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Файл:Psychology of education. Study aid
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Thus, various concepts of education are being developed that do not contradict
each other and can enrich the educational process at school, allowing the teacher to
choose methods and ideas for a particular child or group of children.
Test questions and assignments
1. What are the main strategic documents that define the goals and objectives
of raising a child at the present stage?
2. Read the Concept of Spiritual and Moral Education (A. Ya. Danilyuk,
A. M. Kondakov, V. A. Tishkov) and provide an analysis of its main provisions.
3. Familiarize yourself with the standard of primary general education, write
down everything related to the content of educational work. Pay attention to such
sections of the Federal State Educational Standard of primary general education as:
portrait of an elementary school graduate, results of mastering the program,
educational tasks of academic subjects and subject areas, extracurricular activities.
4. Prepare a presentation with a report on one of the following topics:
- “The concept of education of N. E. Shchurkova”;
- “The concept of education of E. V. Bondarevskaya”;
- “The concept of education of O. S. Gazman”;
- “The concept of education of G. K. Selevko”;
- “The concept of education of V. P. Sozonov”;
- “The concept of education of V. A. Sukhomlinsky”;
- “The concept of education of V. A. Karakovsky.”
Recommended literature
1. Данилюк, А. Я. Концепция духовно-нравственного развития и
воспитания личности гражданина России / А. Я. Данилюк, А. М. Кондаков,
В. А. Тишков. — Москва : Просвещение, 2014. — 23 с.
2. Об образовании в Российской Федерации: Федеральный закон от
29.12.2012 № 273-ФЗ: принят Гос. Думой Федер. Собр. 21.12.2012, одобр.
Советом Федерации Федер. Собр. 26.12.2012 // Российская газета. — 2012. —
12 декабря.
3. Стратегия развития воспитания в Российской Федерации на период до
2025 года [Электронный ресурс]. — URL: http://government.ru/media/
files/f5Z8H9tgUK5Y9qtJ0tEFnyHlBitwN4gB.pdf (Дата обращения: 30.03.2024).
4. Федеральный государственный образовательный стандарт начального
образования. — Москва : Просвещение, 2016. — 47 с.
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CHAPTER 6. FUNDAMENTALS OF PSYCHOLOGY
OF SELF-DEVELOPMENT, SELF-EDUCATION
AND SELF-ACTUALIZATION OF PERSONALITY
6.1. FORMATION OF “I”-CONCEPT OF PERSONALITY
The child becomes a personality — he slowly reveals himself,
slowly develops and absorbs everything from the sphere self-awareness.
The hour comes when the child learns to separate himself from others
and becomes an individual not only for others, but also for himself.
V. V. Zenkovsky
The central structure of personality development is the “I” concept — the
totality of all the individual’s ideas about himself, associated with their assessment
[R. Burns]. Its descriptive component is often defined as the image of “I”, and the
component associated with a person’s attitude towards himself or his individual
qualities is self-esteem. The “I” concept establishes not just what a person is, but also
what he thinks about himself, how he looks at his present existence and the
possibilities for further development. In other words, the “I” concept is not only a
description of one’s personality traits, but also the entire set of their evaluative
characteristics, as well as the experiences associated with it.
A. I. Savenkov rightly asserts that the first ideas about oneself clearly appear in a
child even before the age of two. Gradually they become more and more mature,
growing into a relatively clear vision of themselves, their characteristics, abilities and
capabilities, that is, the “I” concept [A. I. Savenkov “Educational Psychology”, 2016].
The self-concept has three components: cognitive, emotional and behavioral.
The cognitive component is the totality of a person’s knowledge about himself, the
emotional component is the person’s affective experiences that express his attitude
towards himself, the behavioral component is the real or potential actions performed
by a person in relation to himself.
This concept is laid down or brought up from childhood and, depending on the
nature of educational influences and attitudes, can be formed either positive or
negative. A positive “I” concept can be described as a person’s positive attitude
towards himself, self-respect, self-acceptance, recognition of his own worth. Negative
is expressed in a negative attitude towards oneself, in rejection, lack of recognition
and disrespect for oneself.
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The “I” concept establishes how an individual will act in a given situation, how
he will evaluate his actions, as well as the actions of other people.
To form a positive “I” concept in the educational process, conditions must be
created for:
- the child’s knowledge of his own “I”, his individual characteristics;
- development of the need for recognition;
- awareness of oneself in the world as different (and at the same time similar)
to others and expression of one’s attitude towards the world of people;
- the emergence of interest in one’s life and the desire to transform oneself, to
fully express feelings and experiences;
- developing the need to actualize one’s personal potential in life.
K. Rogers believed that a positive attitude contributes to a person’s greater
self-acceptance and greater tolerance towards other people [K. Rogers]. V. Lefebvre
argued that a person’s positive self-esteem increases the likelihood of a positive
attitude towards the group and correlates with his best actions [V. Lefebvre].
A positive perception of oneself as an individual is formed in students with the
most friendly and respectful attitude of teachers towards everyone, while expressing
support and trust in the student in his aspirations for independence, self-expression,
and self-realization. “In this regard, the teacher’s task in everyday teaching activities
seems logical and psychologically justified to rely primarily on the achievement of
the student” [V. M. Postavnev, I. V. Postavneva].
Research in recent years has shown that teachers in some cases have low levels
of interest in themselves, focus on protecting their “I,” and place increased demands on
others. Therefore, stimulating positive thoughts about oneself, about the possibility of
growth, strengthening intentions to express and embody oneself in the teaching
profession, to become significant for one’s students and pupils, to contribute to their
and one’s development, strengthening self-respect and dignity in this regard — all
these are important features of a positive image the world and the image of the
teacher’s “I” as an integral characteristic of his personality.
The role of the teacher, especially in primary school classes, in shaping the
child’s self-perception and his further interactions with people around him is equal to
the role of parents. It is on them and the teacher that the child’s self-esteem and
attributions of his own and others’ actions and deeds depend.
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Test questions and assignments
1. Define the “I” concept.
2. Name the three components of the “I” concept.
3. List the conditions for the formation of a student’s positive “I” concept.
Recommended literature
1. Бернс, Р. Развитие «Я»-концепции и воспитание / Р. Бернс ; пер. с
английского. — Москва : Прогресс, 1986. — 422 с.
2. Лефевр, В. Формула человека / В. Лефевр. — Москва : Прогресс, 1991. —
107 с.
3. Роджерс, К. Несколько важных открытий / К. Роджерс // Вестник
МГУ. Сер. 14. Психология, 1990. — № 2. — С. 58–75.
6.2. PSYCHOLOGY OF SELF-DEVELOPMENT,
SELF-EDUCATION AND SELF-ACTUALIZATION OF PERSONALITY
I have been thinking for many years: what is the most clearly
expressed result of upbringing. Life has convinced us:
the first and most tangible result of education is that a person begins
to think about himself. I thought about the question: what is good
and what is bad about me?
The most sophisticated methods of education will remain empty
if they do not lead a person to look at himself, think about his own fate.
V. A. Sukhomlinsky
Self-development is constant, active, progressive work to improve one’s
abilities in order to achieve personal growth.
The need for self-development and self-actualization among preschoolers and
primary schoolchildren has not yet been formed, although it is already possible to
state their persistent desire to be the best, to achieve success in various activities and,
as a result, to receive approval and praise. Gradually, these needs become more
complex internal motives for the self-development of the personality of a teenager,
young man and adult.
The need for self-development and self-actualization is a fundamental property
of a mature personality, capable of self-knowledge and self-regulation. The idea of
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self-development and self-realization is central or at least extremely significant for
many modern concepts about man (A. Maslow, K. Rogers, E. Fromm,
K. A. Abulkhanova-Slavskaya, A. G. Asmolov, A. V. Brushlinsky , V. P. Zinchenko,
etc.). It occupies a leading place in humanistic psychology, which is considered one
of the most widespread and rapidly developing areas of modern psychological
scientific practice.
The desire for self-development is not the idea of achieving an ideal. The
urgent need for self-development, self-realization, and the desire for selfimprovement are of great importance in themselves. They are indicators of maturity
and at the same time a condition for its achievement. Self-development ensures active
longevity of a person, and not only physically, but also socially and personally. The
constant desire for self-development not only brings success in the professional field,
but also contributes to long-term professional activity, which is confirmed by
numerous experimental data.
Self-education is human-controlled self-development. However, selfdevelopment and self-education are not the same thing. Self-education is the highest
form of self-development, as it is carried out consciously and consistently.
Consequently, the task of the teacher is to ensure that education develops into
the need for self-education. The need for self-improvement that arose in the student
was highly appreciated by V. A. Sukhomlinsky. He wrote: “...without the internal
spiritual efforts of a child, without his desire to be good, school is unthinkable,
education is unthinkable” [V. A. Sukhomlinsky].
A similar idea is expressed by G. A. Medynsky: “The main goal of education is
to awaken and develop in a person the desire and ability for self-education, for
internal improvement... in a word, the main task of education, its critical point, lies in
the moral awakening of the individual” [G. A. Medynsky].
Self-education is the formation by a person of his personality in accordance
with his goals. This is an activity aimed at changing personality in accordance with
conscious aspirations, established ideals and beliefs.
Self-education as a special activity most often arises in adolescence. However,
its prerequisites can be noticed already in the preschool period, when the child
expresses intentions, that is, consciousness and purposefulness of behavior.
Self-esteem plays a decisive role in self-education, namely, dissatisfaction with
oneself as a result of awareness of one’s shortcomings and inconsistency with one’s
ideals.
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Self-education is an integral part of the process of self-development. The
interaction of the teacher with the child, his pedagogical organization, and the
external part of the pedagogical process represent the actual educational influence.
The hidden part of the process is essentially the mental activity of the child as a
subject of self-development and self-education. It is carried out at the intrapersonal
level and is revealed through perception, certain processing and appropriation by the
individual of external influences and turning them into his own qualities. The
interpretation of these influences, their assessment, the decision to preserve and apply
them, and transform them into one’s own qualities is carried out by the individual
himself.
Self-education presupposes a certain level of personality development, self-
awareness, and the ability to analyze it, with a conscious comparison of one’s actions
with the actions of other people. A person’s attitude towards his resource capabilities,
the ability to see his shortcomings, and the correctness of self-esteem characterize the
formation of a personality and are prerequisites for organizing self-education.
Self-education methods include:
1) self-knowledge — a purposeful study of one’s mental and physical
capabilities. It is achieved through introspection, introspection and self-evaluation;
2) self-control, which is based on self-supervision, self-persuasion, self-
hypnosis, self-command, self-confession, self-compulsion, self-reinforcement;
3) self-stimulation, which manifests itself in the actualization of self-
affirmation, self- inspiration, self-encouragement, self-restraint, self-punishment.
Self-education also involves the use of such techniques as:
- self-commitment (voluntary setting of conscious tasks and goals for self-
improvement, the decision to develop certain qualities);
- self-report (a retrospective look at the development path traveled over time);
- self-analysis (understanding one’s own behavior and activities, identifying the
causes of failures and successes);
- self-control (systematic recording of one’s behavior and condition in order to
prevent undesirable results).
The issue of diagnosing levels of self-education also worries psychologists, but
especially teachers. A. K. Markova [A. K. Markova] offers a level description of
these processes (table 4).
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Table 4
Levels of self-education, self-development and self-learning
(A. K. Markova, 1983)
Level
Characteristic
High
Personal initiative of the student without pushing or external incentives. Independent
setting of goals for self-development, self-education and self- training.
Construction of a program of self-development, self-education and self- training and
the variability of its strategies.
Self-forecasting, long-term goal setting.
Internal stability and integrity.
Construction of new meanings in difficult conditions of self-development, selfeducation and self- training.
Everyday reflection.
Knowledge of mobilization and relaxation techniques
Short
The child’s lack of need and ability to do something for his own development,
which can be combined with high performance discipline.
Lack of internal meaning and the core of a person’s existence.
Lack of interest in self-analysis.
Tension, resistance and difficulties in academic work
The active process of self-education begins in adolescence and continues to
one degree or another throughout the rest of a person’s life. According to
R. S. Nemov, “children first begin to think about the possibilities of intellectual and
personal self-improvement and make conscious, focused efforts to achieve this goal,
having reached the age of 12–13” [R. S. Nemov].
A person goes through the following stages of self-education:
1st stage — physical and volitional self-education (adolescence);
2nd stage — moral self-improvement (adolescence);
3rd stage — professional self-education (from 20 to 40 years);
4th stage — social and ideological (40–45 years);
5th stage — setting and realizing the goal of self-actualization.
Thus, self-education is the most important aspect and goal of education,
implemented under the influence of teachers and the social environment based on the
individual qualities of a person.
The values of self-realization are especially important at the moment. These are
values that reflect the innovative nature of a person, his ability for reflection,
abstraction, creativity, etc.
Self-actualization is a motive of human activity and life, meaning the full
disclosure and maximum realization by an individual of his inner potential.
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Scientists identify four levels of personal self-realization:
1) primitive performing;
2) individual performing;
3) the level of implementation of roles and norms in society (with elements of
spiritual and personal growth);
4) level of meaningful life and value realization.
Self-actualization (self-realization) is a person’s implementation of activity in
relationships and / or areas of life that are significant to him [A. V. Mudrik]. Thus, at
primary school age, the main personal task is success in learning. The better a child
studies, the more satisfied he is with his activities and acquires positive self-esteem.
In adolescence, achieving a certain autonomy from adults is of particular importance
for a growing personality.
The process of personal self-realization is complex and multifaceted. It
includes a number of psychological and pedagogical aspects.
First, creating a mindset for success. Internal readiness for success is formed
on the basis of the motive for achieving it, that is, a stable motive of social behavior,
manifested in the desire to achieve success, especially in a situation of competition
with others. People with a developed motive for achieving success prefer to set
themselves difficult life tasks, take justifiable risks, and at the same time take
responsibility for what is happening.
Children with a developed motive for achieving success often have adequate
self-esteem and level of aspirations; as a rule, they are not anxious. The need to
achieve success begins to form in preschool and primary school age. Its development
depends on how close adults react to the child’s successes and failures — they rejoice
at his successes, empathize with failures, set him up for the successful completion of
the work he has begun or don’t [N. A. Pasternak].
A situation of success must create certain psychological conditions:
1) removing the child’s fear of activities that he is not good at;
2) positively express your disappointments about failures in the form of
encouraging sympathy, for example: “Well, let’s try again!”, “Don’t be upset, it
happens... Let’s try together,” “You will definitely achieve it, you just have to be
careful and concentrated”;
3) providing hidden assistance, veiled hints (“It would be more convenient to
do this…”, “Usually everyone likes it if this is done,” etc.);
4) advance the personality, that is, emphasizing the advantages that should be
found in the child;
5) application of the technique of personal exclusivity (“only you”);
6) assessing the child’s achievements not as a whole, but highlighting a
successful, original detail.
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Secondly, developing faith in your abilities. A. Bandura’s concept is
interesting, revealing four sources of self-actualization:
1) the experience of one’s own successes is the most significant aspect, as it
increases self-esteem and gives the experience of strong positive emotions associated
with the experience of success;
2) observation of other people's achievements — unconscious identification
with people achieving success in life gives impetus to one's own activity;
3) verbal persuasion — an adult’s reference to the child’s strengths and
capabilities, expressed with conviction, helps to mobilize his desire and perseverance
to meet the adult’s hopes and complete the task;
4) perceived emotional state [A. Bandura].
A self-actualized person is characterized by acceptance of himself and the
world. These are, as a rule, people who adequately and effectively perceive the
situation, centered on the task, and not on themselves. At the same time, they also
tend to desire privacy and autonomy.
Test questions and assignments
1. What is self-development?
2. In what scientific direction of psychology is self-development a key idea?
3. Is there a difference in the concepts of “self-development” and “self-
education”?
4. Define the concept of “self-education.”
5. Which personality component plays a decisive role in self-education?
6. At what age is a child capable of self-education? Why?
7. List the methods of self-education.
8. Name the stages of self-education and their characteristics.
9. List the psychological conditions for organizing self-education.
10. Define the term “self-actualization.”
11. List the psychological conditions necessary for personal self-realization.
12. Name four sources of self-actualization in accordance with the concept of
A. Bandura.
13. The problem of personal self-actualization can be solved in the process of
motivational training. Complete the following tasks of this training.
A. Determine your goal for the 5 years ahead.
B. Vividly and figuratively draw a picture of the future for yourself:
- who will you be in 5 years?
- what kind of education will you have received by this time?
- what will be your monthly income?
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- how will you feel?
- what will be your prospects for the future?
C. Determine what you must do in each of these five years to achieve your goal.
D. Formulate your motto for the next three months and write it on a card.
E. Carry the card with you and take it out every time you start to feel confused,
discouraged, or without purpose.
F. After three months, formulate a new motto.
G. Reward yourself in a suitable way if the goal is achieved (even partially)
[E. V. Sidorenko].
14. Make a summary of the educational event. It must contain the following
components:
a) name of the event;
b) a brief description of the group of children;
c) the relevance, purpose and objectives of educational activities with children;
d) forms, methods, as well as the course of the event;
e) brief conclusions based on the reflection of the educational activity results
(appendix 9).
15. Complete the final test in the discipline “Psychology of Education”
(appendix 10).
16. Prepare for the final survey on the content of the discipline “Psychology of
Education” (appendix 11).
Recommended literature
1. Бандура, А. Теория социального научения / А. Бандура. — Санкт-
Петербург : Евразия, 2000. — 320 с.
2. Маркова, А. К. Мотивация учения и ее воспитание у школьников /
А. К. Маркова, А. Б. Орлов, Л. М. Фридман. — Москва : Педагогика, 1983. —
65 с.
3. Маслоу, А. Г. Мотивация и личность / А. Г. Маслоу ; пер. с английского
Т. Гутман, Н. Мухина. — 3-е изд. — Москва : Питер, 2014. — 399 с.
4. Мудрик, А. В. Общение в процессе воспитания / А. В. Мудрик. —
Москва : Аспект-пресс, 2001. — 320 с.
5. Роджерс, К. Несколько важных открытий / К. Роджерс // Вестник
МГУ. Сер. 14. Психология, 1990. — № 2. — С. 58–75.
6. Сидоренко, Е. В. Мотивационный тренинг. Практическое руководство /
Е. В. Сидоренко. — Москва : Речь, 2006. — 240 с.
7. Сухомлинский, В. А. О воспитании / В. А. Сухомлинский. — Москва :
Политиздат, 1985. — 270 с.
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