The goal of human development. Book: Human Development Goal Micronutrient Preparations

06.02.2022 -

The main forms of development are phylogenesis and ontogenesis. Mental development in phylogeny is carried out through the formation of mental structures in the course of the biological evolution of a species or the sociocultural history of mankind as a whole.

In the course of ontogenesis, the formation of mental structures occurs during the life of a given individual, in other words, ontogenesis is a process of individual development of a person. In the following, speaking of development, we will mean the process of individual mental development.

Areas (spheres) of mental development indicate what exactly is developing. The following can be distinguished development areas:

- psychophysical, which includes external (height and weight) and internal (bones, muscles, brain, glands, sensory organs, constitution, neuro- and psychodynamics, psychomotor) changes in the human body;

- psychosocial, involving changes in the emotional and personal spheres. At the same time, one should especially point out the importance of interpersonal relations for the formation of the self-concept and self-awareness of the individual;

- cognitive, including all aspects of cognitive development, development of abilities, including mental ones.

The qualitative content of the selected areas also indicates their carriers.

The structure of the individual is the bearer of the psychophysical properties of a person. The bearer of psychosocial properties is the personality, and the bearer of cognitive properties is the subject of activity. The possibility of such a "linkage" is evidenced by data on the composition of these macroformations in the human structure (Ananiev B. G., 1968).

According to B. G. Ananiev, the individual is a carrier of the biological, since a person as an individual is a combination of natural, genetically determined properties, the development of which is carried out in the course of ontogenesis. In the structure of the individual, B. G. Ananiev distinguished two classes of properties: primary - age-sex and individual-typical (general somatic, constitutional, neurodynamic and bilateral features), and secondary - psychophysiological functions (sensory, mnemonic, verbal-logical, etc.) and organic needs), the results, the interactions of which are presented in temperament and inclinations.

Personality, according to B. G. Ananiev, is not the whole person, but his social quality, his psychosocial property. The initial characteristics are the status, roles, internal position of the individual, value orientations, which should always be considered within the framework of a specific social situation of personality development. These parameters determine the characteristics of the sphere of human needs and motivations. From the whole interaction of personality traits, a character is formed (Ananiev B. G., 1977, p. 371).

The properties of the individual and personality are integrated in the structure of the subject, which determines his readiness and ability to carry out practical and theoretical (intellectual) activities. In other words, the structure of the subject is the structure of human potentials and abilities. The central place in the structure of the subject's properties is occupied by the intellect, understood by B. G. Ananiev as "a multi-level organization of cognitive forces, covering psycho-physiological processes, states and personality traits" and closely related to "neurodynamic, vegetative and metabolic characteristics of a person."

Thus, studying the processes of development of psychophysical (biological) properties, we reveal the dynamics of the development of a person as an individual; we judge the dynamics of the development of a person as a person by examining the processes of development of psychosocial properties, and by evaluating the degree of development of a person’s mental and other abilities, we get an idea of the course of development of a person as a subject of activity.

For the first time, the idea of the target determination of the development process was expressed by I.M. Sechenov in the works of the 90s of the XIX century. However, it was not understood by contemporaries and only in the 20th century was it most fully developed in the works of N. A. Bernshtein (Bernshtein N. A., 1990). In the concept of active self-regulation formulated by him, the goal is “a model of the future required by the body encoded in the brain”; it “conditions the processes that should be combined in the concept of purposefulness. The latter includes all the motivation of the body's struggle to achieve the goal and leads to the development and consolidation of appropriate mechanisms for its implementation.

Thus, the entire content of the course of a person's mental development is subordinated to a certain goal, and the content of this goal determines the content of the development process.

A brief analysis of the work of domestic and foreign scientists allows us to formulate an idea of the general goal of human mental development.

Among foreign researchers, the ideas of expedient human development have been expressed for a long time.

For example, the whole ethics of Aristotle was built as a science about a person whose goal of life is to become a free, rational and active subject.

Spinoza believed that the goal of man is to become what you potentially are. The goal or, as Spinoza put it, virtue is “the unfolding of the specific possibilities of each organism; for a person, this is the state in which he is most human” (B. Spinoza, 1932).

Subsequently, similar ideas were expressed by J. Dewey. According to him, the goal of human life is “in the growth and development of a person within the boundaries of his nature and life order” (Quoted from: E. Fromm, 1992, p. 35).

Among modern foreign psychologists, E. Fromm actively developed the idea of goal conditioning of the development of the psyche. It is impossible to understand the human personality, Fromm said, “if we do not consider a person in its entirety, including ... the question of the meaning of his existence” (Fromm E., 1992, p. 14).

Summing up the review of the views of foreign researchers on the content of the goals of human development, we can say that, firstly, they recognize the existence of a goal that determines the process of a person’s mental development, and secondly, they consider this goal to be the most complete awareness of a person’s potential, his awareness of his "I ".

Domestic psychologists expressed similar ideas, but not so clearly. “In the course of mental development,” wrote S. L. Rubinshtein, “the individual separates himself more and more from reality and becomes more and more connected with it ... Moving on to ever higher forms of reflection from the sensory differentiation of the energy of some external stimulus to the perception of an object or situation and from it to thinking, knowing being in its connections and relationships, the individual is more and more isolated from the immediate environment and more deeply connected with an ever wider sphere of reality ”(Rubinshtein S. A., 1940, p. 77).

Similar ideas were expressed by B. G. Ananiev: “The general effect ... of the integration of all the properties of a person as an individual, personality and subject of activity is individuality with its integral organization of these properties and their self-regulation. Self-consciousness and "I" - the core of the personality with a certain relationship of certain tendencies genetically associated with the personality, and potencies genetically associated with the subject of activity, the character and talent of a person with their originality - all these are the latest products of human development "(Ananiev B.G. , 1977, p. 274).

Indeed, the birth of a child, when he is physically separated from the mother's body, but is still attached to her physiologically and psychologically, in essence is nothing more than his exit from the bosom of nature and a sharp opposition to her - this is the first act of separating himself. The next one is related to the beginning of walking, which makes the child a more independent being. Finally, the moments of the first discovery of the “I”, which fall on the period of early childhood and the formation of an internal position at senior preschool age, providing him with a foundation for voluntary behavior, show us the following acts of separating the child from the environment and establishing connections with it, already more or less conscious .

This process of awareness, accompanied by psychological effects, is the process of mental development, during which a person comprehends himself, his past, his present possibilities and his future.

2. Basic approaches to considering the category of "development" of psychology

This short article is mainly for those who are starting a search… for those who have already experienced enlightenment, the information is presented in a completely different way, since the perception of life is already different.

There is a lot of talk about Awakening now, it is becoming popular just as the topic of samadhi was popular in the 70s and 80s of the last century. But so far, it is rarely spoken about the true Awakening - the disclosure of another dimension in oneself.

What is generally called awakening is in most cases only its first phase (there are four in total) or an approximation to this phase (not a stable state). Rather, this state can be called Enlightenment. That is, the understanding that a person is just a biorobot working out a certain set of mental programs.

The vast majority of people do not yet understand this and do not even think about it. Those who have understood, begin to look for ways and possibilities of how to “transform” from a biorobot - to transform, rebuild their entire body for this, into what is called a Human. This is what enlightenment is.

Taking another dimension, opening it in oneself, in various cultures and religions is called Paradise, Shambhala, the Other Shore, etc. In Christianity, this corresponds to the concept of "Ascension". This also implies a cardinal expansion of the potential of human capabilities, such as, for example, movement in space, time, etc.

Full Awakening implies an exit from this program - the disclosure of another dimension in oneself (this is not a territorial displacement). But this is also not the ultimate goal - the ultimate does not exist at all. This is a transition to the next program and moving further into its depth.

It is this movement into the depths of life that is the most important thing! And all the names, the names of the various phases of awakening, blissful states, development programs, etc., are all just rather conditional terminology, which is still necessary for our mind. So that he could at least somehow understand this process, at least cling to something.

Movement into the depths of life (into the depths of the Present Moment, God...) is movement along the Path.

For a person who wants to achieve this (get on the path and move along it), you need to make a firm decision for yourself to go to the end, dedicating your life to this! And, it's honest. After all, this is exactly what everyone comes to this world for.

You can invite a person to the educational system, train him, only if he REALLY needs it. The option: “It would be nice to wake up to the heap as well,” simply will not work. Human nature cannot be deceived (or forced). He himself must really want it ... really want it.

Q: What is the purpose (meaning) of human development? Why study our behavior, create technology, art?

To make predictions or set goals, let's look at how development has gone before. From the very beginning.

Other risks for humanity and life on Earth are also known and require going beyond the Earth, or better, the Solar System. Examples: the unproven stability of the Sun, possible catastrophes, the Dark Forest hypothesis, or the directed hard radiation of a quasar.
So what is the purpose of humanity?
The history of development and risk analysis show that the goal of intelligent life (including the goal of AI, which we must program) is to spread cooperation in the universe while maintaining bio- and cultural diversity and suppressing selfishness.

Vision problems affect about 65% of the world's population. Most eye diseases are associated with a violation of the optical properties of its structures. Some problems of this kind are solved with the help of glasses, lenses or eye surgery. But is there a way to restore vision only due to the natural forces of the body? So, let me introduce: Zhdanov "Restoration of vision."

Method Basics

Professor Zhdanov, a specialist in the field of psychoanalysis, based his methodology on several components:

Autopsychoanalysis and getting rid of negative behavior programs. The simplest example is the construction of the Shichko ladder and its analysis.
Special exercises for the eyes, based on the work of the American ophthalmologist W. Bates.
The use of ophthalmotropic preparations of natural origin - propolis, blueberries, bee bread.

Let's try to consider each of these points in more detail and determine whether they contradict official medicine.

Psychoanalysis

The basic concept is to try to get rid of bad habits, mainly smoking and drinking, using psychological techniques. This goal is achieved through a thorough analysis of the causes that provoke the emergence of bad habits. According to Zhdanov, every habit is conditioned by an internal program. And the task is to reconfigure it to be positive.

In principle, getting rid of bad habits in any form is a good deed, and it cannot contradict official medicine in any way.

Eye exercises

Zhdanov uses in his method the theory of Bates, which claims that many deviations in the work of the eyes can be explained by disorders in the work of the eye muscles. Fully working muscles guarantee good vision. With eye pathology, the tone of some muscles is reduced and cannot maintain vision at the proper level. Wearing glasses or lenses, we correct vision, but do not stimulate the muscles to work. “Lazy” muscles cannot restore vision.

Therefore, the main condition for successful restoration of vision according to Zhdanov is to remove glasses or lenses completely, or use them as little as possible. The constant wearing of glasses leads to the degradation of the eye muscles. Having refused glasses or lenses, the eyes begin to work hard and gradually recover.

palming

"Palming" consists in closing the eyes with the palms for a few minutes in order to allow the eyes to relax and get rid of muscle tone. In 5 minutes of palming, the eyes usually have time to rest, but if this time is not enough, you can carry out the exercise a little longer, focusing on your feelings.

Gymnastics for the eyes

By doing exercises for the eyes, you maintain and restore the tone of their muscles - this can be compared to going to the gym when you train other muscles. There are several basic eye exercises according to Zhdanov:

The scheme of eye movement during exercise

“up-down” - first we look up as far as possible, then we lower it down;
“right-left” - we squint the gaze as much as possible in one direction, then in the other direction;
"diagonal" - eye movement diagonally (to the right and up, then to the left and down);
"dial" - moving the gaze along the numbers of an imaginary dial, first clockwise, and then counterclockwise;
"Rectangle" - draw with a glance the largest possible rectangle, first in one, then in the opposite direction;
"Snake" - with a look we draw a continuous oblique line from left to right, then blink and repeat the exercise in the opposite direction.

Gymnastics is carried out without glasses and lenses. Each movement is performed smoothly, without sudden movements, repeated 3 times, ending with intense blinking. After exercise, it is recommended to do a minute palming. A set of exercises should be performed three times a day, daily.

Similar exercises are used in official ophthalmology. Of course, with the help of these exercises, it is unlikely that vision will be restored, say, from -7.0 diopters to unity, but raising it by 2-3 diopters is quite realistic. And even more real - to prevent vision from worsening by regularly exercising.

Gymnastics for the eyes is contraindicated in case of retinal detachment and if an eye operation was performed less than six months ago.

solarization

"Solarization of the eyes" is a special technique during which the eyes are exposed to a certain effect of light. The exercise can be carried out on any light source: the sun, a candle, etc. Solarization activates the work of the retina, helps to relax the oculomotor muscles.

Exercise technique: close your eyes (the face should be directed to the light source), move your palm in front of the face so that the light alternates with the shadow on the path of movement. The number of repetitions is from 20 to 25. If a candle or other source of artificial lighting is used, the procedure is carried out in the dark.

After the procedure, palming is performed for twice as long as the solarization itself. This is necessary in order for the eye structures to completely calm down.

Massage

Eye massage is very useful, especially for astigmatism, myopia. In addition, the procedure can prevent the development of cataracts and glaucoma.

The essence of the massage: close your eyes, gently press on certain points. Pressing on each point is repeated three times. After working with each point, we actively blink.

Massage points:

upper eyelid (press with two fingers);
outer corners of the eyes (middle fingers);
lower eyelid (two fingers);
the entire surface of the eyeball (four fingers);
astigmatic point (index fingers).

To find the astigmatic point, you need to squint your eyes slightly, lightly press on the eyelid. The point is located in the place, when pressed, the vision becomes clear.

During the massage, the movements should be smooth, no pain should be felt!

pirate glasses

One powerful Batesian exercise is wearing one-eyed glasses. You can perform any daily activities in them: work at a computer, watch TV, read books, newspapers and magazines. At the same time, the usual visual load becomes a training for our eyes, allowing us to maintain and improve visual function.

This technique is based on the following. When a person looks at a screen with both eyes, the oculomotor muscles stop contracting. If one eye is closed, there is a constant blinking, the oculomotor muscles work all the time.

To make pirate glasses, a frame without lenses is suitable. One side must be closed with a black cloth, the other must be left unchanged. Instead of such glasses, you can use the usual black bandage. At the same time, it is not necessary to close the eye under a bandage or glasses, it should be open.

Close your eyes one by one, change every half hour. Each time before changing the position of the bandage, palming should be performed. You need to get used to one-eyed glasses gradually. If discomfort is felt during wearing, it is better to interrupt the lesson, to carry out palming.

near-far

The exercise is based on alternating gaze at a near and far object. Exercise is useful for both nearsightedness and farsightedness. If the eyes have been focusing at close range for a long time, we look at something located far away (at the other end of the room, outside the window). Like other exercises, we lift the procedure without lenses and glasses.

Central fixation

First, focus on something far away. When the picture has become clear, we shift our gaze to an object located closer. Gradually, we consider smaller and smaller elements. In this case, all the details under consideration should be located directly in front of us so that the gaze is focused in the center.

Preparations with trace elements

The eyes are a very complex organ that requires rare trace elements and vitamins. These substances are contained in some products - in blueberries and beekeeping products (in pollen). This fact is also confirmed by scientific research.

The effect of using the Zhdanov method depends on several factors:

diagnosis and degree of visual impairment;
suggestibility (the more a person is susceptible to suggestion, the higher his chance to restore vision by this technique);
systematic and regular exercise.

If you do nothing, then there will be no results. Therefore, the main thing that is required of you is a great desire to correct your vision and willpower for realization!

Why double vision and how dangerous it is

When suddenly a sober person begins to notice the bifurcation of objects, he becomes frightened. After all, just like that, without a reason, such a pathology does not happen. The person begins to think what could lead to such deviations of perception. Stress, fatigue, or problems with blood circulation in the brain can lead to this phenomenon? Let's find out in detail.

Causes of the problem

What we call double vision of objects, doctors call diplopia. This is one of the options for impaired binocular vision. A similar phenomenon is due to the fact that the optical axis of one eye deviates. And the result of such a deviation is that rays from the object being examined do not fall on the central axis of the retina. In other words, it turns out that the image of the object seen by this eye is located, as it were, next to it. This phenomenon occurs when one eye is closed. This is binocular diplopia. But sometimes it happens that the image of an object doubles in only one eye, and closing the second one does not save from double. And this is monocular diplopia.

Such an ophthalmic pathology is congenital and acquired. It is the first that explains strabismus in children, that is, the deviation of the optical axis of one eye from the other, which leads to the loss of image synchrony. If we talk about acquired diplopia, then it can be the result of mechanical damage to the skull and organs of vision. Also, the cause of the second type of diplopia is a violation of the connection of the optic nerve with the area of \u200b\u200bthe brain responsible for vision. Sometimes the cause of the problem lies in paralysis or weakening of the muscles, optic nerves, which leads to the inability to move the eye to the right or left.

A split image can also be a sign of inflammatory infectious diseases, the development of neoplasms in the brain and eyes. A number of diseases have this symptom. Here they are:

Neuralgia.
Damage to the central nervous system.
Neuritis.
Diabetes.
body intoxication.
Diabetic retinopathy.
Diphtheria, tetanus, rubella, mumps.
Vasculitis.
Diseases of the cardiovascular system and thyroid gland.
Flu.

If we talk about the causes of double vision in children, then this can be regular viewing of different films in 3D format. After that, the focus of the gaze is also disturbed in young viewers.

Symptoms and therapy of the disease

In addition to the main sign of diplopia - a split image - this is dizziness, the inability to determine the location of an object.

Depending on where the pathology is localized, the bifurcation is parallel (the rectus muscles are affected) and vertical (the oblique muscles are affected). When diplopia is associated with muscle paralysis, then bifurcation occurs in the direction of its location. But the eye itself is not able to move in this direction. If diplopia is associated with the development of a disease, then the corresponding signs are added.

The treatment of this ophthalmic pathology is directed, first of all, to the elimination of its causes. Usually, to eliminate discomfort, the patient is prescribed spectacle correction for the period of treatment. Its essence is in wearing special glasses that put together the axes of vision. True, the disadvantage of spectacle correction is a decrease in visual acuity, which can be avoided by performing regular visual gymnastics.

In some cases, diplopia is treated only with the help of surgery. Its purpose is to change the length of the muscle of the eye, as well as sewing on the tendon in order to give the correct position to the eyeball.

As for emergency care in case of double vision, it depends on the cause of the problem. And if it is, for example, a traumatic brain injury, then the consequences, of course, can be very serious. The patient must be urgently transported to the hospital. In other situations, the need for hospitalization is determined by a specialist.

So, do not delay in contacting a doctor when double vision of objects appears in the eyes. This is a threat from the point of view of the safety of life, and the deterioration of its quality, the inability to work, to perform the usual duties. Normal vision is the connection of a person with the world and the people around him, the loss of which is tantamount to the loss of one's place in society.

epicanthus

The epicanthus or "Mongolian fold" is a special fold located at the inner corner of the eye, and covering the lacrimal tubercle. This crease is a continuation of the crease of the upper eyelid. This is one of the signs of the Mongoloid race.

Causes

The reasons for the appearance of epicanthus are not precisely defined. It is believed that it originated as a protective device that protects the eye from dust, wind and the dangerous effects of reflected radiation. Thus, the epicanthus is an adaptive trait necessary for survival in conditions of constant wind and cold. But perhaps other reasons could contribute to the appearance of this fold.

Find out what the destruction of the vitreous body is dangerous for, as well as what methods of treatment for this disease exist.

You can find a lot of useful information about amblyopia in children in this article: https://viewangle.net/bol/ambliopiya/ambliopiya-u-detej.html

To date, the relationship between the severity of the epicanthus and the flattening of the bridge of the nose has been proven: the higher the bridge of the nose, the smaller the size of the fold. This connection was traced in the study of representatives of such nationalities as the Buryats, Kirghiz, Yakuts, coastal Chukchi, Eskimos, Kalmyks, Tuvans. But a low nose bridge is not the only condition for the appearance of epicanthus.

The epicanthus depends largely on the thickness of the fatty layer located under the skin of the upper eyelid. After all, this is to some extent the “fatty” fold of the upper eyelid. A similar dependence was found in a part of the Turkmens of Ashgabat with slightly pronounced Mongoloid features.

Interestingly, in individuals with high facial fat deposits, the wrinkle was expressed significantly more often than in individuals with minor body fat. Such increased fat deposition on the face saved the representatives of the Mongoloid race from freezing in the harsh conditions of constant winter.

Spreading

Most often, epicanthus is observed in the population of Central, Eastern and a significant part of North Asia: among the Kazakhs, Turks, Yakuts, Kirghiz, Tomsk Tatars, Altaians, Crimean Tatars, Karagash, Nogai, Tobolsk Tatars. Epicanthus is also common among the Eskimos, and is sometimes found in representatives of the indigenous peoples of the Americas. For the population of Europe, the “Mongolian fold” is not typical.

Age changes

The epicanthus may change with age. Among peoples where the epicanthus is completely absent in the adult state (as, for example, among the Russians and Germans), it is sometimes found in children; in those nationalities where the fold occurs in everyone in children, its frequency decreases markedly with age, especially after forty years. For example, in Koreans in the group from 20 to 25 years old, epicanthus is noted in 92% of cases, 26-39 years old already in only 77%, 40-50 years old - 36%, and over 50 - only 15%.

In populations for which epicanthus is atypical, it is an anomaly in the development of the eyelids. Epicanthus may be the result of congenital diseases. For example, "Mongolian fold" is a typical sign for Down's disease.

Epicanthus is distinguished by size. Most often, it is presented in both eyes. As a rule, this fold passes from the upper eyelid to the lower one. It does not adversely affect the function of the eye, but at a significant size it limits the field of view. Because of the epicanthus, there is a false impression that the eyes squint, since the pupil is located closer to the inner corner of the eye.

Find out what threatens macular degeneration of the retina and what methods of treatment medicine offers today.

Possible causes of hemorrhage in the eye, as well as methods of treatment, can be found at this address: https://viewangle.net/bol/krovoizliyanie-v-glaz/krovoizliyanie-v-glaz.html

Very rarely, epicanthus accompanies ptosis (drooping of the upper eyelid) and blepharophimosis (narrowing of the palpebral fissure). Epicanthus is considered a birth defect that has been inherited for many centuries. With age, the epicanthus gradually decreases and may disappear altogether.

Such changes were found even in representatives of the Mongoloid race. Sometimes, after trauma and scarring on the eyelid, an acquired epicanthus occurs.

It is not difficult to diagnose this disease. The ophthalmologist easily determines the anomaly of the eyelids at one glance at the patient.

Epicanthus treatment

The epicanthus can only be removed surgically, using transconjunctival blepharoplasty.
But for this operation there are practically no indications from a medical point of view. Operations to remove the epicanthus are carried out exclusively for cosmetic purposes.

Earlier (Chapter 2) we argued that all "living" systems have a purpose. Taking into account the synergetic provisions, it can be argued that complex, open, non-linear, self-developing and self-organizing systems are purposeful systems. It is to such a system that the human psyche belongs, and because of this, we can say that the process of mental development is conditioned by a certain goal. The goal for a person acts as an ideal image of the final result of activity. The goal (result) plays the role of a system-forming factor that determines the entire course of the system's development. Let's try to determine this system-forming factor, i.e., the goal of the mental development of a person, the personnel of an organization.

In psychology, there are areas (spheres) of mental development - psychophysical, psychosocial, cognitive, as well as their carriers in the structure of a person - an individual, a personality, a subject of activity. The result of the development of a person as an individual in the course of ontogenesis is the achievement of biological maturity. The result of the development of the psychosocial qualities of a person as a person within the framework of his life path is the achievement of social maturity by him. The development of a person as a subject of practical (labor) and mental activity results in the achievement of his ability to work and mental maturity. However, a person is not only a holistic, but also a whole formation - the result of internal unity and coherence. It demonstrates the interaction of all the structural components of the whole, the manifestation of the functional in relation to the structural whole.

The driving force of man and his desire for self-fulfillment is the meaning of life. The meaning of life exists in the external world, and a person during his life determines which of the potential meanings inherent in the situation are true for him. If integrity is ensured at the structural level, and integrity at the functional level, then the question arises about the purpose of the mental development of a person as a holistic and integral education.

Let us give examples of the reasoning of a number of specialists (19):

The goal of human life is to become a free, intelligent and active subject (Aristotle).

To become what you are potentially ... is “the deployment of the specific capabilities of each organism; for man, this is the state in which he is most human” (B. Spinoza).

It consists "in the growth and development of man within the boundaries of his nature and life order" (J. Dewey).

The desire for meaning is the basic desire of a person, it allows you to get out of the existential vacuum in which modern man finds himself, to realize meaning and purpose.

Love as a special form of human relations that allows a person to find a true "I" .. the process of strengthening and developing his personality, his own "I".

Integration of all the properties of a person as an individual, personality and subject of activity ... with a holistic organization of these properties and their self-regulation. ... a certain relationship of certain tendencies genetically associated with the personality, and potencies genetically associated with the subject of activity, the character and talent of a person with their uniqueness - all these are the latest products of human development.

Based on the views of researchers, the goal of psychological development is the fullest possible awareness of a person of his potential, his awareness of his "I".

4.1.2.3 Development factors. A person's life - from birth to its final - is a process of a person's consistent awareness of his separateness and the experience of this separateness. This is the main purpose of human life.

Factors of mental development are the leading determinants of human development. They are considered to be heredity, environment and activity. If the action of the factor of heredity is manifested in the individual properties of a person and acts as prerequisites for development, and the action of the environmental factor (society) - in the social properties of the individual, then the action of the activity factor - in the interaction of the two previous ones.

Heredity- the property of an organism to repeat in a number of generations similar types of metabolism and individual development as a whole.

Comparing the significance of hereditary and social factors of development, we can conclude: “The genotype contains the past in a folded form: firstly, information about the historical past of a person, and secondly, the program of his individual development associated with this” [cit. according to 19].

Genotypic factors typify development, i.e., ensure the implementation of the species genotypic program. But the genotype individualizes development. Each person is a unique genetic entity that will never be repeated. The genotype is understood as the totality of all genes, the genetic constitution of an organism. And under the phenotype - the totality of all the signs and properties of an individual that developed in ontogeny during the interaction of the genotype with the external environment.

Wednesday- surrounding human social, material and spiritual conditions of his existence. Mental development is the result of the convergence of internal data with external conditions of development. Spiritual development is not a simple performance of innate properties, but the result of the convergence of internal data with external conditions for development. A child is a biological being, but due to the influence of the social environment, he becomes a person.

The degree of determination of various mental formations by the genotype and the environment turns out to be different, but a steady trend is manifested:

The “closer” the mental structure is to the level of the organism, the stronger the level of its conditionality by the genotype. The farther it is from it and closer to those levels of human organization that are commonly called a personality, a subject of activity, the weaker the influence of the genotype and the stronger the influence of the environment. The influence of the genotype is always positive, but the environment is unstable and some of the relationships are positive, and some are negative. The role of the genotype is much greater in comparison with the environment, but does not mean the absence of the influence of the latter.

Activity- the active state of the organism as a condition of its existence and behavior. Self-movement, during which the individual reproduces himself, is characterized by activity, which manifests itself as a movement programmed by the body towards a specific goal. Activity manifests itself in search activity, arbitrary acts, will, acts of free self-determination, various reflexes.

Activity is the most important feature of all living systems ... it is the most important and determining factor in the development of a person and the organization's personnel.

Activity can be understood as a system-forming factor in the interaction of heredity and the environment, which ensures a stable dynamic disequilibrium of the system itself (human) and the environment. Dynamic disequilibrium is the source of activity.

4.1.2.4 Conceptual foundations of developmental psychology

The human psyche is a holistic and systematic education, and development performs the function of a vital connection, is decisive for the human psyche.

Today in psychology, one can count more than two dozen conceptual approaches that explain the process of mental development. Experts distinguish the following: the theory of maturation by A. Gesell, the ethological theories of K. Lorentz, N. Tinbergen and J. Bowlby, the psychological and pedagogical theory of M. Montessori, the orthogenetic theory of T. Werner, the conditioned reflex theories of I. P. Pavlov, J. Watson, B. Skinner, A. Bandura's social learning theory, Freud's psychoanalytic theory, J. Piaget's and L. Kohlberg's theories of cognitive development, B. Bettelheim's theory of autism, E. Schechtel's theory of development of children's experience, J. Gibson's ecological theory, the theory of linguistic development by N. Chomsky, the theory of adolescence by K. Jung, the stage theory of E. Erickson - to the cultural-historical theory of L. Vygotsky and its modern variants in the form of the activity approach of A. N. Leontiev-A. R. Luria and P. Ya. Galperin's theory of gradual formation of mental activity. Such an abundance indicates the complexity of this problem and the lack of a reasonable system of views on key provisions and understanding of the nature of the psyche.

An analysis of views on the course of mental development makes it possible to identify patterns (leading principles) of mental development:

A stable dynamic disequilibrium of the system (substantiated by a synergistic approach) is a factor that triggers development;

Interactions of tendencies to preservation and change (heredity-variability) as a condition for the development of the system. The tendency to preserve is carried out by heredity, the genotype, which transmits information from generation to generation without distortion, and the opposite tendency to change is carried out by variability, manifested in the adaptation of the species to the environment. The individual variability of the system acts as a condition for the historical variability of the system as a whole and is a universal regularity in the development of any systems. It is known that the human genetic program has not undergone significant changes over the past 40 thousand years since it was formed. Nevertheless, the evolutionary completeness of a person is relative, and therefore, this does not mean a complete cessation of any changes in his biological, and even more so mental organization. Heredity ensures the preservation of the genotype and the survival of a person as a species, then variability forms the basis of both the active adaptation of the individual to a changing environment and the active influence on it due to the properties newly developed in him.

- differentiation-integration, acting as a criterion for the development of the structure and is one of the universal for any systems. Differentiation is a side of the development process associated with the division, dismemberment of global, integral and uniformly simple (fused) forms into parts, steps, levels, heterogeneous complex and internally dissected forms. Integration is a side of the development process associated with the unification of previously dissimilar parts and elements into a whole. Development goes from "a state of relative globality ... to states of greater differentiation, articulation and hierarchical integration ... Development is always a gradually increasing differentiation, hierarchical integration and centralization within the genetic whole" . The result of differentiation can be both the complete autonomy of the distinguished systems, and the establishment of new relationships between them, i.e., the complication of the system. Integration is characterized by an increase in the volume and intensity of relationships and interactions between elements, their ordering and self-organization into a kind of holistic formation with the appearance of qualitatively new properties. If differentiation is the process of dividing the general structure into parts that have different and more specific functions, then integration is necessary for the formation of new relationships that ensure adaptation to a wider range of situations. This principle is an important indicator of the degree of organization of the system. It allows you to judge the development of a system consisting of heterogeneous elements, levels of hierarchy, the number and variety of relationships between elements and levels.

There are five aspects by which you can assess the level of development of the system:

1. Syncretism-discreteness. Syncretism, which characterizes the lowest level of development of the structure, indicates the syncretism (fusion, indistinguishability) of the structure, while the highest level is characterized by the differentiation of one or another mental structure.

2. Diffuse-dissected characterize the structure either as relatively homogeneous (diffuse) or as dissected with a clearly expressed independence of its constituent elements.

3. Uncertainty-certainty. The meaning of these indicators is that "as the individual elements of the whole develop, they become more and more definite, they become more and more easily distinguishable from each other, both in form and in content."

4. Rigidity-mobility. If the lowest level of development of the system is characterized by stereotypical, monotonous and rigid behavior, then a high level of development is characterized by flexible, diverse and plastic behavior.

5. Lability-stability indicates the internal stability of the system, its ability to maintain a certain line, strategy of behavior for a long time.

-Wholeness principle as an indicator of development, it is a characteristic of the functional development of the system. Integrity is the unity of goals and means to achieve them, ensured by the repetition, subordination, proportionality and balance of the structural elements of the whole. The success of the functioning of the entire system as a whole is due to the extent to which its elements are “fitted” to each other, how coordinately they interact. Integrity shows the measure of the connectedness of the elements of the whole, and, consequently, the level of development of its function.

This is understood as:

Repeatability is the unity of the whole according to its leading feature, when the leading characteristics, for example, of a person (its orientation, self-regulation parameters) are associated with other personal parameters.

By subordination, unity achieved by the unification of all elements of the whole around its main element. An example of subordination can be a hierarchy of personal formations in the personality structure.

Proportionality is the unity provided by the general regularity. In the factorial structure of personality, proportionality means the coordination of the sizes (dispersions) of the factors as a whole.

Equanimity is the unity of concordant opposites. The balance of the human structure is expressed in the balance of all its components - the individual, the personality, the subject, which ensures its stability.

-principle the possibility of transforming excess (pre-adaptive) activity of system elements into adaptive and principle an increase in the influence of redundant elements of the system on the choice of the further trajectory of its development in uncertain critical situations. The above patterns, used as principles, explain the sources and conditions of human development, as well as the level of its development as a structural and functional entity.

The results of research by psychologists allow us to formulate the main patterns of the process of psychological development:

1. Development is characterized by unevenness and heterochrony. Uneven development is manifested in the fact that various mental functions, properties and formations develop unevenly: each of them has its own stages of rise, stabilization and decline, i.e., development is characterized by an oscillatory character. The uneven development of mental function is judged by the pace, direction and duration of the ongoing changes. It has been established that the greatest intensity of fluctuations (unevenness) in the development of functions falls on the period of their highest achievements. The higher the level of productivity in development, the more pronounced the oscillatory nature of its age dynamics (Rybalko E.F., 1990).

The uneven, oscillatory nature of development is due to the non-linear, multivariant nature of the developing system. At the same time, the lower the level of development of the system, the stronger the fluctuations: high rises are replaced by significant declines. In complexly organized and highly developed systems, oscillations become frequent, but their amplitude sharply decreases. That is, a complex system, as it were, stabilizes itself. The system in its development goes to the unity and harmony of parts.

Heterochronism development means asynchrony (mismatch in time) of the phases of development of individual organs and functions.

If uneven development is due to the non-linear nature of the system, then heterochrony is associated with the features of its structure, primarily with the heterogeneity of its elements.

Heterochrony is a special pattern, consisting in the uneven deployment of hereditary information. It is possible to distinguish intrasystemic and intersystemic heterochrony. Intrasystemic heterochrony is manifested in the non-simultaneous initiation and different rates of maturation of individual fragments of the same function, while intersystemic heterochrony refers to the initiation and development rates of structural formations that will be needed by the body in different periods of its postnatal development. For example, phylogenetically older analyzers are formed first, and then younger ones.

Heterochrony is an additional mechanism for the regulation of individual development in different periods of a person's life, the effect of which is enhanced during growth and involution.

2. Instability development . Development always goes through unstable periods, manifested in development crises. The stability, dynamism of the system is possible on the basis of frequent, small-amplitude fluctuations, on the one hand, and the mismatch in time of various mental gaps, properties and functions, on the other. Thus, stability is possible due to instability.

3.Sensitivity development is a period of increased susceptibility of mental functions to external influences, especially to the effects of training and education. Periods of sensitive development are limited in time, and if the corresponding period of development of a particular function is missed, much more effort and time will be required for its formation in the future.

4. Cumulative mental development means that the result of the development of each previous stage is included in the next one, while being transformed in a certain way. At the same time, the accumulation of changes prepares qualitative transformations in mental development.

5. Divergence-convergence The course of development includes two corresponding contradictory and interrelated trends. Divergence is understood as an increase in diversity in the process of mental development, and convergence is its curtailment, increased selectivity.

Science has accumulated many theories, concepts and models that describe the course of human mental development. However, none of them managed to describe the development of man in all its complexity and diversity.

There are two main points of view:

1. Evolution is the deployment of already existing inclinations. At the same time, development is understood not as a qualitatively new one, but as a manifestation of already previous inclinations.

2. Evolution is the process of creating something completely new.

If in the first case, the role of internal factors is emphasized first of all, and development itself is interpreted as a process of implementing certain programs, then in the second case, development is understood as a movement from the old to the new, as the process of the withering away of the old and the birth of the new, as a process of transition from possibility to reality.

The available scientific data on the inborn inclinations of the newborn and the course of their implementation in ontogenesis on the basis of certain regularities force us not to oppose these points of view, but to try to harmonize them with each other. After all, a person is not only a product of the evolution of nature, the history of society, and it is difficult to understand the mental development of a person from the standpoint of opposing concepts. However, the modern understanding of the course of evolution has left its mark on the content of theories of mental development. Some theories focused on the endogenous (internal) causes of mental development, others - on exogenous (external). Analyzing approaches that explain human development, we can distinguish three main ones, which fit many separate theories and concepts:

1) The biogenetic approach, which focuses on the problems of human development as an individual with certain anthropogenetic properties (inclinations, temperament, biological age, gender, body type, neurodynamic properties of the brain, organic urges, etc.), which goes through various stages of maturation as the phylogenetic program is realized in ontogeny”.

2) The sociogenetic approach, whose representatives focus on the study of the processes of human socialization, the development of social norms and roles, the acquisition of social attitudes and value orientations. The acquisition by a person of various forms of behavior occurs through learning.

3) Personogenetic approach, where the main problems are activity, self-awareness and creativity of the individual, the formation of the human "I", the struggle of motives, the education of individual character and abilities, the self-realization of personal choice, the constant search for the meaning of life in the course of the life path of individuality.

These approaches can be supplemented with theories of the cognitive direction, which occupy an intermediate direction between biogenetic and sociogenetic approaches. In this approach, the genotypic program and the conditions for its implementation are considered the leading determinants of development. The level of development (achievements) is determined not only by the development of the genotype, but also by the social conditions due to which the cognitive development of a person takes place.

In general, it should be noted that such a division is arbitrary, since many of the existing theories, strictly speaking, cannot be attributed “in their pure form” to any of these approaches. Below will be given a brief description of some theories, which in a concentrated form reflect the content of a particular approach.

As part of biogenetic approach, the main theories are the theory of recapitulation and the theory of psychosexual development 3. Freud.

The theory of recapitulation states that the human body in its intrauterine development repeats the entire range of forms that its animal ancestors passed over hundreds of millions of years, from the simplest unicellular creatures to primitive man. Representatives of this trend today have expanded the time frame of the biogenetic law and believe that if the embryo repeats all stages of development from a single-celled creature to a person in 9 months, then a child during childhood goes through the entire course of human development from primitive savagery to modern culture.

Content personogenetic approach is most clearly presented in the works of A. Maslow and K. Rogers. They reject the determinism of internal or environmental programming and believe that mental development is the result of a person's own choice. The development process itself is spontaneous in nature, since its driving force is the desire for self-actualization or the desire for actualization. These desires are innate. The meaning of self-actualization or actualization is the development of a person's own potential, his abilities, which leads to the development of a "fully functioning person". In their opinion, people always strive forward and, under the right conditions, realize their potential, demonstrating true mental health.

However, according to a number of experts, today the model of ecological systems has become the most influential development model. In this model, human development is seen as a dynamic process that goes in two directions. On the one hand, a person himself restructures his living environment, and on the other hand, he is influenced by the elements of this environment.

The ecological development environment consists of four nested ecosystems:

Microsystems, including the subject himself, his immediate environment and other social groups influence his development.

The mesosystem includes the relationships between microsystems.

The exosystem consists of those elements of the environment in which a person does not play an active role, but which influence him.

The macrosystem includes ideology, attitudes, mores, traditions, values of the culture surrounding the child. It is the macrosystem that sets the standards of external attractiveness and role behavior, influences educational standards, and therefore influences the corresponding development and behavior of a person.