually personal. Human values - Characterized by what they are recognized as the largest number of people both in time and in space. These include all the most important everyday truths, all masterpieces of world art, sustainable moral standards (love and respect for neighboring, honesty, mercy, wisdom, striving for beauty, etc.) Many moral commandments coincide in world religions, reflecting in the fundamental human rights rights . National values - occupy the most important place in the life of any people and a separate person. But here it is necessary to remember the words of L.N. Tolstoy: "Stupid, when one person considers himself better than other people; but even more stupid, when the whole people consider themselves better than other peoples" (Tolstoy L.N. Way of life. M., 1993 . P. 157). Unlike universal, national values \u200b\u200bare more specific and more materialized, for the Russian people, this is the Kremlin, Pushkin, Tolstoy, Lomonosov, the first satellite, etc.; For us - the Belarusian nation - Sofia Cathedral in Polotsk, Cross Effrosions Polotsk, activity F. Scorina (Bible), etc., for the French - Louvre, Eiffel Tower, etc. means national spiritual values - This is all what the specificity of the culture of this or that nation is. Class Values related to the interests and globility of individual classes and social groups. In the post-revolutionary years, they brightly embodied in the activity and ideology of the span-cult (1917--1932). His main idea is hatred for "exploiting" classes, the exaltation of physical labor in opposition to the spiritual, denial of the preceding cultural heritage. Class values \u200b\u200bof the preceding cultural heritage. Local group values - Combine relatively small groups of people both at their place of residence and by age. They reflect some social and typical preferences in the field of culture and, unfortunately, often in the sphere of anticulture. These are various "brotherhoods", sects, caste or associations like "Rockers", "Pankov", "Lubers" and others. Here you can speak predominantly about specific youth, age values. Family values. The family, according to V.GUGU, is the "crystal" of society, its basis. This is a society in miniature, whose physical and moral health depends the prosperity of all mankind. Hence a huge role in the formation of a culture transmitted from generation into generation of family values. These include all positive family traditions (moral, professional, artistic or even pure household). Individually personal values Includes ideas and objects, especially close to a separate person. They can be borrowed in the surrounding social and cultural environment or created as a result of individual creativity. "Https://belportal.info/stroenie-morfologiya-kultury/ Values \u200b\u200bin a person's life occupy different positions. One turns out to be more, the other is vital, and the third And at all wears the desired character. 1. "Values \u200b\u200bthat are secondary importance for humans and society. These are the values \u200b\u200bwithout which the normal functioning of society and man is not violated. 2. The values \u200b\u200bof everyday demand and everyday use. This group includes the majority of both material and spiritual values. This is all that necessary for the normal satisfaction of the material and spiritual needs of a person, without which society cannot function and develop. 3. Higher values \u200b\u200bare the utmost values \u200b\u200bfor their significance, reflecting the fundamental relations and needs of people. Without higher values, the personality cannot take place, but also the normal life of society as a whole is impossible. The existence of higher values \u200b\u200bis always connected with the exit beyond the private life of the individual, they attach to the fact that it is higher than its own life, with which his fate is inextricably linked. That is why the highest values \u200b\u200bare usually universal in nature. "It is worth noting that there is no guarantee that the classification of values \u200b\u200bwill remain as we submitted it now. Values \u200b\u200bcan change their importance, new values \u200b\u200bmay appear (as life changes too quickly) . http://revolution.allbest.ru/psychology/00202365_0.html 3. Value orientation of the personality "Value orientations are the most important elements of the internal structure of the individual, enshrined by the life experience of the individual, the entire set of its experiences. They accumulate a significant and important for this person from insignificant. The combination of the established, established value orientations forms a kind of consciousness axis, ensuring the sustainability of the individual, the continuity of a certain type Conduct and activities expressed in the direction of needs and interests. Because of this, value orientations are an important factor in the motivation of actions and acts of personality. Value orientations are an internal component of self-consciousness, which affects the motives, interests, installations, personal needs. " For the development of value orientations, it is possible to judge the educational, culture, personality maturity. If a person has those or other character qualities, it is possible to draw conclusions about the stability and consistency of value orientations developed by him. Value, reliability, loyalty to certain principles and ideals, the ability to volition efforts in the name of these ideals and values, activity of life position, perseverance in achieving the goal - all this is the components of the successful assimilation of value reference points. On the contrary, the deviation in the norm of behavior is caused by inconsistency in value orientations. The correct assimilation of the Individual of the value structure contributes to the socialization process, through which a person becomes a full member of society in its entirety social relationships. As a rule, for personal values, high awareness is characterized, they are reflected in the consciousness in the form of value orientations and serve as an important factor in the social regulation of the relationship between people and the behavior of the individual. Poys V.A. Developed a dispositional concept of regulating the social behavior of an individual. http://pedsovet.org/component/option.com_mtree/task.viewlink/link_id.5927/itemid.0 Poam V.A. Social identity identity. M., 1994. The idea is that a person has a complex system of various dispositional formations organized by hierarchically, which regulate its behavior and activity. Each level of this system consists of three components: the need, situation, dispositional education. It is noted that this system of value orientations is not always formed. Only when the development of a person reaches his peak. It controls the behavior and activity of the personality. Again, under conditions: the significance of the situation. This fact was noticed and explored not only to poison. Many researchers attached great importance to the individual system of its value orientation. Jacobson P.M., highlighting the psychological aspects of personality ripening and exploring the criteria for its social maturity, noted the important role of dynamic shifts in the identity core, related to the discovery and assimilation of values, norms, requirements and rules of the Company. It can be concluded that the study of value orientations is very important for society, so many researchers are engaged in this issue. We assume that the study of this material and the use of it in practice is very useful in the adolescence, since it is with this period of ontogenesis that the level of development of value orientations is associated, which ensures their functioning as a special system that has a decisive effect on the direction of personality, its active social position. Jacobson I.S. Human psychology. M., 2005. 4. conclusions The behavior of a person depends on its value guidelines. From what is laid in his upbringing, that in his understanding is good and evil, which is the norm, and that the deviation. That is why people are interested in each other. After all, essentially all the same, only values, toe, raising different things. And depending on how soon our value guidelines change, and hobbies, friends and all that once seemed normal. The main mistake is the perception of other values \u200b\u200bhostile. Manifestation of egoism. Other values \u200b\u200bmust be respected, as there are people who will support these orientations. If a person wants to change the environment, his life needs to be started with changes in its values. It can be concluded that the value orientations are the guideline of our behavior. If we consider humanity as a whole, then many global problems could have been avoided if at one time, and even in adolescence, people would have instilled the value orientations of a moral plan, such as: love, life, good and evil. Deviations in society are generally connected directly with the deviation in the assimilation of the value orientations of one individual. He just found himself in a period of his life for his life, a man with the same deviations. Deviations in the assimilation of value orientation lead to deviations in human behavior. Human behavior is its specific expected social role. Accordingly, society is the main platform where the behavior of the individual unfolds. I suggest to postpone all things and make up the assimilation of regulatory value installations - then the world will save, and we will make life better. Conclusion In a person's life, so much happens, so many things change daily. But values \u200b\u200bare rightfully occupied by the main place. After all, according to the principle of assimilation of value norms, our life, jointly or in particular proceed. Man, committing any action, always pursues the goal. This is essentially value. The criteria for this theory are: benefit, dignity, value, assessment, benefits, victory, meaning of life, happiness, respect, etc. The whole variety of values \u200b\u200bcan be classified according to three grounds: on the areas of public life, according to the subjects, by the role of society . The classification of value orientation as a current does not exist, it can only be called conditionally, guided by the main criteria of human life. Subjects are distinguished by values: individual, group and universal. Value orientations are the guideline of our behavior. The correct assimilation of the norms leads to an active and correct life position, the delay in the assimilation of the norms leads to a deviation from the norm of human behavior. If we want to change anything in society, the correct value orientations should be instilled in each member of society. Bibliography

- Philosophical Encyclopedic Dictionary. M., 1989. P. 732; - poisons V.A. Social identity identity. M. Science, 1994; - Jacobson I.S. Human psychology. M., Publishing House, 2005; - http://pedsovet.org/component/optioncover.com_mtree/task.viewlink/link_id.5927/itemid.0 - https://belportal.info/stroenie-morfologiya-kultury/ - http: // Revolution .allbest.ru / psychology / 00202365_0.html

application This topic seemed to me relevant and interesting. After the lecture you spent, I was impressed by the article on the school newspaper for the teacher's day. They are the text proposed below. Lesson: Values \u200b\u200bSystem We have long been accustomed to the fact that we are all different. Externally. The problem of Nazism and racism gradually slows down. But here to the fact that each of us is poured on the upbringing and perception of the world, we still can not realize. The division of society into classes, such as: the intelligentsia and the working class, does not yet scare. But the division on the "cattle", bourgeois, the elite and the poor will be, perhaps, worse than any racism. Daily people from different layers of society face each other in various situations, starting with one queue for bread, ending with the registry office. The misunderstanding with which people face communication takes place in the connection of various mortgaged education. For example, for one to steal someone else's thing - the matter is granted, because they always did in his family. For another, talking on elevated colors to achieve the desired - norm. For the third, helping older people is a matter of honor, because grandma brought him up. Each of us already exists a specific system of values. And it is that we are guided by life. But who in addition to the family lays these values \u200b\u200bin us? Initially, the child is a white sheet of paper from which you can do anything. But if parents are not chosen, then castings can be arranged for educators and teachers. The selection criterion will be: education, work experience, political views, marital status, social status, personal interests and hobbies. After all, parents after 2-3 years of finding their children, half of their duties lay on social teachers. And it is that they will complete the basic basis of the values \u200b\u200bof the child. The teacher is not only a source of knowledge and experience. This teacher is a benchmark of a successful person for a child, especially in primary classes, when there is no separation for the maintenance of items. Then one person teaches simultaneously mathematics and Russian, respect and tolerance. I don't even remember what we were told then more, about spelling or about the right attitude towards people. It often happened that at the lesson one of the guys managed to quarrel, and the teacher, interrupting the lesson, began to understand the situation. And usually from this occupation, we have no longer worn with your knowledge of knowledge, but personal experience baggage, wisdom (if you can put it). It was a special time allotted to get some life tips. Then the whole class was sitting opposite the teacher, and we listened to various stories. And then a friendly discussed the behavior of the heroes, condemning or encouraging them. This now I understand that it was in those moments our system of values \u200b\u200bwas formed. And most often, "get acquainted with life" was not in extracurricular time, but during the lessons themselves, when someone was late, and someone came to some pantyhose, forgetting to wear a skirt or shift. We looked at each other and laughed, and often ridiculed, but it was thanks to the teacher who had learned to be indulgent, realizing that such a situation could occur with each. We were often criticized for whom we were friends, and we did not stop friends in the name of the protest. Then it seemed that this was the infringement of communication rights. But, probably, teachers can be seen even better than parents, as far as the bad society affects the child. After all, this is also the formation of a certain value - to choose the right friends. After all, the next significant link in the life of every person after parents, teachers are friends. And depending on whose friendship you will "take" your future values, interests, hobbies will depend on. Recently, the education system received a proposal on how it can be made effective. You can replace teachers on specialists of your profile. For example, physics will teach a physicist atrome, Russian language- journalist, literature - writer, biology - biologist, drawing - architect. But then indeed, all teachers can be replaced by specialists of their profile. Only since when, society began to forget the true responsibility of the teacher? Rail a developed and humane man. After all, in the ability to be a teacher enters not only the reporting of information, there must be confidence that this information was learned. The teacher must have a stunning charisma that does not allow to lose attention and the interest of students. The teacher is not a profession, the teacher is a lifestyle. And while in our schools did not translate the teachers who live their profession, we can be calm for our children and for our society.

Ninel Bayanova

Experimental studies

Personal Values \u200b\u200band Personal Preferences Subject

G. L. Budenite, T. V. Kornilova

In psychological studies, the problem of values \u200b\u200bas regulators of activities and communication preserved until recently the methodological context of axiological relations as the subject object, which has developed in philosophy and sociology. The subject's estimates are directed to the external reality in relation to it - the physical world, the world of society, the world of the ideal (including those informed in it). The interpretation of subjective values \u200b\u200bproposed by V.N. Mezishchev, which was carried out in the subject-object and constituent interactions of the plan of personal relations expanded the context of the realization of value relations, including communication of people. In the concept of the subject-object interaction, presented by the theory of activity A. N. Leontiev, the concept of subjective values \u200b\u200bto some extent was associated with the concept of significance that had intended to communicate the individual representation of values \u200b\u200bwith the emotional-wing sphere. The development of the concept of personal sense did not include value relations in the context of concepts describing the semantic regulation of activities. In our opinion, it was justified by virtue of the impossibility of targeted correlation with other personal structures. But the transition from the concept of subjective values \u200b\u200bto the concept of personal values \u200b\u200bis possible on the basis of the disclosure of their role in the self-regulation of the subject, actively belonging not only to the external, but also to its inner world. Not accidentally, therefore, it turned out to be the introduction of the concept of an emotion-free relationship in the plan of self-consciousness of an active person (V. V. Stolin). The subjective adoption or rejection of the initially experienced or only known states or consciousness can, as it seems to us, not only to signal the personal meanings of the subject, but also to become a special form of activity that suggests certain stages of solutions - personal decisions of admissibility in the dynamics of self-consciousness and The proximity of these meanings to your own Ya.

The active regulatory role of the self-consciousness implies not only the reflection of the subject of his personal meanings, but also decisions about their acceptance or non-acceptance, i.e., the structuring of its own Ya. Personal values \u200b\u200bare those meanings in relation to which the subject has determined.

To introduce the concept of personal values \u200b\u200bin the arsenal of psychological terminology, it is necessary not only to establish relations with other concepts used to describe the semantic personality sphere, but also to indicate the corresponding empirical reality. In the plane of empirical research, the structural role of personal values \u200b\u200bis most clearly acting, in our opinion, in the interpretations of the so-called moral solutions and the processes of personal regulation of decision-making (intellectual, behavioral, etc.). In them, the subject is implemented at the level of a holistic me, which assumes a conscious and responsible choice not only in terms of externally asked alternatives, but also in terms of the achieved potential of self-regulation as the internal dynamics of motive movement, goals and meanings. If we assume that personal values \u200b\u200bare the specific form of the functioning of semantic formations in personal structures, then their psychological roots can be specified: they are formed and manifest themselves in relevant regulation of the decisions of the subject on its preferences. Thus, personal values \u200b\u200bare functioning as a certain level of development, or actualgenesis of semantic individuals.

The specified understanding of the values \u200b\u200bcontains the possibilities: a) establishing the relationships of the concept of "personal values" with the already known to the upcoming number of concepts through the deepening of the ideas about their specific capacity precisely as aware of the formations, b) identifying the patterns of personal values, i.e. passing Different levels of awareness, including identity self-awareness. We assume that personal values \u200b\u200bmediate the transition to more

the high level of personal structures of the semantic formations that could and before act as a significant mental regulators of the activity and communication of the subject, but acquire the value status only when his personal efforts appear on their semantic sphere, on their own Ya.

Considered L. S. Vygotsky interlocking plans of external speech as speeches for others, internal speech as speech for themselves and thinking, involving the origin of thought from the motivating sphere of consciousness, are, in our opinion, essential evidence that verbalization plans should not be understood only as External forms of speech reflection, expression or calling thought. This is true for those mental structures in which the idea is assumed about something else, and not about himself. When dealing with the thought of itself, on its inner world and its values, the constructive role of verbalization plans should be even more pronounced, since it is difficult to find the criteria for comprehension and aware of their semantic formations in support of them very problematicly, unless not to reduce the plan for self-consciousness. The understanding of its own personal meanings, the more so cannot be represented as their "calling" or "calling", since the solution to the problem in sense is inexpensive to the verbalization function. The translation of the individual representation of the values \u200b\u200bin the plan of external speech is also involved in connecting to personal semantic structures of the plans of Nadindividual values, the "cultural reserve", including the regulatory scales, which is only "known" before. In the unresolved correlation puzzle in the field of individual consciousness of the subject, its purely intimate content and content specified by the society and lies, in our opinion, the classical reproach L. S. Vygotsky in idealistic intellectualism (see).

So, in order to somehow take advantage of your own senses, the subject should not only feel or survive them, but also to comprehend. And understanding involves objectivation of them at least in terms of internal speech. At the same time, the plan of the external verbalization can give the subject of the support point, in attributing to which the solution of the problem in terms of sense acquires the nature of the rejection or adopting conscious meanings as "its" or "strangers", desirable or rejected in the context of higher levels of awareness of the I-concept. Thus, the transition from personal meanings to personal values \u200b\u200bimplies the implementation by the subject of special activity at the same time cognitive and personal nature, as it is difficult to produce separately cognitive and personal efforts to master the person of their inner world.

So, it can be argued that the formation of personal values \u200b\u200bis associated with the dynamics of the awareness processes, including different types of verbalization and the displacement of cognitive efforts to their own semantic sphere. This formation includes at least two components - the formation of personal meaning themselves and the formation of personal values. The ideas about the formation of semantic formations are integral on the analysis of the real life of the personality and are already traditionally connected with the moments of the dynamics of the sense formation, such as the scholars and hierarchization of the motives, the solution of the task of meaning, personal elections, personal conflict, ,,. At the levels of mature, i.e., "self-comprehensive personality" (S. L. Rubinstein, A. N. Leontyev), this dynamics is embodied in ordering his inner world, when it is its own sense sphere that one more becomes a point of application of the personality forces .

It is also necessary to repeat that the meanings cannot themselves be generated only by special conscious efforts; With this approach, the specificity of psychological reality will be lost, the process of education of personal values \u200b\u200bwill be simplified to the mechanism of rational production and assimilation.

So, our common hypothesis is as follows: the value status of personal meanings, which they acquire for the very personality during their awareness, is largely the result of cognitive and personal efforts in the form of decisions of the subject of personal preferences. This activity finds its expression in the processes of understanding and weighing different semantic contents and the value comparison of their proximity to their own Ya. This should also see the origins of the concept of liability for personal decisions, since in such a context of the decision on admissibility for themselves or other thoughts, opinions and Experiencers are "moral" solutions. The focus on the knowledge and understanding of acceptability for themselves for themselves and other value formations, apparently, qualitatively changes and the structures of personally significant, providing a "conscientious" shade of personal experiences. Cognition of personality

the meanings are fundamentally perfectly perfect because of verbal technological processes, if under the lanterns to understand quite alienated by the scheme of thinking. It is knowledge of the meaningful in itself and for myself.

When organizing an empirical study of the conditions and features of the processes of formation of personal values, the content of this hypothesis involves identifying indicators of changes in the degree of their awareness and acceptability for the individual. Our second and more private hypothesis lies in the fact that on the basis of the identified election, it is possible to assess the subjective links between the preferences made, and therefore the psychological reconstruction of the regulatory role of personal values \u200b\u200bas the deep criteria for these preferences. Not having the opportunity to structure the semantic education at the verbal level, the person may, however, compare alternatives as "candidates" into personal values. Election of acceptability for themselves, such as those or other judgments, flowing as forced elections in the method of pairwise comparisons, allow the experimenter to judge indirectly and about these preferences of their value criteria. Accordingly, changes in personal preferences can be seen and changes in personal values, if there is grounds to approve the end of the path to the awareness and acceptable judgments acceptable for themselves. The actualization of such activity on awareness is possible, for example, during the discussion, where not only the comparison of different points of view occurs as significant positions, but also to play the effects of their acceptance of their adoption, not only the revaluation of a personally significant, but also a certain game with meanings as measuring to them The role of potential regulators of their solutions.

In the discussion, the role of social and phonic effects of group interaction is important. So, the shifts carried out in the decision-making group in relation to more stable personal preferences. However, in our opinion, if the subject of analysis is to change the sections of group preferences, built according to individual indicators of the progress of personal election shifts before and after joint discussion gamers, then it will be possible to talk about the caused by the directions of the awareness of personal values. The verification of this empirical hypothesis will then serve as the basis of the stated more general interpretation of the dynamics of the formation of personal values \u200b\u200bon the way of awareness of personal meanings.

Justification of techniques

Movement on the way of awareness of their own meanings can be specified as the dynamics of preferences for certain judgments that subject chooses in a situation of decisions about their relative value for themselves. An alternative to the alternatives of the type of judgment, asked by the experimenter, I believe that ... "can represent topics in relation to which the subject should self-subsertainment. Then changes in the preferences of the election of the same judgments before and after the initiation of their bellows at the verbal level can serve as indicators of the shifts of the value criteria themselves, on the basis of which the subject triggers the permissibility for you of certain statements as consciously taken opinions. Thus, we wanted to create a decision of a decision as a personal choice of the subject. As you know, about the situation of the personality selection, it is customary to say when the commission means an act. However, it is possible to otherwise understand the differences between the elections verbal and real. "People are more often lying actions and speak the truth in words," says, analyzing the problem of values, American psychologist K. Clackon.

Evaluation of current significance for the subject of certain alternatives in the elections at the level of verbal preferences, i.e., not burdened by the reality of the actions performed, was built by the task of an external criterion in the form of a possible register of opinion, quite fully reflecting the features of real life positions of the subjects and established contradictions in relation to To a given problem in society. Personal inclusion was also ensured by the meaningful and formal organization of experimental procedures developed, for example, in the Experimental Theater. Here, the objectives of the subjects of the subjects serve the forms of the organization of psychological impacts approaching psychotechnical.

As an appropriate methodological reception, we chose a discussion. Its role as a means of managing the election of people (for example, another K. Levin was demonstrated at the level of preference in purchases). In modern literature, the role of the discussion is analyzed mainly in contexts of social and chicological impacts. We were also interested in the dynamics of personal preferences that represent the transmission of shifts in relation to their personal values \u200b\u200bfor participants.

Methodik

The experimental procedure included three stages: 1) measurement, or diagnostics of personal preferences to the discussion; 2) conducting a discussion on a given topic; 3) Measurement of personal preferences after discussion.

The basis for the diagnostic procedure, based on the above-mentioned methodological requirements, was based on the methods of pairwise comparisons of the following 14 judgments, including various aspects of possible relations of people to cognitive activity, as well as to a creative person as it subject:

1. I believe that knowledge should be an integral part of any human activity.

2. I believe that cognitive activity should be a specific work on obtaining knowledge requiring special time and effort.

3. I believe that education is then effectively built when the main part of knowledge is presented directly in class.

4. I believe that in any training, basic knowledge should be obtained by self-education, only major landmarks are set in teaching.

5. I believe that learning is most effectively if the acquisition is related to the achievement of vital objectives (career, a higher social situation, etc.).

6. I believe that it is effective, a learning, aimed at obtaining the knowledge itself, and not to other (pragmatic) goals.

7. I believe that the main result of the teaching of a good specialist is competence, and not more special qualities.

8. I believe that this specialist should form a whole range of personal qualities necessary for the successful work.

9. I believe that the creative person formed is, first of all, an independent thinking, over which one's opinion does not communicate.

10. I believe that a creative person should be characterized by a special interest in opposite opinion, discussion.

11. I believe that a creative person, a valuable specialist, can be allowed more than an ordinary person.

12. I believe that the largest specialist has no right to evaluate on some kind of moral scale than other people.

13. I believe that the main in training should be anyway, the upbringing (improvement) of the creative personality, a certain worldview.

14. I believe that in training the purpose of the education of the individual should not blame the other - receiving specific professional knowledge.

Each subject performed comparing the judgments individually. The question "What should a creative person should be or maybe?" Sucked by the participants of the discussion to find a group decision. To show your personal preferences, the subject should have had to self-exchange from the point of view of importance or acceptability for him of each of the aspects of relation to cognitive activity in the experimental material. The proposed judgments could be divided into pairs of their polar, sometimes conflict comparison. According to the frequency preferences of the specified alternatives, matrices of differences were built for the subsequent assessment of the groups of these judgments; The bases of these groupings could be not fully conscious.

So, personal preferences give only indirect certificates of personal values, in contrast, for example, from the procedure for direct ranking of cards with the names of generally accepted values, which is constructed, in particular, the well-known method of value preferences M. Rokich.

The experimenter as a lead organized a discussion in a group of people familiar with each other - members of the study group. The discussion served: a) the intensification of cognitive activity explicating the possible substantiation of the consequences of the adoption of certain opinions, b) ensuring the necessary completeness of the circle of the generalization of the statements of the subjects discussed.

In addition to procedural, the special feature of the head of the discussion is involved in all participants, intensifying the course of discussion, the regulation of emotional manifestations, etc., was the formulation of a brief summary after each statement of the participants in the discussion. It was of particular importance, since such a brief generalization not only facilitated the perception of a given position by the rest of the discussion by the rest of the discussion, but at the same time clarified the spent "external", "sounding meaning of his statements. It could be perceived by himself as a discovery. Part of such a subjective discovery became itself The existence of various opinions or different consequences from the statement.

The experimental scheme included its delivery of the proximity matrices, built according to the results of pairwise comparison by the check card with judgments, in the experimentally group (persons participating in the discussion and control (observing the discussion). Thus, two levels were asked

the inclusion of the subject in terms of the need for verbalization (and the rationale of their opinions in the discussion) or the lack of such. The individual hierarchy of personal preferences of each subject (based on frequency indicators was calculated on the basis of frequency indicators); 2) by middle frequencies, the sections of group preferences were determined and the ranks of preferences were assigned (the first rank was the most frequently selected statement and so on); 3) Based on the use of cluster procedures, groupings of judgments before and after discussion were detected.

As a result, groups of statements were identified, which could be qualitatively interpreted from the point of view of the implicit basis for their association. For cluster, the procedure for validity checks are not yet worked out, so in the future we discuss only the fact of shifts in clusters before and after the discussion.

The empirical study was conducted on groups of listeners (only 51 people) of specialists of the faculties of psychology of Moscow State University and MHP. Four groups of subjects were made as experimental: two groups of MSU students of 10 people and two groups of IHU pupils for 11 people. As a control (observation of the discussion), a group of students of the MHPU - 9 people.

RESULTS

These measurement procedures implemented after the discussion in all four experimental groups have demonstrated the presence of qualitative changes, or shifts in the hierarchy of preferences relative to the first measurement (up to the discussion). The same general result for all four groups was the presence of changes in the groupings of statements obtained during cluster.

In tab. 1 shows the results of one of the experimental groups - MHPU. When compared before and after the discussion of the sequence hierarchies (built by ranking average frequencies of each of the 14 cards), it can be seen that after the discussion in the grouping of the most acceptable for groups of statements, the former was previously neutral (i.e., which occupied one of the average places) The importance of correlating your own point of view with the opposite opinion, and the first rank received now. From the group of the same acceptable to the preferred group, the statement about the importance of self-education; Significant is a shift in an unacceptable group of previously preferred statements about the importance of pragmatic purposes for cognitive activity.

Table 1

The results of cluster of preferences of students' judgments before and after discussion

Before the discussion after the discussion

1. Communication relationship with

personal qualities

1. Latitude of landmarks

cognitive

activities

2. Denie the role of self-education and

professionalization for the success of creative activities

2. denial as a role pragmatic

directions and

orientation to receive special knowledge

3. The denial of the role of the Gnostic orientation of the goals and the equipment of knowledge when

"Autonomy" moral

3. Communication of the personal aspect of knowledge with the activity of thinking

4. Priority of thinking factors

5. The role of pragmatic

directions and moral "sending" for creative

personality

4. Deculting the possibility of "sending" for creative

personality

The same table presents groups of statements obtained by the method of clustering, as well as interpretation of groups that combine specific topics. It is precisely traced in grouping changes allow to attribute the permutations in hierarchies due to the processes deployed in the discussion, since the method of unification of statements before and after discussion demonstrates primarily a change in the meaningful vision by the subjects of the proposed statements.

Comparimated data on the nature of the changes occurred after the discussion of changes were obtained in three other experimental groups, as well as by rechecking clustering preferences based on the use of correlation coefficients. It also needs to be noted the difference in hierarchical permutations in all four groups. This demonstrates, in our opinion, a decisive contribution to the permutation of the group interaction itself, subordinate to the internal laws of its flow, and not only the directional influence of the leading discussion, which would express in the uniqueness of the shift of preferences in all four groups. The presence of meaningful validity, the incomasure of the changes initiated by the experimental impact of changes is also indicative of the general features of the clustering of statements, noted after the discussion - the possibility of a clearer interpretation of the foundations of the allocation of groupings, their large thematic differentiation.

Individual protocols of pairwise comparisons of judgment, features of the discussion, adopted general group decisions that were recorded in writing in each group make it possible to analyze the meaningful foundations of the preferences in each group as a result of the dynamics of their personal significance, comparing the same judgments in their new status - as expressing Own values. For these changes, the personal discoveries that occurred during the discussion regarding their own meanings implemented in building a subject of a certain image of a creative personality are faced.

The adoption of empirical hypothesis on the role of discussion can be based on the very fact of qualitative changes in clusters. A traceable overall tendency of post-consistent changes makes it possible to consider them the result of a quasi-experimental effect of the discussion. In turn, changes in clusters noted for all groups of subjects confirm the possibility of interpretation of these shifts as caused by the activation of the awareness of personal preferences and explication of the subject of the criteria for their value adoption.

However, interpret the changes of personal preferences in experimental groups as really associated with the need to defend their own and the awareness of its personal meanings can be only compared with the results of the control group (see Table 2).

table 2

The results of cluster of preferences of observer judgment before and after discussion

To discussion

After discussion

united grouping

Clusters, combined cards with numbers

united

grouping

1. Communication of the informative identity with self-regulation of thinking

1. Cognitive orientation of creative activities by definition

2. Calculation of the role of acquiring knowledge in training and purely gnosticiency goals

2. The relationship of professionalization with broad guidance benchmarks is taken into account when negative as purely Gnostic

the directions of the goals of creativity and pragmatic

relationships to gain knowledge in training

3. Wide benchmarks in knowledge, personal inclusion and activity of thinking as a characteristic of a creative personality

3. Personal Inclusion in Cognition

4. Approval of the role of the pragmatic orientation of the objectives of creative activity with the possibility of "sending" to the subject both in competence and in moral issues

4. "On denial" combined factors of a wide context of regulation of knowledge

5. Realistic of cognitive

6. "Autonomy" of knowledge from the moral qualities of the subject

In it, a comparison of the hierarchy of preferences of the first and second dimension does not allow conclude that there are significant differences: permutations in the order of medium preferences are limited by the zone of the most acceptable statements (only a statement about the importance of obtaining specific professional knowledge - 5th rank - occupied to the discussion 7E place). The same applies to the zone of the least acceptable statements (with the exception of the occupied

11th the place of statements about the inadmissibility of moral sending to those who successfully manifest themselves in cognitive activity - 12th rank). At the same time, a comparison of postgraduate results of experimental and control groups makes it possible to distinguish a number of features.

These include the phenomenon of the opposite sign, when the statements fall from observers to the group most preferred, while in all experimental groups, these statements are just rejected by the majority. It can be assumed that this is the reflection of the very fact of the very significance of the problem presented in the judgment, the semantic attitude to which was not "responding", was not originally at the level of self-consciousness without participation in the discussion and which, by virtue of this, the group of observers receives a different semantic load.

When comparing repeated groupings of judgments, the participants in the discussion and observers can be noted by their greater fragmentation of the latter. Behind their personal elections are reconstructed more clearly defined in the experimental material of the opposition, i.e. the criteria of comparisons of a more external plan than semantic. Observers, as it were, the started process of awareness of personal values \u200b\u200bare interrupted; This awareness does not receive proper design without testing of different positions of self-determination in the game with different "candidates" in value. Without this, it does not happen: a) such a complete awareness of personal meanings, as in the experimental group and b), respectively, the conscious adoption of them as personal values. The discussion participants are moving on in the dynamics of the awareness of the criteria for subsequent personal preferences, and their new clusters are more relief and more interpreted as valuable conjunction of judgments. These results, obviously, put the problem of a more detailed analysis of the values \u200b\u200bof the effective role of discussions and verbalization functions in the actual agener of self-consciousness, or the processes of awareness as the path of the formation and manifestation of personal values \u200b\u200bunder discussion.

The hypothesis of the dependence of the changes in the re-measuring personal preferences as the effect of experimental impact and the level of inclusion in the discussion can be considered confirmed. The psychological consequence of this role blocking personal inclusion in the discussion of significant topics is the effect well known to each viewer, which sometimes consistent in the opposite assessment of one or another position taken by discusing (for example, in the meeting room) and viewers who have the opportunity to hear their arguments, but not to defend directly Its position on a particular revabulad question. A less significant change in the hierarchies of preferences in the observer group, as well as the features of the reconstructed bases of statement clusters in this group, really allow them to associate them with the fact that the actual agents of the processes of own meanings proceeds less actively compared to the participants of the discussion.

1. The study revealed the possibility of indirect management of the dynamics of awareness of personal values. The activation of this dynamics in a discussion, which requires the identity of the actualization of subjective value relations to their own senses, implies the deployment of special cognitive activities for their awareness and translation of meanings to the level of personal values \u200b\u200badopted.

2. Measurements of group sections in the dynamics of personal preferences and playback of the management of them in the process of discussion interaction can be considered as possible approaches to the operationalization in a psychological study of indicators of the manifestation of semantic structures of the individual.

1. Artemieva E. Yu., Paramey G. V. Structure of motivation of the educational activities of applicants of the pedagogical university (technique) // Vestn. MSU. Ser. 14. Psychology. 1989. No. 1. P. 52 57.

2. Asmolov A. G. Psychology of personality. M., 1990.

3. Brother B. S. Anomalies of the person. M., 1988.

4. Brushlinsky A.V. Culturally historical theory of thinking. M., 1968.

5. Vygotsky L. S. Thinking and speech. Cathedral So.: at 6 t. T. 2. M., 1982.

6. Galam S., Moskovisi S. Theory of collective decisions in hierarchical and non-orerachic groups // Psychol. journal 1992. T. 13. No. 6. P. 93-104.

7. Kim J. O., and others. Factor, discriminant and cluster analysis. M., 1989.

8. Leontiev A. N. Activities. Consciousness. Personality. M., 1975.

9. Rubinstein S. L. Problems of general psychology. M., 1973.

10. Stalin V. V. Self Consciousness. M., 1983.

11. Kluckhohn S. et al. Value and Valueorientations in Theory of Action // Towards a General Theory of Action. Harvard University, 1951.

12. Sloma S. Experimental Theater // Polish PSYCHOL. Bull. 1983. V. 19. N 34.

Received 1. VI 1992

source unknown

They are expressed in their goals that drive by man, and the corresponding ways to achieve them. Sustainable nature of values \u200b\u200band their central role in led them to understanding many situations. The latter includes the choice of product and brand, as well as market segmentation. The concept of values \u200b\u200bin an apparent or hidden form is present in psychological theories, Yang, Eriksson.

Values \u200b\u200bcan be personal or. The values \u200b\u200bof the groups to which the consumer belongs (social values) have a significant impact on personal values. Values \u200b\u200breflect the tasks (and how to solve them), many of which are determined by the one in which a person was born. Values \u200b\u200bthat dominate in the country are called national character, these are stable personal characteristics inherent in nations. A person chooses personal values \u200b\u200bfrom many social or other value systems with which he faces.

In value studies, an approach is based on a valuable scale. There is a jackal of Rokich's values \u200b\u200b(Shtsk). The American researcher believed that values \u200b\u200bare associated with both tasks (desired states - comfortable life, fascinating, success, life in the world, equality, freedom, happiness, inner harmony ...) and with behavioral methods (instrumental components - ambition, talent, vigor , cleanliness, courage, logic, obedience ...), with which you can perform tasks. Value, by its definition, is a sustainable belief that any form of behavior or a final state of existence is more preferable for a person or society than the opposite form of behavior or end state. BCR is sets of tasks and behavioral methods that respondents should rank in terms of importance. The results can be analyzed from the point of view of gender, age, ethnicity or any other variable on which it is carried out.

In several studies, an attempt was made to link personal values \u200b\u200bwith the choice of brand, using the product and market segmentation. In the past in many works used by the TCD to describe the differences between, a priori indicators were determined for many demographic and other variables. Modern consumer behavior researchers use values \u200b\u200bas a criterion for separating the entire population into homogeneous groups that have similar value systems.

Initially, values \u200b\u200bas criteria, measure of beauty or disgrace, good and evil, truth and not truth, permissible and forbidden, fair and unfair fixed in public consciousness and culture.
Values \u200b\u200bexpressed in the form of regulatory views (installations, imperatives, prohibitions, goals, projects) are manifested by human activity.

Nevertheless, the values, objective and irreversions for the culture of the whole society, for a particular person acquire subjective meaning only after contact with them.
It is when it comes to the awareness, the reflexion of the most common semantic formations that become significant and important to humans, it is appropriate to talk about personal values. So,

Personal values \u200b\u200bare conscious and adopted by the general components of the meaning of his life.

Personal values \u200b\u200bD.olna be provided with the semantic, emotionally experienced, taking the personality attitude towards life. Value can be called what is most important for humans, the fact that he is ready to protect and protect against encroachment and destroying from other people.

Personal values \u200b\u200bhave every person. Among these values, both unique, characteristic only for this individual and the values \u200b\u200bthat combine it with a certain category of people.

For example, freedom of creativity, innovative ideas, respect for intellectual property is characteristic of creative people.
There are values \u200b\u200bthat are important for all people and have universal importance - for example, the world, freedom, well-being of loved ones, respect and love.

Availability of common values Helps people understand each other, cooperate, provide assistance and support.
Lack of common values (objective or subjective) or the contradiction of values \u200b\u200bshares people along the camps, turns them into opponents, rivals and opponents. The study of values \u200b\u200boccupies an important place in software, as values \u200b\u200bare such individual features that affect the installation, relationship, perception, the needs and aspirations of people.

Parents, friends, teachers, social groups can affect the formation of individual human values. The hierarchical system of identity values \u200b\u200bis formed in the learning process and the acquisition of life experience under the influence of the established cultural conditions. Since the learning process and accumulation of experience for everyone, then differences in the composition and hierarchy of the value system are inevitable.

The psychologist M. Rokich has determined values \u200b\u200bas deep beliefs that determine actions and judgments in various situations. They also developed the most common technique of studying value orientations, based on direct ranking of the list of values.
It shares the values \u200b\u200binto two large groups: terminal values (values \u200b\u200b- goals) - convictions that some ultimate purpose of individual existence is worth striving for it, and tool values (Values \u200b\u200b- means), which reflect the conviction in the fact that some kind of action or personality property is preferable in any situation. TO basic valuesbelieve those that are significant for a person themselves.

A success can be called success, peace and harmony, safety and freedom, common sense and salvation of the soul.
Instrumental values \u200b\u200binclude everything that matters as a means or method of achieving goals, such as courage and generosity, abilities and horizons, help and independence.

Of particular interest is the system of life values \u200b\u200bA. Adler, shown in Table.

Human valuables system (Alferu Adler)

Another classification of values \u200b\u200bwas developed in the 1930s. psychologist Gordon Allport and his colleagues. They divided the values \u200b\u200bfor six types:

• theoretical interest in the detection of truth by argumentation and systematic reflection;
• economic interest in utility and practicality, including the accumulation of wealth;
• aesthetic interest in beauty, form and harmony;
• social interest in people and love in the quality of relations between people;
• political interest in the possession of power and influence on people;
• religious interest in union and understanding of space.

In 1990, researchers allocated several more specific values \u200b\u200bdirectly related to working people:

• implementation (persistence) - to complete the started and hard to work to overcome vital difficulties;
• help and care - take care and help other people;
• honesty - tell the truth and do what you consider the right one;
• justice is to be an impartial judge.

Allocate welfare valuesSuch values \u200b\u200bthat are a prerequisite for maintaining the physical and mental activity of people understand.

The famous sociologist Professor S. S. Frolov refers to them the following values: well-being (includes health and safety),

• wealth (possession of various material benefits and services),
• skill (professionalism in certain activities),
• education (knowledge, information potential and cultural connections),
• respect (includes status, prestige, fame and reputation).

To group moral values Believe kindness, justice, virtue and other moral qualities.

Such value as power is considered one of the most universal and significantBecause it allows you to purchase any other values.

The effect of personal values \u200b\u200bon human behavior depends on the degree of their clarity and consistency. The blurness of values \u200b\u200bdetermine the inconsistency of the actions, since it is easier to influence such a person than a person with a clear and obvious system of values. Personality strength directly depends on the degree of crystallization of personal values. Clear and consistent values \u200b\u200bare manifested in the active life position, the responsibility of a person for themselves and the situation around him, the willingness to take risk to achieve the goals, initiative and work.

The criteria of clarity of personal values \u200b\u200bare:

• regular reflections on what is important and no matter is good and bad
• understanding the meaning of life
• ability to question well-established own values
• openness of consciousness for new experience
• the desire to understand the views and positions of other people
• open expression of their views and readiness for discussion
• condition of behavior, conformity of words and cases
• serious attitude to values
• manifestation of hardness and persistence on fundamental issues
• responsibility and activity

The leader who is unclear its own values \u200b\u200bdoes not have a solid base for action, it is inclined to adopt spontaneous and ill-conceived solutions. Values \u200b\u200bare not something that can be seen, and therefore they often elude understanding. They can be recognized only by studying reactions underlying the behavior of their and other people. The study of understanding of values \u200b\u200bis important for managers, since values \u200b\u200bcan influence the behavior of a person in the workplace.

This happens either by direct impact on the sensations, feelings and actions of the worker, or by value congruence - coincidence of ideas about values \u200b\u200bwhen a person is experiencing and expresses the same emotions, facing other people who have a similar system of values.

For example, research conducted in real production conditions showed that if the congruence of values \u200b\u200b(execution, assistance, honesty and justice) arose between the head and subordinates, then the subordinates receive greater satisfaction from working with this boss. However, when values \u200b\u200bdo not coincide, there are conflicts due to what goals should be delivered and how they can be achieved.

The mismatch of valuables is sometimes caused by the fact that people grow and form as individuals in different periods of time and in different socio-economic conditions. Cultural roots can also be a source of incurrence of valuables.

Priorities of values \u200b\u200bare something that distinguishes one national culture from another.

With the existence of cultural differences, you can expect problems if people with various ethnic roots work together. Modern managers should understand what interests and desires are dominated by workers, since the higher labor productivity is where young workers are engaged in work that matters as satisfying their interests, and at the same time managers have similar as desire.

Changing values \u200b\u200bis a challenging task for managers, especially when labor, production values \u200b\u200bcome into conflict with the rest (for example, the problem of inconsistency of the interests of work and family). To methods with which people try to influence the values \u200b\u200bof other people, the following are: moralizing, personal example, non-interference, assistance in clarifying specific values, for example, if necessary, appropriate change. So, the system of values \u200b\u200bis the individual property of the individual, depending on the cultural roots. But there are also the interests of the organization that are part of organizational culture.