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enon is called individuality, reflecting a peculiar combination of mental and psychological characteristics of a particular person. Typically, the concept of “individuality”
reflects some dominant feature (originality) of a particular person (for example, hard
work, integrity, honesty), which makes them different from others. However, it
should be noted that if each person is individual, then individuality in some can manifest itself very clearly, in others it can be barely noticeable, and in others it may not
have any external manifestation at all.
This is the content of the basic concepts that reveal the dialectics of the formation and external manifestation of a person’s personal sphere. At the same time,
despite the seemingly unambiguous nature of the information provided, in modern
science there is no unity of views on the essence and structure of personality.
Approaches to defining personality and its structure
In all the variety of approaches to understanding personality and its structure in
recent years, several aspects of this problem have been highlighted. Firstly, this is the
versatility of the phenomenology of personality, reflecting the objectively existing
diversity of human manifestations in the evolution of nature, history, society and person’s own life. Secondly, this is the interdisciplinary status of the problem of personality, located in the field of study of social sciences, humanities and natural sciences.
Thirdly, this is the dependence of the understanding of personality on the image of a
person, openly or hiddenly existing in culture and science at a certain stage of their
development. Fourthly, this is the discrepancy between the manifestations of the individual, personality, subject and individuality, studied within the framework of biogenetic, sociogenetic and personogenetic directions of modern human science that are
relatively independent from each other. And finally, fifthly, this is the difference between a theoretical attitude towards understanding the development of personality in
society and a practical attitude aimed at forming or correcting personality in accordance with specified goals.
As a result of the psychological and pedagogical ideas about personality, four
main approaches have emerged that have a direct impact on research and practical
work with people. In the first, a person is considered as a “sensing person”, represent-
ing the sum of knowledge, skills and abilities, i.e., a kind of device for processing external information. In the second, it is interpreted as a “human consumer”, represent-
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ing a system of needs and instincts. In the third, the personality appears in the form of
a “programmed person” who implements in their activities a system of inherited and
lifetime-formed reactions. In the fourth approach, its essence is reflected by the con-
cept of “an active person”, as an exponent of meanings and values, who has the op-
portunity to make life choices.
The predominance in many foreign psychological trends and schools of images
of a “sensing”, “consuming” and “programmed” person largely determined the real
fact of the discrepancy between the basic concepts characterizing the psychological
development of a person (individual, personality, subject, individuality). Thus, the
focus of attention of representatives of the biogenetic orientation is on the problems
of human development as an individual who has only certain anthropogenetic properties (inclinations, temperament, biological age, body type, neurodynamic properties
of the brain, etc.), which go through various stages of maturation as the phylogenetic
species programs in ontogenesis. Representatives of different currents of sociogenetic
orientation study primarily the processes of human socialization, the development of
social norms and roles, the formation of social experience and the national character
of a person as a typical representative of a particular community. The focus of personogenetic orientation is on the problems of human activity, self-awareness and creativity, the formation of one’s own “I,” the struggle of motives, and the self-
realization of personal choice.
The presented separation of biogenetic, sociogenetic and personogenetic directions reveals a metaphysical scheme for determining the formation and development
of personality under the influence of two factors — hereditary (biological) and social
(habitat). Within the framework of the system-activity approach, a fundamentally different scheme is implemented. In it, personality is viewed as a relatively stable set of
mental properties formed as a result of the inclusion of an individual in the space of
interindividual connections. At the same time, it is taken into account that the individual in his development experiences a socially conditioned need to be a person and
discovers the ability to become one in socially significant activities.
From the standpoint of the system-activity approach, the formation and development of personality is generally presented as the process and result of a person’s
entry into a new social environment and integration into it. In the case when an individual enters a relatively stable social community, they go through three phases of
personal development in it. The first phase (adaptation) involves the assimilation of
current values and mastery of the corresponding means and forms of activity and
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thereby, to some extent, making the individual similar to other members of this community. If an individual fails to overcome the difficulties of the adaptation period,
then they may develop adaptive qualities (conformity), dependence on other members
of the community, timidity and self-doubt.
The second phase (individualization) is generated by the intensifying contradictions between the need to “be like everyone else” and the individual’s desire for
maximum expression of his own individual characteristics. If at this phase an individual, presenting the personal properties that characterize their individuality to the
group, does not meet with understanding, then this can contribute to the formation of
negativism, aggressiveness and suspicion.
The third phase (integration) is determined by the contradiction between the
individual’s desire to be ideally represented by their characteristics and differences in
the community and the community’s need to accept, approve and cultivate only those
of person’s characteristics that contribute to their development as an individual. Upon
successful completion of this phase, the individual develops the qualities of humanity, trust, justice, and demandingness towards themself and others. If the contradiction
is not eliminated, disintegration occurs and, as a consequence, either isolation of the
individual, or their displacement from the community, or degradation with a return to
earlier stages of personality development.
Due to the fact that the phases of adaptation, individualization and integration
with the sequential or parallel entry of an individual into various groups are reproduced many times, the corresponding personal properties are consolidated, resulting
in the formation of a stable personality structure. Its main components, which most
significantly influence the external manifestation of a person’s personal sphere, are
ideological, socio-psychological and individual psychological components.
Worldview component of personality
The worldview component (worldview) of a person’s personal sphere (per-
sonality) is a system of his generalized views on the world around him and man’s
place in it, on people’s attitude to the surrounding reality and to themselves, which
are expressed in the spiritual values of the individual, their ideals, beliefs and life positions (principles). As a result, it distinguishes four main types: a philosophical
worldview, which summarizes the experience of spiritual and practical exploration of
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the world; a scientific worldview that allows one to evaluate objects and phenomena
of the objective world from the perspective of various sciences; everyday (everyday)
worldview, which reflects the ideas of common sense, traditional views of the world
and man; a religious worldview associated with the recognition of the spiritual world
principle.
Recognition of the presence of the presented ideological types allows us to
conclude that it has enormous practical meaning and has a decisive influence on the
formation of norms of behavior, life aspirations, value orientations and other im-
portant components of a person’s personal sphere. Thus, the system of ideas about
morality included in a person’s worldview, which reflects the presence of strong
foundations and determines person’s actions and behavior in society, reveals their
moral character. At the same time, a stable system of views on the norms of relations
between people in society and their worthy interaction, formed on the basis of a person’s ideological positions, predetermines the characteristics of their moral character.
The basis for the formation of a worldview is an understanding of the world,
represented by a set of certain knowledge about the past, present and expected future,
and ensuring the integrity of the individual. An equally important role in the formation of a person’s worldview is played by their perception of the world, the essence of which is expressed in certain ideals, models and images of reality, formed in
practical life, art, culture, science, religion, etc.
The worldview is always saturated with sensory relationships. This may be a
feeling of harmony with the outside world or disharmony with it, satisfaction or dissatisfaction with reality. Worldview aspects can also be reflected in a person’s con-
sciousness against the background of feelings of pride, joy, shame, anxiety and other
emotional states.
The most important assessment of the content of the worldview component of a
person’s personal sphere is the degree of its truth. But at the same time, it can be assessed from the point of view of its systematicity, the breadth of social practice, the
depth and comprehensiveness of understanding life, as well as from the point of view
of the effectiveness of solving the life problems of a particular person. In this case,
contradictions may arise between its different value (for example, pessimistic and optimistic) characteristics. However, this possibility cannot be absolute. A pessimistic
worldview at a specific stage of social development can most deeply reflect the state
of modern culture and become an incentive to more deeply reflect the shortcomings
of reality, and concentrate people’s efforts on overcoming them. On the other hand,
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an optimistic worldview may be poorly founded, not revealing real problems, and
therefore misleading.
It should be noted that in the worldview of any individual, its extreme characteristics, represented by elements of dogmatism or skepticism, may appear. The dogmatist is absolutely confident in the correctness of all the provisions underlying his
worldview. He rejects any criticism from the outside, carried out both within the
framework of other ideological orientations, and through a direct clash with reality,
which shows the inconsistency of his particular ideological orientations. At the same
time, a skeptic doubts everything, which blocks the opportunity to really rely on any
other ideological principles. As a result of this, he often becomes dependent on constantly changing ideological positions, which he spontaneously borrows from the surrounding reality.
Researchers of psychological problems of the individual always connect their
worldview with beliefs. This is explained by the fact that each person’s worldview
views are formed as a result of long, complex, often painful intellectual work, the result of which is specific knowledge, the truth of which the person does not doubt.
A person’s worldview can be formed both spontaneously and consciously. In
the first case, it is the result of everyday experience or the competitive interaction of
different worldviews and is often characterized by insufficient systematicity, containing only individual elements or fragments of disparate knowledge. A person whose
worldview has been formed mainly on the basis of everyday life has many difficulties
in explaining the world around them; they often not only give inadequate answers to
questions of a worldview nature that arise before them, but are not even able to answer them at all. A worldview of this kind functions as a multivariate one and very
much depends on changes occurring in the public consciousness, on rumors, popular
opinions, the level of culture of the subject and his social status.
At the same time, there has long been a conscious desire in society to develop a
holistic and scientifically based worldview, within the framework of which the entire
history of mankind, its cognitive and transformative activities, culture and moral
guidelines would be comprehended. This task is solved by many people (social
groups, political parties, government institutions, etc.), often of different generations,
in line with a certain tradition or philosophical direction (school). At the same time,
the state assumes the responsibility to provide every citizen with the conditions for
mastering fundamental knowledge about nature, society, and man, necessary for the
free and conscious choice of a value system and the formation of their own ideological positions. In conditions of pluralism of ideological orientations (humanistic, extremist, religious, etc.), the state undertakes to protect only the values reflected in the
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Constitution of the state and international legal norms. Such an ideology forms the
basis of the public education system and serves as a guideline in the activities of the
media, which makes it possible to create conditions for filling the ideological component of the individual with humanistically oriented content.
At the same time, the content of a personality reveals not only socially significant qualities that contribute to its orientation towards achieving certain life goals, but
also reflects the main personal characteristics that allow it to occupy a certain position among other people. For a more complete disclosure of the essence of this phenomenon, it is advisable to characterize the socio-psychological components of a person’s personal sphere.
Socio-psychological component of personality
The socio-psychological component is considered as personal psychological
phenomena formed as a result of a person’s interaction with various objects of the
surrounding society and realized in his external activities. The elements included in it
are a reflection of several, determined by its individual psychological characteristics,
the specifics of the social environment and the characteristics of the activity. Firstly,
this is the attitude towards the people around us, which reveals the uniqueness of the
individual’s interaction with other people. Secondly, these include the social roles of
the individual — typical ways of behavior of the individual in the interests of achieving the goals of interpersonal interaction. Thirdly, the social positions of the individual are views, beliefs and ideas that are realized and defended in relationships with
other people. Fourthly, these include the social attitudes of the individual, considered
in psychology as his disposition towards a certain attitude towards society and other
people.
Modern psychology proceeds from the fact that the socio-psychological component of personality is formed as a result of the interaction of the human psyche (biological, hereditary component that develops in ontogenesis) with the surrounding
social environment. Consequently, to understand the mechanism of formation of the
socio-psychological component in a person’s personal structure, it is very important
to consider the relationship between biological (hereditary) and social factors in its
formation and development. Let us dwell in more detail on the analysis of this phenomenon.
Domestic psychology, considering the social environment as the essence of
personality, does not deny that biological factors also influence a person’s capabili-
ties. In this case, it proceeds from the fact that man, as a natural being, develops in
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specific social conditions leading to their psychological evolution. The natural characteristics of a person, which form the core of their mental powers, to a large extent
determine success in various activities, influence mood, performance, and the development of individual properties. The natural prerequisites for the development of an
individual, their nervous system, and possible deficiencies in physical development
powerfully influence the formation of their individual psychological, including personal, qualities. Certain deficiencies in a person’s physical or mental development
force them to avoid various types of activities and desirable communication with others like themself, which inevitably affects their development as an individual.
Based on this, it can be stated that a person constantly retains the imprint of
their biological (natural) organization. But the question is how to understand the relationship between the biological and the social in personality. And here it is important
to understand that natural organic aspects exist in the structure of the personality as
its socially determined elements. After all, the social, entering a person’s personality,
becomes psychological and then exists in certain components of their personal
sphere. It is this mechanism that allows a person to realize themself in society, which
is interpreted as the socialization of the individual. As a result, socialization (Latin
socialis — social) of the individual in psychology and pedagogy is considered as the
development and self-realization of a person throughout their life in the process of
assimilation and reproduction of the culture of society. It occurs in hierarchically located reference groups7 at various stages of human ontogenesis. At an early age it is
family. In preschool and primary school age — mainly a kindergarten group, a school
class. In adolescence, their role is played by groups or associations of peers, whose
referentiality for the personality of schoolchildren becomes especially high. In early
juvenile, the development of a person’s personal sphere is significantly influenced by
educational groups or corporate groups. In adulthood, the process of socialization is
considered as a person’s self-realization in the sphere of professional activity, and in
old age — in the conditions of the immediate community8.
A person in the process of socialization acts as both its object and subject. In
the first case, it is considered as the center of influence of a megafactor (space, planet, world), a macrofactor (state, society, ethnic group), a mesofactor (conditions reflecting the characteristics of residence — village, city, region, as well as belonging
to the audience of media networks, that or other subculture) and microfactors (family,
peers, organizations). In the second case, person becomes a participant in the func-
7
The reference group (Latin referens — reporting) is a real or conditional social community with which an in-
dividual relates himself as a standard and whose norms he is guided by in his behavior and self-esteem.
8
The process of socialization of the individual in adulthood and old age has been studied in Russian psycholo-
gy and pedagogy since the 60s of the 20th century.
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tioning of specific systems: microsystem (the structure of activities, roles and interpersonal relationships in a specific environment of the individual), mesosystem (the
relationship of two or more environments in which the individual participates —
school, peer groups, neighbors, etc.), exosystem (an environment in which a person is
not an active participant, but experiences certain influences — the parent committee
of a class, school, etc.), a macrosystem that combines the content of the first three and
acts at the level of culture as an integral phenomenon.
There are different approaches to determining the mechanisms of personality
socialization. In Russian psychology and pedagogy, most researchers include traditional, institutional, stylized and interpersonal. The traditional mechanism is an unconscious and uncritical perception and assimilation by a person of norms and standards of behavior characteristic of family, neighbors, friends, etc., which do not always
correspond to those that are socially approved. The institutional mechanism functions
in the process of human interaction with the institutions of society and the state (educational, industrial, etc.), which contributes to a person’s accumulation of knowledge
and experience of socially approved behavior, as well as experience of its imitation.
The stylized mechanism operates within a certain subculture, which influences a person to the extent that peer groups, professional colleagues, etc., who are its carriers,
are referent for him/her. The interpersonal mechanism of socialization is realized in
the process of communication between a person and persons who are subjectively
significant to him/her (parents, teachers, adults, etc.).
The result of the socialization of a person is thier socialization, which in most
cases is considered as the formation of traits specified by a person’s status and re-
quired of them by a given society. There is also an approach to understanding socialization as the assimilation of personal and social qualities that will characterize a person at the next stage of their personal development. However, each of these approaches considers the characteristics of a person that ensure their ability to change
their value orientations, as well as an understanding of universal moral human values.
Research into the problem of personality socialization in recent years points to
the variability of society and, in connection with this, emphasizes that socialization
must be mobile in nature. This is explained by the fact that social changes can turn a
previously formed socialization into an unsuccessful one. In this case, the opportunity
to achieve success again depends on the individual’s ability to adapt to new conditions of social life. In this regard, the concept of “resocialization” is included in the
circulation of psychology and pedagogy, considered as a change in a person’s values,
norms and relationships that have become inadequate in accordance with new social
regulations.
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Thus, the formation and consistent development of the socio-psychological
component of personality is carried out in the process of interaction of the human
psyche with numerous environmental factors, which not only complement each other,
but can often be discordant and even contradictory to one degree or another. Together
with the ideological component, it already in itself provides a certain autonomy of the
individual, which significantly influences the formation of the content of the individual psychological component of the personality structure. In most educational, methodological and a number of scientific sources, they are considered as the main elements that reveal the content and characteristics of the psychology of a particular individual.
2.2. PSYCHOLOGICAL STRUCTURE OF A PERSON’S PERSONAL SPHERE
When considering the individual psychological component of a person’s per-
sonal sphere (personality psychology), it is important to understand and take into account the features of the mechanism of its formation. In this case, it is necessary to
proceed from the previously stated positions that consider the structure of the human
psyche as a system of functioning of three groups of specific phenomena: mental
(cognitive and emotional-volitional) processes, mental formations and mental properties. However, if the products of the functioning of the first of them depend entirely
on the level of development of basic mental processes (sensations, imagination,
thinking, etc.), then the rest are formed under the influence of the external environment. Consequently, formations and properties, in contrast to processes, have not so
much mental as psychological content, as a result of which they can be considered as
the main elements that reveal the content of personality psychology9.
Mental formations of personality
In Russian psychology and pedagogy, it is generally accepted that mental
formations are labile (moving, changeable) mental phenomena that are formed in the
course of learning and determine the quality of professional and any other human activity. In essence, these are mental phenomena that are formed in the process of a per-
son’s acquisition of life experience. Their structure includes knowledge, skills and
abilities, as well as habits and beliefs. An integral mental formation, formed both in
the process of learning and upbringing, is consciousness.
9
In many educational publications, only its mental properties are considered as the main elements revealing
the content of personality psychology.
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The process of establishment of mental formations begins with a person’s
subjective perception of objective information coming from the external environment. Logical (understanding) or mechanical (learning) mastery of it forms
knowledge. The application of existing knowledge in practice leads to the formation
of skills and abilities. As a result of repeated implementation of skills and abilities,
corresponding habits appear. Subject to internal agreement with the formed
knowledge, personal beliefs arise. The correlation of specific activities (implementation of skills, abilities and habits) with beliefs allows us to talk about consciousness.
Knowledge is predominantly logical information recorded in the consciousness
(memory) of a person or stored in a materialized form (in his notes, books, on electronic media, etc.). In other words, it is a set of acquired information, concepts and
ideas about objects and phenomena of objective reality. A person’s knowledge about
the world around them initially appears in the form of images, sensations and perceptions. Subsequent processing of sensory data in consciousness leads to the emergence
of ideas and concepts. It is in these two forms that knowledge is stored in memory.
No matter how general the ideas and abstract concepts, their main purpose is the organization and regulation of practical human activity.
Psychological science proceeds from the fact that the physiological basis of
knowledge is made up of temporary or permanent connections between nerve cells of
the brain that arise as a result of the perception of information from the objective
world or its mental processing.
Currently, in domestic military psychology there are four types of knowledge:
- knowledge and acquaintances allow you to navigate the situation in the most
general terms. This is a kind of knowledge-recognition, when a person can distinguish incorrect information from correct information, “identify” it;
- knowledge-reproduction makes it possible to reproduce previously perceived
or memorized material;
- knowledge and skills ensure their confident and creative application in any
type of practical activity;
- knowledge-transformations act as a condition for the creation of new
knowledge based on their logical transformation or application in previously unconsidered conditions.
However, the mere presence of knowledge does not allow us to talk about its
inevitable transformation into other mental formations. This depends on their characteristics, which include:
- volume — the amount of information recorded in the consciousness
(memory) of a person;
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