§ 1 Features of practical and spiritual activity
From birth, a person actively transforms the world around him, that is, he is engaged in activity. Activity is the process of a person’s conscious and purposeful change of the world and himself. It is in it that a person can show his abilities and develop as a person.
The activities of people have changed the world around us, society beyond recognition, and improved humanity itself. It affects different areas life of society and is characterized by great diversity. Scientists identify several classifications of activities. According to the method of implementation, activities are divided into practical and spiritual.
In practical activity, the object of transformation is nature and society; it is divided into material-production and social-transformative. Activities whose object is nature and whose result is material wealth are called material production. And activity, the object of which is society, and the result is change public relations, is called socially transformative. Spiritual activity shapes human consciousness. Its subtypes include: cognitive (the result of which is knowledge), value-oriented (as a result of which a person’s worldview is formed) and prognostic (planning or anticipating possible changes in reality).
These activities are interconnected. For example, the results of spiritual activity (music, scientific achievements, etc.) are captured through practical activities (printing notes, publishing books). In turn, practical activity is impossible without initial spiritual activity - a certain idea.
§ 2 Work, play, learning as the main activities
Another classification of activities is based on the way a person is formed as an individual. Scientists who adhere to this typology include the following types of activities: work, play, learning, creativity, communication.
Labor is the interaction of a person with the outside world, aimed at producing a socially useful product. The components of labor are the knowledge and skills of a person, as well as his skill. Labor is carried out out of necessity, but at the same time transforms the world around us. It is aimed at obtaining a practically useful result, in contrast to a game in which the main thing is the process.
A game is an activity during which knowledge of the surrounding world is carried out through imitation of reality. The game is conditional in nature, that is, it offers a solution to an imaginary situation; it is based on execution certain rules and normal. In it, a person plays a predetermined role. This is the only type of activity that is characteristic not only of people, but also of animals.
The process of cognition is carried out not only during the game. To a greater extent, a person learns new things through training.
Learning is an activity aimed at acquiring various knowledge, skills and abilities. It uses specific means (textbooks, books, computers, etc.), it may not necessarily be purposeful, a person sometimes acquires them spontaneously. For example, new knowledge is acquired from books, films, television shows, and the Internet. Learning involves the interaction of two parties - the teacher and the student, and is reproductive in nature, since the student does not create knowledge, but masters what already exists. The latter does not exclude elements of creativity in teaching.
§ 3 Features of creativity and communication as types of activity
Creativity is an activity aimed at creating a qualitatively new result. It is distinguished by originality, uniqueness and originality of ideas. For creativity, important components are intuition (anticipation of the result), imagination and fantasy.
Creativity is included in almost all types of human activity, as well as communication - an activity aimed at exchanging information, emotions, feelings, assessments and specific actions. The features of this type of activity include the mandatory presence of a partner - an equal subject of communication, and the use of speech (language) in the process of this activity.
Communication forms an emotional community, mutual understanding of subjects that complement each other’s positions. Communication fulfills important social functions: communicative (exchange of information), regulatory (management of joint activities), compensatory (comforting) and educational (socialization of the individual).
Different types of activities cover the entire social reality. A person changes the world around him, his needs increase, and after this his transformative activity increases.
§ 4 Brief summary of the lesson topic
Human activity transforms the world around us. According to the method of implementation, activities are divided into practical and spiritual. In practical activities, the object of transformation is nature and society. Spiritual activity shapes human consciousness. The types of activities according to the way a person is formed include work, play, learning, creativity, and communication. Work is aimed at obtaining a practically useful result, in contrast to a game in which the main thing is the process. The game is conditional in nature, it is based on following rules, and is characteristic not only of people, but also of animals. Teaching involves interaction between teacher and student, is reproductive in nature, and can be carried out spontaneously. Almost all types of human activity include creativity and communication. The features of the latter include the mandatory presence of a partner - an equal subject of communication, the use of speech (language) in the process of activity.
List of used literature:
- Social science. 10th grade: textbook. for general education institutions: profile level / [L.N. Bogolyubov, A.Yu. Lazebnikova, N.M. Smirnova and others]; Russian Academy of Sciences, Russian Academy of Sciences education, publishing house "Prosveshcheniye". – 4th ed. – M.: Education, 2010. – 416 p.
- Grechko P.K. Introduction to social studies. – M.: Unicum-Center, 1999.
- Didactic materials for the course “Man and Society”: grades 10-11: Teacher’s Manual / L.N. Bogolyubov, Yu.A. Averyanov and others; Ed. L.N. Bogolyubova, A.T. Kinkulkina. – M.: Education, 2014.
- Methodological recommendations for the course “Man and Society”: In 2 hours / Ed. L.N. Bogolyubova. – M.: Education, 2011.
- Nikitin A.F. Large school dictionary: social studies, economics, law. – M.: AST-PRESS SCHOOL, 2006. – 400 p.
- School dictionary in Social Studies / Ed. L.N. Bogolyubova, Yu.I. Averyanova. – M., 2006.
- Dedova I.A. Social science. Preparation for the Unified State Exam: a manual for applicants / I.A. Dedova, I.I. Tokareva. – Yoshkar-Ola, 2008. – 388 p.
- Klimenko A.V. Social science. For high school students and those entering universities / A.V. Klimenko, V.V. Romanian. – M.: Bustard, 2003. – 442 p.
- Kravchenko A.I. Sociology in questions and answers: Textbook. – M.: TK Webley, Prospekt Publishing House, 2004.
- Kravchenko A.I., Pevtsova E.A. Social studies: Textbook for 10th grade. – M.: LLC “TID” Russian word- RS", 2011.
- Social studies: 10 – 11 grade: Textbook. for general education institutions / A.Yu. Lazebnikova., O.O. Savelyeva and others; Ed. A.Yu. Lazebnikova. – M.: AST Publishing House LLC: Astrel Publishing House LLC, 2012.
- Social science: tutorial/ V.V. Baranov, A.A. Dorskaya, V.G. Zarubin and others - M.: AST "Astrel", 2005. - 334 p.
- Social studies: textbook for schoolchildren and applicants / V.I. Anishina, S.A. Zasorin, O.I. Kryazhkova, A.F. Shcheglov. – M.: Continent-Alpha, 2006. – 220 p.
- Social science. 100 exam answers: a textbook for applicants entering economic and legal specialties / ed. B.Yu. Serbinovsky. – Rostov n/d: MarT, 2001. – 320 p.
This type of activity can transform various objects: nature, society, humans. The transformation of nature can be not only destructive, as some philosophers emphasize, not only the “remaking” of nature for oneself, but also “The life flow of nature is the movement for a person of the harmonics of all things, which he can disrupt, or can optimize.” During the transformation of society, which can act both in revolutionary destructive forms and in creative ones, social objects change: relationships, institutions, institutions, and the person himself changes. Transformative activities provide conditions for the general life of people and an infrastructure corresponding to their quality of life. In terms of human transformative activity, I would like to dwell on the case when transformative activity is directed by an individual towards himself, towards his “I”, for the purpose of physical or spiritual improvement. “Human self-development is associated with the discovery of ever-deeper opportunities for understanding oneself and influencing (interacting) with ever-increasing volumes of reality.” The same person appears here both as an object and as a subject.
The main types of transformative activity, due to the difference in its subjects, are, firstly, activities of an individual nature (the work of an individual, sports, etc.), and secondly, activities directly carried out by one or another group (military, collective activity) , thirdly, the activities of society taken as a whole.
Transformative activity can be carried out at two levels, depending on the real or ideal change of the subject. In the first case, there is a real change in existing material existence (practice), in the second case, a change in the object occurs only in the imagination (in the words of K. Marx, “practical-spiritual”).
Transformative activity can act both in the form of production and in the form of consumption. In both cases, the subject takes possession of the object, only the ratio of the destructive and creative sides of human activity is different.
Another plane of differentiation reveals the difference between creative and mechanical activities (productive and reproductive). Creative activity can exist both in the material sphere and in the consciousness of a person, when he activates the physical capabilities of his body, develops spiritual powers, his capabilities. Consumption can also be creative, original, discovering new ways of using production products, and mechanical, passively reproducing existing forms of consumption.
By improving and transforming the world around them, people are building a new reality, breaking through the horizons of existing existence. However, emphasizing the actively transformative beginning of human practical activity, it is necessary to remember that in a certain way it inscribes a person into the material reality that embraces him and always goes beyond the actual possibilities of its practical development. A person, with all the prospects and possibilities of his active transformative activity, remains within the limits of existence and cannot help but conform his activities to its objective laws. Creative design possibilities transformative activities in real world always rely on the use of objective laws. In other words, the true effectiveness of human activity is not only associated with the satisfaction of subjective interests or needs, but also involves solving problems determined by the internal laws of the reality to which this activity is aimed. Understanding the dialectics of human activity in relation to the world around us and man’s dependence on this world, his inscription in this world, his conditioning by the world is a necessary condition to understand the responsibility of a person in his practical activities to the outside world and to himself arising from this dialectic.
Option 1
A1. A single representative of the human race, a bearer of social and mental traits
A. Man in. Personality
b. Citizen of the city Individual
A2. The motivation for activity related to the satisfaction of needs is called
A. Goal c. Motive
b. Result d. Ability
A3. Activities that result in the creation of new material and spiritual values are
A. Communication into creativity
b. Understanding d. cognition
A4. Are the following statements about human freedom true?
A. Human freedom is synonymous with permissiveness.
B. Human freedom is impossible in conditions of social connections and interactions.
A5. Are the following statements about human activity true?
A. Human activity transforms the world around us and changes the person himself.
B. A person does not always manage to plan and control his activities.
A. Only A is correct. both judgments are correct
b. only B is true d. both judgments are incorrect
A6. The theory of the origin of man, which considers the process of his emergence and development, is called
A. Sociogenesis c. Anthropogenesis
b. Egocentrism d. Dualism
A7. Are the following statements true?
A. Outside of society, an individual cannot become a person.
B. A newborn baby is a person.
A. Only A is correct. both judgments are correct
b. only B is true d. both judgments are incorrect
A8. The farmer cultivates the land using special equipment. The subject of this activity is
A. land in. cultivated crop
b. farmer's equipment
A9. Are the following judgments about human life in society true?
A. Only A is correct. both judgments are correct
b. only B is true d. both judgments are incorrect
A10. Agents of primary socialization are
A. television employees production colleagues
b. officials parents
Q1. Below are the names of the needs. All of them, with the exception of one, are the names under which various classifications natural human needs are presented.
Biological, physiological, social, organic, natural, primary.
1) social attitudes | 2) communication |
3) interests | |
5) needs. | 6) beliefs |
Q3. Read the text below, each position of which is numbered.
1. Avicenna, Mozart, Beethoven, Chopin - these are a few names of child prodigies whose genius has revealed itself to its full potential over the years. 2. Ufologists consider the appearance of child prodigies to be the intervention of aliens. 3. According to biophysicists, prodigies are “made” by geomagnetic waves that affect the fetus. 4. The Earth’s geomagnetic field varies and its intensity depends on the Sun and other planets.
Determine which provisions of the text are
A) factual nature B) nature of value judgments.
AT 6. Read the text below, in which a number of words (phrases) are missing. Select from the list of words (phrases) that need to be inserted in place of the gaps.
The simplest, most accessible type of activity is ______________ (1). It bears a conditional ___________(2) and fulfills the child’s need for activity and knowledge of the world around him based on the assimilation of human forms of behavior. More complex look activity is __________(3), aimed at mastering scientific ______(4) and acquiring relevant skills and abilities. The most important activity is considered___________ (5). It ensures not only the existence of human __________(6), but is also a condition for its continuous______(7). Among its types, they distinguish between objective-practical and abstract-theoretical, or the first is often called physical, and the second - mental.”
G) development
I) society
K) sign
(Give a detailed answer to the tasks in part C.)
“Psychic properties are not an initial given; they are formed and developed in the process of individual activity. Just as an organism does not develop first and then functions, but develops while functioning, so a personality does not develop first and then begins to act: it is formed, acting, in the course of its activity. In activity, personality is both formed and manifested. Being, as a subject of activity, its prerequisite, it is at the same time its result.<...>In work, learning, and play, all aspects of the psyche are formed and manifested. But not all mental content of a person’s action or deed, not every mental state can equally be attributed to any stable properties of a person that would characterize some aspect of his mental appearance. Some acts in their mental content rather characterize the circumstances of some transitory situation, which is not always significant and indicative of the individual.
Therefore, the question especially arises of how relatively stable mental properties of an individual are formed and consolidated.
The mental properties of a person - his abilities and character traits - are formed in the course of life. The innate characteristics of the body are only inclinations - very ambiguous, which determine, but do not predetermine the mental properties of a person. Based on the same inclinations, a person can develop different properties - abilities and character traits, depending on the course of his life and activity, not only manifest themselves, but are also formed. In work, study and labor, people’s abilities are developed and developed; Character is formed and tempered in life's deeds and actions. This way of action, in unity and interpenetration with the objective conditions of existence, acting as a way of life, significantly determines the way of thoughts and motives, the entire structure, makeup, or mental appearance of the individual.”
NW. What two mental properties of personality does the author name? Indicate any two features of the process of their formation.
C4. Do, in your opinion, the objective conditions of a person’s existence influence his mental appearance? How does the author justify his opinion? Based on your knowledge of the course and your own experience, give two arguments that support the author’s opinion.
Final work on the topic “MAN”
Option 2
A1. Characterizes a person as a person
A. type of temperament c. belonging to a certain race
b. external appearance traits d. ability to communicate with other people
A2. A conscious image of the expected outcome towards which human activity is aimed is called
A. Goal c. motive
b. Result d. Need
A3. Self-knowledge is aimed at
A. knowledge of social norms and values c. awareness of one's capabilities
b. reflection of objective reality d. knowledge of the laws of beauty
A5. Are the following judgments about human life in society true?
A. The ability to live in society is inherent in man by nature itself.
B. Personality can only be formed in human society.
A. Only A is correct. both judgments are correct
b. only B is true d. both judgments are incorrect
A4. Human needs, determined by his biological nature, include the needs for
A. Self-preservation c. self-knowledge
b. Self-realization d. self-education
A5.. Are the following judgments correct?
A. Socialization represents the process of spontaneous assimilation by a person of a certain system of knowledge, norms, and values that allow him to act as a full member of a given society.
B. Socialization acts as a process and a result of a child’s inclusion in society.
A. Only A is correct. both judgments are correct
b. only B is true d. both judgments are incorrect
A6. Personality qualities are manifested in
A. a person's traits biological organism V. characteristics of temperament
b. hereditary predisposition d. socially transformative activity
A7.Musical theater artists perform a classic performance. The objects of this activity are
A. Decorations in. musical instruments
b. Performers and spectators
A8. Agents of secondary socialization are
A. close relatives c. teachers
b. parents d. friends
A9. Constructing in your mind the desired outcome of an activity
A. Fantasy c. motivation
b. Intuition d. imagination
A 10. . Are the following statements about human activity true?
A. Human activity is predominantly conscious.
B. Human activity is always creative.
A. Only A is correct. both judgments are correct
b. only B is true d. both judgments are incorrect
IN 1. Below are a number of human qualities. All of them, with the exception of one, are social qualities personality.
Decency, intelligence, hard work, humanity, law-abidingness.
Find and write down the name of another type of need that “falls out” from this series.
Q2. Find the motives for activity in the list below and write down the numbers under which they are indicated.
1. social attitudes | 2. communication |
3. interests | |
5. needs. | 6. beliefs |
AT 3. Read the text below, each position of which is numbered.
I. Art uses an artistic image for cognition and expresses an aesthetic attitude to reality. 2. Hesiod argued that the muses tell lies that resemble the truth. 3. The fact is that in an artistic image two principles are combined: objective-cognitive and subjective-creative. 4. An artistic image is a reflection of reality through the subjective perception of it by the artist himself and those who perceive the work of art.
Determine which provisions of the text are: A) factual in nature; B) the nature of value judgments.
AT 4. Read the text below, in which a number of words (phrases) are missing. Select from the proposed list of words (phrases) that need to be inserted in place of the gaps
“Abilities have natural prerequisites -_______(1), but their manifestation depends on individual development __________-(2). Much also depends on the environment, because gifted children can spend hours doing what they love, which is both work and (3) for them. But adults sometimes use coercive measures that only cause feelings of resentment and reduce ________(4) to this activity. Totality
a person’s mental abilities and his ability to apply them in different situations are called _____________ (5). If a person has achieved such results in his activities that influenced the entire history of mankind, became world famous, constituted an entire era in the life of society or the development of culture; then in such cases they talk about _________(6).”
A) Talent B) inclinations
B) Personality D) person
D) genius E) game
G) intelligence 3) interest
Part C
Give a detailed answer to the questions in Part C.
“Each individual of Homo sapiens is endowed at birth with the constitution of a primate animal, but lacks any culture. Culture is acquired in the process of individual development, as a result of learning in a broad sense. In the first years of development, each individual passes from the state of a humanoid animal (at birth) through the barbarian stage (child) to the human state. And this mental development individual occurs as a result of formative influence social factors and education<...>
In the light of evolutionary biology, man is a mammal, more precisely a primate, even more precisely an anthropoid, even more precisely a representative of a very highly developed anthropoid type. These successive steps, or grads, organic evolution embedded in the human body. But man is more than an animal; it is a product not only of organic but also of cultural evolution. Cultural evolution adds another layer , or, if you like, a series of layers, to human nature. A dual constitution - partly biological, and partly cultural - is embedded in humanity through the process of its evolutionary development. Most upper layer the stratified constitution of man, the layer superimposed by cultural evolution, is the decisive layer by which man differs from the animal. Man is an animal endowed with culture<...>
Cultural heritage, or the inheritance of traditions, is the entire body of knowledge, ideas, arts, customs and technological skills that a given human society has at its disposal at any given moment in its history. This entire sum of knowledge and traditions is the result of discoveries and inventions made by previous generations. It is and will be transmitted from generation to generation through education in the broadest sense of the word. Each generation can contribute something new to the cultural heritage, and all these contributions will also be passed on to subsequent generations through the same learning process<...>The differences between twentieth-century man and Stone Age man in morphological characteristics, including cranial capacity, are relatively small. However, the differences in their culture are huge. The changes that have taken place in Homo sapiens from Paleolithic times to the present stage of its development are caused mainly by cultural evolution."
C2. What factors shaping the human condition does the author name?
NW. How does evolutionary biology define humans? What definition does the author give to a person?
C4. What is the role of learning in the development of humanity in a person?
Answers
social | |||
intelligence, |
C - 1 option
C1. A) People are not born with personality.
§ personality is not formed first and then begins to act:
§ Being, as a subject of activity, its prerequisite, it is at the same time its result.
C2. " In activity, personality is both formed and manifested.”
“In work, learning, and play, all aspects of the psyche are formed and manifested.”
C3 . Mental properties: abilities, character traits
Process Features :
· People's abilities develop in work, study and labor
Character is formed in actions and actions
· Abilities are not innate, they are formed during life
· Inclinations develop into abilities during life.
person.
Rationale : “The way of actions in unity and interpenetration with the objective conditions of existence, acting as a way of life, significantly determines the way of thoughts and motives, the entire structure, makeup, or mental appearance of the individual.”
Arguments: Mowgli cannot develop like people,
in dysfunctional families, children's deviations in mental development are more significant.
C - option 2
· « endowed at birth with the constitution of an animal"
· « this is a mammal, more precisely a primate, even more precisely - an anthropoid, even more precisely - a representative of the anthropoids of a very highly developedlike"
Rationale:
· "process indievisual development,
§ result of trainingVin a broad sense."
C2.Factors:
· « Culture is acquired through the process ofvisual development as a result of trainingVin a broad sense.»
· “the mental development of an individual occurs as a result of the formative influence of social factors and education<...>
· « IN in the light of evolutionary biology, man is a mammal, more precisely a primate, even more precisely an anthropoid, even more precisely a representative of the anthropoids of a very highly developedlike."
· « These successive steps, or grades, of organic evolution are embedded in
human body."
C4.assumptions:
· allows you to accumulate knowledge, ideas, develop art, preserve customs...
· Contributes to the transfer of knowledge
· Provides renewal and replenishment of culture
Questions homework What is the social essence of activity? What is the structure of the activity? How are the goals, means and results of activities related to each other? What are the motives for the activity? How are needs and interests related? What are the features creative activity?
Define the concepts... - a form of activity aimed not only at adapting to the surrounding world, but also at changing, transforming the external environment; to obtain a new product or result. ... is a conscious image of the anticipated result towards which the activity is aimed. ... - motivations related to the satisfaction of needs.
Define the concepts 4. ... - stable views on the world, ideals and principles, as well as the desire to bring them to life through your actions and deeds. 5. ... - values characteristic of a certain group of people. 6. ... - activity that generates something qualitatively new, never existing before.
We check the concepts Activity is a form of activity aimed not only at adapting to the surrounding world, but also at changing, transforming the external environment; to obtain a new product or result. A goal is a conscious image of an anticipated result towards which the activity is aimed. Motives of activity are motivations related to the satisfaction of needs.
We check concepts 4. Beliefs - stable views on the world, ideals and principles, as well as the desire to bring them to life through one’s actions and deeds. 5. Interests - values characteristic of a certain group of people. 6. Creativity is an activity that generates something qualitatively new, something that has never existed before.
2. M.E. Saltykov-Shchedrin, in his famous fairy tale “The Tale of How One Man Fed Two Generals,” talks about two honored officials who ended up on a desert island. Hungry to the point of insanity, they looked at each other: an ominous fire shone in their eyes, their teeth chattered, and a dull growl came out of their chests. They began to slowly crawl towards each other and in the blink of an eye they became frantic. Shreds flew, squeals and groans were heard; general... took a bite out of his comrade's medal and immediately swallowed it. But the sight of flowing blood seemed to bring them to their senses. - The power of the cross is with us! - they both said at once, “we’ll eat each other this way!” 2. M.E. Saltykov-Shchedrin, in his famous fairy tale “The Tale of How One Man Fed Two Generals,” talks about two honored officials who ended up on a desert island. Hungry to the point of insanity, they looked at each other: an ominous fire shone in their eyes, their teeth chattered, and a dull growl came out of their chests. They began to slowly crawl towards each other and in the blink of an eye they became frantic. Shreds flew, squeals and groans were heard; general... took a bite out of his comrade's medal and immediately swallowed it. But the sight of flowing blood seemed to bring them to their senses. - The power of the cross is with us! - they both said at once, “we’ll eat each other this way!” What was the basis for the actions described? a) conscious motive; b) the goal set; c) instinctive impulse; d) the need for communication.
3. Are the following judgments about human activity true? 3. Are the following judgments about human activity true? A. Changing and transforming the world in the interests of people is a characteristic of human activity. B. Human activity is characterized by a focus on creating something that does not exist in nature. a) only A is true; b) only B is true; c) both A and B are true; d) both judgments are incorrect. 4. What term can be used to define common feature activities of an artist, writer, inventor, teacher? a) cognition; b) creativity; c) teaching; d) image.
5. Are the judgments correct? 5. Are the judgments correct? A. Tool activity is inherent only to man. B. Animals use natural objects as tools and even make them. a) only A is true; b) A and B are correct; c) only B is true; d) both are incorrect. 6. Man transforms the world around him with the help of: a) activity; b) communication; c) religious rites; d) fantasies.
7. Are the judgments correct? 7. Are the judgments correct? A. Activity promotes adaptation to the environment. B. Activity transforms nature. B. The activity does not affect the environment. D. The activity is goal-setting in nature. a) AB; b) ABCG; c) BG; d) ABG.
8. A student for a teacher is: 8. A student for a teacher is: a) a subject of activity; b) object of activity; c) a competitor; d) colleague. 9. Spiritual activities include: a) construction of a cinema; b) production of tools; c) filming; d) work of the printing house.
10. Existential needs include: 10. Existential needs include: a) for comfort; b) food; in communication; d) self-esteem. 11. Affective action is determined by: a) a clearly thought-out goal; b) concepts of debt; c) habit; d) emotional state.
12. Labor as a purposeful human activity began: 12. Labor as a purposeful human activity began: a) with hunting; b) making tools; c) agriculture; d) mastery of fire. 13. Write it down corresponding letters in ascending order. The biological needs of a person can include the following needs: a) sleep; b) rest; c) creation; d) air: e) communication; e) creativity.
1. Fill in the blanks: 1. Fill in the blanks: The creation of new material and spiritual values is called. . . 2. Compare two statements and determine what is common and different in them. What is the value of these judgments? Give reasons for your answer. When a person really has some beliefs, then neither compassion, nor respect, nor friendship, nor love, nothing except obligatory evidence can change even the smallest detail in these beliefs (D. Pisarev). It is not enough to define morality by adherence to one's beliefs. We must also constantly raise the question in ourselves: are my beliefs true (F.M. Dostoevsky)!
3. M.E. Saltykov-Shchedrin, in his famous fairy tale “The Tale of How One Man Fed Two Generals,” places two honored officials on a desert island, accustomed to living on everything ready-made. Here they suddenly discover that “human food, in its original form, flies, swims and grows on trees.” “Consequently, if, for example, someone wants to eat a partridge, he must first catch it, kill it, pluck it, fry it...” 3. M.E. Saltykov-Shchedrin, in his famous fairy tale “The Tale of How One Man Fed Two Generals,” places two honored officials on a desert island, accustomed to living on everything ready-made. Here they suddenly discover that “human food, in its original form, flies, swims and grows on trees.” “Consequently, if, for example, someone wants to eat a partridge, he must first catch it, kill it, pluck it, fry it...” What activity are we talking about in the above fragment? What is the purpose of this activity? What actions does it consist of? Do you think the generals turned out to be capable of transformative activities?
4. Two generals depicted by M.E. Saltykov-Shchedrin, saved from starvation, as is known, by a man who “began to act in front of them. First of all, he climbed the tree and picked the generals ten of the ripest apples... Then he dug into the ground and pulled out potatoes from there; then he took two pieces of wood, rubbed them together, and brought out fire. Then he made a snare from his own hair and caught the hazel grouse. Finally, he lit a fire and baked it. .. various provisions...” What was the goal of the man’s activity, the means of achieving it and the results? What specific actions did this activity consist of? Were the results consistent with the stated goal?
5. In his memoirs L.N. Tolstoy writes about his father, who read a lot, collected a library, drew pictures for the children that seemed to them the height of perfection, cheerfully joked and told funny stories at lunch and dinner, forced his son to read 5. In his memoirs, L.N. Tolstoy writes about his father, who read a lot, collected a library, drew pictures for the children that seemed to them the height of perfection, joked cheerfully and told funny stories at lunch and dinner, forced his son to read his favorite poems and learned them by heart, listened attentively “and was very happy.” this." Is it correct to assume that L.N.’s father? Was Tolstoy motivated to this activity by certain interests? Give reasons for your answer.
6. Teacher junior classes appealed to high school students with a request to help him prepare New Year's holiday for babies. Those high school students who responded to this request organized a “Santa Claus Workshop.” They wrote a script for a fairy-tale performance, sewed costumes, selected music, and taught songs and games to the kids. We involved the kids in the design of the fairy-tale town, making Christmas decorations, surprises. 6. A primary school teacher turned to high school students with a request to help him prepare a New Year's party for the kids. Those high school students who responded to this request organized a “Santa Claus Workshop.” They wrote a script for a fairy-tale performance, sewed costumes, selected music, and taught songs and games to the kids. We involved the kids in decorating a fairy-tale town, making Christmas tree decorations and surprises. Describe the structure of this activity for high school students: determine its subject, object, goal, means and results. What could be the motivation for this activity?
7. Germanic public figure F. Lassalle (1825-1864) wrote: “The goal can only be achieved when the means itself is already thoroughly imbued with the nature of the goal.” 7. The German public figure F. Lassalle (1825-1864) wrote: “The goal can only be achieved when the means itself is already thoroughly imbued with the nature of the goal.” What does it mean to speak of the self-nature of purpose? Is it not possible to achieve a goal using means that ensure the achievement of another goal? Give reasons for your opinion. 8. Build a logical chain based on the statement of the Russian publicist V.G. Belinsky: “Without a goal there is no activity, without interests there is no goal, and without activity there is no life.” Explain what role interests, goals, and activities play in a person’s life? What is the connection between them?
9. Which opinion do you think is correct? Give reasons for your answer. 9. Which opinion do you think is correct? Give reasons for your answer. End justifies the means. Good ends cannot be achieved through unworthy means. 10. In Ancient Rome, slaves built beautiful roads, buildings, and water pipes. Can forced labor be considered an activity? 11. Explain the role biological, social, and spiritual needs play in human life. 12. How do you understand the saying from the Gospel “Man does not live by bread alone”? Explain the possible motives for the following actions: A person constantly purchases cars for personal use, each time buying more and more expensive and prestigious cars. A person donates personal funds to the needs of the hospital.
13. What needs - material or spiritual - are discussed in the statement below? Do you agree with this 13. What needs - material or spiritual - are discussed in the statement below? Do you agree with this judgment? Two common causes of people's unhappiness are, on the one hand, ignorance of how little they need to be happy, and on the other, imaginary needs and limitless desires (C.A. Helvetius, French philosopher, 18th century).
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Man is an element of an integral system that includes nature (the world of physical objects) and human society. Outside this system, his existence is impossible, since it is here that he finds everything necessary for his condition. Therefore, a person’s social existence presupposes his interaction with the surrounding world of physical objects (natural or man-made objects and phenomena) and with people. It represents a holistic life activity, which can take the form of objective activity (interaction of the “subject - object” type) and communication (interaction of the “subject - subject” type).
An activity is called human life, aimed at transforming surrounding objects (natural or created by people, material or spiritual). As an example we can name professional activity engineer, driver, surgeon, agronomist, programmer, etc. Activity is an essential characteristic of a person, that is, without it he cannot become and be such. She has extremely important for him.
1. Human social activity is a tool for satisfying his vital needs. Any need presupposes a certain method of satisfaction, which is a system of special actions and operations aimed at mastering the necessary benefits of life.
2. With the help of activity, the transformation of the surrounding world and the creation of material and spiritual benefits are carried out. Everything that surrounds us is either created by activity or bears its imprint.
3. In the process of social activity, there is a subjective recreation of the surrounding reality and the construction of its subjective model. Any image or thought in its content is nothing more than a subjective analogue of the corresponding object, built on the basis of internal activity: preceptive, mnemonic, mental, etc.
4. Human social activity acts as a tool for human mental development: his thinking, attention, imagination, etc. Research shows that a child who is not involved in full-fledged activities is severely retarded in mental development. In other words, with the help of activity a person transforms not only the world around him, but also himself.
5. Active activity is one of the conditions for the existence of a person as a full-fledged subject and as. Turning him off from activity leads to the gradual destruction of mental functions, abilities, skills and abilities. So, for example, for this reason it is lost professional qualification from specialists, long time not engaged in professional activities.
6. activity is one of the means of self-realization of a person as an individual and a tool for finding the meaning of existence. Depriving a person of his favorite activity can lead to a feeling of loss of the meaning of his existence, which is expressed in difficult internal experiences.
The structure of human social activity. Psychological analysis of activity involves identifying the main structural components in it and establishing the nature of the connection between them. These include motive, goal, conditions for achieving the goal, individual activities, actions and operations.
Motive is an internal psychological source of activity. It encourages a person to act and at the same time gives it a reasonable personal meaning (for the sake of which it is performed). Without motive, activity is simply impossible. A person is not always aware of the motives of his activities, but this does not mean that they do not exist. Motive is a constitutive element of activity. That is why, depending on the content of the motive, separate types of activities are distinguished. For example, gaming activity is a gaming motive, educational activity is an educational motive, etc.
The goal is understood as a mental or figurative representation of the final or intermediate result activities. For example, a turner turning a part on a machine already imagines it in his mind. And this is typical for any activity. Thanks to the goal, activities become orderly and predictable. It seems to concentrate all human efforts and resources in one direction. Without a goal, as well as without a motive, activity is impossible; it turns into a disordered set of individual movements and behavioral acts. Holistic activity consists of a system of individual, relatively independent actions, arranged in a certain time sequence. And all together they lead to the achievement of the goal of all activities. For example, even such a simple and familiar activity as satisfying food needs includes many individual actions: shopping, buying groceries, cooking, setting the table, eating, etc.
An action is an element or stage of activity aimed at achieving a separate independent goal. An action is such only if it has a goal. The latter acts as a fundamental feature (property) of an action, therefore a psychological analysis of an action involves characterizing its goal.
The same action can have different motives. However, when the goal changes, the action becomes different in content and essence, even if its motive remains. An action is considered successful and complete when the goal is achieved. During this process, it is objectified (objectified) in the corresponding product or result of an action, that is, what was previously a subjective image now becomes an objective reality.
The implementation of any action is carried out in the context of some objective and subjective factors (circumstances) related to achieving the goal. They are called the conditions for achieving the goal. Conditions may be favorable or unfavorable from the subject's point of view. However, in any case, he must know them well and take them into account when constructing his action. The subject's idea of the conditions for performing an action is called its indicative basis. Depending on the conditions, the methods for carrying out the action are determined. They are called operations. For example, the methods of preparing for the exam will depend on the following circumstances: the volume and complexity of the material, the presence or absence of notes, how successfully and systematically the student studied throughout the semester, whether he has the appropriate abilities, what grade he is applying for, how strict and demanding the teacher is etc. It is these circumstances that will influence the choice of preparation methods: whether it will take place at home or in the library, how much time it will take, whether additional consultations will be needed on some issues, etc.
The same action can be performed using different operations. The success of achieving a goal will depend on how well and completely the subject is oriented in the relevant conditions and how adequate the methods of performing the action chosen by him are. Depending on this, they can be reasonable or unreasonable. A person is not always aware of operations. When performing ordinary and simple actions, operations seem unconscious. They are called automatisms. For example, operations such as writing letters when writing are almost always unconscious. To understand such operations, it is necessary that certain difficulties arise when performing them.
In conclusion, we note that the relationships between the structural components of activity are very dynamic. At certain conditions they can transform into each other. For example, an action can turn into an independent activity if it itself becomes attractive to a person, that is, it acquires motivational properties. As an action is performed repeatedly, becomes automated, and loses its purpose, it becomes an operation within another action. When deautomated, an operation can become a goal-directed action.
Properties of human activity. The most essential properties of activity include activity, purposefulness, the ability to creatively transform the surrounding reality, instrumentality, awareness, objectivity, duality of form, the ability to develop, the ability to generate mental (spiritual) formations, and sociality.
Human social activity is not a system of reactions to external stimuli, but an initially active process. The sources of this activity are not outside, but inside a person. These are needs and motives. They not only encourage activity, but also act as sources of energy necessary to carry out the activity. It is through activity that the subject comes into real contact with the surrounding world and obtains the conditions necessary for its existence.
Human activity is always subordinated to a specific goal, which sets its direction quite clearly, subordinates and organizes its constituent actions, movements and operations, making it stable and supra-situational. This differs from the behavior of animals, which, as noted earlier, is characterized by impulsiveness and increased dependence on a specific situation (situationalism). This property activity contradicts the well-known law of physical determinism. Science still does not understand how a goal, as a subjective and non-physical formation, affects real practical activity that has signs of a physical phenomenon.
In the process of human social activity, a creative transformation of the surrounding reality occurs in accordance with the needs, motives and goals of a person. He does not so much adapt to reality as adapt it for himself. This distinguishes human activity from animal behavior, which is exclusively adaptive in nature. Modern man lives not in a natural, but in an artificial world created by himself. Even nature bears the mark of anthropogenic influence. To transform the objects of his activity, a person uses not only his own natural (individual) organs (arms, fingers, legs, torso, etc.), but also specially made tools or implements. Therefore, human activity is not direct, but indirect, instrumental, which also distinguishes it from the behavior of animals.
One of the most important properties of social activity is awareness. It is expressed in a person’s ability to subjectively distinguish the activity he performs as something relatively independent and separate from himself as a subject and from the object to which it is directed. At a high level of development of activity, the subject is aware of its motives, components of actions, conditions and operations. Thanks to awareness, activity becomes voluntary and volitional.
Following important property activity - objectivity. It lies in the peculiar sensitivity of activity to its object and in the ability to obey and become likened to its properties and characteristics. Thanks to this property, activity recreates them in itself. This manifests itself well in any objective actions. For example, when a person picks up an object, the form and nature of the action, as well as the movements included in it, reproduce the shape, size, weight, material and other properties of this object. The characteristics of the action will be different depending on how it turns out: light or heavy, voluminous or flat, slippery or rough, hot or cool, etc. When performing this or that activity, a person moves towards the intended goal not blindly or straightforwardly, but very intelligently and flexibly. With each of his actions, he seems to probe the objective reality, correlates with it and recreates it. This is especially evident when mastering new actions or when performing activities in unusual and unfamiliar conditions.
An essential and rather mysterious property of human social activity is the initial duality of its form. It appears to be both an external physical and internal mental process, and an objective and subjective phenomenon. From the outside, it looks like a process of real physical interaction between a subject and a physical object. In this case, a person, using his body (arms, legs, torso) as a natural physical tool, as well as other necessary tools and instruments, carries out a physical transformation of the object and receives some material product that corresponds to the original plan. For example, a tailor sews a suit from fabric, a cook prepares a dish from ingredients, a designer decorates a hall, etc.
As a physical process, activity consists of specific practical actions and movements performed in a certain space and time, that is, it has spatio-temporal coordinates and is completely accessible to perception. In this regard, it is not much different from many natural phenomena and processes: chemical reactions, plant development, boiling water, etc.
However, every activity also has an internal side, hidden from external observation, without which it ceases to be such. For example, it cannot exist and be implemented without motive and purpose, which seem to be purely mental phenomena that form the inner subjective (mental) world of a person. When performing complex and vital important species activity, there is a need for many other internal mental components: emotional experiences, thoughts, volitional effort, assessment of one’s capabilities, knowledge, etc. Moreover, their presence becomes simply obvious. In order to be convinced of this, it is enough to recall a few examples from your own life experience. We can say that the entire mental life of a person - his psyche, is an internal component of his activity, his social existence. It should be emphasized that internal components do not simply accompany outside activity, but seem functionally necessary for it. Without them, its existence is simply impossible. In this regard, the activity does not have any physical characteristics and certain spatio-temporal coordinates, that is, its ontological nature and location are unclear.
Activity is a holistic process that combines external physical (objective) and internal mental (subjective) components in an inextricable unity. In essence, they seem completely different and incompatible. Modern science still cannot explain the psychological nature and mechanism of their connection. External and internal components of activity have functional specialization. On the basis of external components, real contacts of a person with objects and phenomena of the surrounding world, their transformation, recreation of their properties, as well as the generation and development of mental (subjective) phenomena are carried out. Internal components of activity perform the functions of motivation, goal setting, planning, orientation (cognition), decision making, regulation, control and evaluation.
In real activities, the ratio of internal and external components may be different. Depending on this, two types of activity are distinguished: external (practical) and internal (mental). An example of external activity can be any physical work. Educational activities is an example of internal activity. However, we are talking only about the relative predominance of certain components. In their “pure” form, their existence in humans is impossible. However, we assume that under certain circumstances, in particular after the physical death of a person, the internal (mental) components of activity are capable of independent existence. At least, there are no facts contradicting this assumption.
Human activity has the ability to develop. It is expressed in the fact that with exercise and training, the activity becomes more perfect, the time it takes to complete it decreases, energy costs are reduced, the structure is transformed, the number of erroneous actions is reduced, their sequence and optimality change. At the same time, there is a change in the ratio of external and internal components of activity: external components are reduced and reduced while the share of internal components increases. There is a kind of transformation of activity in form. From external, practical and expanded in time and space, it becomes internal, mental and abbreviated (collapsed). This process in psychology is called internalization. This is exactly how the psyche is generated and developed - on the basis of the transformation of activity. However, internal activity is only a component of holistic activity, its side. Therefore, it is easily transformed and expressed in external components. The transition of internal components of activity to external ones is called exteriorization. This process is an integral attribute of any practical activity. For example, a thought, as a mental formation, can easily be transformed into practical action. Thanks to exteriorization, we can observe through the external components of activity any mental phenomena (processes, properties, state): intentions, goals, motives, various cognitive processes, emotional experiences, character traits, etc. But for this you need to have a very high level psychological culture.
In its origin and essence, activity is not an innate, but an educated function of a person. In other words, he does not receive it as a given according to the laws of genetics, but masters it in the process of training and education. All human (not individual) forms of behavior are social in origin. The child does not invent them, but assimilates them. Under the guidance of adults, he learns to use objects and behave correctly in certain situations. life situations, a socially accepted way to satisfy one’s own, etc. It is in the course of mastering various things that he himself develops as a subject and as a person. The sociality of objective activity is also expressed in functional terms. When performing it, a person directly or indirectly relates to other people who act as its creators and accomplices. This can be seen especially clearly and clearly in conditions joint activities, where the functions of its participants are distributed in a certain way. Considering that in objective activity another person is always co-present, it can be called co-activity.