Alexander Asmolov - Personality psychology. Cultural and historical understanding of human development

ALEXANDER ASMOLOV

PSYCHOLOGY OF PERSONALITY

Principles of general psychological analysis

as a textbook for higher education students

institutions studying in the specialty “Psychology”

Reviewers

Doctor of Psychology B S Bratus

Doctor of Philosophy I S Kon

Asmolov A. G. Personality psychology: Principles of general psychological analysis. - M.: Smysl, 2001. - 416 p.

The textbook, from the standpoint of a historical-evolutionary approach, sets out ideas about the emergence and development of personality in the evolution of nature, the history of society and the life path of a person. With the involvement of cultural-historical, ethnographic and clinical material, the issues of the relationship between heredity and the social environment in human development, the motivation of development are covered. personality, the role of creativity and personality in the formation of a lifestyle. Manifestations of individuality in situations of personal choice are especially considered - the use of social stereotypes as a means of mastering one’s behavior

For teachers and students of university psychological faculties, as well as for sociologists, ethnographers, anthropologists, doctors and teachers

ISBN 5-89357-101-0

Federal Book Publishing Program of Russia

Asmolov A G, 1990, 2001

Publishing house "Smysl", 2001

Other, better roads for me are rights,

I need a different, better freedom

Depend on the king, depend on the people -

It's not all the same to us" God bless them

Don’t give a report, only to yourself

To serve and please, for power, for livery

Don’t bend your conscience, your thoughts, your neck

Alexander Pushkin

Personality psychology is dramatic psychology. The ground and center of this drama is the struggle of the individual against his spiritual destruction. This struggle never stops.

A N Leontyev

“PERSONALITY PSYCHOLOGY” TEN YEARS LATER

(preface to the second edition)

The second edition of the textbook “Personality Psychology” is published a little more than ten years after the appearance of the first edition of this book. Is ten years a lot or a little? This decade is less than an instant, if we take the coordinate system of physical time as a reference point. And this is the same ten-year in its event intensity , in terms of the concentration of social changes, has a chance to be elevated to the rank of great historical periods in the fate of mankind

That is why I can say without any exaggeration that the textbook “Personality Psychology” is published in another century, in another country, in another historical era And yet, this textbook is literally a reissue of a book published in 1990

The most important of these circumstances is that the textbook “Personality Psychology” was originally intended as meta-psychology of personality, that is, a textbook that claims to reveal the deep foundations of different cultures of thinking behind different visions of man in the endlessly arguing directions of human knowledge. The genre of metapsychology, the desire to move “above barriers” (B.L. Pasternak), to solve “metaphysical questions, to look for a “fulcrum”, first of all, presupposes the opportunity necessary in all eras, and especially in demand in the era of change “ to go beyond the boundaries and boundaries of any culture, any ideology, any society and find the foundations of one’s existence that do not depend on what happens in time to society, culture, ideology or social movement. These are the so-called personal grounds (emphasis mine - A.A.). And if they don’t exist, as happened in the 20th century? As you know, one of the dramatic stories (in the sense of the clearly visible destruction of morality and the disintegration of man, the disintegration of the human personality) is a situation when a communist sits on one side of the table, and on the other, the one who interrogates him is also a communist. That is, representatives of the same cause, the same ideology, the same values, the same morality. And if the one being interrogated does not have an independent position - in the sense of an inexpressible morality in terms of concrete terms - then the situation is terrible. You can withstand physical torture, but human decay is inevitable if you are entirely within an ideology, and it is represented by your own executioner or investigator.

Well, this delusion is what destroys personality. Because when you hear your own words from other lips, which you do not believe and which are the cause of phantasmagoric events completely incomprehensible to you, then there is nowhere to turn. There is no point of support outside of this. And metaphysics presupposes such a point (emphasis added - A.A.). And in this sense, it is a guarantee and condition for the non-disintegration of personality. The specific history of camps in different countries has shown what kind of spiritual fortitude was demonstrated by people who had a point of support (those who were “walking metaphysicians,” let’s say). Thus, I want to say that metaphysics always has a future” (p. 114).

I decided to quote such an extensive fragment from Merab Mamardashvili’s book “Necessity of Self. Introduction to Philosophy" (1996) not only because this fragment tragically conveys the need to pose metaphysical questions and reveals the understanding of metapsychology underlying the textbook "Personality Psychology". A psychologist has no reason to hide from his personal meanings. And therefore, I consider it necessary to say that it was thanks to Merab Konstantinovich Mamardashvili, who at the very beginning of the seventies, one of the leaders of modern psychology, Dean of the Faculty of Psychology of Moscow State University Alexey Nikolaevich Leontyev, invited to read the course “Methodological problems of psychology” at Moscow State University, a lot of psi -chologists of my generation felt the “need for themselves.” This act of A.N. Leontyev, I say this without exaggeration, largely determined my own destiny. You can't see face to face. And it’s unlikely that in those years I fully understood that a meeting with the philosopher Merab Mamardashvili helped some of us become psychologists, to feel a heady, completely non-classical and irrational sense of freedom of thought. A feeling that gives a foothold and prompted many psychologists to choose psychologies that brought a culture of non-classical relativistic independent understanding of the plurality of the world.

The explicit and rigid “fulcrum” in the textbook “Psychology of Personality” is a special culture of thinking, culture of non-classical historical-evolutionary approach in psychology. In this regard, I consider it appropriate, in the preface to the second edition, to briefly dwell on the key ideas of the historical-evolutionary approach, from which, like from an embryo, the personality psychology revealed in the textbook grows.

In the historical-evolutionary approach, three are distinguished, built according to non-classical logic: additionality(N. Bohr) hypostases of a person, revealing his essence and existence as a person:

man as a multidimensional being, manifesting simultaneously as a participant in the historical-evolutionary process; bearer of social roles and programs of sociotypical behavior; the subject of choosing an individual life path, during which the transformation of nature, society and oneself is carried out”

man as a partial, dialogical, multi-active being, whose essence is generated, transformed and defended in existence in the world, in other people, in himself;

a person as a subject of free, responsible, goal-oriented behavior, acting as a value in the perception of other people, including himself, and possessing a relatively autonomous stable integral system of diverse individual qualities that characterize his originality and uniqueness in changing conditions. current world.

With all the diversity of approaches to understanding personality in the history of knowledge and everyday life, it is becoming increasingly obvious that exactly multidimensionality appears as an essential characteristic of personality. Man, being the “measure of all things,” himself has no measure, because... in principle, we are not reducible to any one of the dimensions manifested in the evolution of nature, the history of society and the development of its individual life.

Highlighting multidimensionality as the initial characteristic of understanding personality in a non-classical historical-evolutionary approach allows us to characterize the history of the development of ideas about personality as a history of discoveries of various dimensions of personality in reality, and not a history of delusions or mistakes. At different stages of the formation of human thought, no matter what phenomena of reality knowledge addressed, it was forced to turn to the phenomenon of the human personality and try to find answers to questions about the place of man in the world, his origin, purpose, dignity, meaning existence, role in history, its uniqueness and typicality, including questions about how the past, present and future determine a person’s life, the boundaries of his free choice.

It is the multidimensionality of the phenomenology of personality that is reflected in various etymologies and definitions of personality found in philosophy, the humanities, social and natural sciences about man, and also acted as the basis for highlighting the following aspects of understanding the problem of personality: the versatility of the phenomenology of personality, reflecting the diversity of human manifestations in the evolution of nature, the history of society and a person’s own life; interdisciplinary status of the problem of personality, located in the field of study of philosophy, social and natural sciences; the dependence of the understanding of personality on the worldview, style of thinking and image of a person, openly or hiddenly existing in culture and science at a certain stage of their development; the discrepancy between the manifestations of the individual, personality and individuality, studied within the framework of relatively independent biogenetic, sociogenetic and personogenetic directions of analysis of human development in the evolution of nature, the history of society and the individual development of the subject as a unique self; dividing a research attitude aimed at understanding the patterns of personality development in nature and society, and a practical attitude aimed at helping and correcting the personality.

When turning to the origins of the etymology of the term “personality”, they most often refer to the Greek or Latin etymology of this term, denoting “persona” as a “mask”, “the role of an actor” performed in the theater (cf. Russian - “mask” ). In the context of philosophical and psychological traditions, the distinction in German between the terms “Personlichkeit” and “Personalitat” is of interest. The German term “Personlichkeit” is close in meaning to the Latin “persona” and reflects the external public manifestation of a person that he makes on other people. The term “personality” in the meaning of “Personalitat” (cf. Russian - “personality”) rather characterizes the original inner world of a person, a person’s autonomy, his self-awareness, his ability to exercise free choice and self-determination.

The multidimensionality of personality determined that the history of the development of thinking about man became the history of the dramatic struggle of different polar orientations(including the traditional opposition of materialistic and idealistic orientations), during which different thinkers, as a rule, singled out one of the real facets of human existence, and other aspects of a person’s life either ended up on the periphery of knowledge , were either not noticed or denied.

In philosophy and the humanities, the following polar and at the same time complementary orientations are distinguished, in the space of which various manifestations of a person’s personal existence are emphasized.

1. Object-subject orientation. In the first case, a person is known as a thing among things, which is generated in nature and/or society (for example, metaphysical materialism, positivism, pragmatism); in the second case, the person appears as an active creative principle, generating the world, designing reality and his own future, going beyond himself in his actions and deeds, etc. (for example, Christianity, philosophy of life, philosophical anthropology, existentialism, personalism).

2. Deterministic-indeterministic orientation. In the first case, personal knowledge is based on natural or social causal determination, derived from the past or present, internal or external (inherited natural and/or social direct influences on the individual). In its extreme forms, the deterministic orientation appeared in ideas about predetermination, the predestination of human existence, its strict dependence on fate in such various directions of thinking as the materialism of antiquity and the philosophy of modern times, Christianity, Cartesianism, positivism and fatalism. In the second case, human activity as an autonomous being is spontaneous and free; will underlies the choice of his actions and actions; he himself, and not his environment or heredity, is responsible for choosing his own destiny. Such variants of understanding of man appeared most clearly in the philosophy of life, existentialism, and neopositivism. In a certain sense, an attempt to overcome the opposition “determinism - indeterminism” is the teaching of Benedict Spinoza about man as a substance that is the cause of itself, the idea of ​​self-determination of human activity.

3. Monological-dialogical orientation. Monological orientation is manifested in such attitudes of thinking as methodological isolationism, anthropocentrism, in which in the process of cognition “man is outside the world, and the world is outside man” (for example, the doctrine of monads by G. Leibniz, philosophical anthropology, positivism) . Dialogical orientation studies personality in the space of communications, interpersonal and intrapersonal communication, dialogue, including dialogue with oneself, considers personality as a special form of otherness of the subject in other people, which can have “object” and “subject” forms of existence . In the context of a dialogic orientation, a personality appears as a “polyphony of voices” that finds existence in a continuous dialogue. Similar views have developed and continue to develop in such dissimilar currents of thought as the materialism of L. Feuerbach, the existentialism of M. Buber, the structuralist concept of personality of J. Lacan, the dialogical concept of humanitarian knowledge of M. Bakhtin.

In the context of the development of philosophical trends that are of fundamental importance for the study of personality, such polarities as “structural-functional” (functionalism, structuralism) and “historical-genetic” orientations can also be distinguished (see, for example, German classical philosophy , Marxism); “nomothetic” and “ideographic” orientations (neo-Kantian Baden school of W. Windelband and G. Rickert); scientistic orientation of “explanation” (positivism) and hermeneutic orientation of “understanding” (phenomenology of E. Husserl, understanding psychology and understanding sociology).

The entire spectrum of these orientations, illustrating the multidimensionality of personality in the history of thinking about man, manifested itself in various images of man in the history of specific sciences, including biology, psychology and sociology: "sensing man" (man as the sum of sensations, knowledge, abilities and skills; man as a device for processing information); "human consumer"(a needy person; a person as a system of instincts and needs); "programmed person"(in behavioral sciences - a person as a system of reactions; in social sciences - a person as a repertoire of social roles and scenarios); "multi-active person" - the person making the choice; a person as an exponent of motives, meanings and values.

The above descriptions of the various hypostases of a person as a person, as well as the philosophical traditions behind the various understandings of personality, clearly illustrate interdisciplinary status problems of personality that are in the field of attention of social and natural sciences, spiritual culture and practice. Psychology and sociology, anthropology and ethnography, cultural science and semiotics, archeology and philology, political science and genetics, biology and history are looking for ways to overcome interdepartmental boundaries when analyzing human development in the evolution of nature, the history of society and the formation individual life of the individual. In these searches, it is tempting to single out one single science that holds the whole truth about personality. This is when a situation arises when psychology invites the Varangians to solve its problems and calls out to them: “Come and reign over us.” And at the call, and even more often without the call, representatives of cybernetics, biology, sociology, ethics and anthropology go to psychology to tell their understanding of personality.

Indeed, both anthropology and ethics possess a much more holistic image of man than some areas of traditional psychology, which have a “partial” image of man.

As a result, in search of a way out of the crisis in the field of personality psychology, waves of it arise. modernization, whose representatives associate the deliverance of psychology from its own contradictions either with the successes of other related sciences, or with the widespread directions of holistic psychology or humanistic psychology, which is more intertwined with the sphere of ethics.

One of these waves can be called a wave anthropologization. The productive moment of “anthropologization” in personality psychology, whether it concerns the appeal to anthropogenesis in the analysis of individual personality properties, special psychological anthropology as the basis of the psychology of subjectivity (V.I. Slobodchikov) or the spiritualization of man in romantic poetic anthropology ology (V.P. Zinchenko), is very promising as a source of value orientation towards the search for the integrity of a real person and at the same time a protest against “partial” images of a person. At the same time, the “anthropologization” of personality psychology carries a serious risk of dissolving one’s own questions of personality psychology in the bosom of philosophical methodology and boundlessly floating above the ocean of empirical facts, obtained with such difficulty in specific areas of psychology.

Another wave is associated with "humanization" And "ethicization" in personality psychology (B.S. Bratus, A.B. Orlov). According to B.S. Bratus, academic psychology was a psychology in which winners were not judged. She has lost the spiritual humanity in man. Unlike academic psychology, “humanitarian” psychology has the still unrealized potential of “value setting” (not to be confused with “goal setting”), which is so desirable for an individual who has lost his life ideals. But “humanitarian psychology,” which draws its strength from the history of culture, religion, philology and ethics, faces the danger of, to use the favorite expression of L.S. Vygots, giving “to God what is God’s” and “to Caesar what is Caesar’s.” those. give the humane in man - ethics and religion, and the body and cognitive processes - biology and academic, for example, cognitive psychology.

And finally, another wave of modernization, concerning the interdisciplinary status of the individual, could be characterized as pragmatic philosophical "Westernization" personality psychology. The old formula “it’s good where we are not”, stimulated by the emancipation of consciousness from the so-called “Soviet imperialism” in psychology (V. Kolga), leads to a situation that resembles “pluralism with nothing” (V. P. Zinchenko). Above everything that has been created in Russian psychology, a “nigel” is placed, and “instead of it,” and not “together with it,” a new dimension is filled with such directions as psycho-synthesis (R. Assagioli), ontopsychology (A. Menegetga), neurolinguistic programming (J. Grinder). Undoubtedly, the experience of these directions is interesting for synthesis in personality psychology, as well as for identifying the intersection points of humanistic psychology and the historical-evolutionary approach in psychology. Another sad thing is that the passion for these areas leads to the fact that in Russian personality psychology the child is thrown out with the bathwater. As a result, in the overall picture of the search for an interdisciplinary synthesis of ideas about personality, a paradoxical situation arises: psychologists in the West, developing the methodology of humanitarian knowledge about man, discover L.S. Vygotsky, M.M. Bakhtin, N.A. Bernstein, Yu .M. Lotman and S.L. Rubinstein (see the works of J. Tibson, J. Werch, L. Smolka, V. Matthaus, L. Moll, R. Harre, etc.), and domestic psychologists begin to resemble “Ivanov, who do not remember kinship." In other words, with the same zeal with which Western trends in psychology were previously criticized through the Iron Curtain, today they look with skepticism at the methodology of the humanities in their country.

All of the above once again confirms that the interdisciplinary status of the personality problem acts as a necessary condition for the search for systemic patterns of human development in biogenesis, sociogenesis and ontogenesis, and not a reason for the dissolution of personality psychology in other natural or social sciences. It also follows that in order to resolve contradictions in personality psychology, the historical-evolutionary approach identifies cross-cutting patterns of human development, builds, thanks to these patterns, a bridge between various spheres of historical and natural study of man, and then relies on a specific methodology of psychology “ works” with facts already in the sphere of personality psychology itself.

Another circumstance indicating the need to develop a historical-evolutionary approach in personality psychology is directly related to the specifics of the historical period that Russia is experiencing. This period can be characterized as a period of transition from a stable phase to a dynamic phase of Russian history. In this kind of period, the individual finds himself, as it were, thrown into a historical situation of development (by analogy with the “social situation of development” in the sense of L.S. Vygotsky), in which the traditional system of value orientations is broken, the search for personal and group identity intensifies, and the the influence of individual actions of a person on the trajectory of development of the historical process. As a result, the psychologist, in order to develop the logic of actions that help the individual survive the dramas of troubled times, is forced to work as a psychohistorian, to project different options for the situation of historical development, not limiting himself to the well-known formula “here and now.”

Thus, the current time of change pushes the psychologist to a double test of history. He will have to pass the test of the sensitivity of personality psychology to history, as well as the involvement of personality psychology in the changes taking place in the country. The arena for testing the sensitivity of psychology in relation to history is the long-term “battles for psychology in history” (M. Blok, L. Febvre) and “battles for history in psychology” (L.S. Vygotsky). One of the consequences of these long-term discussions about the relationship between psychology and history was the emergence of various hybrid disciplines - “paleopsychology” (B.F. Porshnev), “historical psychology” (I. Meyerson, J.-P. Vernant, etc. .) and “psychohistory” (E. Eriksen, L. DeMause).

Another consequence of clarifying the relationship between history and psychology is the revision of the original paradigms themselves in different areas of psychology. An impressive example of psychologists’ claims to involvement in events occurring in history is an article with the deliberately shocking title “Social psychology as history,” written by the famous social psychologist K. Jergen. The intention of this kind of re-examination of paradigms in the social and behavioral sciences is largely due to an attitude towards transforming their science into a science that makes history, and not just studies it. It is precisely this attempt to respond to the challenge of our troubled times that is the historical-evolutionary approach to personality psychology as a constructive, effective psychology, as well as the organization of practical psychology services based on this approach.

The list of reasons that highlight the meaning of posing the problem of the historical-evolutionary approach in personality psychology would be pale and incomplete without mentioning one more final circumstance: the alpha and omega of the historical-evolutionary approach is highlighting the creative methodological potential of practical personality psychology, designed in the future to bring personality psychology, tired of various academic diseases, out of crisis. For all its “wildness” and eclecticism, practical personality psychology, already in the early stages of its birth, performs the constructive function of overcoming the psychology of a “partial” person. It also initially resists various intradisciplinary and interdisciplinary fragmentation of knowledge about human development in the history of nature and society. Practical personality psychology is limited only within the framework of developmental, pedagogical, clinical or some other separate branch of psychological science. In a certain sense, practical psychology is doomed to that “superficialism” without which there is no interdisciplinary synthesis. Therefore, while representatives of academic psychology are arguing whether to classify M. M. Bakhtin or Yu. , practical psychologists, for example, are already building the communication process taking into account the dialogical theory of consciousness and the semiotic theory of culture (see, for example, the collections Charting the Agenda. Educational Activity after Vygotsky. Ed. by H. Daniels, 1994; Vygotsky and Education. Instructional Implications and Applications of Sociohistorical Psychology. Ed. by L. Moll, 1994). Thus, in practical personality psychology, intradisciplinary and interdisciplinary barriers that make it difficult to build a psychology of personality development can be overcome. The source of the methodological potential of practical psychology, on the basis of which the strengths and weaknesses of the historical-evolutionary approach are tested, lies in the fact that the object of its efforts is initially a specific person in a specific sociohistorical situation of development. Therefore, in search of a way out of the crisis of personality psychology, it remains to repeat, following L.S. Vygotsky, that practical psychology - the stone that the builders disdained - has become the cornerstone of the historical-evolutionary approach, the development of which may entail a change in the social status of psychology in Russia, turning it into a science that makes history.

When developing a historical-evolutionary approach in personality psychology, it is necessary to take into account the possibilities of different levels of methodology: philosophical, general scientific, specific scientific levels, as well as the level of research methodology and technology (E.G. Yudin), allowing us to see the picture of human development on a variety of time scales - from the macroevolution of nature to the dynamics of decision-making in a particular life situation. In this regard, among the wide range of concepts of human development, we will further name, first of all, those that determined the general methodological framework and the meaning of the historical-evolutionary approach in personality psychology:

* the concept of understanding man as the “human world”, generated in the course of the natural historical process of the formation of humanity (K. Marx);» criticism of the ideal of rationality in various theories of knowledge (M.K. Mamardashvili);

» theory of transition of the biosphere to the noosphere (V.I. Vernadsky);

* concept of behavior of nonequilibrium systems in inanimate and living nature (I. Prigozhy);

* synthetic theory of evolution (I.I. Shmalgauzen);

* concept of evolutionary progress (A.N.Severtsov, K.M. Zavadsky);

* idea of ​​pre-adaptation in the evolutionary process (N.I.Vavilov);

* hypothesis about the role of variable dispersive selection in anthroposociogenesis (V.P. Alekseev);

* concept of the evolution of goal-directed activity in the context of “activity physiology” (N.A. Bernshtepn);

* semiotic concept of culture (Yu.M. Lotman);

* dialogical concept of humanitarian knowledge (M.M.Bakhtin);

* cultural and historical concept of the development of higher mental functions (L.S. Vygotsky);

* activity approach in psychology (A.N. Leontyev, S.L. Rubinstein).

Along with the above methodological principles, the general psychological theory of attitude also played a significant role in the development of the historical-evolutionary approach in personality psychology (D.N. Uznadze), The phenomenon of collective knowledge: coordination of individual... the presence of significant goals in the future. Literature Asmolov A.G. Psychologypersonalities: principles of general psychological analysis. M., 1990 ...

1. Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. M., 2003. P.7-78
2. Bityanova M. R. Social psychology. M., 2001. P.387-391
3. Kolesnikov V.N. Lectures on the psychology of individuality. M., 1996. P. 7-182
4. Maikov V., Kozlov V. Transpersonal psychology. M., 2004. P.69-239
5. Parygin B.D. Social Psychology. St. Petersburg, 1999. P.126-179
6. Slobodchikov V.I., Isaev E.I. Psychology of human development. M., 2000. P.72-113, 117-143
7. Shadrikov V.D. The origin of humanity. M., 2001. S. 17-146, 227-252

Additional literature:

1. Introduction to social psychology / Ed. Houston M., Strebe V.M., 2004. P.24-43

2. Craig G. Developmental Psychology. St. Petersburg, 2000. P.14-35

3. Novikov V.V. Social Psychology. M., 2003. P.108-122

4. Psychology of self-awareness. Samara / Ed. Raigorodsky D.Ya. 2000. P.7-44

5. Social psychology of personality in questions and answers. M., 2000. P.14-33

6. Social psychology of personality in the works of domestic psychologists. Reader. St. Petersburg, 2000. P.70-76

7. Sushkov I.R. Psychology of relationships. Ekaterinburg, 1999. P.135-147

8. Theories of personality in Western European and American psychology / Ed. Raigorodsky D.Ya. Samara, 1996. P.16-478

Topic: Human dependence on the social environment

Tasks:

During classes, students:

- will consider the mechanisms of human dependence on society

Learn to differentiate the positive and negative aspects of addiction in the regulation of an individual’s social behavior

Gain skills to participate in group discussions

Progress: students perform reports on the topics suggested below. Then a group discussion is held on the material presented.

Topics of reports

1. Social needs and social motivation

2. Conformism and individualism.

3. Escape from freedom

4. Socialization: main areas of research

5. Social influence

Main literature:

1. Abramova G.S. Age-related psychology. Ekaterinburg, 2002. P.42-328

2. Andreeva G.M. Psychology of social cognition. M., 2005. P.180-220, 256-276

3. Asmolov A.G. Psychology of Personality. M., 2001. P.345-365, 391-404

4. Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. M., 2003. P.98-135, 194-209

5. Berezina T.N. Multidimensional psyche. The inner world of the individual. M., 2001. P.10-154

6. Spiritual crisis /Ed. Grof S., Grof K. M., 2000. P.19-233

7. Zimbardo F., Leippe M. Social influence. St. Petersburg, 2000

1. Ilyin E.P. Motivation and motives. St. Petersburg, 2000. P.89-109, 115-183

9. Nemov R.S. General fundamentals of psychology. M., 1994. P.284-285, 390-427

10. Pines E., Maslach K Workshop on social psychology. St. Petersburg, 2000. P.46-105, 140-240, 282-484

11. Personality psychology in the works of domestic psychologists. Reader. St. Petersburg, 2000. P.237-307, 365-448

1. Slobodchikov V.I., Isaev E.I. Psychology of human development. M., 2000. P.122-196

Additional literature:

1. Abulkhanova-Slavskaya K.A. Life strategy. M., 1991

2. Baron R., Byrne D., Johnson B. Social psychology. St. Petersburg, 2003. P.261-397

3. Introduction to social psychology / Ed. Houston M., Strebe V.M., 2004. P.275-428

6. Muzdybaev K. Psychology of responsibility. L., 1983

7. Orlov A.B. Personality and essence // Questions of psychology,
1995. №2

8. Parygin B.D. Social Psychology. St. Petersburg, 1999. P.126-225

9. Psychology of self-awareness. Samara / Ed. Raigorodsky D.Ya. 2000. P.123-242

10. Social psychology of personality in questions and answers. M., 2000. P.82-84

11. Sushkov I.R. Psychology of relationships. Ekaterinburg, 1999. P.177-196, 282-292

12. Taylor S., Piplo L., Sears D. Social psychology. St. Petersburg, 2004. P.316-346, 540-614

Kjell L., Ziegler D. Theories of personality. St. Petersburg, 1999. P.410-421

Section II. Socio-psychological aspects of individual socialization

Subject: Social situation of development and problems of adaptation

Tasks:

During classes, students:

- analyze the stages of socialization as a process of consistent adaptation of the individual in social situations and development in them

- master the skills of a comprehensive analysis of human socio-psychological adaptation in various social and age situations

Progress: students are divided into groups and prepare an answer to one of the questions for discussion. Each group makes an oral report, after which a frontal survey is conducted on the topic of the seminar.

Issues for discussion

1. How does the social development situation expand?
in ontogenesis?

2. What does it mean to “be adapted” in a social environment?
society, culture?

3. Show the dynamics of micro- and macro-socialization. Why
Isn't the teenage subculture a macroenvironment?

4. Explain the meaning of the Chinese expression: “42 years is the age
in which you become wise."

5. Why did C. G. Jung believe that by the age of 56 a person “should
free yourself from the captivity of the social “I”?

Main literature:

1. Andreeva G.M. Psychology of social cognition. M., 2005. P.227-255

1. Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. M., 2003. P.26-113, 238-259

3. Bityanova M. R. Social psychology. M., 2001. P.391-424

5. Kolesnikov V.N. Lectures on the psychology of individuality. M., 1996. P. 7-182

6. Craig G. Developmental Psychology. St. Petersburg, 2000. P. 14-35, 62-100

1. Human psychology from birth to death / Ed. Reana A.A. M., 2002. P.20-92

8. Personality psychology in the works of domestic psychologists. Reader. St. Petersburg, 2000. P.145-236, 308-364

9. Slobodchikov V.I., Isaev E.I. Psychology of human development. M., 2000. P.39-385

10. Social psychology of personality in the works of domestic psychologists. Reader. St. Petersburg, 2000. P.349-377

1. Kjell L., Ziegler D. Theories of personality. St. Petersburg, 1999. P.25-51, 110-133, 163-206, 216-235, 248-260, 280-291, 315-322, 334-353, 379-392, 416-420, 481-501, 514-520, 533-547

12. Shibutani T. Social psychology Rostov-on-Don, 1998. P.396-507

Additional literature:

1. Almazov B.N. Essays on clinical psychology. Ekaterinburg, 2006. P.33-99, 138-165

2. Andreeva G. M. Social psychology. M., 2007. P.274-287

3. Introduction to social psychology / Ed. Houston M., Strebe V.M., 2004. P.48-69, 277-387

4. Krysko V.G. Social Psychology. M., 2003. P.136-151

In the textbook, personality psychology is presented as the history of the development of a changing personality in a changing world. Using previously scattered facts from evolutionary biology, cultural anthropology, history, sociology, philology and medicine, questions about the origin of man, the norm and pathology of personality, social programs of behavior, the role of conflicts and mutual assistance in the development of personality, personal motivation and man’s search for the meaning of existence are discussed. For teachers and students of university psychological departments, as well as specialists in the border areas of human science who want to expand the horizons of their consciousness. 3rd edition, corrected and expanded.

A series: Psychology for students

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by liters company.

Preface

The task of any textbook is to “stop the moment” and reflect the current state of a particular area of ​​scientific knowledge, that is, to summarize the main facts, patterns, categories and methods that reveal the subject of a scientific discipline. This is the case in sciences that have already passed the period of their formation and have reached the era of scientific maturity. In psychology, the age of which as an independent science is calculated not in centuries, but in decades, the situation is different. “Historically, the state of our science is as follows,” L.S. once wrote. Vygotsky – that there are many psychologies, but there is no single psychology. We could say that this is why many psychologies arise because there is no general, unified psychology. This means that the absence of a unified scientific system that would cover and unite all modern psychological knowledge leads to the fact that every new factual discovery in any area of ​​psychology, going beyond the simple accumulation of facts, is forced to create its own theory, its own system for explaining and understanding newly discovered facts and dependencies, is forced to create your own psychology - one of many psychologies.”

In such a situation, the author of a textbook or textbook on psychology cannot take the position of an impartial observer and, paying attention primarily to the art of didactics, capture the current state of psychology. The last remark especially applies to personality psychology, which, along with a wealth of fundamental research and original experimental facts, is characterized by many unsolved problems, scattered empirical data and non-overlapping studies. The clash of opinions between representatives of different directions begins already at the very starting point of the psychological analysis of personality and is manifested in the formulation of the question: what is phenomenology in this area of ​​psychology??

All this indicates that in the rapidly developing psychology of personality there is no logical core that would allow us to consider personality psychology as an integral system of knowledge. In this regard, the specificity of the work on creating this textbook on personality psychology is that its writing is simultaneously the construction of personality psychology as an independent discipline and a special direction of psychology.

Presentation of ideas about personality psychology as an integral system of knowledge is the central task of this textbook. When solving this problem, one should not confuse the integrity of ideas about the directions of science with problem-freeness, and obtaining knowledge about personality psychology with handing over a set of recipes for answering the most diverse and unexpected questions that life may pose to a future professional psychologist. To present ideas about personality psychology, avoiding all the sharp corners, means to distort the existing state of affairs in personality psychology and unwittingly lay the foundations for the formation of a feeling of helplessness in the future psychologist when, behind the walls of universities, inexorable practice will make its own adjustments to his image of psychological science. That is why the coverage of any issue in the textbook begins with highlighting those problems that are often still waiting to be solved, and the discussion of these problems is structured as a dialogue that a future specialist can continue in his professional work. At the same time, knowledge about personality psychology itself acts as a necessary condition for the development of the psychologist’s ability to formulate tasks put forward by practice in such a form that the question itself already contains the right path to its solution, to the search for methods that make it possible to achieve the goal.

Based on an array of empirical facts, a cascade of various experiments, a line of theories rushing to replace each other, personality psychology at the end of the 20th century. squeezed out other branches of psychological science. The pace of development of personality psychology will become more noticeable if we cite the following facts, which affect only one of the problems of personality psychology - the problem of “I”. If in 1969 about four hundred publications were devoted to this problem, then in 1980 their number exceeded a thousand. One after another, multi-volume publications on personality psychology are published abroad, especially textbooks devoted to the presentation of numerous theories of personality. However, an attempt to present a set of facts, methods and theories is pointless not only because their volume is prohibitively large. The point is different. The logic of teaching any science, including psychology, in times of information oversaturation should not be based on an endless expansion of the volume of material being studied.

The textbook does not inform about numerous phenomena, methods and concepts of personality psychology, but introduces students to the basic principles, starting points for studying personality psychology, that is teaches students to study, - this is how the question is raised today about the logic of teaching psychology. At the same time, it is dangerous to go to the other extreme - the extreme of sliding along the top, ignorance of the history of one’s science, lack of a careful and respectful attitude towards the facts obtained in science. In the course “Personality Psychology”, a reliable guarantee against ignorance of the history of science is the combination of the publication of textbooks with the publication of anthologies, which present original concepts and theories set forth by the creators themselves.

The basis for the integration of disparate empirical facts and trends in the textbook is historical-evolutionary approach to the study of personality, which sets a general strategy for highlighting questions about the relationship between the biological and the social in the individual, motivation for personal development, mechanisms for regulating the social behavior of the individual, individual creativity, character and abilities.

This approach helps future specialists see the limitations of myths widespread in psychology, according to which personality development is derived from the mechanical interaction of two factors - heredity and social environment; The goals of an individual’s life are considered to be the desire for balance and survival, and the personality structure is thought of as a collection of individual traits.

The historical-evolutionary approach puts the new a scheme for determining the development of personality, revealing the relationship between nature, society and the individual. In this scheme, the biological properties of a person (for example, temperament, inclinations) act as “impersonal” prerequisites for the development of personality, which in the process of life become the result of this development, and society - as a condition for carrying out activities and communications, during which a person joins the world of culture . The true basis and driving force for personal development is joint activity in which the socialization of the individual is carried out, including the assimilation of given social roles, cultural norms of perception, thinking and behavior. However, role behavior is only the starting point in personality development. By transforming normative role activity in situations of choice, a person declares himself as an individual, whose life path often becomes a history of rejected and invented alternatives. Connection between individual, carrying the species experience of humanity (experience of biogenesis, anthropogenesis and individual ontogenetic development of man), personality, joining various pictures of the world and typical forms of behavior in sociogenesis as the history of mankind, and individuality, building oneself and the world in personogenesis as a person’s life path, is conveyed by the formula:

« Individuals are born.

They become a person.

Individuality is defended».

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The given introductory fragment of the book Psychology of Personality. Cultural and historical understanding of human development (A. G. Asmolov, 2007) provided by our book partner -

Name: Personality psychology: cultural and historical understanding of human development (3rd ed., revised and supplemented)

Year: 2007

Publishers: M.: Academy, Sense

ISBN: 978-5-89357-221-6; 978-5-7695-3062-3

Pages: 528

Series: Psychology for students

Format: DjVu

Size: 6.07 Mb

In the textbook, personality psychology is presented as the history of the development of a changing personality in a changing world. Using previously scattered facts from evolutionary biology, cultural anthropology, history, sociology, philology and medicine, questions about the origin of man, the norm and pathology of personality, social programs of behavior, the role of conflicts and mutual assistance in the development of personality, personal motivation and man’s search for the meaning of existence are discussed.

For teachers and students of university psychological departments, as well as specialists in the border areas of human science who want to expand the horizons of their consciousness.

"Psychology of Personality". Fifteen years later (preface to the third edition in the genre of confession) 3
"Psychology of Personality". Ten Years Later (Preface to the Second Edition) 10
Preface 30

Section I. Levels of scientific methodology and the problem of personality
Chapter 1. From the phenomenology of personality - to the levels of methodology of science 37
Features of the cognitive situation of studying personality 37
Multidimensionality of personality phenomenology 40
Chapter 2. The problem of man in the philosophical picture of the world 56
Functions of philosophical methodology and human science 56
The existence of man in the world is the starting point of the philosophical concept of man 67
Chapter 3. Systemic historical-evolutionary approach to the study of man 76
General characteristics of the level of systemic methodology of science 76
Man and his place in various systems 81
The origins of the historical-evolutionary approach to understanding man 93
Principles of the historical-evolutionary approach to understanding man 102
Chapter 4. Principles of the system-activity approach - a specific scientific methodology for studying man in psychology 117
Category of activity in personality psychology 117
The principle of objective and subject determination of human activity 120
The principle of reactive and active organization of human activity processes 128
The principle of combining adaptive and non-adaptive types of activity as a condition for the development of human activity 134
Interiorization/exteriorization as a mechanism of human socialization 140
Mediation and signification as mechanisms of mastery and self-regulation of human behavior 145
The principle of dependence of the mental image on the place of the reflected object in the structure of human activity 150
The principle of psychological analysis “by units” as an opposition to the principle of analysis “by elements” 153
Chapter 5. Driving forces and conditions for personal development 164
Environment, heredity and personality development 164
Methodological prerequisites for the concept of double determination of personality development 173
Lifestyle, individual properties of a person, joint activities - prerequisites and basis for personal development 184

Section II. Man as an individual: biogenetic historical-evolutionary orientation in personality psychology
Chapter 6. The role of individual human properties in personality development 207
The evolutionary aspect of the study of individual differences between people 207
Personality organization and individual human properties 214
Scheme of individual human properties and features of the regulation of personal behavior 226
Chapter 7. Organic motives of the individual and their influence on the ways of carrying out personal behavior 239
“Needs of need” and “needs of growth” 239
Chapter 8. Problems in the study of individual-typical human properties 246
Constitutional typologies of temperament and personality 248
The main directions of research on temperament in the psychophysiology of individual differences 258
Chapter 9. Development of the age-sex properties of an individual in the process of socialization of the individual 270
“Biological” age and periodization of individual development 272
Psychology of Sexual Differences 282

Section III. Man as a personality: sociogenetic historical-evolutionary orientation in personality psychology
Chapter 10. Socio-historical way of life - a source of personality development 296
Chapter 11. Sociotypical behavior of an individual in the history of culture 303
Sociotypical personality behavior and its supraconscious manifestations. National and social character 305
Sociogenetic origins of personality development 310
Dispositional regulation of sociotypical personality behavior 319
Chapter 12. Levels of interpersonal relationships and manifestations of personality in joint activities 325 Features of individual relationships in the “role-for-group” system 325
The concept of activity-based mediation of interpersonal relationships 327
Level of analysis of personality relationships in the “role-for-oneself” system 333
Chapter 13. Assistance is the basis of personal socialization 335
The phenomenon of “psychological symbiosis” 337
From assistance to self-control of individual behavior 339
Three facets of personality socialization 341

Section IV. Man as an individual: personogenetic historical-evolutionary orientation in personality psychology
Chapter 14. Individuality of a person and her life path 351
Productive and instrumental manifestations of individuality as a subject of choice 353
Chapter 15. Motivational-semantic relations of individuality and their dynamics 355
Features of motivational-semantic relations of individuality 357
Chapter 16. Motivation for the development of individuality 367
Three approaches to studying individual motivation 368
Chapter 17. Psychological age and periodization of mental development of individuality 372
Psychological age of the individual 372
Periodization of mental development 375
Chapter 18. Personality and Character 381
On the clinical approach to the study of character 381
A Dynamic Approach to the Study of Character 383
Chapter 19. Methodological techniques of practical personality psychology 388
Psychological subject of education 389
Methodological principle of activity interruption 390
Methodological principle of activity-based mediation of MOTIVES and MEANING attitudes of the individual 394
Chapter 20. Self-realization of individuality 397
Specifics of personal choice 397
The phenomenon of “struggle of motives” and psychological defense 399
The phenomenon of “playing with styles” 402
Traits of a self-actualizing personality 405
Going beyond oneself and social immortality 407

Conclusion 411
Appendix 1. Social biography of cultural-historical psychology: social circles Lev Vygotsky: touches to the portrait of Mozart in psychology 414
XXI century: psychology in the age of psychology (message by A.N. Leontyev) 419
Polyphony of personality of Alexander Luria and Hamburg counting in psychology 439
Non-classical psychology of the future: forward to Daniil Elkonin 447
Appendix 2. How to study personality psychology: a dialogue between Vadim Rozin and Alexander Asmolov Vadim Rozin: “Is a holistic study of personality possible?” 458
Alexander Asmolov: “Psychoanalysis of oneself, or a Frank conversation about the motives for constructing the textbook “Personality Psychology”” 482
Appendix 3. Psychology as the construction of worlds Psychology of “ordinary fanaticism” 485
How hardened I was. “Young Guard”: the historical trauma of the loss of the meaning of life 495
Practical psychology and design of variable education: from the paradigm of conflict to the paradigm of tolerance 500
Appendix 4. Qualification characteristics of the profession “Personality Psychology” 519