The main approaches in the study of the dialectics of the spiritual and bodily principles. Trends in understanding the problem in philosophy and sociology. The structure and individual characteristics of the personality. Anatomical and physiological basis of social abilities. Types of characters.

INTRODUCTION

1. Physical and mental

2. Individual personality traits

3. Spiritual world

Conclusion

List of used literature

INTRODUCTION

The importance of psychology as one of the most important sciences about man is now universally recognized. Modern psychology in its development as an independent science is acquiring a solid natural science foundation.

The problem of man, his essence and existence has a whole variety of very different aspects, but the main one among them is the relationship between the social and the biological, the spiritual and the natural. In contrast to other living beings, a person as a set of various social qualities is ultimately a product of his own material and spiritual activity. Man is not only a product of social being, but social being itself is the result of human activity. On the one hand, man is the highest stage in the development of biological evolution, an element of living nature (the biological principle in man is presented in the form of inclinations, the physical structure of corporeality, reflecting the dynamics of mental processes). On the other hand, he is an active participant in the development of material and spiritual production, a creator of spiritual values, a subject of social life, who carries out his actions in accordance with the accepted norms and values ​​that exist in society.

1. Physical and mental

In the study of the dialectics of the spiritual and bodily principles, two approaches can be traced: 1) the disclosure of the influence of spirituality on the biological nature of man; 2) study of the impact of human biology on his social, material and spiritual activities, diverse social relations and functions.

In philosophy and sociology, there are several trends towards understanding this problem. At the same time, the closest thing to us is the thought of scientists who argue that a person is a biosocial and cultural system, the uniqueness of which is determined by the innate abilities of the individual, which develop, in turn, in the course of the formation of cultural values, under the influence of the social environment.

The nature of socialization, in our opinion, cannot but depend on the natural data of the individual, the originality of his bodily and mental organization, temperament, intellectual potential, his needs, inclinations and giftedness. In this regard, a person cannot be presented as a “result of society”; sociological and biological factors that influence its formation and development cannot be separated from each other. " At the same time, he realizes himself as a human being, thereby making a small but real contribution,- argues R.L. Livshits, - in the development of the generic essence of a person» Livshits R.L. Spirituality and lack of spirituality of the individual. - Yekaterinburg: Ural Publishing House. University, 1997, p. 40, 49.. All these problems are especially relevant today, especially since the impact of modern society, science and technology on the human body and psyche has increased, as well as the role of the individual in the development of sociocultural processes has increased.

At the same time, the biological principle is difficult to consider as a priority in a person. It is a material, a natural basis for the formation of a person, the formation of his social and bodily qualities, properties, and also abilities. V.S. Soloviev, considering the issue of the integrity of the individual, developed, as is known, the idea that spirituality consists in the ability to dominate vital drives.

Socio-philosophical analysis of bodily culture is contained in the works of V.I. Stolyarova Stolyarov V.I. Philosophical and cultural analysis physical culture// Questions of philosophy. 1988, no. 4, p. 82. Stolyarov V.I. Values ​​of sport and ways of its humanization. - M .: RGAFK, 1995., L.V. Zharova L.V. Zharov// Questions of philosophy. 1997, No. 6, p. 145-147. ... According to L.V. Zharova, the concrete development of the scientific foundations for the analysis of human activity is on the path of understanding the main issue of philosophy. At the same time, human consciousness appears as a complex organization that includes spiritual and bodily structures (the internal and external organs of this corporeality are not a spatial definition of the organs of the human body, but their semantic definition). This understanding of corporeality allows us to bring it closer to the concept of “human nature”, to give a holistic understanding of a person, and thus, as L.V. Zharov, to interpret human corporeality in the aspect of understanding the human essence L.V. Zharov// Questions of philosophy. 1997, No. 6, p. 145-147. ...

The result of such mediation is a change in man's own nature. In this regard, we believe that the human body, as a human corporeality, is a substrate of a supra-biological order; it no longer appears as an organism, but as a human corporeality, as a sensory formation, as a cultural phenomenon. " Dan earful personality (as well as lack of spirituality)- writes R.L. Livshits, - is not something absolutely simple, elementary. The personality, defining its meaningful position in the world, self-determines in relation to society (social ties and the world of culture), in relation to other people, as well as in relation to its own corporeality» Livshits R.L. Spirituality and lack of spirituality of the individual. - Yekaterinburg: Ural Publishing House. University, 1997, p. 40, 49..

The system itself for improving the spiritual and bodily potentials of a person is also unique. Its basis is not the patterns of, say, value relations, as is typical, for example, for the relations of commodity production or professional sports, but the patterns of the formation of forms of communication regarding the improvement of the external and internal organs of human corporeality, the spiritual-bodily unity of man. This approach is gaining more and more understanding in relation to physical culture. Lubysheva L.I. Social and biological in human physical culture in the aspect of methodological analysis // Theor. and practical. Phys. cult. 1996, No. 1, p. 2-3. , which allows you to realize the unity of excellent spiritual, mental and physical qualities.

Of course, the human body, considered by itself and to the extent that it is biologically determined, is given to him by nature, i.e. does not apply to the spiritual world... But the human body is only up to a certain point outside the social sphere. At a certain stage, it is also included in the system of social relations, in the social life of people, acting as a product of this activity.

The physicality of a person, his physical activity are included in the system of social and spontaneously acting social factors, which objectively lead to the strengthening or, conversely, to the destruction of certain human properties and qualities (it all depends on the characteristics of the way of life).

« The socialization of the organic body, its physical qualities and abilities occurs, first of all, - writes V.I. Stolyarov, - due to the fact that there is a special social activity aimed at their social modification» Stolyarov V.I. Philosophical and cultural analysis of physical culture // Problems of Philosophy. 1988, no. 4, p. 82. According to V.I. Stolyarov, this activity presupposes a certain attitude of a person, social groups, society as a whole to the body, to physical qualities and abilities, the use of certain knowledge and means of influencing these qualities in the right direction. In other words, the problem of corporeality is associated with the problem of the formation of certain needs, interests, value orientations, norms and rules of behavior. " The forms of satisfying even the elementary biotic needs of a person correspond not only to the physiological needs of the body, says F.B. Sadykov, - but also generally accepted morally- aesthetic and other social norms, determined by the development of culture, depend on the conditions and way of life of people» Sadykov F.B. Criteria for Reasonable Needs // Problems of Philosophy. 1985, no. 1, p. 43.. In his opinion, the objective relationship between a person and the material conditions of the reproduction of his life, his physical being determines the content of his primary, vital needs. This conclusion is also confirmed by the fact that the category "need" acts as a fundamental characteristic of physical culture. This approach is due to the unity and interconnectedness of the categories of social and biological; it is substantiated by the harmonious combination of bodily and spiritual principles that “uplifts” a person, the “spiritualization” of the body, its integration into the value-spiritual series, and finally, the priority of spirituality in the process of mastering motor actions. Here, the tendency associated with the growing priority of spiritual culture over material culture, if, of course, we take into account its humanistic role in the present stage social development Kruglova L.K. Fundamentals of cultural studies. SPb., 1995. The unity of the spiritual and motor sides in physical culture activity will form, in our opinion, the harmony of the essential (spiritual and bodily) forces of a person, the integrative moment of which can be the creative nature of the activity itself. The spiritual sphere of culture, as we see, is closely connected with the bodily existence of people, their physical condition and is a cultural value. So, we can conclude that the human body is included in the world of culture not only because it undergoes social modification as a result of certain human activities, but also because of the fulfillment of certain social functions implemented in various activities. The disclosure of the social functions of physical culture provides a basis for a more complete presentation of its value aspect, the study of which is devoted to a fairly small number of publications Stolyarov V.I. Values ​​of sport and ways of its humanization. - M .: RGAFK, 1995. At the same time, it must be emphasized that today the problem of values ​​is being promoted to one of the leading places, contributing to the understanding of culture from the inside, as it were. In addition, values ​​have not only cognitive, but also regulatory and target value for a person, are associated with the voluntariness of their choice, the prevalence of the spiritual side in the process of reflecting the material Vyzhletsov G.P. Axiology of culture. - SPb .: Leningrad State University, 1996.

Describing modern spiritual life, A.K. Uledov argues as follows: "The spiritual atmosphere is a certain state of consciousness of society in a given period of its existence, and at the same time, it is precisely the spiritual atmosphere - the" spirit of the times "that must be taken into account when solving socially significant problems, because it is one of the most important conditions, factors , guarantors of their decision " A.K. Uledov Spiritual renewal of society. - M .: Thought, 1990, p. 216..

Starting from the idea of ​​the unity of the bodily and spiritual principles, as well as from fundamental studies of the laws of the evolutionary development of motor skills in human ontogenesis, physical culture activity, in our opinion, should be considered as one of the fundamental types of activity throughout human life, playing different , but a very significant role Balsevich V.K. Physical culture for everyone and everyone. - M .: FiS, 1998.

According to S.L. Frank, spiritual being is not exhausted by its objective content, but has yet another dimension in depth, beyond the limits of everything comprehensible. In this regard, we come to the conclusion that any reasonable and appropriate social reform can be fruitful only in combination with the inner, moral and spiritual development of people.

« From the point of view of the moral formation of the personality, systematic, methodically developed ethical education and training should begin already in children's educational institutions,- says S.F. Anisimov, - v comprehensive school » Anisimov S.F. Spiritual values: production and consumption. - M .: Mysl, 1988, p. 212, 218.. According to his concept, it is necessary to radically change the structure of education and upbringing, to strengthen spiritual and educational work and to allocate much more time for it. S.F. Anisimov stands for the humanization of the educational process, the purpose of which is to form a spiritually rich personality. The formation of spiritual needs requires special efforts on the part of the individual, collective, society, efforts aimed at moral education, improvement and self-improvement. Continuing to develop this thought, he writes the following: « Vhigh level of moral maturity of all people- one of the main signs of the spiritual health of society» Anisimov S.F. Spiritual values: production and consumption. - M .: Mysl, 1988, p. 212, 218..

In his opinion, ethical education and education of the entire population at any age play an important role in this. The goal of spiritual education is to give a person a correct idea of ​​the highest type of consciousness in given concrete historical conditions, to develop in him a stable need in accordance with this idea. Also noteworthy are his ideas on the use of physical culture for the development of spiritual health: “It should be said that today many, engaged in physical and spiritual education, not only understand the need for the conscious use of various types of strengthening physical and mental health (gymnastics, summer and winter sports , aerobics, various dietary systems, etc.), but also use them to some extent. At the same time, not everyone understands the important role of regular classes in mastering spiritual values ​​for the sake of spiritual improvement and self-improvement " Anisimov S.F. Spiritual values: production and consumption. - M .: Mysl, 1988, p. 212, 218.. So, following this logic, bodily perfection and health, on the one hand, and the formation of spiritual health, on the other, not only do not exclude, but complement each other.

2. Individual characteristicspersonality

Personality is based on her structure- communication and interaction of relatively stable components (sides) of the personality: abilities, temperament, character, volitional qualities, emotions and motivation.

A person's abilities determine his success in various activities. A person's reactions to the world around them - other people, life circumstances, etc., depend on temperament. The character of a person determines his actions in relation to other people.

Volitional qualities characterize the desire of a person to achieve their goals. Emotions and motivation are, respectively, the experiences of people and the motivation for activity and communication.

Most psychologists believe that a person is not born a person, but becomes. At the same time, in modern psychology there is no unified theory of the formation and development of personality. For example, the biogenetic approach (S. Hall, Leontiev A. N. Activity"Consciousness. Personality ". M., 1982. Freud and others) considers the basis of personality development to be the biological processes of maturation of the organism, sociogenetic (E. Thorndike, B. Skinner, etc.) - the structure of society, methods of socialization, relationships with others, etc., psychogenetic (J. Piaget, J. Kelly and others). - without denying either biological or social factors, it brings to the fore the development of psychic phenomena themselves. It is more correct, apparently, to believe that a person is not just the results of biological maturation or a matrix of specific living conditions, but the subject of active interaction with the environment, in the process of which the individual gradually acquires (or does not acquire) personality traits.

A developed personality has a developed self-awareness. Subjectively, for an individual, a person acts as his I ("image of I", "I-concept"), a system of ideas about oneself, revealing itself in self-assessments, a sense of self-esteem, the level of claims. Correlation of the self-image with the real circumstances of the individual's life allows the individual to change his behavior and realize the goals of self-education.

Personality is in many ways a life-sustaining formation. Personality stability lies in the consistency and predictability of her behavior, in the regularity of her actions. But it should be borne in mind that the behavior of the individual in certain situations is quite variable.

In those properties that were acquired, and not laid down from birth (temperament, inclinations), the personality is less stable, which allows it to adapt to various life circumstances, to changing social conditions. Modification of views, attitudes, value orientations, etc. in such conditions it is a positive personality trait, an indicator of its development. A typical example of this is the change in the value orientations of the individual in the modern period.

Let's move on to considering other aspects of the personality. In its most general form capabilities is individual psychological characteristics individuals who ensure success in activity, in communication and ease of mastering them. Abilities cannot be reduced to the knowledge, abilities and skills that a person has, but abilities ensure their rapid acquisition, fixation and effective practical application. Success in activity and communication is determined not by one, but by a system of different abilities, with all this they can be mutually compensated.

A person who is capable of many and different types of activity and communication has general gratitude, that is, the unity of general abilities, which determines the range of his intellectual capabilities, the level and originality of activity and communication.

The overwhelming majority of psychologists believe that the inclinations are some genetically determined (innate) anatomical and physiological features. nervous system, constituting an individual-natural basis (prerequisite) for the formation and development of abilities. At the same time, some of the scientists (for example, R.S. Nemov) believe that a person has two types of inclinations: congenital (natural) and acquired (social).

The anatomical and physiological basis of social abilities, when they become developed, are the so-called functional organs - intravital neuromuscular systems that ensure the functioning and improvement of the corresponding abilities.

Temperament- a set of individual characteristics that characterize the dynamic and emotional aspects of human behavior, his activities and communication. Only conditionally temperament can be attributed to the components of the personality, because its features, as a rule, are biologically determined and are innate. Temperament is closely related to character, and in an adult it is difficult to separate them.

Temperament can be divided into four most generalized types: choleric, sanguine, phlegmatic, melancholic. This division has a long history (Hippocrates, Galen, Kant, Pavlov, etc.), although there are other classifications of types of temperament (Kretschmer, Sheldon, Seago, etc.).

There are no good or bad temperaments. Each of them has its own advantages and disadvantages. The dignity of the choleric person is the ability to concentrate significant efforts in a short period of time, and the disadvantage is that with prolonged work he does not always have enough endurance. A sanguine person, possessing a quick reaction and increased ability to work in the initial period of work, by the end of work reduces efficiency not only due to rapid fatigue, but also due to a drop in interest. The dignity of the phlegmatic is in the ability to work long and hard, but he is not able to quickly gather and concentrate his efforts. The melancholic is distinguished by a long endurance, but a slow entry into work, his efficiency is higher in the middle or at the end of the work, and not at its beginning.

The type of temperament must be taken into account in specialties where work makes special demands on the dynamic and emotional qualities of a person.

In its most general form character can be defined as a system of stable personality traits, manifested in a person's relationship to himself, to people, to work performed, to leisure, etc.

In the character, a number of subsystems or properties (traits) can be distinguished, just expressing the different attitude of the individual to certain aspects of reality. The first subsystem contains features that are manifested in activity (initiative, efficiency, hard work, or, conversely, lack of initiative, laziness, etc.). The second subsystem includes personality traits that are manifested in a person's relationship with other people, i.e. in communication (tactfulness-tactlessness, politeness-rudeness, sensitivity-callousness, etc.). The third subsystem is made up of features that are manifested in a person's attitude to himself (self-criticism-overestimated conceit, modesty-arrogance, etc.). The fourth subsystem is the totality of a person's relationship to things (accuracy-carelessness, generosity-stinginess, etc.).

Consider the description of some types of characters of people, which does not pretend to be complete and systematic.

Hyperthymic type- such people are characterized by extreme contact, talkativeness, expressiveness of gestures, facial expressions. They are energetic, proactive, optimistic people. At the same time, they are frivolous, irritable, it is difficult to endure the conditions of strict discipline, forced loneliness.

Disty type. These people are characterized by low contact, reticence, a tendency to pessimism. They lead a secluded life, rarely conflict. Serious, conscientious, devoted in friendship, but too passive and slow.

Cycloid type. They are characterized by frequent periodic mood swings. During the uplift, they behave according to the hyperthymic type, while the decline - according to the distymous type.

Pedantic type. These people are characterized by conscientiousness and accuracy, reliability in business, but at the same time they are able to harass others with excessive formalism and boringness.

Demonstrative type. They are artistic, courteous, their thinking and actions are extraordinary. They strive for leadership, easily adapt to people. At the same time, such people are selfish, hypocritical, unscrupulous in their work, and vain.

Extroverted type. They are motivated and energized by the outside world. They do not like solitary reflections, they need the support and approval of people. They are sociable, have many friends. Easily suggestible, influenced. They readily have fun, are prone to rash acts.

Introverted type. They are focused on their inner world, therefore they have little contact, are prone to loneliness and thoughtfulness, and do not tolerate interference in their personal life. Restrained, rarely come into conflict. At the same time, they are quite stubborn, conservative, it is difficult for them to reorganize in time.

Sado-masochistic type. In an effort to eliminate the causes of their life failures, such people are prone to aggressive actions. Masochistic people try to take the blame upon themselves, and with all this they revel in self-criticism and self-flagellation, sign their own inferiority and helplessness. Sadistic people make people dependent on themselves, acquire unlimited power over them, cause them pain and suffering, while experiencing pleasure.

Conformist type. Such people almost never have either their own opinion or their own social position. They unquestioningly obey the circumstances, the requirements of the social group, quickly and without problems change their beliefs. This is a type of conscious and unconscious opportunists.

Thinking type. These people trust more what is thought out, logically justified. They pursue the truth without much concern for justice. They like to bring everything to complete clarity. They are able to remain calm when those around them lose their composure.

Feeling type. People of this kind are distinguished by an increased sensitivity to everything that pleases and what upsets. They are altruistic, they always put themselves in the place of another, they are happy to provide help even to their own detriment. Everyone is taken to heart, they are reproached for excessive indecision.

It is useful to bear in mind that the complexity and diversity of the human person does not even fit into this extensive typology. It would also be a mistake to underestimate the predisposition of each of us to any type or simultaneously several (joint with each other) types. Therefore, familiarization with the typology of characters allows you to make fuller use of your own strengths, neutralize (if possible) weaknesses, and also helps to "find the key" to other people, as it reveals the hidden mechanisms of human decisions and actions.

Will- conscious regulation by a person of his behavior (activity and communication), associated with overcoming internal and external obstacles. This is a person's ability, which manifests itself in self-determination and self-regulation by him of his behavior and mental phenomena.

Currently, there is no unified theory of will in psychological science, although many scientists are trying to develop a holistic doctrine of will with its terminological definiteness and uniqueness. Apparently, this situation with the study of will is associated with the struggle that has been going on since the beginning of the 20th century between the reactive and active concepts of human behavior. For the first concept, the concept of will is practically unnecessary, because its supporters represent all human behavior as a person's reaction to external and internal stimuli. Proponents of the active concept of human behavior, which has recently become the leading one, understand human behavior as initially active, and the person himself endowed with the ability to consciously choose forms of behavior.

Consideration of the psychological interpretation of personality involves the interpretation of the phenomenon of its spiritual freedom... Psychologically, personal freedom is, first of all, free will. It is defined in relation to two values: vital drives and social conditions of human life. Drives (biological impulses) are transformed in him under the influence of his self-awareness, spiritual and moral coordinates of his personality. Moreover, a person is the only living being who at any moment can say “no” to his drives, and who should not always say “yes” to them (M. Scheler).

At the same time, freedom is only one side of a holistic phenomenon, the positive aspect of which is being responsible. Individual freedom can turn into simple arbitrariness if it is not experienced from the point of view of responsibility (V. Frankl).

Under emotions understand, on the one hand, a kind of expression of a person's subjective attitude to objects and phenomena of the surrounding reality in the form of direct experiences pleasant or unpleasant (emotions in the broadest sense of the word), and on the other hand, only the reaction of humans and animals to the effects of internal and external stimuli associated with satisfaction or dissatisfaction of biologically significant needs (emotions in the narrow sense of the word).

It should be noted that a number of psychological theories of emotion do not exist. All of them affect physiological and other related issues, since any emotional state is accompanied by numerous physiological changes in the body.

Evolutionary theory(Charles Darwin proceeds from the fact that emotions appeared in the process of evolution of living beings as adaptive (adaptive) mechanisms to the circumstances of life. According to the concept of W. James - K. Lange, who develops the evolutionary theory, organic changes are the root cause of emotions.

In a person, cognitions (knowledge) play no less role in the dynamics of emotions than organic and physical influences. Based on this, new concepts of emotions have been proposed.

Cognitive dissonance theory(L. Festinger) proceeds from the fact that positive emotional experiences arise when a person's expectations come true and cognitions are implemented, that is, when the real results of behavior are in consonance (correspondence) with the intended ones. Negative emotions arise, function and intensify when there is a dissonance (discrepancy, discrepancy) between the expected and the coming results.

Essentially, cognitive is also information concept, proposed by the Russian physiologist academician P.V. Simonov, on the basis of which the strength and quality of a person's emotion is ultimately determined by the strength of the need and the assessment of the ability to satisfy it in this situation.

Emotions are closely related to the personality, inseparable from it. Emotions primarily reflect the state, process and result of satisfying needs.

Emotionally, people as individuals differ from each other in emotional excitability, the duration and stability of the emerging emotional experiences, the dominance of sthenic or asthenic, positive or negative emotions, etc. But the main difference is in the strength and depth of feelings, in their content and objective relevance. The system itself and the dynamics of typical emotions characterize a person as a person.

Emotionality is innate, but affects, and, moreover, feelings, develop in the course of life, which means the personal development of a person. Such development is associated: a) with the inclusion of new objects in the emotional sphere of a person; b) with an increase in the level of conscious volitional control and control of their feelings; c) with the gradual inclusion in the moral regulation of higher moral values ​​(conscience, duty, responsibility, decency, etc.).

Motiveation- this is an impulse to commit a behavioral act, generated by a system of human needs and, to varying degrees, is realized or unconscious by him at all. In the process of performing behavioral acts, motives, being dynamic formations, can transform (change), which is possible at all phases of the act, and the behavioral act often ends not according to the initial, but according to the transformed motivation.

The term "motivation" in modern psychology denotes at least two mental phenomena: 1) a set of motives that cause the activity of the individual and determine it. activity, that is, a system of factors that determine behavior; 2) the process of education, the formation of motives, the characteristics of the process that stimulates and maintains behavioral activity at a certain level.

The emergence, duration and stability of behavior, its orientation and termination after achieving the goal, pre-tuning for future events, increasing efficiency, the semantic integrity of a single behavioral act - all this requires a motivational explanation.

Motivational phenomena, repeatedly repeating themselves, eventually become traits of a person's personality. These features, first of all, include the above-mentioned motive for achieving success and the motive for avoiding failure, as well as a certain locus of control, self-esteem, and the level of aspirations.

Personality is also characterized by such motivational formations as the need for communication (affiliation), the motive for power, the motive for helping people (altruism) and aggressiveness. These are motives of great social importance, since they determine the attitude of the individual to people. Affiliation- the desire of a person to be in the company of other people, to establish emotionally positive good relationships with them. The antipode to the motive of affiliation is rejection motive, which manifests itself in the fear of being rejected, not accepted personally by familiar people. Motive authorities- the desire of a person to have power over other people, to dominate, manage and dispose of them. Altruism- the desire of a person to disinterestedly help people, the antipode is selfishness as the desire to satisfy selfish personal needs and interests, regardless of the needs and interests of other people and social groups. Aggressiveness- the desire of a person to inflict physical, moral or property harm to other people, to cause them trouble. Along with the tendency of aggressiveness, a person also has a tendency to inhibit it, a motive for inhibiting aggressive actions associated with assessing their own actions as undesirable and unpleasant, causing regret and remorse.

3. Spiritual world

Human spirituality- this is a wealth of thoughts, the power of feelings and beliefs. More and more, it is becoming the property of an advanced person. He has a broad outlook covering the horizons of science and technology and a high culture of feelings. Progressive thinkers drew the ideal of an educated and spiritually developed person. N.G. Chernyshevsky considered such a person to be “ who has acquired a lot of knowledge, and, moreover, is accustomed to quickly and correctly thinking what is good and what is bad, what is just and what is unfair, or, as they put it in one word, is accustomed to "thinking", and, finally, from whom concepts and feelings have noble and sublime direction,those.have acquired a strong love for everything good and beautiful.All three qualities- extensive knowledge, the habit of thinking and the nobility of feelings- are necessary for a person to be educated in the full sense of the word "... The man of a democratic society is being formed today. Large horizons of science and technology open before him. Natural science is developing and is entering deeper and deeper into the main branches of technology. The humanities are becoming the scientific basis for guiding the development of society. But knowledge not only leads to a certain type of activity. They illuminate the general picture of the world, the general laws of the development of nature and society, due to which a scientific approach to understanding phenomena is developed.

Works of literature and art bring up feelings, help to know and understand life deeper, develop creative activity. A spiritual person is a person gifted in artistic creation and capable of building life according to the laws of beauty. The foundations of a child's spiritual development are laid in the family. From an early age, children develop ideas about nature, about relationships between people, about the world around them. How broad these ideas are, how quickly they develop - it depends on the parents, their behavior and communication with children. It is known that the spiritual image of a child is formed under the influence of the spiritual image of the parents. The family lives with great spiritual interests. The desire of adults to be aware of everything that is happening in the country and around the world that worries people in politics, the national economy, science, technology, art, sports - this desire is certainly passed on to children, becomes a source of children's inquisitiveness and curiosity. The daily concern of parents is to monitor how children learn, what they read, how curious they are, to support every initiative of children aimed at enriching the mind and soul of a growing person.

The spiritual development of each individual is to a certain extent associated with the realization of those inclinations that are inherited by him genetically, manifested in the peculiarities of the organization of his brain. Both society and the individual himself are forced to reckon with this fact. Without taking it into account, it is impossible to properly build upbringing and self-education. At the same time, the opportunities provided by nature to man are extremely great. And, of course, an intensive upbringing and work of a personality on oneself is required in order to use them properly. " Brain, - writes academician N.P. Dubinin, - possesses limitless possibilities for the perception of a versatile social program, ensures the universal readiness of the newborn to connect to the social form of the movement of matter. Realize Properly This Immense Potential- educational task… The human in a person is given by history, social culture. All normal people are capable of practically unlimited spiritual development ". Dubinin N.P."Biological and social inheritance." -Communist, 1989, No. II, p. 67, 68. This means that a person is potentially capable of unlimited self-improvement. I.P. Pavlov, noting that man is a system that perfects itself, wrote “Can't this support the dignity of a person, fill him with the highest satisfaction? And in life everything remains the same as with the idea of ​​free will with its personal, social and state responsibility, I still have the opportunity, and hence the duty for me, to know everything. " Pavlov I.P."Fav. manuf. " M., 1951, p. 395.56.

Self-knowledge, taken in terms of effective self-attitude, should lead the individual to the realization of the need for self-improvement as a moment of individual development of each person. The formation of a personality only in the childhood period proceeds without self-education or with an extremely undeveloped self-education. At a certain stage in the development of an individual, as he realizes the demands of society, under the decisive influence of the objective conditions of life and upbringing, the prerequisites are ripe for connecting to the formation of his personality and self-education. This is due to the fact that as a result of all previous development, the actual ties of the individual with society have become richer, and his inner world has become richer. Man has acquired the ability to act as not only an object, but also a subject of his knowledge, change, improvement. He already relates to himself in a new way, makes "corrections", "corrections" in his formation, to one degree or another consciously determines the prospects of his life, activity, and self-development. So, due to social development and upbringing, a person has a need for self-upbringing and the abilities for it are formed.

Even Hegel noted that the formation of the individual's desire for self-education, personal improvement is just as inevitable as the development of the ability to stand, walk, and speak in him. « … The ability to comprehend one's own "I" is an extremely important moment in the spiritual development of a child; from now on he… becomes capable of reflection on oneself… But the most important thing here is the feeling that awakens in them (children) that they are not yet what they should be, and a living desire to become the same as the adults among whom they live.… This own aspiration of children to upbringing is an immanent moment of any upbringing " Hegel... "Encyclopedia of Philosophical Sciences." M., 1977, t. 3, p. 85.

The process of self-education, self-improvement in the individual development of a personality inevitably, naturally begins in adolescence. It is at this age that a person's attention to his spiritual world is sharpened, a desire arises and the search for opportunities for self-expression and self-assertion is activated, a special interest in self-knowledge, self-testing is manifested. Actually, a stormy process of self-education begins, which covers all aspects of the spiritual life of a person. This leaves a mark on the adolescent's relationship to other people and to himself. Having begun in the adolescent period of personality development, the process of self-education, apparently, does not reach the level of high development becomes systematic. For some, it remains for life at the stage, in the terminology of psychologists, " situational self-education". But one way or another, having arisen, self-education in one form or another accompanies a person throughout his life. The facts when an individual leads a thoughtless life, lets his personal development to the mercy of chance, do not contradict this, but only say that in the formation of a personality the phenomena of pathology, deep ignorance and even vicious self-education are possible.

It is sad when a person, a conscious, social being, life around whom is more and more imbued with the light of rationality and goodness, leads a lifestyle that is forgivable unless for a being that does not have a human mind.

An important aspect of self-education is self-education. It would be wrong to understand it only as a simple continuation of education, knowledge of the external world. In the process of self-education, a person cognizes himself, develops his intellectual abilities, will, self-discipline, self-control, forms himself in accordance with the ideal image of a Human.

In the conditions of the development of educational, scientific, industrial specialization, the complication of scientific and special terminology, the workload of narrow professional activities, a person is often forced to be content with information, knowledge, information obtained from "second hand". In itself, this phenomenon is necessary and, in a sense, unconditionally progressive. But being extended to all spheres of intellectual life, this form of acquiring knowledge is fraught with the danger of getting used to a facilitated way of satisfying spiritual, mental needs, satisfying them in a purely consumer way, without spending one's own efforts, without exerting mental and volitional forces. A dependent attitude to spiritual values ​​develops, an attitude that someone must, must prepare, give, present in a finished form, almost put into his head any ready-made ideas, information, artistic generalizations.

Intellectual dependence is especially dangerous in that it generates "spiritual laziness", dulls interest in the constant search for something new, instills spiritual omnivorousness, indifference to the most important ideological demands of the time. Intellectual dependence most often extends to the area of ​​the general culture of the individual. It inflicts particular damage on self-education when it “infects” such spheres as literary and artistic requests, aesthetic tastes, and communication in the sphere of leisure. This devastates the personality, leads to primitivism in the development of the values ​​of life and culture. And it is very important that each person deeply realizes the need to make their own efforts to educate themselves in the spirit of civilization.

Conclusion

In modern psychology, there is no single understanding of personality. At the same time, most researchers believe that a personality is a life-forming and individually unique set of features that determine the way (style) of thinking of a given person, the structure of her feelings and behavior. The personality is based on its structure - communication and interaction of relatively stable components (sides) of the personality: abilities, temperament, character, volitional qualities, emotions and motivation.

Self-education is a means of satisfying one of the basic needs modern man- constantly expand your horizons, improve the general and political culture, satisfy intellectual needs, maintain mental performance. Without this, a spiritually rich, full of high demands, creative life of a person is generally inconceivable.

List of used literature

1. Anisimov S.F. Spiritual values: production and consumption. - M .: Mysl, 1988, p. 212, 218.

2. Balsevich V.K. Physical culture for everyone and everyone. - M .: FiS, 1998.

3. Vyzhletsov G.P. Axiology of culture. - SPb .: LSU, 1996.

4. Zharov L.V. // Questions of philosophy. 1997, no. 6, p. 145-147.

5. Kruglova L.K. Fundamentals of cultural studies. SPb., 1995.

6. Lubysheva L.I. Social and biological in human physical culture in the aspect of methodological analysis // Theor. and practical. Phys. cult. 1996, no. 1, p. 2-3.

7. Livshits R.L. Spirituality and lack of spirituality of the individual. - Yekaterinburg: Ural Publishing House. University, 1997, p. 40, 49.

8. Sadykov F.B. Criteria for Reasonable Needs // Problems of Philosophy. 1985, no. 1, p. 43.

9. Stolyarov V.I. Philosophical and cultural analysis of physical culture // Problems of Philosophy. 1988, no. 4, p. 82.

10. Stolyarov V.I. Values ​​of sport and ways of its humanization. - M .: RGAFK, 1995.

11. Uledov A.K. Spiritual renewal of society. - M .: Thought, 1990, p. 216.

12. Asmolov A.G. "Psychology of Personality". M., 1990.

13. Leontiev A.N. “Activity, Consciousness. Personality ". M., 1982.

14. Dubinin N.P. "Biological and social inheritance." - Communist, 1989, No. II, p. 67, 68.

15. Pavlov I.P. "Fav. manuf. " M., 1951, p. 395.56.

16. Hegel. "Encyclopedia of Philosophical Sciences." M., 1977, t. 3, p. 85.

17. Kovalev A.G. "Self-education of schoolchildren". M., 1967, p. 25.

	To download work you need to join our group for free In contact with... Just click on the button below. By the way, in our group we help with writing educational papers for free. A few seconds after the subscription has been verified, a link will appear to continue downloading the work.
	Free evaluation
	To raise originality of this work. Anti-plagiarism bypass.

PLAN

Individual psychological characteristics of the personality ..................... 3

1. Temperament …………………………………………………………… ... 3

2. Nature …………………………………………………………………… ..5

3. Abilities ………………………………………………………………… 7

4. Feelings and emotions …………………………………………………………… 9

5. Will ………………………………………………………………………… .10

References …………………………………………………………… 13

Individual psychological personality traits.

Individual psychological characteristics are the peculiar properties of a person's mental activity, which are expressed in temperament, character, abilities, feelings and emotions, as well as the manifestation of will. They are formed as a result of a systemic generalization of individual biological and socially acquired properties involved in the functioning of the human behavior system, as well as in his activities and communication. They are associated with all mental processes: motivational-need, cognitive, emotional-volitional. It is believed that temperament and character denote dynamic and meaningful aspects of behavior, emotional and volitional stability of a person is an integral part of a person's character, and abilities are such personality traits that are a condition for performing a particular productive activity.

1. Temperament

The history of the emergence of the doctrine of temperaments dates back to the 5th century. BC, when the ancient Greek physician Hippocrates put forward the idea that vital activity and human health depend on four main body juices: blood, lymph, bile and black bile. Based on these ideas, the ancient Roman physician Galen (II century AD) formulated the humoral theory, according to which the different ratio of these fluids affects not only health, but also determines mental condition, human behavior. Galen proposed the first classification of types of temperament. Depending on the predominance of a particular fluid in the body, people, according to his theory, differ from each other in strength, speed, pace, rhythm of movements, expressiveness of expression of feelings. From here came the names of four types of temperament: sanguine, phlegmatic, choleric and melancholic.

Behavior depends not only on social conditions, but also on the characteristics of the natural organization of the individual. Temperament is precisely determined by the biological organization of the individual, and therefore it is detected quite early and clearly in children in play, classes, communication.

Consider the characteristics of the four types of temperament.

Choleric. Representatives of this type are distinguished by increased excitability, and, as a result, by unbalanced behavior. Choleric is quick-tempered, aggressive, straightforward in relationships, energetic in activities. Choleric people are characterized by cyclical work. They are passionately devoted to their work, to be carried away by it. But now their strength is exhausted, faith in their capabilities has fallen, a depressed mood has come, and they do nothing. This cyclicality is one of the consequences of the imbalance in their nervous activity.

Sanguine... A person with a strong, balanced, mobile nervous system. He has a quick reaction rate, his actions are deliberate. A sanguine person is cheerful, due to which he is characterized by a high resistance to the difficulties of life. He is a productive figure, but only when there are many interesting things to do. Otherwise, he becomes lethargic, boring, distracted.

Phlegmatic person. He is solid, does not waste his energy: having calculated them, he brings the matter to the end. He is even in relationships, moderately sociable, does not like to chat in vain. The disadvantages of a phlegmatic are his inertia, inactivity. He needs time to swing, to focus his attention, to switch it to another object, etc.

Melancholic. A person with a weak nervous system, who is highly sensitive even to weak stimuli. He is often sad, depressed, insecure, anxious; he may have neurotic disorders.

Such properties as impressionability, emotionality, impulsivity and anxiety depend on temperament.

In their pure form, these four types of temperament are extremely rare, since various properties of the human nervous system in their various combinations determine a large number of intermediate types. Thus, when analyzing individual psychological characteristics of a personality, it is required to establish the degree of predominance of certain characteristics of the traditionally distinguished four types of temperament.

2. Character

Character is a set of stable individual psychological properties that are manifested in life, human behavior in the form of his attitude towards people around him, towards himself, towards business, and other various circumstances of life. The character is formed, as a rule, gradually in the process of knowledge and practical activity.

The character is manifested in activity, communication, in the manner of human behavior. It expresses the subject's attitude to the phenomena of social and labor, personal life in various situations in which the subject manifests itself as a whole as a person. These relationships form an individual style of behavior.

Character, in contrast to temperament, is determined not only by the properties of the nervous system, hereditary factors, but it is also formed under conditions of active influence on a person by the socio-cultural environment, depends on upbringing, social, interpersonal relationships in which he is involved and in which he actively participates.

There are various approaches to the description, classification of properties, character traits. They can be conventionally grouped as follows.

Traits that reflect a person's attitude to other people (to relatives, friends, acquaintances and strangers, to people of the opposite sex, to people who treat him well or are hostile).

Traits in which a person's attitude towards himself is manifested (to his social status, his appearance, his own health, etc.). They are closely intertwined with character traits manifested in relationships with people.

Traits expressing an attitude to business, work, service, professional activity (hard work, conscientiousness, accuracy, laziness, irresponsibility, etc.). These character traits affect the authority, social prestige of a person. Among them, it is also necessary to highlight the character traits that express the attitude to discipline, law and order: diligence, punctuality.

Traits that reflect the attitude towards things, material well-being (generosity, greed, greed, thrift and some others).

Most researchers distinguish in the structure of the existing character, first of all, two sides: content and form. They are inseparable from each other and constitute an organic unity. The content of the character is the life orientation of the personality, i.e. her material and spiritual needs, interests, ideals and social attitudes. The content of the character is manifested in the form of certain individually-peculiar relationships that speak of the selective activity of a person. In different forms of character, various ways of manifesting relationships, temperament, and the established emotional and volitional characteristics of behavior are expressed.

3. Capabilities

In the most general form, abilities are individual psychological characteristics of a personality that ensure success in activity, in communication and ease of mastering them. Abilities cannot be reduced to the knowledge, abilities and skills that a person has, but abilities ensure their rapid acquisition, fixation and effective practical application. Success in activity and communication is determined not by one, but by a system of different abilities, while they can be mutually compensated. There are a number of classifications of abilities. Let's reproduce one of them, the most significant:

1) natural (or natural abilities, basically biologically determined, associated with innate inclinations, formed on their basis, in the presence of elementary life experience through learning mechanisms such as conditioned reflex connections);

2) specific human abilities that have a socio-historical origin and ensure life and development in a social environment (general and special higher intellectual abilities, which are based on the use of speech, logic, theoretical and practical, educational and creative). Specific human abilities, in turn, are subdivided into:

a) general, which determine the success of a person in a wide variety of activities and communication (mental abilities, accuracy and subtlety of hand movements, etc.), and special, which determine the success of a person in certain types of activity and communication, where special kind of inclinations and their development (mathematical, technical, artistic and creative abilities, sports, etc.).

b) theoretical, which determine a person's inclination to abstract logical thinking, and practical, which underlie the inclination to concretely practical actions. The combination of these abilities is characteristic only of versatile gifted people;

c) educational, which affect the success of pedagogical influence, the assimilation of knowledge, skills, skills by a person, the formation of personality traits, and creative, associated with success in creating works of material and spiritual culture, new ideas, discoveries, inventions. The highest degree of creative manifestations of a personality is called genius, and the highest degree of a personality's abilities in a certain activity (communication) is called talent;

d) the ability to communicate, interact with people, namely, a person's speech as a means of communication, the ability to perceive and evaluate people, socio-psychological adaptability to different environments, getting into contact with different people, their disposition, etc.

Abilities are not static, but dynamic formations, their formation and development occurs in the process of a certain way of organized activity and communication. The development of abilities occurs in stages. An important point in the development of abilities in children is the complexity of the simultaneous improvement of several mutually complementary abilities. The following levels of abilities are distinguished: reproductive, which provides a high ability to assimilate ready-made knowledge, master the established patterns of activity and communication, and creative, which ensures the creation of a new, original one. But it should be borne in mind that the reproductive level includes elements of the creative, and vice versa.

4. Feelings and emotions

A person's experience of his attitude to what he does or learns, to other people, to himself, are called feelings and emotions.

Feelings and emotions are interrelated, but different phenomena of the emotional sphere of a person. Emotions are considered to be a simpler, direct experience at the moment, associated with the satisfaction or dissatisfaction of needs. Manifesting as reactions to objects in the environment, emotions are associated with initial impressions. The first impression of something is purely emotional in nature, it is a direct reaction (fear, anger, joy) to some external features.

Feeling is the most complex than emotions, a constant, well-established attitude of a person to what she knows and does, to the object of her needs. Feeling is characterized by stability and duration, measured by the months and years of their subject's life. Feelings are usually classified by content. It is customary to distinguish the following types of feelings: moral, intellectual and aesthetic.

Moral, or moral, feelings are feelings in which a person's attitude to human behavior and his own is manifested. They are experienced by people in connection with the fulfillment or violation of the principles of morality accepted in a given society, which determine what is boring to consider good and bad, just and unjust in human relations.

Intellectual feelings arise in the process of mental activity and are associated with cognitive processes. They reflect and express a person's attitude to his thoughts, to the process of cognition, his success and failure, to the results of intellectual activity. Intellectual feelings include curiosity, curiosity, surprise, confidence, uncertainty, doubt, bewilderment, a sense of the new.

Aesthetic feelings are experienced in connection with the perception of objects, phenomena and relationships of the surrounding world and reflect the subject's attitude to various facts of life and their reflection in art. In aesthetic feelings, a person experiences beauty and harmony (or, conversely, disharmony) in nature, in works of art, in relations between people.

4. Will

Will is a person's conscious regulation of his behavior (activity and communication), associated with overcoming internal and external obstacles. This is a person's ability, which manifests itself in self-determination and self-regulation by him of his behavior and mental phenomena.

The main signs of an act of will:

a) the application of efforts to perform an act of will;

b) the presence of a well-thought-out plan for the implementation of a behavioral act;

c) increased attention to such a behavioral act and the lack of immediate pleasure obtained in the process and as a result of its execution;

d) often efforts of the will are directed not only at victory over circumstances, but at overcoming oneself.

Volitional regulation of behavior is characterized by the state of optimal mobilization of the personality, the required mode of activity, the concentration of this activity in the required direction.

The main psychological function of the will is to strengthen motivation and improve the regulation of actions on this basis. In this, volitional actions differ from impulsive ones, that is, actions performed involuntarily and insufficiently controlled by consciousness. At the level of the personality, the manifestation of will is expressed in such properties as willpower (the degree of the necessary volitional effort to achieve the goal), persistence (a person's ability to mobilize their capabilities for long-term overcoming of difficulties), endurance (the ability to inhibit actions, feelings, thoughts that interfere with the implementation of the accepted decisions), energy, etc. These are the primary (basic) volitional personal qualities that determine the majority of behavioral acts.

There are also secondary, developing in ontogenesis later than the primary, volitional qualities: decisiveness (the ability to make and implement quick, well-grounded and firm decisions), courage (the ability to overcome fear and take justified risks in order to achieve a goal, despite the dangers to personal well-being), self-control (the ability to control the sensory side of your psyche and subordinate your behavior to the solution of consciously set tasks), self-confidence. These qualities should be considered not only as strong-willed, but also as characterological.

The tertiary should include volitional qualities that are closely related to moral ones: responsibility (a quality that characterizes a person in terms of fulfilling moral requirements), discipline (conscious submission of his behavior), adherence to principles (loyalty to a certain idea in beliefs and consistent implementation of this idea in behavior ), obligation (the ability to voluntarily assume responsibilities and fulfill them). This group also includes the qualities of will associated with a person's attitude to work: efficiency, initiative, organization, diligence, etc. Tertiary qualities of will are usually formed only by adolescence, that is, the moment when there is already experience of volitional actions.

Volitional actions can be divided into simple and complex. In a simple volitional act, the urge to action (motive) turns into the action itself almost automatically. In a complex volitional act, an action is preceded by taking into account its consequences, understanding motives, making decisions, the emergence of an intention to implement it, drawing up a plan for its implementation, etc.

The development of will in a person is associated with:

a) with the transformation of involuntary mental processes into arbitrary;

b) with the acquisition by a person of control over his behavior;

c) with the development of strong-willed personality traits;

d) with the fact that a person deliberately sets himself more and more difficult tasks and pursues more and more distant goals that require significant volitional efforts over a long time.

The formation of volitional personality traits can be viewed as a movement from primary to secondary and further to tertiary qualities. A person who wants to control himself and his circumstances, who wants to overcome destructive emotions and qualities, can by training strengthen his will and increase the range of his capabilities.

Bibliography.

1. Gamezo M.V., Domashenko I.A. Atlas of Psychology: Inform.-Method. Manual for the course "Human Psychology": - M .: Ped. Society in Russia, 1999 .-- 397 p.

2. Glukhanyuk NS, Semenova S.L., Pecherkina A.A. General psychology: Textbook for universities. M .: Academic project; Ekaterinburg: Business book, 2005.368 p.

3. Zeer E.F. Psychology of vocational education: Textbook. allowance. - Yekaterinburg: Ural Publishing House. state prof.-ped. University, 2000 .-- 244 p.

4. Klimov E.A. Psychology of professional self-determination: Textbook. manual for universities. - Rn / D: Phoenix, 1996 .-- 512 p.

5. Nemov R.S. Psychology: Textbook. for stud. higher. ped. study. institutions. In 3 kn. 4th ed. - M .: Humanit. ed. center VLADOS, 2002. - Book 1: General foundations of psychology - 688 p.

6. Nemov R.S. Psychology: Textbook. for stud. higher. ped. study. institutions. In 3 vols. 4th ed. - M .: Humanit. ed. center VLADOS, 2002. - Book 2: Psychology of education - 496 p.

7. Petrovsky A.V., Yaroshevsky M.G. Psychology. Textbook for universities. - M .: Publishing house. Center "Academy", 2000. –512 p.

Capabilities- these are individual psychological characteristics of a personality that ensure success in activity, in communication and ease of mastering them.

They cannot be reduced to the knowledge, abilities and skills that a person has, but they ensure their rapid acquisition, fixation and effective practical application.

Abilities can be classified as follows:

1. Natural (or natural). Basically, they are biologically determined, associated with innate inclinations, are formed on their basis in the presence of elementary life experience through the mechanisms of learning - the type of conditioned reflex connections.
2. Specific human. They have a socio-historical origin and provide life and development in a social environment.

The latter, in turn, are subdivided into:

1. General: they determine the success of a person in a variety of activities and communication (mental abilities, developed memory and speech, accuracy and subtlety of hand movements, etc.). Special: they are associated with the success of the individual in certain types of activity and communication, where a special kind of inclinations are needed - mathematical, technical, literary and linguistic, artistic, sports and other abilities.
2. Theoretical: determine a person's tendency to abstract-logical thinking, and practical ones - underlie the tendency to concrete-practical actions. Their combination is characteristic only of versatile gifted people.
3. Educational: influence the success of pedagogical influence, the assimilation of knowledge, abilities, skills by a person, the formation of personality traits. Creative: associated with success in creating works of material and spiritual culture, new ideas, discoveries, inventions. The highest degree of creative manifestations of a personality is called genius, and the highest degree of a personality's abilities in a certain activity (communication) is called talent.
4. Ability to communicate, interact with people and subject-activity abilities, associated with the interaction of people with nature, technology, sign information, artistic images, etc.

A person, disposed to many and different types of activity and communication, has a common endowment, that is, the unity of common abilities, which determines the range of his intellectual capabilities, the level and originality of activity and communication.

Thus, abilities are the individual psychological characteristics of a person, manifested in his activity and are a condition for the success of its implementation. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on them, but the abilities themselves are not limited to knowledge and skills. Studies have shown that they develop in the process of individual life and actively shape their environment and upbringing.

A profound analysis of the problem of abilities was given by BM Teplov. According to the concept he developed, anatomical, physiological and functional features of a person can be innate, creating certain prerequisites for the development of abilities, called inclinations.

• Makings- these are some genetically determined (innate) anatomical and physiological features of the nervous system, which constitute the individual natural basis (prerequisite) for the formation and development of abilities.
• Capabilities- not static, but dynamic formations; their formation and development take place in the process of a certain way of organized activity and communication. The development of abilities occurs in stages.

The inclinations are ambiguous, they are just prerequisites for the development of abilities that are not predetermined by them. By themselves, the makings are not directed towards anything. They influence, but not decisively, the formation of such, causing different ways of their formation. Abilities develop in the process of activity and education. The inclinations only affect the level of achievement, the speed of development.

Each ability has its own structure, which distinguishes between leading and auxiliary properties. For example, the leading properties of literary abilities are the features of creative imagination and thinking, vivid, visual images of memory, a sense of language, the development of aesthetic feelings. Similar properties of mathematical abilities are the ability to generalize, flexibility of thought processes. For pedagogical abilities, pedagogical tact, observation, love for children, the need for the transfer of knowledge are the leading ones.

The following levels of abilities are distinguished: reproductive, which provides a high ability to assimilate ready-made knowledge, master the established patterns of activity and communication, and creative, which contributes to the creation of a new, original. But it should be borne in mind that the reproductive level includes elements of the creative, and vice versa.

The same person may have different abilities, but one of them turns out to be more significant than the others. At the same time, different people have the same abilities, although they are not the same in terms of development. Since the beginning of the XX century. repeated attempts were made to measure them (foreign psychologists G. Eysenck, J. Cattell, C. Spearman, A. Binet and others). For this, tests were used. However, a more correct way of determining is to identify the dynamics of success in the process of activity. The success of any actions is determined not by some individual abilities in themselves, but only by a combination of those, peculiar to each person. Success can be achieved in a variety of ways. So, the insufficient development of a separate ability is compensated by others, on which the successful performance of the same activity also depends.

Components of teaching ability- constructive, organizational, communicative. The first are manifested in the desire and ability to develop the personality of the student, to select and compositionally build educational material in relation to the age and individual characteristics of children. Organizational influences in the ability to include students in various activities and skillfully influence the personality of the child. Communicative are associated with the ability to establish correct relationships with children, to feel the mood of the whole team, to understand each student.

Studies of various types of special abilities are carried out mainly when they are engaged in vocational guidance and vocational selection.

All the variety of professions was proposed to be divided into five main types, depending on the object to which they are directed (E. A. Klimov):

• P - nature (plants, animals);
• G- equipment (machines, materials);
• H- a person, a group of people;
• Z- Sign information (books, languages, codes, models);
• X- artistic images (art).

When solving problems of vocational guidance, it is advisable to determine, first of all, the propensity of a young person to the listed types of professions.

The teacher not only transfers some knowledge and skills to the student, but also forms, develops his abilities, helps him navigate the world of professions in order to choose the most suitable one according to the individual inclinations and abilities of this person.

The development of a person's general abilities involves the development of his cognitive processes, memory, perception, thinking, imagination.

An important point is complexity - the simultaneous improvement of several mutually complementary abilities.

Individual characteristics of a person determine a unique style of activity (E. A. Klimov). It is characterized by:

1. a stable system of techniques and methods of activity;
2. the conditionality of this system by certain individual qualities;
3. the fact that this system is a means of effective adaptation to objective requirements;
4. the fact that the features of the style of activity are due to the typological properties of the human nervous system.

Individual psychological characteristics distinguish one person from another. The branch of psychological science that studies the individual characteristics of various aspects of personality and mental processes is called differential psychology. The most general dynamic structure of personality is the generalization of all its possible individual psychological characteristics into four groups, which form four main aspects of personality:

Biologically determined characteristics (temperament, inclinations, basic needs).

Socially determined features (orientation, moral qualities, worldview).

Individual characteristics of various mental processes.

Experience (the amount and quality of existing knowledge, skills, abilities and habits).

Not all individual psychological characteristics of these sides of the personality will be character traits. But all character traits, of course, are personality traits. First of all, it must be said about the fundamental differences between character traits and general traits, which were discussed above.

First, character is only one of the substructures of the personality, and the substructure is subordinate. A developed mature personality has good command of his character and is able to control its manifestations. On the contrary, character breakthroughs, when a person acts directly according to the logic of what certain character traits induce him to do, are typical, say, of psychopaths. This refers to adults. As for childhood and adolescence, this is a special conversation. Thus, the character takes a subordinate position, and the actual manifestations of character depend on what motives and goals these manifestations serve in a particular case. That is, character traits are not something that acts on its own, manifests itself in all situations. Secondly, the essence of those traits that make up character can be clarified through the mechanisms of character formation. Before talking about these mechanisms, let us fix the basic myths that exist in relation to character: character is biologically determined, and nothing can be done about it; the character is fully educated, any character can be formed at will with a specially organized system of influences; there is such a very serious thing as national character, that is, there are very different character structures inherent in different nations, which significantly affect the individual character of all representatives of a given nation.

The character also has, so to speak, a macrosocial basis. There is also some truth in the myth of national character. There is a lot of controversy in the literature about the national character. The main problem was posed as follows: is there a national character or not? It turned out very clearly that there are at least very strong stereotypes regarding the national character, that is, that representatives of some nations demonstrate rather persistent beliefs in the existence of certain sets of traits in other nations. Moreover, these stereotypes in the perception of another nation directly depend on how this nation "behaves". For example, a few years ago in West Germany, studies were conducted on the attitude towards the French. Two surveys were conducted with an interval of 2 years, but over these 2 years, relations between Germany and France have noticeably deteriorated. In the second survey, the number of people who named frivolity and nationalism among the characteristic features of the French sharply increased, and the number of those who ascribed such positive qualities as charm and courtesy to the French sharply decreased. Are there real differences between nations? Yes there is. But it turned out that, firstly, differences are always distinguished by a small number of features in comparison with those features by which the similarity prevails, and, secondly, that the differences between different people within the same nation are much greater than stable differences. between nations. Therefore, the verdict passed by the American psychologist T. Shibutani is fair: "The national character, despite the various forms of its study, is in many ways similar to a respectable ethnic stereotype, acceptable primarily for those who are not familiar enough with the people in question." In fact, the idea of ​​a national character is a form of manifestation of the very typological thinking that has already been mentioned. Certain minimal differences that actually exist (for example, the temperament of southern peoples) and which are less significant than the similarity are taken as the basis for a certain type. Typological thinking, as already mentioned, is distinguished, first of all, by categoricalness (either one or the other), by the absence of gradations, by highlighting something private and inflating it by ignoring everything else. Thus, an ideological monster appears under the sonorous title of "national character".

There is also a so-called social character, that is, some invariant character traits inherent in certain social groups. At one time it was fashionable in our country to talk about the class character, and there really is some reality behind it. It was also fashionable to talk about some characterological features of bureaucrats, managers, etc. Behind this, there is also a certain reality associated with the fact that the character is formed in the real life of a person, and to the extent of the generality of those conditions in which representatives of some and the same classes, social groups, etc., some common traits of character are formed in them. After all, the character plays the role of a kind of shock absorber, a kind of buffer between the personality and the environment, therefore, it is largely determined by this environment. In many ways, but not in all. The main thing depends on the personality. If the personality is aimed at adaptation, adaptation to the world, then the character helps to do this. If, on the contrary, the personality is aimed at overcoming the environment or at transforming it, then the character helps her to overcome the environment or transform it. According to the observations of E. R. Kaliteevskaya, adaptability and the absence of roughness, difficulties in the so-called "difficult age" fixes the adaptive character and then leads to the fact that a person experiences many difficulties in life. And vice versa, outwardly violent manifestations of "difficult age" help a person to form certain elements of independence, self-determination, which will give him the opportunity to live normally in the future, actively influence reality, and not just adapt to it. At the same time, character cannot be viewed as a simple sum of individual qualities or personality traits. Some of his features will always be leading; it is by them that one can characterize a person, otherwise the task of understanding the character would be impossible, since each individual has a large number of individual characteristic features, and the number of shades of each of these features is even greater. For example, neatness can have shades: punctuality, pedantry, cleanliness, smartness, etc.

Individual character traits are classified much more easily and clearly than character types in general. A character trait is understood as those or other features of a person's personality, which are systematically manifested in various types of his activities and by which one can judge his possible actions in certain conditions. BM Teplov proposed to divide character traits into several groups. The first group includes the most general character traits that form the main mental makeup of the personality. These include: adherence to principles, purposefulness, honesty, courage, etc. It is clear that the opposite, that is, negative, qualities can appear in character traits, for example: lack of principle, passivity, deceit, etc. The second group is made up of traits character in which a person's attitude towards other people is expressed. This is sociability, which can be broad and superficial or selective and the opposite trait is isolation, which can be the result of indifference to people or mistrust of them, but can be the result of deep inner concentration; frankness and its opposite - secrecy; sensitivity, tact, responsiveness, fairness, solicitude, politeness, or, on the contrary, rudeness. The third group of character traits expresses a person's attitude towards himself. These are self-esteem, pride, correctly understood and the associated self-criticism, modesty, and the opposite - vanity, arrogance, self-importance, sometimes turning into arrogance, resentment, shyness, egocentrism (the tendency to constantly be in the center of attention along with one's feelings), selfishness ( concern mainly about their personal welfare), etc. The fourth group of character traits expresses a person's attitude to work, his work. This includes initiative, perseverance, hard work and the opposite - laziness; the desire to overcome difficulties and the opposite to it - the fear of difficulties; activity, conscientiousness, accuracy, etc. In relation to work, characters are divided into two groups: active and inactive. The first group is characterized by activity, purposefulness, persistence; for the second - passivity, contemplation. But sometimes the inactivity of character is explained (but by no means justified) by the deep inner contradictions of a person who has not yet "decided", has not found his place in life, in a team.

The brighter and stronger a person's character, the more definite his behavior and the more clearly his individuality appears in various actions. However, not all people have their actions and deeds determined by their inherent personal characteristics. The behavior of some people depends on external circumstances, on the good or bad influence of comrades on them, on the passive and lack of initiative in fulfilling certain instructions of leaders and superiors. Such employees are spoken of as spineless. Character cannot be considered an independent, as it were, the fifth side of the overall dynamic structure of the personality. Character is a combination of internally interrelated, the most important individual aspects of the personality, the characteristics that determine the activity of a person as a member of society. Character is a personality in the originality of its activity. This is his closeness with abilities (we will consider them in the next lecture), which also represent a personality, but in its productivity.

Man as a person, of course, is not reducible to character. Personality is determined, first of all, by the social activity that it performs. A person has social orientations, ideals, attitude towards others and to various aspects of life, knowledge, skills, abilities, their level of development, temperament. Personalities are characterized by harmonious development as a whole, learning ability, flexibility of behavior, the ability to reorganize, the ability to solve organizational issues, etc. However, characterological traits are essential for understanding the personality. The brighter the character, the more it leaves an imprint on the personality, the more it influences behavior. Numerous attempts to classify character types as a whole (and not individual traits) have so far been unsuccessful. In addition to the variety and versatility of characterological qualities, the variety of the proposed classifications is also explained by the difference in features that can be used as their basis.

Many seemingly very different personality traits are connected by relatively stable dependencies into certain dynamic structures. This is especially clearly manifested in the character of a person.

Character - it is a pivotal mental property of a person that leaves an imprint on all his actions and deeds, a property on which, first of all, a person's activity depends in various life situations.

In other words, giving a definition of character, we can say that it is a set of personality traits that determines the typical ways of her response to life circumstances.

Under the character should be understood not any individual psychological characteristics of a person, but only a set of the most pronounced and relatively stable personality traits, typical for a given person and systematically manifested in his actions and deeds.
According to B. G. Ananyev, character "expresses the main life orientation and manifests itself in a way of action that is peculiar to a given personality." The word "character" in translation from Greek means "sign", "feature".

Very often, the character is understood as something that almost coincides with the personality or differs from the personality according to the criterion that everything that is individual belongs to the character, and the personality is only general. We had such views in the 40s, 50s and 60s. In fact, of course, this is not the case. There is such a comic typology that BS Bratus cites in one of his books: "A good person with a good character, a good person with a bad character, a bad person with a good character and a bad person with a bad character." From the point of view of common sense, such a typology corresponds to reality, it works. This suggests, first of all, that personality and character are not the same thing, they do not coincide.

In character, a personality is characterized not only by the fact what she does, but also so how she does it.

It is not by chance that the words "characteristic" and "character" have a common root. A well-composed psychological characteristic of a person, first and foremost, should reveal his character, since it is in him that personality traits are most significantly manifested. However, it is impossible, as is sometimes done, to replace all personality traits only with character traits. The concept of "personality" is broader than the concept of "character", and the concept of "individuality of a person as a person" is not limited only to his character.

In psychology, a person is distinguished in the wide and narrow sense of the word, and the character is outside the personality in the narrow sense of the word. Character is understood as such characteristics of a person that describe the ways of his behavior in different situations. With regard to character, concepts such as "expressive characteristics" (characteristics of external manifestation, external expression of a person) or "stylistic characteristics" are used. In general, the concept of "style" is quite close in its essence to the concept of "character", but more on that later.

A remarkable illustration of this relationship between personality and character is Henry Kuttner's little fantasy story The Mechanical Ego. The hero of the story is an American writer and screenwriter of the 50s. XX century - is preoccupied with clarifying relations with his employers, with his girlfriend and at the same time a literary agent protecting his interests, as well as a number of other problems. Suddenly, a robot arrives from the future, which traveled in time and filmed and recorded "character matrices" from interesting figures of different times and peoples. The hero manages to "drink" this robot with the help of a high-frequency current and persuade him to impose some matrices on it. Further, the hero goes out several times and communicates with different people, first imposing the matrices of the character of Disraeli, an English aristocrat and politician of the last century, then Tsar Ivan the Terrible, and, finally, Mamontoboy from the Stone Age. It is interesting to see what changes and what remains unchanged when changing matrices. The hero's goals, his aspirations, his desires, his values ​​remain unchanged. He strives for the same thing, but acts in different ways, showing in one case the refinement and cunning of Disraeli, in the other case - the directness and aggressiveness of the Mamontoboy, etc.

Thus, the difference between character and personality in the narrow sense of the word lies in the fact that the character includes features related to the mode of behavior, to the forms in which the same behavior can be clothed in content.

Each person differs from others in a huge, truly inexhaustible number individual characteristics, that is, the characteristics inherent in him as an individual. The concept of "individual characteristics" includes not only psychological, but also somatic ("soma" - in Latin "body") features of a person: eye and hair color, height and figure, development of the skeleton and muscles, etc.

An important individual feature of a person is the expression on his face. It manifests itself not only somatic, but also psychological characteristics of a person. When they say about a person: “he has a meaningful expression on his face, or“ he has cunning eyes, ”or“ stubborn mouth, ”they mean, of course, not an anatomical feature, but the expression in facial expressions of the psychological characteristics peculiar to this individual.

Individual psychological characteristics distinguish one person from another. The branch of psychological science that studies the individual characteristics of various aspects of personality and mental processes is called differential psychology.

The most common dynamic personality structure is a generalization of all its possible individual psychological characteristics into four groups, which form the four main sides of the personality:
1. Biologically determined characteristics (temperament, inclinations, basic needs).
2. Socially determined features (orientation, moral qualities, worldview).
3. Individual characteristics of various mental processes.
4. Experience (volume and quality of existing knowledge, skills, abilities and habits).

Not all individual psychological characteristics of these sides of the personality will be character traits. But all character traits, of course, are personality traits.

First of all, it must be said about the fundamental differences between character traits and general traits, which were discussed above.

First, character is only one of the substructures of the personality, and the substructure is subordinate. A developed mature personality has good command of his character and is able to control its manifestations. On the contrary, breakthroughs of character, when a person acts directly according to the logic of what certain character traits induce him to do, are typical, say, of psychopaths. This refers to adults. As for childhood and adolescence, this is a special conversation.

Thus, the character takes a subordinate position, and the actual manifestations of character depend on what motives and goals these manifestations serve in a particular case. That is, character traits are not something that acts on its own, manifests itself in all situations.

Secondly, the essence of those traits that make up character can be clarified through the mechanisms of character formation. Before talking about these mechanisms, let's fix the main myths that exist in relation to the character:
1) the character is biologically determined, and nothing can be done about it;
2) the character is fully educated, you can form any character at will with a specially organized system of influences;
3) there is such a very serious thing as national character, that is, there are very different character structures inherent in different nations, which significantly affect the individual character of all representatives of a given nation.

In every myth there is a grain of truth, but only a grain. There are really certain things in the character that are associated with biological factors. The biological basis of character is the temperament that we really get from birth, and we have to live with it.

The character also has, so to speak, a macrosocial basis. There is also some truth in the myth of national character. There is a lot of controversy in the literature about the national character. The main problem was posed as follows: is there a national character or not? It turned out very clearly that there are at least very strong stereotypes regarding the national character, that is, that representatives of some nations demonstrate rather persistent beliefs in the existence of certain sets of traits in other nations. Moreover, these stereotypes in the perception of another nation directly depend on how this nation "behaves". For example, a few years ago in West Germany, studies were conducted on the attitude towards the French. Two surveys were conducted with an interval of 2 years, but over these 2 years, relations between Germany and France have noticeably deteriorated. In the second survey, the number of people who named frivolity and nationalism among the characteristic features of the French sharply increased, and the number of those who ascribed such positive qualities as charm and courtesy to the French sharply decreased.

Are there real differences between nations? Yes there is. But it turned out that, firstly, differences are always distinguished by a small number of features in comparison with those features by which the similarity prevails, and, secondly, that the differences between different people within the same nation are much greater than stable differences. between nations. Therefore, the verdict passed by the American psychologist T. Shibutani is fair: "The national character, despite the various forms of its study, is in many ways similar to a respectable ethnic stereotype, acceptable primarily for those who are not familiar enough with the people in question."

In fact, the idea of ​​a national character is a form of manifestation of the very typological thinking that has already been mentioned. Certain minimal differences that actually exist (for example, the temperament of southern peoples) and which are less significant than similarity are taken as the basis for a certain type. Typological thinking, as already mentioned, is distinguished, first of all, by categoricalness (either one or the other), by the absence of gradations, by highlighting something private and inflating it by ignoring everything else. Thus, an ideological monster appears under the sonorous title of "national character".

There is also a so-called social character, that is, some invariant character traits inherent in certain social groups. At one time it was fashionable in our country to talk about the class character, and there really is some reality behind it. It was also fashionable to talk about some characterological characteristics of bureaucrats, managers, etc. Behind this, there is also a certain reality associated with the fact that the character is formed in the real life of a person, and to the extent of the generality of those conditions in which representatives of some and the same classes, social groups, etc., some common traits of character are formed in them. After all, the character plays the role of a kind of shock absorber, a kind of buffer between the personality and the environment, therefore, it is largely determined by this environment. In many ways, but not in all. The main thing depends on the personality. If the personality is aimed at adaptation, adaptation to the world, then the character helps to do this. If, on the contrary, the personality is aimed at overcoming the environment or at transforming it, then the character helps her to overcome the environment or transform it.

According to the observations of E. R. Kaliteevskaya, adaptability and the absence of roughness, difficulties in the so-called "difficult age" fixes the adaptive character and then leads to the fact that a person experiences many difficulties in life. And vice versa, outwardly violent manifestations of "difficult age" help a person to form certain elements of independence, self-determination, which will give him the opportunity to live normally in the future, actively influence reality, and not just adapt to it.

At the same time, character cannot be viewed as a simple sum of individual qualities or personality traits. Some of his features will always be leading; it is on them that you can characterize person, otherwise the task of understanding character would be impossible, since each individual has a large number of individual characteristic features, and the number of shades of each of these features is even greater. For example, neatness can have shades: punctuality, pedantry, cleanliness, smartness, etc.

Individual character traits are classified much more easily and clearly than character types in general.

Under character trait understand certain features of a person's personality, which are systematically manifested in various types of his activities and by which one can judge his possible actions in certain conditions.

BM Teplov proposed to divide character traits into several groups.

The first group includes the most common character traits that form basic mental warehouse personality. These include: adherence to principles, purposefulness, honesty, courage, etc. It is clear that the opposite, that is, negative, qualities can appear in character traits, for example: lack of principle, passivity, deceit, etc.

The second group consists of character traits in which a person's attitude to other people. This is sociability, which can be broad and superficial or selective and the opposite trait is isolation, which can be the result of indifference to people or mistrust of them, but can be the result of deep inner concentration; frankness and its opposite - secrecy; sensitivity, tact, responsiveness, fairness, solicitude, politeness, or, on the contrary, rudeness.

The third group of character traits expresses human attitude to myself. Such are self-esteem, pride, correctly understood and the associated self-criticism, modesty, and the opposite - vanity, arrogance, self-importance, sometimes turning into arrogance, resentment, shyness, egocentrism (the tendency to constantly be in the center of attention along with one's feelings), selfishness ( concern mainly for their personal welfare), etc.

The fourth group of character traits expresses a person's attitude to work, their business. This includes initiative, perseverance, hard work and the opposite - laziness; the desire to overcome difficulties and the opposite to it - the fear of difficulties; activity, conscientiousness, accuracy, etc.

In relation to work, characters are divided into two groups: active and inactive. The first group is characterized by activity, purposefulness, persistence; for the second - passivity, contemplation. But sometimes the inactivity of character is explained (but by no means justified) by the deep inner contradictions of a person who has not yet "decided", has not found his place in life, in a team.
The brighter and stronger a person's character, the more definite his behavior and the more clearly his individuality appears in various actions. However, not all people have their actions and deeds determined by their inherent personal characteristics. The behavior of some people depends on external circumstances, on the good or bad influence of comrades on them, on the passive and lack of initiative in fulfilling certain instructions of leaders and superiors. Such employees are referred to as spineless.

Character cannot be considered an independent, as it were, the fifth side of the overall dynamic structure of the personality. Character is a combination of internally interrelated, the most important individual aspects of the personality, the characteristics that determine the activity of a person as a member of society. Character is personality in uniqueness her activities. This is his closeness with abilities (we will consider them in the next lecture), which also represent a personality, but in its productivity.

In conclusion of the conversation about the essence of such an important category in the structure of personality, which is character, and before proceeding to consider the classification of characters, I would like to talk about two variants of disharmonious relationships between character and personality, illustrating them with examples of two Russian autocrats taken from works the remarkable Russian historian V.O. Klyuchevsky.
The first of these examples - the subordination of personality to character, uncontrollable character - is illustrated by the description of Paul I.

"Character<...>benevolent and magnanimous, inclined to forgive offenses, ready to repent of mistakes, lover of truth, hater of lies and deceit, caring about justice, persecutor of any abuse of power, especially covetousness and bribery. Unfortunately, all these good qualities became completely useless both for him and for the state due to the complete lack of measure, extreme irritability and impatient demands of unconditional obedience.<...>Considering himself always right, he stubbornly adhered to his opinions and was so irritable with the slightest contradiction that he often seemed completely beside himself. I realized this myself and was deeply saddened by this, but did not have enough will to defeat myself. "

The second example is the absence of personality, its substitution with character, that is, the presence of developed forms of external manifestation in the absence of internal content - Empress Catherine II.

“She was capable of exertion, of strenuous and even unbearable work; therefore, to herself and to others, she seemed stronger than herself. But she worked more on her manners, on the way of dealing with people, than on herself, on her thoughts and feelings; therefore, her manners and treatment of people were better than her feelings and thoughts. In her mind there was more flexibility and receptivity than depth and thoughtfulness, more bearing than creativity, as in all her nature there was more nervous liveliness than spiritual strength. and knew how to manage people than affairs.<...>In your letters of friendship<...>it seems to be playing a well-learned role and with feigned playfulness, with pretended wit, it tries in vain to cover up the emptiness of the content and the tension of the presentation. We meet the same traits in her treatment of people, as in her activities. In whatever society she moved, whatever she did, she always felt as if she were on stage, so she did too much for show. She herself admitted that she loved to be in public. The atmosphere and impression of the case were more important to her than the case itself and its consequences; therefore, her mode of action was above the impulses that inspired them; therefore, she cared more about popularity than about utility, her energy was supported not so much by the interests of the business as by the attention of people. Whatever she was thinking, she thought more about what they would say about her than about what would come of the planned case. She valued the attention of her contemporaries more than the opinion of her offspring ... She had more popularity than love for people, and in her work there was more brilliance, effect than greatness, creativity. She will be remembered for longer than her deeds. "

Probably, no one needs to be convinced of how important it is to understand the characters of the people with whom you meet every day - be it your relatives or employees. Meanwhile, our idea of ​​the types of characters is sometimes extremely abstract. We are often mistaken in assessing the person we are interested in. Sometimes you have to pay dearly for such mistakes: after all, it can be a mistake in choosing a friend, assistant, employee, spouse, etc. The fact is that we, poorly orienting ourselves in characters, sometimes do not notice the best features of others. We pass by that valuable thing that is in a person, we do not know how to help him open up.

Man as a person, of course, is not reducible to character. Personality is determined, first of all, by the social activity that it performs. A person has social orientations, ideals, attitude towards others and to various aspects of life, knowledge, skills, abilities, their level of development, temperament. Personalities are characterized by harmonious development as a whole, learning ability, flexibility of behavior, the ability to reorganize, the ability to solve organizational issues, etc. However, characterological traits are essential for understanding the personality. The brighter the character, the more it leaves an imprint on the personality, the more it influences behavior.

Numerous attempts to classify character types as a whole (and not individual traits) have so far been unsuccessful. In addition to the variety and versatility of characterological qualities, the variety of the proposed classifications is also explained by the difference in features that can be used as their basis.

The ancient Greek philosopher and physician Theophrastus (372-287 BC) in his treatise "Ethical characters" described 31 characters: flatterer, talker, braggart, etc. He understood character as an imprint in the personality of the moral life of society.

The French moralist La Bruyere (1645-1696) gave 1,120 such characteristics, dividing his essay into a number of chapters: the city, about the capital, about the nobles, etc. He, like Theophrastus, in his characteristics revealed the inner essence of a person through his deeds ... For example, he wrote: "Dodgers tend to think of others as tricksters; they are almost impossible to deceive, but they do not deceive for long."

From Aristotle comes the identification of character with volitional personality traits, and hence the division of character into strong and weak by the severity of strong-willed traits in it. It is more correct to understand a strong character as the correspondence of a person's behavior to his worldview and beliefs. A person with a strong character is a reliable person. Knowing his beliefs, you can always foresee how he will act in a certain situation. It is about such a person that they say: "This one will not let you down." It is impossible to say in advance about a weak-willed person how he will act in a given situation.

Another example of the classification of characters is an attempt to subdivide them into intellectual, emotional and strong-willed(Ben, 1818-1903). You can still hear the characteristics: "This is a man of pure reason", or: "He lives in the mood of the day." Attempts were made to divide characters into only two groups: sensitive and strong-willed(Ribot, 1839-1916) or on extroverted(directed towards external objects) and introverted(directed at their own thoughts and experiences) - Jung (1875-1961). Russian psychologist A.I. Galich (1783-1848) divided characters into bad, good and great. There have been attempts to give more complex character classifications.

The most widespread division of characters according to their social value. This assessment is sometimes expressed by the word "good" character (and in contrast - "bad").

It is also widespread in everyday life to divide characters into lungs(characteristic of livable, pleasant people around and easily finding contact with people) and heavy.

Some authors (Lombroso, Kretschmer) tried to associate not only temperament, but also character with constitution a person, understanding by the latter features of the structure of the body, characteristic of a person in a given sufficiently long period of time.

Per last years in practical psychology, mainly thanks to the efforts of K. Leonhard (Humboldt University of Berlin) and A.E. Lichko (V.M.Bekhterev Psychoneurological Institute), ideas about the most striking (so-called accentuated) characters interesting and useful for practice, including can be taken into account in the organization of production activities. Some stable combinations of characterological traits were noticed, and it turned out that such combinations are not an infinite number, but a little more than a dozen. Currently, there is no single classification of characters. The state of affairs in this area of ​​knowledge can be compared with the state of affairs in the description of chemical elements before the creation of the periodic system by D.I.Mendeleev. However, it can be noted that many ideas are well established.

Each of the bright characters with varying degrees of severity occurs on average in 5-6% of cases. Thus, at least half of all employees have bright (accentuated) characters. In some cases, there are combinations of types of characters. The rest can be conditionally referred to the "average" type.

Below we will focus on the most striking characters. Take a closer look at the people around you. Perhaps the proposed recommendations will help you understand them, develop the correct line of communication and interaction with them. However, you should not get carried away with the formulation of psychological diagnoses. Each person in certain situations can show the features of almost all characters. However, the character is determined not by what happens "sometimes", but by the stability of the manifestation of traits in many situations, the degree of their severity and the ratio.

HYPERTENSIVE (OR HYPERACTIVE) CHARACTER

Optimism leads such a person sometimes to the fact that he begins to praise himself, setting out the "natural theory of generational change" and prophesying high positions for himself. A good mood helps him to overcome difficulties, which he always looks at with ease, as temporary, passing. Voluntarily engaged in social work, seeks to confirm his high self-esteem in everything. This is the hyperthymic character. If in the team you are leading there is a person with a hypertimal character, then the worst thing you can do is entrust him with painstaking, monotonous work that requires perseverance, limit contacts, and deprive him of the opportunity to take initiative. Such an employee is unlikely to be useful. He will violently resent the "boredom" of work and neglect duties. However, the discontent arising in these cases is of a benign character. Having escaped from unacceptable conditions for him, hypertim, as a rule, does not hold any grudge against others. Create conditions for the manifestation of initiative - and you will see how brightly the personality will reveal itself, the work will boil in his hands. It is better to put hypertime in production areas where contacts with people are required: they are indispensable in the organization of labor, in creating a climate of goodwill in the team.

Disorders of adaptation and health in hyperthymes are usually associated with the fact that they do not spare themselves. They take on a lot, try to do everything in time, run, rush, excited, often express a high level of aspirations, etc. It seems to them that all problems can be solved by increasing the pace of activity.

The main recommendation for people with a hyperthymic type of character is not to hold back, as it might seem at first glance, but to try to create such living conditions that would allow expressing violent energy in work, sports, and communication. Try to avoid exciting situations, extinguish the excitement by listening to music, and so on up to a light soothing psychopharmacological treatment and autogenous training.

AUTISTIC CHARACTER

Most people in communication express their emotional positions and expect the same from the interlocutor. However, people of this type of character, although they emotionally perceive the situation, have their own attitude to different aspects of life, but they are very sensitive, easily traumatized and prefer not to reveal their inner world. Therefore, they are called autistic (Latin "auto" - turned into oneself, closed). In dealing with people of this type, one may encounter both heightened sensitivity, timidity, and absolute, "stone" coldness and inaccessibility. The transitions from one to the other create the impression of inconsistency.

The autistic personality has its positive aspects. These include the steadfastness of intellectual and aesthetic hobbies, tact, unobtrusiveness in communication, independence of behavior (sometimes even overly emphasized and defended), adherence to the rules of formal business relations. Here, persons of an autistic character, due to the subordination of feelings to reason, can provide role models. Difficulties for this characterological type are associated with entering a new team, with the establishment of informal ties. Friendly relations develop with difficulty and slowly, although if they do, they turn out to be stable, sometimes for life.

If a person with an autistic character came to your team, do not rush to establish an informal relationship with him. Persistent attempts to penetrate into the inner world of such a person, "to get into the soul" can lead to the fact that he will become even more isolated, withdraw into himself.
The production activity of such a person may suffer from the fact that he wants to understand everything himself. This is the path leading to high qualifications, but often new knowledge and experience is much easier to obtain through communication with other people. In addition, excessive independence makes it difficult to switch from one issue to another, can complicate cooperation. "Without getting into the soul" of such a person, it is important to organize his activities so that he can listen to the opinions of others.

Sometimes people with an autistic nature follow the easiest path - they communicate only with those who are similar to themselves. This is partly correct, but it can enhance the existing character traits. But communication with an emotional, open, benevolent friend sometimes completely changes a person's character.

If you yourself have such a character, then listen to good advice: do not seek to strengthen isolation, detachment, restraint of feelings in communication. Positive personality traits, taken to an extreme degree, turn into negative ones. Try to develop emotionality and the ability to express feelings. Emotional firmness, determination, the ability to defend one's position - this is just as necessary for a person as the development of other qualities - intellectual, cultural, professional, business, etc. Human communication suffers from the lack of this - one of the most valuable aspects of life. And in the end - professional activity.

LABLE CHARACTER

Usually a person, experiencing some kind of emotion, such as joy, cannot quickly "change" it. He worries about it for a while, even if the circumstances have changed. This is the manifestation of the usual inertia of emotional experiences. Not so with an emotionally labile character: the mood changes quickly and easily following the circumstances. Moreover, a minor event can completely change the emotional state.

A quick and strong change in the mood of such persons does not allow people of the average type (more inert) to "track" their internal state, to empathize with them completely. We often evaluate people by ourselves, and this often leads to the fact that the feelings of a person of an emotionally labile nature are perceived as light, implausible - rapidly changing and therefore as if not real, such that should not be given importance. And this is not true. The feelings of a person of this type are, of course, the most real, as can be seen in critical situations, as well as by the stable attachments that this person follows, by the sincerity of his behavior, and the ability to empathize.

A mistake in relation to a person with a labile character may be, for example, such a situation. The boss, who is not sufficiently familiar with his subordinates, can cause them to criticize, "smash" them, focusing (unconsciously) on their own emotional inertia. As a result, the reaction to criticism may turn out to be unexpected: a woman will cry, a man may quit his job ... Ordinary "sanding" can turn into a mental trauma for life. A person with a labile character must learn to live in a "harsh" and "rough" world for his constitution, learn to protect his, in a sense, weak, nervous system from negative influences. Living conditions and good psychological health are of great importance, since the same traits of emotional lability can be manifested not by positive, but by negative sides: irritability, instability of mood, tearfulness, etc. For persons with this character, a good psychological climate in the work collective is very important ... If others are benevolent, then a person can quickly forget the bad, it is, as it were, repressed. Communication with hyperthymes has a beneficial effect on persons of an emotionally labile nature. The atmosphere of benevolence, warmth not only affects such people, but also determines the productivity of their activities (psychological and even physical well-being).

DEMONSTRATIVE CHARACTER

The main feature of a demonstrative character is a great ability to supplant a rational, critical view of oneself and, as a consequence, demonstrative, somewhat "acting" behavior.

"Repression" is widely manifested in the human psyche, especially in children. When a child plays, say, an electric locomotive driver, he can get so carried away by his role that, if you refer to him not as a driver, but by name, he may be offended. Obviously, this repression is associated with developed emotionality, vivid imagination, weak logic, inability to perceive their own behavior from the outside, low self-criticism. All this sometimes persists in adults. A person endowed with a demonstrative character easily imitates the behavior of other people. He can pretend to be the way they would like to see him. Usually such people have a wide range of contacts; as a rule, if their negative traits are not very well developed, they are loved.

The desire for success, the desire to look good in the eyes of others is so clearly represented in this character that it seems that this is the main and almost the only feature. However, it is not. The key feature is the inability at certain points in time to critically look at oneself from the outside. To be convinced of this, it is enough to look at what demonstrative personalities represent in other situations. For example, passionate about the role of the patient. Or, flaunting their supposedly immoral behavior, they demonstrate licentiousness, etc. In these cases, regardless of the desire for success in another situation, they can slander themselves that from the standpoint of the previous role is clearly unprofitable. However, there is no correlation of one with the other, there is only a switch from one role to another. With different people, such a person can behave differently, depending on how they would like to see him.

With experience and with the presence of abilities, persons of a demonstrative character are well distinguished by the characteristics of other people. They see the attitude towards themselves, adjust to it and try to control it. It should be noted that they often succeed in this. They develop the attitude they want to themselves, sometimes they actively manipulate people. The growth of traits of this kind, especially when combined with a low level of intelligence and unsatisfactory upbringing, can lead to adventurism. An example of this is the notorious situations with "getting" a shortage of, say, cars. In such cases, deceived people are let down by the fact that they are guided by internal criteria for evaluating lies - they are trying to determine whether there are any alarming details in the inner world of the adventurer: embarrassment, inconsistency of ideas, etc., which would allow them to suspect him of a lie ... But since the adventurer, after entering the role, does not internally feel the lie, then people, when assessing his behavior, can easily be deceived.

A "developed" demonstrative personality, so to speak, forms his own worldview, deftly "pulling out" from the accepted views what is most suitable for the type of character. For example, the thesis about false modesty, about the admissibility of praise addressed to oneself is assimilated, inertia is rejected, the rationalism of others is allowed hints of one's chosenness.

It will be difficult for such a person if he gets into a team that does not take into account his personal and psychological originality. But there really is such a peculiarity! If those around him are cold, formal, do not notice him, the person begins to behave demonstratively: he draws attention to himself, plays scenes, which is usually condemned by others. But, tell me, how else can a person who lives in images show the originality of his experiences? Is it not through images? Obviously, the game that has arisen in these cases should be perceived as such.
Having recognized the demonstrative character, one should "amend" his promises: after all, this is often associated with self-promotion and entering the role of a person who "can do anything." It is necessary to feel where the conventionality of the game is manifested, and where it is a question of the real state of affairs.
Such a person can be entrusted, for example, with advertising products, if other personality traits do not contradict this. It is good if a person with a demonstrative character will receive satisfaction not only from the main work, but also to participate in amateur performances: in this case, he will give way to his natural inclinations.

Of great importance for the positive restructuring of such a person is the desire to develop opposite traits in oneself - the ability to restrain oneself, control, direct one's behavior in the right direction, etc. "oversituational" line of behavior. If demonstrativeness is sufficiently balanced by opposite traits, a lot is available to a person: both the ability to analyze facts, and the ability to view whole pictures in the imagination, scenarios for the possible development of the current situation, the ability to notice details of people's behavior and accurately respond to them, etc. the demonstrative character is mostly manifested by its positive features.

PSYCHASTENIC CHARACTER

An employee with a psychasthenic character, as a rule, is rational, inclined to analytical, "step-by-step" processing of information, comprehension of facts by crushing, highlighting individual features. At the same time, switching to other ways of reflecting the surrounding world - to the level of images, to an intuitive grasp of the situation as a whole - does not occur.

Constant rationalism impoverishes and weakens emotionality. Emotional experiences become dull, monotonous and obey the course of rational constructions. This leads to the fact that, in contrast to the previous type, there is a weakness of the repression process. Suppose a person has comprehended the situation, weighed all the pros and cons, came to the conclusion that it is necessary to act in such a way, but the emotional movement organizes his inner world so weakly that doubts are not thrown away and the person, as it were, just in case, refrains from action.

The same desires can arise from time to time, not finding expression in behavior, becoming habitual and eventually even annoying. Exciting topics become the subject of repeated reflection, but this does not lead to anything. Doubts can also be habitual, and fluctuations between "for" and "against" in solving any issue can become permanent. As a result, this type of person is characterized by a lack of a firm position. It is replaced by the desire to explore everything, delaying conclusions and decisions. If you need to rationalize the situation, talk to such a person, he will deeply analyze at least some of its sides, although other aspects may be ignored by him.

But a person with such a character should not be blamed on making decisions, especially those responsible. If he has to accept such, then it is necessary to provide assistance in this: to advise, to single out experts on this issue, to suggest solutions, helping to overcome the psychological (and not related to objective circumstances) barrier in the transition from decisions to action. Obviously, administrative work is contraindicated for psychasthenics. Having found himself in a difficult, rapidly changing, multilateral situation, for example, a communication situation, such a person does not have time to comprehend it, may feel constrained, and is lost.

It is possible to improve the character of such a person by developing a figurative memory, emotionality. Imagination allows you to reproduce different situations and compare them, making the right conclusions even without analyzing all sides of each situation. As a result, the need for a lot of mental work disappears, and the conclusions may turn out to be correct. The fact is that the analytical approach is always associated with the risk of not taking into account certain features of the case, which are "felt" upon direct perception. Emotionality allows you to unite considerations, to unite on the principle of similarity of emotional experiences in different areas of experience, that is, it acts as an integrating force organizing the psyche. Emotional assessments, as it were, replace rational analysis, as they allow reflecting many aspects of the situation. It is known that "no knowledge of the truth is possible without human emotions." The development of emotionality smoothes out psychasthenic features.

STUNNING CHARACTER

The fact is that, in terms of the characteristics of emotional experiences, a stuck character is the opposite of a labile one. As A. N. Ovsyaniko-Kulikovsky writes, the law of oblivion operates in the sphere of feelings (this refers to the usual changeable feelings, and not moral and ethical attitudes). Recalling the hurt, praise, enthusiasm, disappointment, etc., we can, of course, imagine our state, but we can no longer relive it, the acuteness of the sensation is gradually lost. Persons of a stuck character are arranged differently: when they recall what happened, feelings, in the words of M. Yu. Lermontov, "painfully hit the soul." Moreover, they can intensify, since, repeating from time to time, they stylize the idea of ​​the situation, transforming its details. Grievances are especially remembered for a long time, since negative feelings are experienced more strongly. People with such a character are vindictive, but this is not due to intent, but to persistence and inactivity of experiences.

Inactivity also manifests itself at the level of thinking: new ideas are often hard to assimilate, sometimes it is necessary to spend days, months to instill in such a person a fresh idea. But if he really understands her, then he follows her with inevitable persistence. The same slowness, inertia can manifest itself at the level of movements. Such a person steps slowly, as if with self-admiration.

Inertia and getting stuck on feeling, thoughts, deeds lead to the fact that excessive detailing, increased accuracy are often manifested in work activity, although attention may not be paid at all to something nearby that did not fall into the sphere of attention of the stuck person. For example, the cleaning of the desktop is carried out extremely carefully, in detail and for a long time. On the shelves, carefully, with an understanding of the smallest details, papers and books are laid out.

As we can see from our example, working with people for a leader with a stuck character is not very good. But the arrangement of the workshop, giving it an internally organized look, such a person can be entrusted (if by putting things in order, he again does not unnecessarily terrorize others). It should be borne in mind that due to inertia, he may somewhat abuse his power.

A person of this nature is negatively affected by monotonous trauma by some circumstances or constant conditions that cause negative emotions. The accumulation of negative feelings, which not only persist, but also add up, can lead to an explosion.

A person expresses his anger by poor self-control. Extreme situations can lead to pronounced aggressiveness. Positive emotions associated, for example, with success, lead to the fact that a person develops a "dizziness with success", he is "carried", he is uncritically pleased with himself.
The life of a person with a stuck character should be quite varied. Communication with people (and the more of it, the better) will allow him to overcome, at least in part, his own inner inertia. Of no small importance is the understanding of the surrounding features of this character: tolerance for expressing long-forgotten grievances or accusations, a condescending attitude towards inertia. Do not contradict the most "difficult" aspirations of such a person, do not seek to re-educate her. Inertia by itself does not determine on what emotions, positive or negative, a person gets stuck. Better to perceive being "stuck" in positive than negative experiences!

CONFORMAL CHARACTER

Even a good qualification does not help a conformist worker to master the skills of independent work. Those endowed with such a character can only act if they find support from others. Without such support, they are lost, they do not know what to do, what is right in a particular situation, and what is wrong.

The peculiarity of people of a conformal nature is the absence of contradictions with their environment. Finding a place in it, they easily feel the "average" opinion of others, are easily impressed by the most common judgments and easily follow them. They cannot resist the pressure of persuasive influences, they immediately yield.

Persons of a conformal nature, as it were, cement the collective. Invisible, never coming to the fore, they are natural carriers of his norms, values, interests. One of the undoubted advantages of this type of character is gentleness in communication, a natural "statement", the ability to "dissolve" oneself in the values ​​and interests of another.

Disadvantages of a conformal nature are related to its merits. Easily obeying others, such a person often does not have his own opinion. If the opinion of others on a particular issue has changed, he blindly follows it, not comparing it critically with the previous one. Even if a person of a conformal nature has the knowledge that allows him to draw the correct conclusions himself, he most often follows the environment, discarding his weakly manifested "guesses". At best, he timidly tries to express them, but if they do not find support from others, he gives up.

Whether expressed explicitly or not, the inner, deeply felt rules of such a person are: "to be like everyone else", "not to run ahead", "not to lag behind." Such people seem to set their goal to be in the shadows all the time, in the golden mean. Avoid bold, challenging behavior. Falling into dependence on the opinions, assessments, views of others and thus forming their own worldview, they are conservative and do not want to change the environment, as this is fraught with a revision of their views. Such people rarely change their place of work, and even if the existing relationship is uncomfortable for them, they usually endure it patiently.

Conformal workers can be good substitutes (assistants), moving up the career ladder in this role. But they should not be made "bosses", entrusting them with the independent organization of the case. In this case, the person is likely to be confused, he can reach the point that, looking for a way out, he will obey his subordinate.

Conditions are more favorable for such persons when the activity is well regulated. They must clearly know what needs to be done, in what time frame, in what sequence. If such a person is in your subordination, you must clearly explain to him your requirements and consistently lead him. In this case, his activities will become more productive, more lively.

Overcoming the traits of excessive conformism can be done by training the will. Strive to express and express your inner position in behavior, defend it, develop firmness of character.

UNSTABLE CHARACTER

People of this characterological type do not have firm inner principles, a sense of duty and other higher human motives are insufficiently developed. As a result, people of this type are constantly striving for momentary pleasures and entertainment. What exactly will serve as the subject of entertainment depends on the characteristics of the company in which a person with an unstable character is located, on the level of development of his personality, and on other reasons. It can be rattling on the guitar, hours of empty conversations - special cases are discussed that allow you to laugh, experience superiority over others, and the superiority of a low grade associated with ridicule, etc.

The desire for pleasure and entertainment can be so pronounced that a person neglects elementary duties, does not want to do anything, is tuned in only to consumption. He does not think about the fact that he often receives the benefits of life at the expense of others. Persons of an unstable character overestimate the desire of people for pleasure, it seems to them the main motive for which everyone lives. "Isn't it obvious that everyone wants this?" they ask. The unwillingness to work and the desire to avoid activities that are not directly related to pleasure, leads to the fact that in the field of entertainment they cannot learn anything definite. Or, according to them, they can, but do not want to. For example, they will not systematically learn to play the guitar, drive a car, etc.

For the work collective, such a person is clearly not a gift. He performs his duties unevenly, he does a lot out of hand. He neglects the part of the duties that requires painstaking work and cannot be done on the go or on the fly. Having reduced control or weakened the requirements for such an employee, the manager will immediately see that the duties are not being fulfilled, the matter is not being completed.

On the other hand, his easy disposition will help others to free themselves from anxiety, to look at life from an entertaining side. But if the team does not firmly make its demands on him, then this can aggravate his carelessness, neglect of business and responsibilities. Control, however, should not be too tight, as otherwise a person may reject the right of others to control his behavior.

A favorable environment for a person with an unstable character can be a team that takes into account his interests, hobbies, inclinations. The organization of the business should be such that the organizing functions, taking care of the little things, the routine part of the work are taken over by others. An unstable person turns out to be a leader where you need to do the pleasant, catchy part of the work associated with entertainment. And here he can achieve what others cannot.

Understanding of these features and their correct use, and not attempts to re-educate a person, which usually turn out to be unproductive, create acceptable living and working conditions for such a person. In these cases, his social adaptation is successful.

You should pay attention to how a person of an unstable character affects other employees. Perhaps one of the motivated and strong-willed members of the team can be assigned to "look after" the discipline of such an employee. It must be said that the need to control the behavior of persons of an unstable character can persist throughout their life.

CYCLOID CHARACTER

Owners of this type of character have periodic changes in performance, activity, mood. In the ascent phase, such persons look like hyperthymes: they are sociable, speak quickly, easily solve problems that have arisen, etc. During this period, they sometimes have a feeling of the unlimitedness of their own capabilities, and a certain overestimation of their own personality appears.

During the recession, performance also deteriorates. A person's thoughts "do not turn and turn", he is reluctant to think. The very desire to do something disappears, sociability decreases, mood drops.

Leaders notice the unevenness of the work of such subordinates, criticize them for instability, laxity in their work. Meanwhile, these features are largely biologically determined, and criticism and troubles during the recession can only lengthen it, deepen the severity of the condition. A person with a cycloid character should not be put on areas where a constantly high rate of work is required, where everyone is connected by a single rhythm (for example, on a conveyor belt). Perhaps, having looked closely at him, you should not rigidly plan the daily output of his products. Despite some irregularity in work, such a person can ultimately achieve fairly high performance indicators.
During a period of reduced efficiency, it is better for such a person to try to avoid difficulties, troubles, and observe the daily routine. It is better to reduce the work load and, of course, not to take on new types of work, try to somehow improve your mood, not really scold yourself for the lack of strong-willed qualities, lack of assembly, etc.

Overloads of the nervous system, associated, for example, with moving to a new place of residence, with the need to master a new activity, etc., easily cause a decrease in mood in persons of a cycloid nature. In these conditions, on the one hand, the cycloidal readiness for a long-term "minor" mood seems to be easily realized, on the other hand, difficulties inhibit the rise in activity and mood. Emotional overload is also harmful to such people.

The positive traits of this character can be attributed (except for those traits that are manifested in the ascent phase) a certain "spontaneity" of emotional experiences, kindness. Such persons empathize more with others, if their own condition does not bother them. Moreover, they easily inspire positive emotions in others. Their emotional position is weighty and visible, the life of their feelings is distinguished by some kind of increased strength and continuity.

After familiarizing yourself with the types of characters described above, do not get carried away with the formulation of psychological diagnoses. You need their knowledge not for "hanging labels", but for a better understanding of others and, ultimately, to improve the psychological climate in the team (in which you will work after graduation).

If we summarize the material presented in the last two lectures, then we come to the following important conclusion: if temperament is primary nature, since it is based on innate structures, then character - secondary nature a person, since habit is its basis, and habit is second nature. The fundamental essence of personality harmonization is to bring character traits as a plastic formation into a positive correspondence with temperament. Here is how I. Kant aptly put it on this occasion: "Learn to rule over your nature, otherwise nature will rule over you." And everyone who wants to achieve in today's difficult life at least something, even relatively small, begins with this power over himself.

It follows from this that the character is not only influenced by temperament, but also has an effect on the properties of temperament, namely:
1) under the influence of character, a person purposefully learns to regulate the manifestation of individual properties of temperament (during a long time of working on them, these properties can partially change);
2) masks the properties of temperament (the dynamics of behavior in some typical situations begins to depend not on temperament, but on the motives and attitudes of the individual).