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CHAPTER 4. PSYCHOLOGICAL FOUNDATIONS
OF PERSONALITY EDUCATION
4.1. PSYCHOLOGICAL BASES OF APPROPRIATION
OF CULTURAL VALUES AND MORAL EDUCATION
Personality is not taught, personality is educated.
A. N. Leontyev
The basic cultural values of today's world include family, nature, art, humanity,
science, religion, patriotism, social solidarity, and citizenship.
Education as a sociocultural phenomenon can only be understood in the
context of culture and basic values. From this position, the education of humanity in a
person is the formation of a social culture in him.
Personality is a person’s way of social life. Having been born, he adopts the
experience of previous generations, which is concentrated in sociocultural values and
culture. Interiorization of these values, identification with the sociocultural
environment — this is what his environment expects from a person. From a
pedagogical point of view, the interiorization of sociocultural values occurs within
the framework of a cultural approach through the formation of a pedagogically
appropriate environment (public opinion, collective affairs, traditions, holidays,
events, etc.), as well as a systematic approach that allows organizing the environment
in the educational space, make the educational process more technologized, increase
the degree of integrity of educational influences [S. A. Elantseva].
The same point of view is shared by A. G. Asmolov, pointing to the systemactivity approach as a strategy for the sociocultural modernization of education. It
requires the creation of certain conditions of education and upbringing that initiate
children's action. The system-activity approach integrates the constructive elements of
the competency-based approach, which, in turn, is designed to develop the student’s
personality as a whole, and not just provide a sum of knowledge [A. G. Asmolov].
Modern approaches to the use of educational influences interpret the
relationship between the cultural and social conditions of raising a child as the
structure of a school or kindergarten. This new concept means an established and
fairly stable system of all socio-pedagogical interactions in an educational institution.
This system is determined by the organizational, professional and role structures of
the school or kindergarten as a social organization and is influenced by other social
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and cultural environments. The atmosphere itself — social, cultural, educational and
spatial — organizes and carries out the upbringing of a child.
The domestic school is assigned the role of the main institution of socialization
(along with family, religion and the media), which purposefully forms value
orientations, norms, attitudes and behavioral stereotypes of the population.
One of the main aspects of modern practice in appropriating cultural values is
civic and patriotic education.
Educational Standards at all levels of education set the leading task of
education — the formation of civic identity — for the following reasons:
- civil, ethnocultural and regional identity;
- universal human identity.
Identity is a socio-psychological term that means the personal and emotional
experience of one’s belonging to a certain social group or community: territorial,
religious, economic, national, gender, racial, etc. It is identity that dictates to a person
the cultural and moral norms that he adopted in the process of education.
In the modern world, the problem of identity is very acute, since global
processes of convergence of economic, cultural norms and principles of society, the
blurring of state, national and gender boundaries lead to the fact that a person often
finds himself in a crisis situation of personal definition, identity or historical
continuity of his “I” [A. G. Asmolov].
As a modern ideal personality type from the point of view of achieving the
result of psychological and pedagogical influences on a child, the developers of the
Educational Standard call:
- a person’s awareness of himself as a citizen of the state, respecting the history
of his Motherland and bearing responsibility for its fate in the modern world, civic
patriotism;
- attitude towards accepting the leading values of one’s national culture, the
culture of the “small Motherland”;
- readiness for dialogue and cooperation with people of different beliefs,
national cultures and religions; tolerance for different opinions, different positions,
different views of the world, generosity [Federal State Educational Standards of the
primary general education, 2015].
Achieving the above-mentioned ideal educational results guarantees the
development of a civil and democratic society.
The most important problem of appropriation of cultural values is the problem
of forming the moral sphere of the individual and the mechanisms of influence on
this process. Today it has been established that the physical development of children
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in terms of basic indicators (weight, height, chest volume) is significantly ahead of
the physical development of a child of the same age 100, 50 and even 20 years ago.
Physical maturation is also observed earlier, for example, puberty in boys and girls.
There are objective reasons for this: changes in diet (increased protein intake),
increased solar activity, and the development of the healthcare system. The
conditions for the child’s cognitive development have changed significantly: the
amount of information that the child perceives and the timing of its receipt have
increased.
On the other hand, it should be noted that observation of the lifestyle and
behavior of children of different ages does not give us the opportunity to talk about
the presence of the same rapid formation of their moral and social maturity. This is
due to the following reasons:
1) an increased period of lack of independence for adolescents, girls and boys;
2) their financial dependence on their parents;
3) a long period of obtaining general and higher education.
For example, today, according to the results of research by the World Health
Organization, the period of adolescence has been extended to 24 years.
This indicates the emergence of a social situation in the development of
modern children and youth, which develops in them a special life position that does
not contribute to earlier moral and personal formation and development. Today,
children have a noticeable discrepancy in mental, physical and moral development,
requiring close attention to their moral education and guaranteeing conditions for the
full formation of moral stability and moral convictions of the individual.
Moral education is the interaction of the pupil with the educative and
educational environment, which covers all aspects of a person’s relationship with the
outside world according to the laws of morality and ethics.
Morality is a social institution that performs the function of regulating human
behavior; the regulators of behavior are laws, statutes, customs, traditions, and public
opinion. Morality is already the sphere of practical actions, morals, and customs.
The moral education of children combines the study of the theoretical
foundations of morality, the formation of their moral concepts and ideas, the
organization of experience of moral activity and behavior that meets the requirements
of public morality. The moral education of the younger generation directly depends
on the ethical culture of society.
The main goal of moral education is the formation of a person’s moral
culture, which can be defined as a complex personal, internal program that helps to
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act morally in familiar situations, as well as determine a moral decision in unfamiliar
problem situations.
In accordance with the goal, the tasks of moral education can be outlined:
1) the formation and development of ethical thinking (the ability of moral
judgment, moral consciousness, accompanied by ethical assessment);
2) education of moral feelings and needs (the ability to sympathize, a sense of
justice, patriotism, etc.);
3) development of the ability to build one’s social relationships in accordance
with the requirements of public morality and ethics.
From a psychological point of view, the most significant problems in moral
education are problems of moral motivation of behavior, issues of communication
and collective relations in various conditions of formal and informal associations, the
role of emotions in human moral behavior and the psychological nature of conflicts
between students and adults.
Morality is the free self-compulsion of an individual to socially adapted,
socially valuable behavior. In its psychological essence, morality is a system of
stereotypical forms of behavior based on the concepts of goodness and humanism;
the main indicator of socialization, social self-identification of an individual. The
morality of an individual is always expressed in the spiritual overcoming of the
difficulties of life.
Society makes corresponding moral demands to a person, which are reflected
in his consciousness in the form of certain concepts and ideas, the system of which is
sometimes called the moral consciousness of a person. It is this that dictates a
person’s way of life, helps to understand its meaning, the essence of unhappiness and
happiness, duty and responsibility, and subjectively coordinates behavior.
Moral relations between people are a component of all social relations, a
moral factor in human behavior and activity. Everyone has certain moral values and
uses them in their lives. They become subjective factors, motives for deeds and
actions.
Behavior manifests a person’s activity, his focus on other people, which is
accordingly explained by conscious psychological motives and incentives for
behavior.
Motivation is the driving force behind a person’s conscious behavior, his
moral or immoral choice. In behavior, it is most important to highlight the moral
aspect. All behavior in one way or another concerns the interests of other people. And
therefore, the question of choice between evil and good has always been raised. This
is the main problem of motivating behavior.
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One of the main functions of moral motivation is evaluative: the motive for
the meaning of an action, justification or condemnation of actions is assessed. The
evaluative function allows you to control the direction of behavior, which contributes
to the interaction of moral motives with the needs, inclinations, interests of a person,
as well as the formation of stable feelings of moral rightness and moral responsibility.
Closely related to the evaluative function is the incentive function, based on the
volitional qualities of the individual. Thanks to it, a person can manage his
experiences, suppress negative inclinations and drives. The meaning of the incentive
function is not only the desire for self-affirmation, but also the improvement of
altruistic actions, which leads to the birth of new incentives for moral development
and self-improvement of a person.
The functions of moral motivation include protective and justificatory.
Depending on the moral attitudes of the individual, motivation can be both moral and
immoral. Often a person is faced with a choice of one decision or another, and the
choice is determined by moral motivation. A struggle of motives arises, the result of
which should be a motivated decision. To give it a prognostic, moral assessment, to
evaluate the moral consequences of an act, means to realize the prognostic function
of motivation.
It should be noted that in educational psychology, moral education, like other
types, is based largely on the phenomenon of indoctrination. The concept of
“indoctrination” is a process of uncritical acceptance, identification with the opinions,
values and doctrines of a group, the result of which is subsequently manifested in
thinking and behavior.
From the point of view of educational psychology, the phenomenon of
indoctrination should not be viewed negatively and equated with the phenomenon of
conformity. The role of indoctrination is very important, and therefore it is necessary
to know the mechanisms of its non-directive, soft influence on the formation of
personality [A. I. Savenkov].
The task of moral education in a modern school is the formation of moral
qualities in a child: an active moral position, an irreconcilable attitude towards evil,
readiness to make the right moral choice in difficult life situations. Moral education
requires the use of special active methods, for example, creating problematic
situations of moral choice in the educational process, posing moral problems to
children, conducting ethical debates, etc.
The set of moral qualities of an individual is included in the structure of the
personality. Its core, according to K. K. Platonov, is the orientation of the individual,
which constitutes a system of dominant stable motives that determine its behavior
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and activities [K. K. Platonov]. The moral orientation of an individual includes
spiritual needs, aspirations for self-development, moral beliefs, ethical guidelines,
goals, highly moral ideals, etc.
A moral person may not always be pleasant in communication or in
relationships. He can be gloomy, stern, rude, harsh, unrestrained, tough,
straightforward, irreconcilable and leave the impression of anger. Or, on the contrary,
a person can show himself to be overly hot-tempered, emotional, hasty in decisions,
indecisive, uncertain, doubtful and give the impression of being morally stable. In
another case, a person can act leisurely, attentively, carefully, thoughtfully, even
affectionately and timidly, and win over him — all this will color his moral character
with attractive external features.
Behind all these external demonstrations it is difficult to see the true moral
essence or its absence, which in fact exists not in the form of a set of abstract
principles and rules, but as a manifestation and embodiment of moral thoughts,
passions, doubts, feelings, complexes, choices of actions, actions in activities,
communication and relationships.
Domestic psychologist A. V. Zosimovsky developed a periodization of the
moral development of children, highlighting three stages of development:
Stage I — covers infancy and early childhood. This is a period of pre-moral
development, impulsive, unconscious actions.
Stage II — covers preschool and primary school age. It is characterized by the
formation of an initial readiness to voluntarily, on the basis of the elementary
readiness of the meaning of moral requirements, to perform moral actions, to
subordinate one’s behavior to moral norms. Younger schoolchildren quickly develop
moral consciousness and moral feelings (senses of duty, responsibility), but they still
do not have enough independence in developing their own moral views and beliefs.
Stage III — covers adolescence and young adulthood. It is characterized by the
creative formation of one’s own moral views, beliefs, assessments and motives for
actions — the formation of an “autonomous” morality of the individual
[A. V. Zosimovsky].
B. T. Likhachev distinguishes three conditional age stages in the moral
development of a child. At each of them, a person can psychologically “get stuck”,
stop, and transfer personal properties and traits formed at this age into adulthood.
The first stage of moral development is characterized by the predominance of
natural egoism. The child is not born a moral or ethical being and for some time
cannot determine the existence of good and evil. He manifests himself spontaneously,
naturally and directly. He is not closed by social complexes, but the impetus for his
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behavioral acts are unconscious habits of satisfying needs. A child is influenced by
both adults and peers, under whose influence he can commit both unconscious good
and unconscious evil. Preschoolers and primary schoolchildren in relation to the law
also cannot be conscious violators, since they are far from legal relations. Moreover,
their social relationships are explained by natural egoism: everything that one wants,
that one likes, should be mine. “Mine”, “to me”, “I won’t give it”, “I want”, “I’ll hide
it for myself”, “I won’t give it away” — a characteristic manifestation of social
relations among young children. This period is not a stage of legal, moral or ethical
education, but only allows one to gradually accumulate experience in social relations,
instinctive, unconscious socialization, preparing consciousness to assimilate the
norms and requirements of morality, turning from non-morality to the sphere of
public morality. “Stuck” of a child at this extra-moral and pre-moral stage of
development perpetuates his personal captivity, stopping at the stage of passions,
instincts, unbridled desires. Children from disadvantaged families most often find
themselves in this situation.
The main mutual contradiction of this stage is observed between the free
spontaneous manifestation of all the natural forces of the child and the regulation of
behavior by adults. It is important not to restrain, not to enslave children, not to force
them to develop complexes in the process of introducing a system of norms and rules
of moral behavior, forming socially approved habits, in the process of preparing for
social relations, developing moral consciousness.
The second stage involves the active inclusion of the child in the system of
social relations and, as a result, the consolidation of habits of cultural behavior and
intensive accumulation of moral knowledge. Effective learning of morality is possible
if the child actively interacts with the world around him and a wide range of people.
At this stage, the child, and most often this is already a teenager, begins to
realize the unacceptability of egocentric spontaneous behavior. He comes to
understand that moral behavior is the best way to establish interaction in a team.
Legal consciousness and legal experience are also formed.
At this stage, the adult uses traditional methods of forming moral
consciousness, based on knowledge of moral norms. But this is not the only way; it is
also necessary to enrich the child with skills based on experience and the formation
of habits of everyday behavior.
A child, being at the second stage, can also “get stuck” on it due to teenage
conformism, the immorality of some adults, the variability of moral requirements of
society, etc. Such “stuckness” can be expressed in hypocrisy, formalism, and
sanctinomy. Therefore, the transition of the content of moral education and the
personal meaning of a person are important.
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The third stage of socialization by B. T. Likhachev is the stage of free
intellectual and moral self-development and self-expression. A person is already
capable of autonomous moral thinking, relying on personal values, ideals and
principles, and is able not to depend on the influence of immoral people or the
pressure of immoral prejudices.
At this stage, a person cannot “get stuck”, since he is a self-organized, selfimproving person who consciously adheres to the chosen moral ideals and principles
in life [B. T. Likhachev].
This periodization is in many ways reminiscent of the levels and stages of
moral development by L. Kohlberg, given in paragraph 1.1.
In Russian psychology, the following point of view on internal guidelines of
behavior is most often found. The formation of morality (like all mental development
in ontogenesis) is considered as a result of the internalization of externally given
forms of thinking and behavior and their transformation into internal mental
processes. The formation of morality is a consistent, natural transformation of the
primary elements of moral development into more advanced forms and systems that
represent the unity of moral knowledge and moral experience [L. I. Bozhovich].
Thus, the question of how to educate a child’s moral culture is decided by
pedagogy, and what psychological mechanisms and patterns, what age-related and
individual differences exist in the process of moral development is studied by the
psychology of education.
Test questions and assignments
1. Name the basic cultural values of modern Russian society.
2. What is identity? How are identity and upbringing related?
3. What is the modern ideal personality type from the point of view of state
educational standards?
4. Analyze and give your own solutions to pedagogical situations (appendix 7).
5. What objective reasons cause problems in the process of forming the moral
sphere of the individual?
6. What is moral consciousness?
7. List the functions of moral motivation.
8. Name the task of moral education.
9. What is a personality orientation?
10. Name the main stages of moral development of the individual in the
periodization of A. V. Zosimovsky or B. T. Likhacheva.
11. Name the age categories corresponding to the three stages of moral
development proposed by B. T. Likhachev.
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12. Read the text. Analyze it from the point of view of educational psychology.
Suggest your own version of this class hour. “The mother is worried: her son is late
from school. Finally the door swings open.
— Mother! We were trained today! — blurts out a schoolboy who runs in.
And, having caught his breath, he explains: “Now we have sixth period on Fridays —
homeroom hour. This is really boring! It’s called an hour, but we sat for two whole
hours: first we worked on the poor students and violators, then we talked about good
deeds.”
Recommended literature
1. Асмолов, А. Г. Формирование гражданской идентичности как ключевая
задача образования в социокультурной модернизации России / А. Г. Асмолов. —
Москва : ФИРО, 2012. — 251 с.
2. Божович, Л. И. Личность и ее формирование в детском возрасте /
Л. И. Божович. — Санкт-Петербург : Питер, 2009. — 400 с.
3. Зосимовский, А. В. Формирование общественной направленности
личности в школьном возрасте / А. В. Зосимовский. — Москва : Изд-во МГУ,
1982. — 200 с.
4. Лихачев, Б. Т. Философия воспитания : специальный курс /
Б. Т. Лихачев. — ВЛАДОС, 2010. — 335 с.
5. Платонов, К. К. Структура и развитие личности К. К. Платонов. —
Москва : Наука, 1986. — 256 с.
6. Федеральный государственный образовательный стандарт начального
образования. — Москва : Просвещение, 2016. — 47 с.
4.2. PSYCHOLOGICAL FOUNDATIONS OF AESTHETIC EDUCATION
AND ARTISTIC DEVELOPMENT OF PERSONALITY
The world contains not only necessary and useful things, but also beautiful
things. Since man became a man, from the moment when he gazed at the petals
of a flower and the evening dawn, he began to peer into himself.
Man has comprehended beauty... Beauty exists independently of our consciousness
and will, but it is discovered by man, comprehended by him, lives in his soul...
V. A. Sukhomlinsky
Aesthetics is the sensory experience of any contemplative or creative activity
of the individual, which is interconnected with the environment (objective, natural,
spiritual). And although aesthetics is a subject of study of philosophy, psychology
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also explores the area of the laws of art, since the aesthetic and artistic form the value
relationship between a person and the world, and the value-semantic sphere of
personality is one of the subjects of study of educational psychology.
Art is one of the most developed forms of a person’s aesthetic relationship to
the world. It is capable of reflecting objective aesthetic values and at the same time
expressing the artist’s subjective attitude towards them, as well as evoking a
subjective reaction from the viewer. Culture and art form a child’s aesthetic attitude
to reality and carry out artistic and aesthetic development. Art reflects in iconic,
symbolic, emotional and figurative forms the entire diversity of human activities and
develops creative abilities to transform oneself, one’s life and the surrounding world
according to the laws of beauty.
Aesthetic education is the interaction of a child with a teacher and the
educational environment, aimed at mastering the surrounding world according to the
laws of beauty.
The goal of aesthetic education is the development of an individual’s
aesthetic culture, which manifests itself in relation to nature, other people, work,
learning, and art. The components of an individual’s aesthetic culture can be called
aesthetic consciousness, needs, relationships, and activities.
In a purposeful pedagogical process, children develop an artistic and aesthetic
consciousness, including competent perception of aesthetic phenomena, develop
creative thinking, the ability to feel and experience, as well as critically analyze and
evaluate qualitatively.
Aesthetic needs or needs for aesthetic experience contribute to the emergence
of aesthetic feelings, which are very diverse: pleasure, a sense of the beautiful,
sublime and majestic, a sense of the tragic and comic.
Aesthetic feelings, in turn, create a person’s special attitude to reality, life and
the world. Aesthetic education forms the ability to have an aesthetic attitude through
familiarization with one or more areas of art. In this process, the teacher must create
psychological conditions for sensory contemplation and creative artistic activity, the
consequence of which is the individual’s independent work on aesthetic selfeducation [A. A. Melik-Pashaev].
Aesthetic needs and attitudes are expressed in the form of subjective motives of
the individual, which manifest themselves through tastes, feelings, and interests. The
emotional-sensory sphere is expressed in any sensory sensations, but most often in
the positive ones that a person experiences when contemplating an object or
phenomenon, or in the process of artistic activity. Aesthetic relationships form the
value-semantic sphere of the individual, thereby creating an aesthetic ideal. They
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