The basis of the theory of mental development of personality according to L. I. Bozhovich
The theory of mental development of personality L. I. Bozhovich is based on such concepts as "social situation of development" And "neoplasms".
In the USSR L. I. Bozhovich identifies:
- Internal development processes,
- External conditions.
In neoplasms, L. I. Bozhovich shares:
- Central neoplasm,
- Needs.
Periodization of mental development
- Newborn crisis.
- Infancy. Main characteristics :
- Helplessness
- Adult-mediated activities.
The main new development of age is affectively charged ideas.
- Child's independence
- Other requirements from adults.
The main new development of age is the need for self-affirmation.
- Awareness of one's own social “I”,
- The emergence of a new system of demands from adults.
The main new formation is the position of the student.
- 12 – 14 years old. Basic characteristics of age:
- Emancipation from adults
- Transition to middle classes.
The main new development is the emergence of goal setting.
Research by L. I. Bozhovich
L.I. Bozhovich has conducted many studies regarding the motivation of younger schoolchildren. Their main aspects are visible in Figures 1 and 2.
Many of L. I. Bozhovich’s works contain ideas and approaches that are significant for modern psychology. One of them that should be highlighted is an approach that considers the internal position in the child’s personal development, as well as its formation.
Figure 1. “SSR of a junior school student”
Figure 2. “Dynamics of social motives of schoolchildren”
The problem of personality development. Here L.I. Bozhovich proceeds from the thesis that:
Quote
“The mental development of a child is a complex process, the understanding of which always requires an analysis not only of those objective conditions that affect the child, but also of the already established features of his psyche... we have to talk about this specifically,” she wrote, “because until now Since then, there have been attempts to deduce both the age and individual characteristics of a child directly from an analysis of the external circumstances of his life.”
There is also the approach of S. L. Rubinstein about the influence of the external through the internal.
But L.I. Bozovic argued that “...even S.L. Rubinstein, who devoted so much space to the question of the activity of human consciousness, - she noted, - in a concrete historical sense, does not recognize the decisive role in human behavior of once emerged psychological formations... Although without this, as it seems to us, it is impossible to understand or study personality psychology..." And further: “And now one can still find among psychologists and teachers oblivion of the undoubted position that the mental development of a child has its own internal logic, its own laws, and is not a passive reflection of the reality in which this development takes place.”
Polemicizing with A.N. Leontyev, who first emphasized the importance of the child’s life position in his development, and then somewhat changed this thesis to the statement that development is determined by life itself, the real activity of the child, L.I. Bozovic writes:
Quote
“It seems to us that A.N. Leontyev sins against himself when, in his further reasoning and research, he discards the concept of “position” and returns to the much more general and psychologically vague concepts of “life itself,” “real life processes,” and “child’s activity.”
This list includes books, articles, theses, reviews and some manuscripts by L. I. Bozhovich. The works are given in chronological order:
manuscripts are given in a general list and dated in ϲᴏᴏᴛʙᴇᴛϲᴛʙi with the year of their creation (in some cases the year is indicated approximately) Books published under the editorship of L. I. Bozhovich are presented in a separate list.
Psychology of children's imitation. Experimental study.
Manuscript. - 1929. 95 m/p s. (together with L. S. Slavina)
The origin and development of the child’s thinking. Popular essay.
Manuscript. - 1934, 74 m/p s.
Speech and practical intellectual activity of the child. Experimental study. - Manuscript. - 1935. 111 m/p s.
Child's life experience and school knowledgeUUUUUUUchennye notes of KhNDIP. - T. 2/Ed. A. N. Leontyev. - Kharkov, 1936. As a manuscript. - P. 82 - 83. English. the text is there. - P. 84 - 85.
Psychological analysis of the use of rules for unstressed root vowels // Sov. pedagogy. - 1937. - 5 - 6. - P. 181 - 193.
Mental development of the child and the learning process // Teacher's newspaper. - 1939, December 11 (together with A. N. Leontyev)
Psychological foundations of teaching grammar. - Manuscript. - 1939, 28 p.
Teaching spelling and psychology // Primary school. - 1940.
N8. -WITH. 28 -31.
Mastering conceptual forms of thinking in school-age children. - Manuscript. - 1940, 80 m/p s. (Together with P. I. Zinchenko)
The role of punctuation in understanding written speech. Scientific session of the KhSPI, 1941//Note that theses of the reports. - Kharkov, 1941. - P. 39 - 40 (in Ukrainian)
On the psychology of learning by students (// Proceedings of the Republican Scientific Conference on Pedagogy and Psychology. Vol. 2 / Edited by G. S. Kostyuk. 1941. P. 135 - 145 (together with P. I. Zinchenko) (in Ukrainian. lang.)
On the psychological nature of formalism in enhancing school knowledge // Sov. pedagogy. - 1945. -N 11. S. 45 - 53.
The same in abbreviation: Reader on developmental and educational psychology. Works of Soviet authors of the period 1918 - 1945 / Ed. I. I. Ilyasova, V. Ya. Lyaudis. - M., 1980. S. 202 - 290.
The importance of awareness of linguistic generalizations in teaching spelling // Izvestia of the Academy of Pedagogical Sciences of the RSFSR. M. - L., 1946. - Issue. 3. - pp. 27 - 60.
Psychology and pedagogical process. - Manuscript. - 1946. 28 m/ps.
Some psychological issues of educational work in the Suvorov military schools. - Manuscript. - 1947. 44 m/p s.
Psychological issues of a child’s readiness for schooling // Issues. psychology of a preschool child / Ed. A. N. Leontyev, A. V. Zaporozhets. - M. -L. 1948. - pp. 122-131.
Motives of teaching // Family and school. 1949. -N 8. - P. 7 - 8. Psychology of instilling a conscious attitude to learning among Soviet schoolchildren // Session of the Academy of Pedagogical Sciences of the RSFSR. Note that the abstracts of reports are in the sections of pedagogy, psychology, artistic education and physical education. - M., 1949. - P. 32 - 35.
General characteristics of children of primary school age // Essays on the psychology of children (junior school age) - M., 1950. - P. 3 - 38.
Peculiarities of memory of a junior schoolchild // Ibid. - P. 77 - 99 (together with N. G. Morozova)
Motives for learning in children of primary school age // Ibid. - pp. 162-183.
The role of psychology in the construction of educational work with children of primary school age // Ibid. - P. 184 - 190.
The attitude of schoolchildren to learning as a psychological problem - News of the APN of the RSFSR. - M., 1951. Issue. 36. - P. 3 - 28.
Psychological analysis of the significance of a grade as a motive for a schoolchild’s educational activity // Ibid. P. 105 - 130 (together with N. G. Morozova, L. S. Slavina)
Formation of the personality of a Soviet schoolchild in the process of pioneer work // Sov. pedagogy. - 1954. -N 2. - P. 11 - 26 (together with T. E. Konnikova)
Features of self-awareness in adolescents // Issues. psychology. - 1955.-N 1.-S. 98-107.
Psychology of a teenager // TSB. - T. 35. - 1955. - P. 244. Cognitive interests and ways of studying // News of the Academy of Pedagogical Sciences of the RSFSR. - M., 1955. Issue. 73. - P. 3 - 14.
Middle school ageUUPpsychology. Textbook for pedagogical institutes / Ed. A. A. Smirnova, A. N. Leontyev, S. L. Rubinshteina, B. M. Note that thermal. - M., 1956. P. 547 - 560. The textbook is translated into German, Czech, Romanian, Spanish. language
Some problems in the formation of a schoolchild’s personality and ways of studying them // Issues. psychology. - 1956. -N 5. - P. 15 - 27.
Some issues of educational work in boarding schools / Sov. pedagogy. - 1957. - N 9. - 61 - 71 (together with L. S. Slavina)
Knowledge and habits in the formation of a student’s personality. Soviet pedagogy. - 1958. - N 5. - P. 40 - 51.
About the harm of physical punishment // Let's talk about our children / Ed. E. I. Volkova. - M., 1959. - P. 169 - 175.
Punishment is the most subtle and complex means of education; // Ibid. P.176-184.
Socio-political orientation of pioneer work (together with T. E. Konnikova) // Sov. pedagogy. - 1959, - N 9. P. 112 - 119.
Studying the personality of a schoolchild and the problems of educationUUPPsychological science in the USSR /Ed. B. G. Ananyeva and others. T. 2. - M., I960. - pp. 190-227.
Personality // Pedagogical Dictionary. T. 1. - M., 1960. - P. 631 - 632.
Motivation // Ibid. - pp. 711 - 712.
Psychology of education // Ibid. T. 2 - M., I960. - P. 237.
Psychological study of a child and an individual approach to him in the process of education // Psychological study of children in a boarding school. - M., 1960. - P. 7 - 23.
The use of pedagogical characteristics as a means of accumulating knowledge about students // Ibid. pp. 24 - 51.
On the question of the content of the “Educational Work Program”. - Manuscript. - I960, 30 m/p village. (together with T. E. Konnikova)
About some problems and methods of studying the psychology of a schoolchild’s personality // Issues. psychology of schoolchildren's personality. - M., 1961. - P. 3 -31.
Some critical remarks about the psychoanalytic teachings of 3. Freud. - Manuscript. - 1961. 40 m/p s.
Questions of the formation of a schoolchild’s personality in the light of the problem of education // Issues. psychology. - 1963. -N 6. - P. 12 - 22.
Study of personality qualities and the affective sphere of the child // Note that theses of the reports at the 2nd Congress of the Society of Psychologists. - Issue 6. - M., 1963. - P. 104-113.
Pedagogical characteristics as a means of studying students of boarding schools // To help employees of boarding schools. Methodical materials / Ed. M. I. Kolmykova. - M., 1964. - P. 251 - 274.
Age-related patterns in the formation of a child’s personality: Author’s abstract. dis. Doctor of Psychology Sci. - M., 1966. 40 p.
Pedagogical psychology // Ped, encyclopedia. - T. 3. - M., 1966. P.326-331.
Psychology of education//Ibid. M. 585 - 586.
Psychology of education//Moscow. -1966. -N 5. P. 166-190.
Stability of personality, process and conditions of its formation // Materials of the XVIII International Psychological Congress. Symposium 35: Personality formation in a team. - M., 1966. P. 101 - 111 (English text in the same place. P. 112 - 122)
How to build a personality // Young communist. - 1967. -N 4. P. 82 - 86 (together with V. E. Chudnovsky)
Psychology of education over 50 years // Issues. psychology. - 1967. - No. 5. - P. 51 - 70 (together with L. S. Slavina)
formation of personality in a team (Symposium 35) // Issues. psychology. - 1967. -N 3. - P. 144 - 151 (together with L.V. Blagonadezhnaya) / .
Age approach to pioneer work. Materials for participants of the II Plenum of the Komsomol Central Committee. -M., 1967, 86 p.
On the issue of research on the psychology of education in Soviet psychology // Note that theses of the scientific session of the Academy of Pedagogical Sciences of the USSR (department of psychology and developmental physiology) - M., 1968. - P. 46 - 50. Personality and its formation in childhood. - M., 1968, 464 p.
See fragments from op. monographs: Personality Psychology. Note that the texts /Ed. Yu. B. Gippenreiter, A. P. Bubbles. - M., 1982. - P. 166 - 171.
Questions of educational psychology // Issues. child and educational psychology at the XVIII International Congress of Psychologists / Ed. A.
A. Smirnova. - M., 1969. - P. 106 - 183 (together with L. V. Blagonadezhina)
Age approach to the work of a pioneer organization. - M, 1969, 96 p. (together with T. E. Konnikova)
Features of the development of the motivational sphere of a teenager // Materials for the XIX International Psychological Congress. - M., 1969. P. 15-16. (together with M. S. Neymark)
How to recognize and understand a child / (Teacher's newspaper. - 1971, January 30 (together with L. S. Slavina)
Psychological problems of education as management of child development // Problem of management of the education process. Proceedings of the symposium/Ed. N. F. Talyzina and L. I. Ruvinsky. - M., 1971. - P. 30-37.
The main tasks of educational psychology in the light of the decisions of the XXIV Congress of the CPSU // Issues. psychology. - 1971. -N 6. - P. 3 - 12 (together with V. E. Chudnovsky)
Note that the text of the radio speech “Our addressee is those who are 15, 16, 17” // Note that television and radio broadcasting. -M., 1971.No.1.-S. 14-15.
The problem of the development of the child’s motivational sphere // Study of the motivation of children and adolescents. - M., 1972. S. 7 - 44.
Psychological characteristics of the personality of a senior schoolchild // Komsomol at school. It is appropriate to note that experience, problems, methodology. - M., 1972. - P. 201 - 216.
“Meaningful experiences” as a subject of psychology // Issues. psychology. - 1972. -N 1. - P. 130-134 (together with M. S. Neymark).
Study of personality, its formation in ontogenesis // Problem of managing the process of personality formation. Proceedings of the second symposium/Ed. A. V. Zosimovsky, L. I. Ruvinsky. - M., 1972. - P. 7
Needs, motives, their development and function in the formation of a child’s personality. - Manuscript, 1973, 336 m/p.
Goal and intention and their motivating force // Problems of the formation of sociogenic needs. Materials of the 1st All-Union Conference.
Tbilisi, 1974. - P. 14 - 17 (together with T. V. Endovitskaya, L. S. Slavina)
Perception of form and age levels // Character in cinema. Questions of film dramaturgy. - Sat articles. - Vol. 6. - M., 1974. - P. 106 - 113.
Education as the purposeful formation of a child’s personality // Issues. psychology. - 1974. -N 1. - P. 33 - 39.
Strange psychology in the book by B. T. Likhachev “Note that the theory of communist education.” Review of the named book. - Manuscript. - 1974. 17 m/p s.
Some psychological prerequisites for the methodology of educational work in school // Sov. pedagogy. - 1975. -N 11. - P. 10 - 20 (together with T. E. Konnikova)
On the moral development and education of children // Issues. psychology. - 1975. -N 1. - P. 80 - 89 (together with T. E. Konnikova)
About the book by U. Bronfenbrener // U. Bronfenbrener. Two worlds of childhood. Children in the USA and USSR. - M., - 1976. - P. 144 - 152.
Cases of incorrect relationships between a child and the team and their influence on the formation of personality // Issues. psychology. - 1976. -N 1.
P. 130 - 139 (together with L. S. Slavina)
Experience of experimental study of voluntary behavior//Vopr. psychology. - 1976. - P. 55 - 68 (together with L. S. Slavina, T. V. Endovitskaya)
Psychological patterns of personality formation in ontogenesis // Issues. psychology. - 1976. -N 6. - P. 45 - 53.
The concept of cultural-historical development of the psyche and its prospects // Issues. psychology. - 1977. -N 2. - P. 29 - 39.
Towards the development of the affective-need sphere of a person // Personality and activity. Note that theses of reports for the V All-Union Congress of Psychologists of the USSR. Symposium I - Problems of personality psychology. - M., 1977. - P. 38-39.
1978. -N 4. - P. 23 - 35 (first message)
Towards the development of the effective-need sphere of a person / Problems of general, developmental and educational psychology / Ed. V.V. Davydova.-M., 1978. P. 168-179.
By the way, the stages of personality formation in ontogenesis // Issues. psychology. -
1979. -N 2. - P. 47 - 56 (second message)
By the way, the stages of personality formation in ontogenesis // Questions of psychology.
1979. -N 4. - P. 23 - 33 (third message)
The same in abbreviation: Textbook on developmental and educational psychology. Works of Soviet psychologists from 1946 to 1980. - M., 1981.
Mental development of a schoolchild and his upbringing. - M., 1979, 96 p. (together with L. S. Slavina)
Personality formation in childhood. - Manuscript. - 1979. - 45 m/ps.
To help pedagogical practice. - Manuscript. - 1979. 17 m/p s.
Psychology of mentally retarded schoolchildren. Review of the book. S. Ya. Rubinstein “Psychology of a mentally retarded schoolchild.” Ed. 2nd, re-worked. and additional -M., 1979/UVopr. psychology. - 1980. - No. 1. - P. 165-169.
Psychological analysis of the conditions for the formation and structure of a harmonious personality // Psychology of the formation and development of personality / Responsible. ed. L. I. Antsyferova. - M., 1981. - P. 257 - 284.
The significance of L. S. Vygotsky’s cultural-historical concept for modern research in personality psychology // Scientific creativity of L. S. Vygotsky and modern psychology. Note that theses of the reports of the All-Union Conference. - M., 1981. - P. 24 - 30.
What is will? // Family and school. 1981. -N 1. - P. 32 - 35.
Organize your life correctly // Ibid. - 1981. -N 2. - P. 36 - 39.
Consciously manage their behavior // Ibid. 1981. - No. 3. - P. 28-31.
The will of a teenager // Ibid. 1981. -N 4. - P. 22 - 24.
Will // Psychological Dictionary. / Ed. V. V. Davydov, A. V. Zaporozhets, B. F. Lomov, 1983. - P. 53 - 54.
On the cultural-historical concept of L. S. Vygotsky and its significance for modern research in personality psychology // Issues. psychology. - 1988. -N5. -WITH. 108 - 116.
SCIENTIFIC BOOK EDITING
Essays on the psychology of children (primary school age) / Ed. A. N. Leontyev, L. I. Bozhovich.-M., 1950, 190 p.
The same in Czech. (1953), rum. (1963), China. (1953)
Questions of schoolchildren's psychology - News of the Academy of Pedagogical Sciences of the RSFSR, 1961. - Vol. 36, 223 pp. (ed.)
Cognitive interests and conditions for their formation in childhood. - News of the APN of the RSFSR. 1955. Issue. 73. 260s. (ed.)
Same for whale. language 1958.
Psychological study of children in a boarding school. - M., 1960, 20 p. (ed.)
Questions of personality psychology of schoolchildren. - M., 1961, 406 pp. / Ed. L. I. Bozhovich, L. V. Blagonadezhina.
Studying the motivation of children and adolescents. - M., 1972, 352 pp. / Ed. L. I. Bozhovich, L. V. Blagonadezhina.
The same in Spanish. lang., 1978.
Konnikova T. E. Organization of a group of students at school. Generalization of the experience of school 210 in Leningrad. - M., 1957, 400 p. (ed.)
LITERATURE
Bozhovich L.I. Studying the personality of a schoolchild and the problem of education // Psychological science in the USSR. - M., 1960. - T. 2.
Bozhovich L.I. Age-related patterns in the formation of a child’s personality: Abstract of thesis. dis. ... doc. psychol. Sci. - M., 1966.
Bozhovich L. I. Personality and its formation in childhood. - M., 1968.
Bozhovich L.I. Problem of development of the child’s motivational sphere // Study of the motivation of behavior of children and adolescents. - M., 1972.
Bozhovich L. I. Development of the affective-need sphere of a person/Problems of general, developmental and pedagogical psychology. - M., 1978.
Bozhovich L.I. By the way, the stages of personality formation in ontogenesis // Issues. psychology. - 1978. -N 4. - 1979. -N 2, 4.
Bozhovich L. I., Morozova N. G., Slavina L. S. Development of learning motives among Soviet schoolchildren // Izvestia of the APN of the RSFSR. - 1951. - Issue 36.
Bozhvvich L. I., Neimark M. S. The meaning of experience as a subject of psychology / Issue. psychology. - 1972. -№1.
Bozhovich L. I., Slavina L. S. Psychological development of a schoolchild and his upbringing. -M., 1979.
Bozhovich L. I., Slavina L. S., Endovitskaya T. V. It is appropriate to note that the experience of experimental study of voluntary behavior // Issues. psychology. - 1976. -No. 4.
Vygotsky L. S. Collection. Op.: in 6t. - T. 1, 3, 4. - M., 1982-1984. Zaporozhets A.V. Selected psychological works. In 2 volumes - M., 1986.-T. 2.
Zinchenko P. I. Involuntary memorization. - M., 1961. Istomina 3. M. Development of voluntary memory in preschool children // Questions of psychology of a preschool child. - M. - 1948.
Kairov IA (ed.) Study of students in the process of their upbringing and
training M-L, 1947
Kashchenko V P Nervousness and defectiveness in preschool and school
nom ages M, 1919
Konnikova T E The role of the team in the formation of the student’s personality Dis of Doctor of Sciences -L, 1970
Leontyev A N Development of memory -M, 1931 Leontyev A N Activity Consciousness Personality -M, 1976 Lisina M I Problem of ontogenesis of communication -M, 1986 Luria A R Sensation and perception - M, 1975 Nezhnova T A Dynamics of the “internal position” during the transition from preschool to primary school age // Bulletin of Moek University of Ser
14 Psychology - 1968 -№1
Neimark M S Personality orientation and the affect of inadequacy in adolescents // Study of the motivation of behavior of children and adolescents - M,
Features of learning and mental development of schoolchildren I.S - P
years / Edited by I V Dubrovina, b S Kruglova -M.I 988
Prikhozhan A M Analysis of the causes of anxiety in communicating with peers in adolescents Dissertation of Candidate of Psychological Sciences - M, 1977
Prikhozhan A M, Tolstykh N N Children without a family - M, 1990 Psychological study of children in a boarding school / Edited by L I Bozhovich - M, 1960
Rubinshtein S L Fundamentals of general psychology - M, 1946 Savonko E I Age-related features of the relationship between orientation to self-esteem and evaluation by other people // Study of the motivation of behavior of children and adolescents - M, 1972
Slavina L S Individual approach to underachieving and undisciplined students - M, 1958
Slavina L S Children with affective behavior - M, - 1966 Slavina D S To know a child in order to educate - M, 1976 Tolstykh N N Study of time perspective in the context of the development of the motivational sphere in adolescence and early adolescence //Motivational regulation of activity and behavior of the individual - M, 1 QR8
Formation of personality in ontogenesis / Edited by I. V. Dubrovina M.
Chudnovsky V E Moral stability of the individual - M. 1981
Shchelguyuv N.V. Selected pedagogical works M, 1954 Shnirman A.L. Psychological foundations of studying the personality of students // Soviet pedagogy - 1948, No. 10
Elkonin D B To the problem of periodization of mental development in childhood // Issues of psychology - 1971 - No. 4
Elkonin DB Selected psychological works - M, 1989 Yufereva T I Behavior of affective children in a conflict situation // Questions of psychology - 1975 - No. 2
In the recently published university textbook “History of Child Psychology” (so far the only one in this field), a meager ten lines are dedicated to Lidia Ilyinichna Bozhovich. It would seem that this is enough for the author of a single monograph published over 30 years ago. However, to this day, students receiving fundamental psychological education study this monograph as an unsurpassed scientific work, included in the golden fund of Russian psychology. And the author of this book rightfully belongs to the galaxy of outstanding Russian psychologists who deserve much more than a laconic mention in a textbook.
Lidiya Ilyinichna Bozhovich was born in Kursk, but spent almost her entire life in Moscow, where she came to enroll in the 2nd Moscow State University in the late 20s. Her faithful friend and colleague Liya Solomonovna Slavina recalled: “Even at the entrance exams, I saw a girl who I really liked, and I found out that she was not a Muscovite and she had nowhere to live. I came home and asked my mother: “Can she live with us?” Since then we have not parted." (Bozhovich lived in cramped living conditions all her life; her last home was a room in a communal apartment on Preobrazhenka.)
It was at the 2nd Moscow State University that Bozhovich met L.S. Vygotsky, who taught there. This meeting determined her entire future scientific and, in many ways, personal destiny. As a student, she listened to Vygotsky’s lectures together with A.V. Zaporozhets, R.E. Levina, N.G. Morozova, L.S. Slavina (all of them later became outstanding psychologists and, through their close cooperation, earned the nickname of the Five in the Moscow psychological argot).
Under Vygotsky's guidance, she completed her graduate work on imitation. A.R. recalled nostalgically about those years. Luria in one of his speeches: “I remember we went to Serebryany Bor. We took two boats. I sat down with Lily ( L.S. Slavina), Lesha ( A.N. Leontyev) - with Lida ( L.I. Bozovic). We sailed and argued about the cultural-historical concept...” Such were the times when future luminaries called each other by name and even devoted their leisure hours to discussing their life’s work.
Vygotsky died in 1934, and soon a pedological pogrom broke out. As a faithful student of Vygotsky, Bozhovich was fired from the Institute of Psychology. The then director Grigoriev threw the annual work plan in her face and shouted a “terrible accusation”: “This plan reeks of Vygotsky!” With the words: “You have no idea what Vygotsky smells like,” Bozhovich took the plan and closed the door behind her. She returned to the institute only in 1948.
Bozovic always emphasized that personality is characterized by an active rather than reactive form of behavior, stability and inner freedom. She was such a person herself.
For example, it is known that during the time of repression, she was once taken to the Lubyanka right from the New Year tree, which she was decorating with her little son. True, decorating the Christmas tree - this “old regime relic” - was already graciously allowed to the people by the authorities. Now, in order to destroy someone, a more serious reason was required. This is the reason the “servants of the people” were looking for, persistently persuading Lydia Ilyinichna to write a denunciation against her colleagues. At first they persuaded him insinuatingly, in a decorous office, then roughly, in a darkened basement. Despite the reality of the threat of never seeing her son again, she did not become an informer.
Bozovic created her own original concept of personality, based on Vygotsky's cultural-historical theory. The basis of its concept is the idea of activity and personal freedom.
The full definition that she gave in her monograph “Personality and Its Formation in Childhood” truly deserves to be thoughtfully re-read more often:
A person who has reached a certain level of mental development should be called a person. This level is characterized by: That in the process of self-knowledge a person begins to perceive and experience himself as a single whole, different from other people and expressed in the concept of “I”. This level of mental development is also characterized by the presence of a person’s own views and attitudes, his own moral requirements and assessments, which make him relatively stable and independent of environmental influences alien to his own beliefs. A necessary characteristic of a personality is its activity. A person at this level of his development is capable of consciously influencing the surrounding reality, changing it for his own purposes, and also changing himself for his own purposes. In other words, a person who is an individual has, from our point of view, a level of mental development that makes him capable of managing his behavior and activities, and to a certain extent, his mental development.
Bozovic herself, of course, was a person who met all the criteria that she put forward. She, in full accordance with her theory, was free both from circumstances and from her own habits. For example, she was a heavy smoker, smoking a lot of very strong cigarettes from a young age. But when her husband had to give up smoking for health reasons, she quit smoking with him on the same day and never smoked a single cigarette again. (This involuntarily suggests the reasons for the low effectiveness of various methods of combating smoking. It is not the methods that are bad, but the individuals who are rare!)
Bozovic was not an armchair scientist. She loved to repeat: “Psychology is a concrete science.” Although her worldview and ideas about personality essentially contradicted those cultivated by a totalitarian society, she, while remaining non-partisan, did not take a dissident position of opposition to society, but sought, to the best of her ability, to contribute to the humanization of this society.
The experimental research carried out in her laboratory (for thirty years she headed the laboratory of the psychology of personality formation at the Research Institute of General and Pedagogical Psychology) found a practical outlet in working with students of Suvorov schools, boarding schools, schools for difficult teenagers, etc.
She was interested in the living realities of modern school. During the Khrushchev “thaw”, Bozhovich, together with T.E. Konnikova tried to take a fresh look at the problems of the pioneer organization and the education of collectivism, introducing humanistic content into them. Collectivism in her understanding acted as altruism, a manifestation of kindness, sympathy, empathy (it was in her laboratory that the concept of “empathy” was introduced into the lexicon of Russian psychology).
The ideas of manipulating a child, even in the name of the most noble goals, were deeply alien to the Bozovic school. Thus, she sharply criticized the book by B.T. Likhachev’s “theory of communist education”, where the child acted precisely as an object of psychological and pedagogical manipulation, including the impact on his subconscious (this “untimely” review was never published).
The employees of Bozhovich's laboratory, under her leadership, have carried out a large number of scientific works over 30 years - these include studies of qualities and their formation, and work on problems of motivation: large-scale studies related to the motives of learning of Soviet schoolchildren, the dominance of motives and the orientation of the individual. The study of self-awareness and self-esteem, the affect of inadequacy and empathy, conformity and personality stability was innovative. Bozovic paid special attention to the study of ideals, higher feelings, volition, and will.
A few years after the publication of her monograph “Personality and Its Formation in Childhood,” Lydia Ilyinichna received a letter from the famous literary scholar and critic Yuri Karyakin, with whom she was not familiar, and along with the letter his just published book “Raskolnikov’s Self-Deception.” In the letter, Karjakin expressed his admiration for Bozovic’s work and wrote that, unfortunately, he became acquainted with her book too late, in which he found a scientific expression of his own ideas about personality, the struggle of motives, the role of ideals and morality in human life.
However, Bozovic’s position was not accepted and shared by everyone. The very idea of an experimental study of personality was subjected to very sharp criticism, which was assessed as a concession to bourgeois influences. The statement of V.A. is typical. Krutetsky, who was at that time the deputy director of the institute, at one of the scientific councils: “I will not allow foreign thermometers to be installed on Soviet children!”
A psychologist of the new generation requires considerable imagination to imagine the environment in which Lidiya Ilyinichna Bozhovich worked throughout her life, and even in such an ideologized field as personality psychology. All the attitudes of government ideologists, all their intolerance towards “alien” influences were embodied in this area with the greatest force. Now it is even difficult to imagine how courageous it was to include the ideas of Freud, Rogers, Horney and others into experimental research and scientific texts. It seemed normal to her that research could be inspired by different theoretical and methodological ideas, fed from different sources.
Thus, work on personality stability had two obvious sources. On the one hand, it was a joint project with the American psychologist W. Bronfenbrenner, which used his proposed method of comparative study of children’s susceptibility to the influence of adults and peers when resolving moral conflicts (Bozhovich herself introduced an age-related approach to this project, which made it possible to give a completely new interpretation to all received data). On the other hand, these are some American works on conformity. In the work of graduate student Bozhovich Ya.L. Kolominsky was the first in Russian psychology to conduct subsequently widespread sociometric studies using the methodology of J. Moreno.
But no matter how diverse all these works were in terms of material, research methods, and even the starting theoretical foundations, they were never borrowing or chasing fashion. A good experimental technique was taken as a way to test and develop one's own ideas. And each empirical study of Bozovic and her school became a step towards creating her own theory of personality. Without a doubt, the potential of this theory is far from being exhausted.
INTRODUCTION
Creativity L.S. Vygotsky gave rise to many areas of Russian psychology associated with the names of his students and associates, who together constitute what is called Vygotsky’s school. In this work, we will consider the activities that Lidiya Ilyinichna Bozhovich developed and which, in our opinion, is not sufficiently appreciated precisely from the point of view of his contribution to the development of the cultural-historical concept of L.S. Vygotsky. Prominent Russian psychologist L.I. Bozhovich (1908-1981) was one of L.S.’s closest associates. Vygotsky and, according to many, his favorite student.
Lydia Ilyinichna Bozhovich (1908-1981) - an outstanding scientist, a bright, spiritually generous, extraordinary person - during her lifetime she was not spoiled by official recognition 1. However, among domestic and foreign psychologists she enjoyed extraordinary authority as a major theorist and talented experimenter, the author of generally recognized fundamental works in the field of personality psychology and the psychology of education of growing people.
^
1. L. I. Bozhovich: person, personality, scientist
In 1939 she defended her Ph.D. thesis. One of the significant conclusions of this study was the proposition that a student’s assimilation of knowledge is significantly determined by his personal attitude to the material being acquired. This conclusion will subsequently become one of the core directions of her research activities.
During the Great Patriotic War, Lydia Ilyinichna worked as the head of the occupational therapy department of an evacuation hospital.
Since 1944, she worked for almost 40 years at the Psychological Institute of the Academy of Sciences of the USSR, of which 30 years she was the permanent head of the laboratory of the psychology of personality formation.
In 1967 she was awarded the academic degree of Doctor of Pedagogical Sciences (in psychology), and in 1968 - the title of professor.
L. I. Bozhovich was awarded the medals “For Victory over Germany”, “For Valiant Labor in the Great Patriotic War”, and the badge “Excellence in Education”.
When you think about Lydia Ilyinichna, you remember the words of S. L. Rubinstein: “Personality makes the people around them self-determinate; the individual has his own position, his own face.” Lydia Ilyinichna was, first of all, a Personality in the true sense of the word.
Lydia Ilyinichna was a self-sufficient person. Her fiery passion and main meaning of life was the search for truth and the decisive defense of her views and beliefs. One of her main personal qualities was decency of the highest standard. In the most difficult situations, she preferred to remain herself, acting as her conscience told her. Lydia Ilyinichna did not know how and did not want to be a hypocrite, adapt, or flatter her superiors. Being a self-confident person, at the same time, deep down in her soul she was very vulnerable, covering her experiences with a reliable shield of “fighting” qualities.
She was acutely aware of the contradictions of the era of socialism, the shortcomings of the educational system aimed at forming a person with the psychology of a “cog” in the state machine. Lydia Ilyinichna stood up for the “sovereignty” of the individual and was herself a sovereign person who acted according to conscience and justice.
2. Scientific heritage of L.I. Bozovic
L.I. Bozhovich left a huge scientific legacy. It should be noted that the collections of scientific research published under her editorship (together with L.V. Blagonadezhina) and with her direct participation were distinguished by their quality, complete absence of idle talk, logically consistent, concrete business style of presentation, thorough analysis of empirical and experimental data, well-reasoned conclusions.
In 1960, a collection of scientific works, “Psychological Study of Children in a Boarding School,” was published under the editorship of L. I. Bozhovich. This was the result of a lot of work in her laboratory. The book's detailed analysis of the results of observations of children, the characteristics of an individual approach to them, the psychological characteristics of individual pupils, and a description of the results of the specific activities of a psychologist in a boarding school allow us to consider this work as the predecessor of modern psychological services in schools.
An important stage in the scientific biography of L. I. Bozhovich was the study of the motives of educational activity, which then grew into a more general problem of studying the motives of behavior of children and adolescents.
In 1968, L. I. Bozhovich’s book “Personality and its formation in childhood” was published. It was an amazing book for the wealth of ideas contained in it, the impeccable logic of presentation, the clarity and consistency of the statement of the author’s scientific position. The book was received ambiguously by the psychological community. There were “vigilant people” who saw in it a discrepancy with the canons that were unshakable at that time. Two complaints were officially formulated:
1) the book contained almost no quotations from the works of Marx and Lenin;
2) analyzing the concept of S. Freud, the author, along with the shortcomings, pointed out the rational grain of his views, emphasizing Freud’s desire to reveal the dynamics of the motivating forces of human behavior, their interdependencies and conflicts, and to identify the role of unconscious processes in human behavior.
“For some reason,” wrote Lydia Ilyinichna, “in our psychology, only one side of the subject’s interaction with the world has received recognition and development, the side of “appropriation.” But its other side was left behind, the side of crystallization of mental activity in those very products that then become the source of the formation of individual psychology 1 .
The final stage of L. I. Bozhovich’s research activity is a series of articles summarizing the results of the author’s many years of work on studying the basic patterns of the formation of a psychologically mature personality, the central characteristic of which is “the emergence in a person of the ability to behave independently of the circumstances directly affecting him, guided by own, consciously set goals" 1 .
Considering the scientific contribution of L. I. Bozhovich to the problem of mental development in general and personality formation in particular, we will highlight three fundamental areas of her research activity.
1. Disclosure of the problem of a “single line” of human mental development as the unity of his external and internal motivators.
2. The problem of personality and its formation as the highest level of mental development.
3. Development of scientific foundations of educational psychology and specific psychological recommendations aimed at increasing the effectiveness of educational work in school.
In Russian psychology, the experimental study of needs began with L. I. Bozhovich and A. V. Zaporozhets under the leadership of A. N. Leontyev. The starting point in this work was the thesis that it is needs that are the basis for the development of the motivating forces of human life and activity. L. I. Bozhovich created an original concept for the development of the need-motivational sphere of a person, which is extremely relevant for modern science and practice. The construction of the concept was the result of an organic relationship between the author’s theoretical research and the everyday concrete psychological empirical and experimental activities of the scientific team he led.
“We must study,” she wrote, “real needs and motives that are formed in the process of human life and activity. Model them in an experiment, and then return to the analysis of their role in the behavior and activity of the individual, and establish their function in the formation of his personality" 1.
The undoubted merit of L. I. Bozhovich is the clarification and specific psychological characterization of the leading role of consciousness in the mental development of a child. In Russian psychology of past decades, although in general theoretical terms the importance of consciousness in life and mental development was emphasized, at the same time, emphasis was placed on the “reflective” characteristic of consciousness, its secondary nature, its derivativeness from being. Not enough attention has been paid to the fact that not only does being determine consciousness, but consciousness also determines being. V.P. Zinchenko very expressively remarked on this matter: “consciousness was not let go of the short leash of activity” 2 .
Lidia Ilyinichna’s great scientific merit lies in the fact that she showed the inconsistency of such a opposition. The position of the close connection between these categories of needs was substantiated and it was shown that mental development is a consistent transformation of needs. The links and vicissitudes of this process were analyzed in detail by L. I. Bozhovich using the example of the formation of a cognitive need, which takes its origin and motivating “energy” from the innate need for new impressions.
The next step in building a unified line of mental development in the concept of L. I. Bozhovich is associated with the organization of a systematic study of motivation and the motivational sphere of the individual. Her polemic regarding the psychological essence of motive with A. N. Leontyev is known, who understood a motive as an object or subject that encourages activity. L.I. Bozhovich did not place the main emphasis on objects that induce action; she was primarily interested in the subjective side of motivation. She considered motives to include a sense of duty, a consciously accepted intention, and the immediate desires of the child. Of course, the psychological nature of these phenomena is different. Motif, according to the concept of L. I. Bozhovich, is a phenomenon reflecting the relationship between needs and consciousness - this is the same “bridge” between elementary and higher needs that, according to Lydia Ilyinichna, K. Levin could not bridge.
Previously, the influence of individual motives was studied, but not the motivational sphere itself, its psychological characteristics, its genesis, structure and development. Experimental and practical work on studying the motivation of a schoolchild gives an adequate idea of the nature and main focus of the research activities of the scientific team, led by L. I. Bozhovich. In 1951, L. S. Slavina’s book “Individual approach to underachieving and undisciplined students” was published. The book introduced the concept of a semantic barrier - a phenomenon that received a “start in life” in Bozhovich’s laboratory and subsequently became a lasting property of educational psychology. The essence of this phenomenon is that the child becomes immune to the influence of the teacher, and the main reason is failure to take into account or incorrect consideration of the motives of the student’s actions 1 . In the laboratory of Lidia Ilyinichna, a specific technique was developed to help the teacher eliminate the semantic barrier. In the laboratory of L. I. Bozhovich, in fact, for the first time, a formative experiment was scientifically substantiated and widely used in school practice, which subsequently became widespread in educational psychology. The study of the psychological essence of intention has become extremely significant for the theory and practice of education. “Intention,” writes L. I. Bozhovich, “is a complex act of behavior, mediated in its internal structure, inducing a person to a goal that does not have its own motivating force. Intention is the result of the mediation of a person’s needs by his consciousness.”
The research team led by Lidia Ilyinichna studied the conditions for the acceptance and implementation of intentions by children of different ages. One of the significant conclusions of this work was the definition of the psychological essence of the formed personality quality as a combination and “fusion” of a certain way of behavior and the corresponding motive.
The highest level of the “motivational vertical,” according to this concept, is occupied by feelings that arise in the process of development of human needs (moral, aesthetic, intellectual).
They “represent systemic formations that are new in their psychological nature. Compared to elementary (natural) emotions, they have a qualitatively different, indirect structure, occupy a different place in the structure of the personality and perform a different function in human behavior, activity and mental development” 1 .
It should be noted that this characteristic of higher experiences, formulated on the basis of scientific facts obtained in the laboratory of L. I. Bozhovich, is very close to the views of A. Maslow on the function of higher feelings in human life and the learning process: “higher experiences serve not only as a triggering mechanism for learning process, but they should also be considered as its ultimate goal, its reward” 2.
3. Study of personality problems
The logic of studying human needs and motives has confronted researchers with the need to understand the psychological essence of personality - the phenomenon that determines the formation of this integrity. When starting to study the problem of personality, L. I. Bozhovich thoroughly analyzed theories of personality in foreign and domestic psychology. Considering the psychoanalytic theory of personality, it, along with the fact that it was not satisfied with these concepts, shows what is valuable that can and should be used in further studies of personality psychology.
Analyzing research on personality psychology, Lidia Ilyinichna wrote that we still do not have any complete holistic concept of personality. In her study of personality, L. I. Bozhovich proceeded from two fundamental ideas for her scientific position - a holistic approach to the consideration of the psyche and the presence of an internal logic of mental development. “A person as an individual is characterized by having his own views, his own moral requirements, and the certainty of life goals that he strives to achieve. All this makes it relatively stable and independent of environmental influences alien to it. It is characterized by an active rather than reactive form of behavior” 1.
In the course of studying the problem of personality, the need arose to give a more specific analysis of the relationship between external and internal, objective and subjective, which determines the child’s mental development as the process of forming his own personality: “it is the relationship of external requirements with the capabilities and needs of the child himself that constitutes the central link that determines his further development" 2.
In this regard, she introduces the concept of “inner position”, which reflects a new level of self-awareness. Internal position is a special central personal new formation that characterizes the child’s personality as a whole. Personality, emphasizes L. I. Bozhovich, is an integral psychological structure. Discussing the popular idea at that time of personality as a set of certain properties and qualities and of its harmony as a set of different properties, she wrote: “Those studies that consider personality as a set of individual properties and qualities will be doomed to failure. What is needed is just the opposite: consideration of each individual quality in the aspect of the personality as a whole” 1 .
Lidia Ilyinichna formulated the strategic task of the research search as follows: to understand the age-related psychological patterns of the formation of a child’s personality. Essential for Bozhovich’s position was the position that each age stage of child development is characterized not by a simple set of mental characteristics, but by the originality of the holistic structure of the child’s personality and the presence of developmental tendencies specific to this type.
In the scientific team of L. I. Bozhovich, the psychological essence of individual personal formations and personality qualities was thoroughly studied: organization, discipline, affect of inadequacy - and specific practical recommendations were developed for teachers and educators. Specifically, the psychological study of a holistic approach to considering personality was the study of its orientation. Bringing to the fore the problem of orientation made it possible to implement the initial principle - to consider each individual property in the aspect of the personality as a whole.
In the laboratory of L. I. Bozhovich and with her direct participation, for the first time in Russian psychology, experimental methods were developed that made it possible to subject quantitative processing and determine the statistical significance of empirical data characterizing the manifestations of personality orientation. These methods were based on a well-known phenomenon in psychology, which is that the motives that motivate human behavior influence certain mental functions. A comparison of the data from these methods was carried out and the degree of their reliability was established 1 .
The problem of personality stability becomes the subject of systematic study. In the course of this work, the role of the substantive side of motivation in the formation of personality stability, its conditionality by the specifics of the dominant motive was identified, the psychological essence of conformism as a manifestation of personality instability was analyzed, the relationship between the phenomenon of personality stability and its life-meaning orientations was considered, and it was shown that the psychological phenomena “personality orientation” , “personal stability”, “meaningful orientations in life” are interconnected and interdependent; they represent different aspects of a single process, the core of which is the distant orientation of human behavior and activity.
All the many years and arduous work of the scientific team of L. I. Bozhovich to substantiate and implement her scientific “creed” was aimed at organizing the appropriate activities of children, creating a way of life that optimally contributed to the development of positive personality traits in them. On the other hand, the activity approach clearly examines the problem of the activity of the “internal” in mental development. It was outlined by A. N. Leontyev already in the characterization of personal meaning as a connecting link between consciousness and activity. These trends manifested themselves more clearly with the introduction of the concepts of “semantic formations” and “semantic attitude” 2.
E. E. Nasinovskaya, in her work with the eloquent title “Methods for studying personal motivation,” emphasizes the active and effective nature of semantic formations that are formed in the individual life of the subject and determine the personal and semantic side of his motivation 1 .
In his fundamental work “Psychology of Meaning,” D. A. Leontiev comes to the conclusion that the immediate source of meaning formation is needs and motives. “Meaning is effective. It characterizes not only the features of understanding, awareness and conceptualization of the subjects of reality, but also performs the functions of regulating practical activity” 2.
Bozovic's educational concept is built on the idea of the existence of an internal logic of mental development and personality formation, which is fundamental for her scientific position. It requires the teacher to penetrate “deeply” into the development process, take into account the role of the internal position in the development of the student’s personality, the characteristics of the system of needs and motives that has formed in him.
“The full development of the human personality,” she wrote, “depends decisively on what needs take the form of self-propulsion...” And further: “This point should be especially emphasized, because at present in pedagogy the problem of nurturing needs has not been raised at all: it is not is put forward as a special task of education. There is no such section in pedagogy textbooks, nor in the school educational program. As a result, there is no even slightly developed methodology for cultivating needs and motives” 3 .
Emphasizing that success in upbringing cannot be achieved through direct influence, “pressure” on the child, Lidia Ilyinichna wrote: “Whatever influences the environment has on the child, no matter what demands it makes on him, until these demands do not will be included in the structure of the child’s own needs, they will not act as actual factors in his development. And the need to fulfill this or that requirement arises only if its fulfillment can satisfy his internal position.”
Thus, in this concept, the emphasis is not on the education of external forms of behavior, but on the transformation of the internal structure of the personality, its need-motivational sphere, its orientation. Education, according to the position of the researcher, is a process as a result of which the experience of “higher feelings” (moral, aesthetic, intellectual) takes the form of self-motion.
Today, as many years ago, L. I. Bozhovich’s concrete psychological analysis of the problem of the age-based approach in education is very significant for the theory and practice of education.
She substantiated the extremely important idea that the age stages of development are characterized not by a simple set of individual mental characteristics (memory, attention, thinking, etc.), but by the uniqueness of the child’s holistic personality.
One of the key provisions of Bozhovich’s educational concept is that the use of new scientifically and experimentally based teaching methods can, to a certain extent, “shift” age characteristics and accelerate mental, including personal development. In this regard, she highly appreciated the experimental programs created by D. B. Elkonin and V. V. Davydov, the use of which gave not only a teaching, but also a personal development effect.
In general, the theoretical research and specific psychological developments of the team led by L. I. Bozhovich laid the foundation for the modern concept of personal development training.
Lidia Ilyinichna emphasized the role of the children's team in the formation of personality, the need to take into account the “social status of the child,” his well-being in the team, and the characteristics of his relationships with peers. Under her leadership, Ya. L. Kolominsky prepared and defended a dissertation on the topic “Experience in the psychological study of relationships between students in the classroom” (1984), where sociometric research methods were used for the first time in Russian psychology. It is worth noting that this work was carried out at a time when sociology in general and sociometry in particular were virtually banned.
The position of L. I. Bozhovich in relation to the problem of the team and its role in education clearly appears in the book “The Age Approach in the Work of the Pioneer Organization”, published by her together with T. E. Konnikova (her colleague and follower in research and scientific-practical work). (1969). It provides a critical analysis of the work of the pioneer organization of that time, identifying and thoroughly examining negative trends in its activities and their causes.
In the process of many years of work, L. I. Bozhovich and her employees built a holistic system of specific practical recommendations for teachers and educators. The most important component of this system is the principle: not only to demand a certain behavior from the student, but also to help him master this form of behavior. Initial thought: there is an elementary didactic rule: first teach something, and then demand, control, evaluate the results of learning. The scientific and practical work of the team led by L. I. Bozhovich was aimed at implementing this principle.
The direct successor to the work to which L. I. Bozhovich devoted her life is the Laboratory for the Study of the Scientific Foundations of Children's Practical Psychology, headed by full member of the Russian Academy of Education I. V. Dubrovina. The laboratory's assets include developing the problem of psychological culture and its education in students, the theoretical and practical foundations of mental development, scientific and methodological principles for organizing the activities of psychological services in the education system.
Special mention should be made of the great work done by the laboratory to create a series of psychology textbooks for schools - from grades 3 to 11. Familiarizing students with the basic laws of human mental activity will undoubtedly contribute to the implementation of the fundamental task set at one time by L. I. Bozhovich: the development of “internal motivators”, the internal activity of the student, aimed at the formation of his own personality, capable of transforming not only surrounding circumstances, but also himself.
CONCLUSION
More than a quarter of a century has passed since Lydia Ilyinichna Bozhovich passed away. Achievements of scientific and technological progress greatly increase the possibilities of obtaining information and acquiring knowledge. And yet they remain tools that significantly help the educational process. An analysis of the scientific heritage of Lidia Ilyinichna indicates that the process of formation of the personality of a child, teenager, young man is extremely complex and its essence is to awaken the internal forces of development. And this is extremely important to keep in mind in modern conditions 1.
L.I. Bozhovich actually created a model of personal developmental education - education in the process of which the knowledge acquired by the student becomes personally significant, and the goal of which is the formation of personality in the true sense of the word. Lidia Ilyinichna identified and scientifically substantiated the main directions of this process:
Fostering “personal sovereignty” - an individual who has a stable internal position, capable of withstanding influences that contradict the developed views and beliefs;
Developing a student’s self-esteem and level of aspirations that optimally contribute to the development of his potential;
Nurturing “higher experiences”, which, becoming an insatiable need, determine the process of personality formation;
Cultivation of a clearly expressed prosocial, humanistic orientation of the individual, in which the leading place is occupied by the motives of a person’s search for the meaning of his existence and the construction of his destiny.
It seems that the very scientific content of the book offered to the reader will help him recreate the image of Lidia Ilyinichna Bozhovich, an outstanding scientist who honestly and selflessly served science all her life, a principled, bright, spiritually generous person, who was in many ways ahead of her time.
^ LIST OF REFERENCES USED
Asmolov A. G. and others. On some prospects for research into the semantic formations of personality // Questions of psychology, 1979. – No. 3
Bozhovich L. I. Personality and its formation in childhood. – M., 1968.
Bozhovich L. I. On the cultural-historical concept of L. S. Vygotsky and its significance for modern studies of personality psychology // L. I. Bozhovich. Problems of personality formation. – M.; Voronezh, 1995
Bozhovich L.I. Problem of development of the child’s motivational sphere // Study of the motivation of behavior of children and adolescents. – M., 1972.
Bozhovich L. I. Stages of personality formation in ontogenesis (I) // L. I. Bozhovich. Problems of personality formation. – M.; Voronezh, 1995
Vilyunas V.K. Psychology of emotional phenomena. – M., 1976;
Vygotsky L. S. Collection. cit.: In 6 vols. - M., 1984. T. 4
Leontyev D. A. Psychology of meaning. – M., 2003.
Nasinovskaya E. E. Methods for studying personal motivation. – M., 1988
Neimark M. S., Chudnovsky V. E. Comparison of various experimental methods for identifying personality orientation // Study of the motivation of behavior of children and adolescents. – M., 1972.
Slavina L. S. Difficult children. – M. – Voronezh, 1998.
Chudnovsky V. E. L. I. Bozhovich. Personality and its formation - M., 2007
Educational psychology: a textbook Author unknown
Bozhovich L. I. Affect of inadequacy
The affect of inadequacy is understood as an excessive defensive reaction to failure, generated by the collision of inflated self-esteem and real possibilities. Inflated aspirations in any type of activity that is important for the child and the need to maintain them in the event of failure force him to either ignore his failure or look for reasons for failure outside.
Children whose affect of inadequacy is persistent are called “affective.” Affective children are usually in constant conflict with peers and teachers. Therefore, affective children in a variety of ways strive to compensate for their bad position, to attract sympathy and attention, and thereby satisfy their claims to a good position and justify their self-esteem. This makes such children especially dependent on the opinion, approval, and evaluation of the group. This dependence is expressed in two extreme forms: in maximum compliance with the influence of the group and in negativistic resistance to its influence.
Children remembering successes and failures. What results of an action are predominantly remembered by children with different self-esteem - associated with the experience of success or failure? The most significant similarity seems to be in the memorization of successful and unsuccessful actions by children with polar self-esteem – high and low. In both categories of children, it was the content of unsolved problems, i.e., unsuccessful activity, that was repressed from memory.
With increased inadequate self-esteem, the subject strives to stay at its level. And since failure puts self-esteem at risk, this also affects the nature of mnemonic processes.
In the second case, a slightly different picture is observed. Failure to complete a task reduces the subject’s already low level of assessment of his capabilities, thereby creating the preconditions for experiencing even greater inferiority. As if protecting himself from this, the student remembers only those tasks in which he managed to achieve positive results and thereby establish himself.
Psychological stability. Psychological stability is a holistic characteristic of a person that ensures his resistance to the frustrating and stressful effects of difficult situations.
The behavior of a psychologically stable person is generally carried out according to the following scheme: task - the motive it actualizes - implementation of actions leading to its implementation - awareness of the difficulty - negative emotional reaction - search for a way to overcome the difficulty - reduction of the strength of negative emotions - improvement of functioning (and accompanying optimization level of arousal).
The pattern of behavior in a psychologically unstable person: task-motive - implementation of actions leading to its implementation, - awareness of difficulty - negative emotional reaction - chaotic search for a way out - aggravation of perceived difficulties - increase in negative emotions - deterioration in functioning - decreased motivation or defensive reaction.
The main reasons for the disorganization of the behavior of unstable children are the lack of effective ways to overcome difficulties and the experience of a threat to the individual. In unstable individuals, the phenomenon of self-induction of negative emotional tension is sometimes observed: disorganized behavior increases the stress state, which further disorganizes behavior, which ultimately leads to the fact that the unstable individual feels complete helplessness - both in relation to difficult tasks and in relation to your behavior in a difficult situation.
Difficult situations cannot be excluded either from the processes of socialization and education, or from life in general. The goal of education should be to develop in schoolchildren psychological resistance to difficulties that arise in various types of activities. However, when setting tasks for a child, one should pay his attention to ensure that they correspond to his capabilities and are in his zone of proximal development.
From the book Elementary Psychoanalysis author Reshetnikov Mikhail MikhailovichAffect What is affect? Translated from Latin, this word means “emotional excitement” or “passion.” In psychology and psychiatry, this term, on the one hand, usually characterizes very strong, expressive and relatively short-term experiences,
From the book PSYCHOANALYTIC THEORIES OF DEVELOPMENT by Tyson RobertPART FOUR. AFFECT
From the book Teenager [The Difficulties of Growing Up] author Kazan ValentinaPsychological barriers and the affect of inadequacy of a teenager In order to consider the affect of inadequacy of a teenager, it is necessary to dwell on the concept of a psychological barrier, its causes and forms of manifestation. Identity, as we have seen, has several types,
From the book Personality Psychology in the works of domestic psychologists author Kulikov LevSocial situation and driving forces of child development. L. I. Bozhovich The idea of personality as an integral structure requires a preliminary hypothesis about what constitutes the core of this structure. Based on theoretical analysis, we put forward the hypothesis that
From the book General Psychology author Dmitrieva N Yu19. Affect Traditionally, such types of emotional processes are distinguished as emotions themselves, affects, stress, moods and feelings. Certain types of emotional processes are included in all mental processes, in all types of human activity, starting from sensations and
From the book Psychology of Extreme Situations author author unknownKalashnik Ya. M PATHOLOGICAL AFFECT The term “pathological affect” appeared in psychiatric literature in the second half of the 19th century, although this psychopathological state itself was known somewhat earlier under the names “insanity”, “angry unconsciousness”,
From the book The Path to the Fool. Book one. Philosophy of Laughter. author Kurlov GrigoryTECHNIQUE OF “INADEQUATE VISION” DAY OF INADEQUACY In the last lesson, we learned how to work with a doll. What does a doll mean to you? Just a social, grotesque and caricatured model of the Master. Presumably, you have already managed to make sure that, imagining yourself in
From the book Psychology in Persons author Stepanov Sergey SergeevichL. I. Bozhovich (1908–1981) In the recently published university textbook “History of Child Psychology” (so far the only one in this field), a meager ten lines are dedicated to Lydia Ilyinichna Bozhovich. It would seem that this is enough for the author of the only monograph published over
From the book Cheat Sheet on General Psychology author Voitina Yulia Mikhailovna24. CONCEPT OF PERSONALITY A.G. KOVALEV AND L.I. BOZHOVICH Personality in the works of A.G. Kovalev acts as an integral formation of mental processes, mental states and psychological properties. Psychological processes form the foundation of human mental life.
From the book Century of Psychology: Names and Destinies author Stepanov Sergey Sergeevich From the book Think Slow... Decide Fast author Kahneman DanielAccessibility and Affect The most important research on accessibility bias came from our friends in Eugene, where Paul Slovic and his longtime collaborator Sarah Lichtenstein were joined by our former student Baruch Fischhoff. They conducted pioneering research on risk perception,
From the book 175 ways to expand the boundaries of consciousness by Nestor JamesExpressive Celebrations of Inadequacy (Try this with a friend) The Trobriand Islands (also called the Kiriwina Islands) are located southeast of Papua New Guinea in the South Pacific Ocean. Tourists do not disturb those isolated from the world
From the book Me, Me and We Again by Little BrianExtraversion: Arousal and Affect I would like to spend more time on the extraversion-introversion personality dimension for several reasons. Along with neuroticism, it is the most studied and most important for assessing well-being.
