PERSONAL PARADIGM OF DEVELOPMENT OF VALUE ORIENTATIONS...
UDC 371.3:811.11
Milinis Olga Arturovna
Candidate pedagogical sciences, Corresponding Member of IANP, Associate Professor of the Department of Pedagogy of the Kuzbass State pedagogical academy, researcher at the Russian-American research laboratory “Civilization. Culture. Education", [email protected], Novokuznetsk
Mikhaltsova Lyubov Filippovna
Candidate of Pedagogical Sciences, Corresponding Member of the IANPO, Associate Professor of the Department of Pedagogy of the Kuzbass State Pedagogical Academy., Head of the Russian-American Research Laboratory “Civilization. Culture. Education", [email protected], Novokuznetsk
PERSONAL PARADIGM OF THE DEVELOPMENT OF VALUE ORIENTATIONS OF FUTURE TEACHERS
Milinis Olga Arturovna
Corresponding member of the International Teachers Training Academy of Science, Docent of the Department of Pedagogy at the Kuzbass State Pedagogical Academy, Candidate of Pedagogical Sciences, the expert of the Russian-American Laboratory “Civilization. Culture. Education”, Russia, [email protected], Novokuznetsk
Mikhaltsova Liubov Filippovna
Corresponding member of the International Teachers Training Academy of Science, Docent, Candidate of Pedagogical Sciences., Docent of the Department of Pedagogy at the Kuzbass State Pedagogical Academy, Chair of the Russian-American Laboratory “Civilization. Culture. Education”, Russia, [email protected], Novokuznetsk
PERSONAL PARADIGM OF FORMATION OF VALUABLE ORIENTATIONS TRAINED
Emergence in Western philosophy in the late nineteenth and early twentieth centuries. axiology - the science of values, is associated with an attempt to resolve the complex problem of values. The problem of forming the value orientations of students is acutely felt in modern conditions when a significant number of young people find it difficult in moral self-determination. In modern conditions of rethinking and revising values, the problem of value orientations of the individual acquires special significance in the moral self-determination of students. A number of scientists reduce value orientations to a social attitude (A. G. Zdravomyslov, V. A. Yadov), to orientation (B. G. Ananiev), to moral positions and motives of behavior (L. I. Bozhovich), to interpenetration meaning and meaning (A. N. Leontiev), to the factor of moral self-determination (S. L. Rubinshtein, V. F. Safin), explanation of pedagogical phenomena, moral qualities(M. G. Kazakina, V. A. Karakovsky, L. I. Novikova).
The main goal of value education is not the transfer of universal human value experience to young people, but the formation of
the ability to choose value orientations, the presentation of moral patterns of behavior based on humanistic ideals. According to D. I. Feldstein, “... the opportunity to assess one's personal qualities, to satisfy the inherent desire for self-improvement” a person receives in the system of interaction with the “world of people”. This world is perceived by him through "... through adults, from whom a teenager expects understanding and trust." For our observation in the process of studying the value orientations of future teachers, it was important to study methodological basis research.
One of the modern humanistic tendencies of the personal paradigm of the formation of value orientations of students is the “Educational system of school No. 825” by V. A. Karakovsky. Among modern domestic educational systems, the universal values of the concept of systemic construction of the upbringing process are significant for our study. For our study, the point of view of the author is important, that in the process educational activities it is necessary to rely on fundamental values that create conditions for the formation of a good attitude and conscious moral needs and actions in a person. V. A. Karakovsky identifies the following universal values as value orientations: Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, World, allowing the student to become a truly real value.
In the humanistic concept of E. V. Bondarevskaya, the formation of value orientations is presented as a multi-stage process. The formation of universal human values is considered ambiguously: it is a series of tasks set by society, forming the value qualities of a person - a value approach; this is the process of forming an individual lifestyle in harmony with the universal culture - a culturological approach; it is a process of gradual formation of universal values - kindness, mercy, love for the Motherland - humanistic approach. The author defines the tasks of forming the value orientations of students: "... to maintain the individuality, uniqueness and originality of each child's personality, based on its ability for cultural self-development"; to develop and discover the abilities and talents inherent in nature; to form universal norms of humanistic morality (kindness, mutual understanding, mercy, love and faith), a culture of communication; to cultivate respect for the law, the norms of collective life; develop civic and social responsibility, manifested in caring for the well-being of one's country; to introduce students to the system of cultural values that reflect the richness of the universal culture of their Fatherland and people; form the need for high cultural and spiritual values. The formation of kindness, mercy, love for the Motherland will be successful, according to E. V. Bondarevskaya, subject to the implementation of the following technologies: cooperation, dialogue
PERSONAL PARADIGM OF DEVELOPMENT OF VALUE ORIENTATIONS...
agility, activity-creative character, focus on support individual development students, providing them with the necessary space, freedom to make independent decisions, choose the content and methods of teaching and behavior in collaboration with the teacher.
Personal orientation educational process, the authors believe, the defining way affects the values of humanistic pedagogical culture, which are not knowledge, but the personal meanings of teaching in the life of a child; not individual (subject) skills and abilities, but individual characteristics, independent educational activity And life experience personality; not pedagogical requirements, but pedagogical support and care, cooperation and dialogue between the student and the teacher; not the amount of knowledge, not the amount of information learned, but holistic development, self-development and personal growth student. These processes characterize the value attitude towards the student as a subject of life and require appropriate content and methodological equipment for the process of education, upbringing and development.
E. V. Bondarevskaya identifies the following stages in the formation of students' value orientations: diagnostic (includes an axiological and cognitive component, aims to introduce students to the world of values and assist in choosing a personally significant system of value orientations, personal meanings, provides students with scientific knowledge about a person, culture, history, nature, noosphere as the basis of spiritual development); personal (provides self-knowledge, development of reflective ability, mastering the methods of self-regulation, self-improvement, moral and life self-determination, forms a personal position); activity-creative (contributes to the formation and development of various ways of activity among students, creativity necessary for the self-realization of the individual in cognition, work, scientific, artistic and other activities).
The culturological concept of E. V. Bondarevskaya presents the teacher with the main idea, the meaning of which boils down to the fact that it is necessary to strive to educate a person of culture through the preservation of culture as an environment that nourishes and nurtures the personality through a dialogue of cultures and filling education with meanings. The starting point of the concept is related to value attitude to man as an end in itself, to the search for "man in man". That is why the cultural approach should be the leading one in the organization of personality education. Within the framework of the culturological approach, the system of relations to the student, teacher and education is transmitted in the plane of culture.
The main conceptual provisions on the pedagogical support of the child and the process of his development were developed by O. S. Gazman. The basic culture of the personality is “... some integrity, which includes the minimum, or rather, the optimal presence of properties, qualities, orientations of the personality, attitudes
allowing the individual to develop in harmony with social culture. The author refers the culture of life self-determination and family relations to the priority manifestations of the basic culture of the individual; economic culture and labor culture; political, democratic and legal culture; intellectual, moral and communicative culture; ecological, artistic and physical culture.
The value system forms the content side of the personality and expresses the inner basis of its relationship to reality. “The top of the pyramid of values is a person who contains the whole world, creating his own social world,” notes N.E. Shchurkova, the author of the concept of creating a lifestyle worthy of a Human. "Nature", "life", "society" are the highest values of the second order. “As soon as we raise the question of what is a life worthy of a person, we identify the three foundations of such a life: goodness, truth and beauty.” The author notes that "... the creator of a decent life is a person", and only thanks to his intense physical and spiritual work is the improvement of life and society. Cognition, work, communication as a human activity lie in the "... foundations of a decent life." They also represent "... the highest values, the destruction of which destroys life."
The designated axiological paradigm of formation of value orientations of students will contribute to successful self-realization, the formation of relationships also in the “teacher-student” dialogue, and the humanistic nature of education and the personal paradigm will promote the recognition of a person as the highest value of life.
Bibliographic list
1. Bondarevskaya, E. V. Value bases of personality-oriented education // Pedagogy, [Text] / E. V. Bondarevskaya, 1995. - No. 4.
2. Gazmai, O. S. Humanism and freedom [Text] / O. S. Gazman // Humanization of education in modern conditions. - M.: IPIRAO, 1995. - S. 3-13.
3. Karakovsky, V. A. Become a man. Human values - the basis of a holistic educational process [Text] / V. A. Karakovsky. - M.: NMO Creative Pedagogy, 1993. - 77 p.
4. Kon, I. S., Feldshtein, D. I. Adolescence as a stage of life and some psychological and pedagogical characteristics of adolescence / Reader according to developmental psychology: Comp. L. M. Semenyuk / Ed. D. I. Feldstein. [Text] / I. S. Kon, D. I. Feldshtein. -M.."Institute practical psychology, 1996. - S. 239-247.
5. Mikhaltsova, L. F. Formation of value orientations of students in the cultural and educational environment of the institution [Text]: monograph [Text] / L. F. Mikhaltsova. - Novokuznetsk: RIO KuzGPA, 2009. - 202 p.
6. Milinis, O. A. Formation of positive motivation of schoolchildren in the conditions of gymnasium education [Text]: monograph / O. A. Milinis - Novokuznetsk: RIO KuzGPA, 2010. - 220 p.
CONDITIONS FOR THE IMPLEMENTATION OF A MODEL FOR FORMING A CULTURE OF TOLERANCE...
7. Pedagogical encyclopedic dictionary [Text]/ Chief Editor B. M. Bim-Bad, - M .: 2002. - 528 p.
8. Pedagogy: Textbook for pedagogical students educational institutions[Text]/ V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. - M.: "School - Press", 2000. - 512 p.
9. Slastenin, V. A. Introduction to pedagogical axiology [Text] / V. A. Slastenin, G. I. Chizhakova. - M., Ed. center. Academy, 2003. - 192 p.
10. Stepanov, E. N. Teacher of modern approaches and concepts of education / E. N. Stepanov, L. M. Luzina. - M.: TC "Sphere", 2003.-160 p.
11. Shchurkova, N. E. New education [Text] / N. E. Shchurkova. - M.; Ped. about. Russia, 2000. - 128 p.
12. Shchurkova, N. E. Workshop on pedagogical technology[Text] / N. E. Shchurkova. - M.: Ped. Society of Russia, 1998. - 250 p.
13. Shchurkova, N. E. Applied pedagogy of education [Text]: tutorial/N. E. Shchurkova. - St. Petersburg: Peter, 2005 - 366 p.
Khazieva Fairuza Khazgalievna
Competitor of the Pedagogy Department of the Birsk State Socio-Pedagogical Academy, head of the Tuytazinsky educational and methodological center GAOU DPO "Institute for the Development of Education of the Republic of Belarus", [email protected], Birsk
CONDITIONS FOR THE IMPLEMENTATION OF THE MODEL OF FORMATION OF THE CULTURE OF TOLERANCE OF PEDAGOGICAL COLLEGE STUDENTS IN EXTRA-EDUCATIONAL ACTIVITIES
Khazieva Fairuza Khazgalievna
Seeker of Candidate of Sciences Degree of the Pedagogy Chair at State Social-and-Pedagogical Academy, Chairperson of Tuimazy Training Center at the Republic of Bashkortostan Development of Education Institute, [email protected], Birsk
CONDITIONS OF REALIZATION OF MODEL OF FORMATION OF CULTURE OF TOLERANCE OF STUDENTS OF PEDAGOGICAL COLLEGE IN NONLEARNING ACTIVITY
IN currently more and more questions are being raised teaching staff, since the need for specialists of a new type, capable of self-realization and functioning in new socio-economic conditions, combining high level culture, education, intelligence, professional competence. Education system has a high need for a teacher as a person who is able to introduce a child into the world of culture, to teach
Analysis of trends and goals of higher education in the context of Russian society and the range of research on the problem allow us to state that the personality-oriented paradigm, which in pedagogical theory and practice does not have an unambiguous interpretation, is becoming a priority approach to the design and organization of higher education.
The main goal of the paradigm is personal oriented education at the university - ensuring humane conditions for personal and professional growth student, individual and free self-determination of the future specialist in the chosen professional activity, the full disclosure of the potential of the individual. All substantive, procedural and technological components of education are aimed at the versatile development of the student, at shaping his image of the changing world, which gives him the opportunity to realize his uniqueness, dissimilarity, originality through reflection, creativity. person oriented higher education regards as active subjects educational policy family, parents, the public, institutions of state power, the media, professional associations, professional and pedagogical community, scientific, cultural and public institutions.
The personality-oriented paradigm of higher education, which meets the challenge of the time, will have to change the current "knowledge-enlightenment" paradigm, which leads to a revision of all components of the content of education and their organizational and pedagogical composition. The adoption of the personal paradigm significantly changes the strategic objectives of the goals (orientation to the development of the self of the individual) and content (orientation to the humanization and humanitarization of education) of higher education. vocational education.
The purposeful humanization of vocational education based on the construction of new learning systems, in the center of which is the student, his abilities and interests ("pedagogy of goals", "modular learning", etc.), as well as the application of methods leading to successful learning, is obvious; purposeful orientation to preparation for self-education, self-development and continuing education based on the implementation of a personal-activity approach to learning (the formation of knowledge and skills at a productive level and their translation into a method of action, the activation of the individual as a subject of learning and development using teaching methods - project methods, research methods, etc.).
So, the personality-oriented paradigm of higher education ensures the development and self-development of the personal qualities of individuals, which changes the place of the subject of education in the course of professional development.
The center of the educational process of the university is the independent work of the student on self-improvement, self-development, productive self-realization, the creation of optimal conditions for the full deployment and manifestation of the individual capabilities of future specialists. The difference between the presented paradigms is found only at the level of goals, content and specific forms and methods of organizing the educational process.
The personality-oriented paradigm is aimed at the development of the student's subjective activity, who himself "creates teaching" and "transforms and forms himself" in compliance with the measure of respect and taking into account the interests of all subjects of the educational space. This provision assumes the interdependence and interpenetration of the processes of education and upbringing in higher education, which are subject to the same laws, are organized taking into account the successful socialization of the individual with new thinking and worldview in the context of the dialogue interaction of all subjects of the educational process.
In order for university education to be personality-oriented, its organization must contain the qualities and means of foreseeing the optimal ways of its functioning and development, taking into account the realities of modern society. In the educational process of the university in the context of the use of new means and methods of teaching, it is necessary to identify the most effective forms and methods of activity that increase the effectiveness of learning, taking into account individual characteristics students and providing the accumulation of extra-functional knowledge, skills, qualities of an individual that go beyond a certain professional training.
The implementation of the new paradigm in higher education ensures not only the expansion of the range of knowledge about the surrounding reality, the appropriation of new information by the student, but also the accumulation of experience in transformative activity, an emotional and creative attitude to the world and man in it, as well as a system of value orientations that determine his behavior in diversity the surrounding world. In practice, this means, firstly, putting the student at the center of the educational process with his needs, motives, aspirations, taking into account the patterns of development, age, individual characteristics of the individual; secondly, search and update of content, forms, methods educational activities with the reasonable use of intensifying teaching aids at the university; thirdly, the establishment of subject-subject relations between students and teachers in their educational and teaching activities by including them in the process of a humanistically oriented, polysubjective dialogue; fourthly, the construction of the subject-oriented content of the student's educational activity, which provides the possibility of effective development, transformation of the world around and construction of the life trajectory of future specialists, taking into account productive interaction in society.
Among the common fundamental features of the new education paradigm are the humanization and humanitarization of learning, as well as globalization and internationalization. A powerful incentive arises from the use of new scientific achievements or technical means capable of lifting pedagogical activity on a qualitatively new stage. A striking example is the emergence in the information age of interactive technologies associated with the possibilities of multimedia support for the educational process and the development of various forms of distance learning.
The computer and telecommunications revolutions are having a powerful impact on higher education and science; in most higher educational institutions, the necessary technical base is being created, with the help of the Internet, access to the latest Western and domestic developments in the theory and methods of teaching, access to authentic materials, the ability to communicate with residents of the countries of the language being studied, has greatly expanded the horizons of the modern teacher high school. Education is moving to a new methodological and instrumental base, democratization and individualization, personality-oriented education of students and socialization are gaining strength, acquiring qualitatively different forms in connection with Russia's entry into the world arena, the possibilities of their creative self-realization in the educational process are increasing, changing the nature and style of relationships and formation of an atmosphere of co-creation of students and teachers.
Problem situation, questions and tasks for independent work, the recommendation of mandatory and additional literature should be present when lecturing. At the seminar-practical classes, it is possible to carry out such forms of work as: solving pedagogical problems, reviews of scientific and pedagogical periodicals, articles, writing annotations by students, reviews of articles read, preparation of abstracts, reports, messages, etc. The task of the teacher is also to provide opportunities to develop such functions as reflection (the ability to evaluate one's actions), responsibility and autonomy.
By saying American psychologist Carl Rogers - no efforts of the teacher make sense, since only that part of the information that is accepted by the student becomes knowledge. And the acceptance of information occurs only in the process of its painstaking comprehension. There is such a category as "actively constructed knowledge", which is the result of a reflective search, the result of learning through personal discoveries. Information that students memorize mechanically, without linking it to their own interests and previously acquired knowledge, is forgotten very quickly. In light of this academic subject should be a source for reflective reflection, a study based on the necessary theoretical knowledge.
Thus, as a result of the analysis of the personality-oriented paradigm university education It can be argued that the personality of the student as a subject of life, having the need for self-development and self-determination, acts as a system-forming factor in the educational process of the university in this context. The basis of the educational process is the mutually initiative projected living by educational subjects of a range of areas of developing opportunities, the creation of conditions for self-realization and self-development of the future specialist, contributing to his professional development. Personally oriented content of university education involves the transition to the latest modern author's technologies that ensure the activity-creative nature of the interaction of the subjects of the educational process, dialogic communication, the possibility of self-realization, self-presentation, self-affirmation.
§ 4. Having learned to make public speeches, having mastered all the wisdom of rhetoric, a person can acquire tremendous power over the audience. Will he always use it for good? The question of the speaker's responsibility to society has long worried rhetors, prompting them to clarify the role of ethics in oratory practice. Here, for example, is what Cicero writes about this: “I often thought for a long time alone with myself about whether eloquence and a deep study of the art of the word brought people and states more good or evil. And in fact: when I think about the troubles that suffer our republic, and I remember the misfortunes that befell the most prosperous cities, everywhere I see that for the most part speechless people are to blame for these troubles. eloquence, founding cities, extinguishing wars, forging lasting alliances, and forging sacred friendships among peoples, so that, on mature reflection, common sense itself leads me to the conclusion that wisdom without eloquence is of little use to the state, but eloquence without wisdom is often only fatal and never Therefore, if a person, forgetting about wisdom and duty, discarding both the sense of honor and valor, becomes concerned only with the study of eloquence, such a citizen will not achieve anything for himself, but for his homeland he will be harmful; if he arm himself with eloquence in order to defend the interests of the state, and not to attack them, then he will be useful to himself, and to his relatives, and to reasonable undertakings in his fatherland, and deserve the love of his fellow citizens.
This aspect is, in fact, extremely important and required a description. personal paradigm speaker, which would define the main components of oratory. It includes the ethos, logos and pathos of the speaker. " Ethos, logos and pathos exist in any public speech and are its objective properties. The speaker, wittingly or unwittingly, will show in his speech a temper that will impress the audience or cause distrust. He will certainly bring facts and reasoning that will convince or be skeptical. Speech will certainly evoke feelings in the audience that are favorable or hinder the goals of the speaker. "Thus, ethos is the moral (ethical) basis of speech; logos is the idea, the content (logical) side of speech; pathos is the means of influencing the audience (the psychological side of speech Here is what A. A. Volkov writes about the study of these categories in general and particular rhetoric: About ethos: “In general rhetoric, the conditions for the ethical assessment of the image of a rhetor by the audience are studied based on the results of speech. The semantic positions of this assessment, the so-called oratorical morals, mean at the same time the moral tasks that the rhetor sets for himself"; about logos: "In private rhetoric, methods of argumentation are studied that are characteristic of specific types of literature, for example, theological, legal, natural science, historical argumentation. In general rhetoric, the method of constructing an argument in any kind of word is studied"; about pathos: "The emotions that the rhetor forms in the audience and the emotional image of speech are interconnected. They manifest themselves in different ways in specific forms of literature, but a novel, a philosophical treatise, oratory, and a sermon can be sustained in a sentimental, romantic, heroic spirit and evoke various rhetorical emotions - anger, compassion, patriotism, solidarity, etc. e. But sentimental speech cannot induce an audience to decisive action, and heroic pathos does not promote compassion for one's neighbor. This means that in general rhetoric, the techniques of creating literary pathos and rhetorical emotions are studied.
In fact, the entire section "The Invention of Speech" is devoted to the description of the features of logos and pathos, so we will dwell here in more detail only on ethos.
Returning to Cicero's reasoning, we note that for fear of teaching immoral people how to influence the audience, sometimes they call for abandoning the idea of teaching rhetoric altogether. One cannot agree with this, because an immoral speaker can, after all, learn rhetoric on his own, and in this case a wide audience will be deprived of the opportunity to correctly assess the degree of speculative means used by the speaker. On the contrary, only extensive training in rhetoric, education of conscious listeners can lead to the neutralization of immoral orators, to a decrease in the degree of their impact on the audience.
The main criterion for distinguishing a moral orator was indicated by N.F. Koshansky: "Eloquence always has three features: the strength of feelings, persuasiveness and the desire for the common good. The first two can also be imaginary in eloquence; the latter significantly distinguishes true eloquence." Thus, exactly striving for the common good determines the assessment of the moral and value orientation of the speaker (ethos), which is manifested in everything: in the choice of the topic of speech, the definition of the task of communication, in the subject of the speech, in the selection of means of argumentation, in the atmosphere of the meeting, etc. Even the use of techniques that logic considers sophisms , as we will see later, can take both speculative and permissible forms, depending on the moral orientation of the speaker. Through ethos, the influence of the inner world of the speaker on inner world listeners.
Chapter 3
If, within the framework of existing rules, the problem is unsolvable,
then to solve it, you need to change the rules.
And to change the rules, you have to change your mindset.
(c) Quote
This is a set of fundamental basic settings, values and . Our starting point.
Our paradigm (picture of the world) consists of what we see and feel. If we do not feel and see all the factors influencing the system, then the paradigm is incorrect or incomplete.
What you are now, your personality, is, in fact, a set of certain characteristics that together determine your outlook on life, your personal paradigm. According to Castaneda, this is the position of the "Assembly Point".
Sometimes this ossified person's personality becomes the main barrier at the beginning of the path. Its design, in fact, is far from perfect, which a person himself can understand. But, at the same time, he may not be ready to change anything in himself.
Once people did not want to admit that the earth is round. Found thousands of arguments proving the opposite. And those who argued were burned at the stake.
What I will write here is a revision of the personal paradigm. That is, most of the foundations that many people believe in.
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See. If we put a mouse in a maze with four tunnels, and always put cheese in the fourth tunnel, the mouse will learn to look for cheese in the fourth tunnel after a while. Do you want cheese? Zip-zip into the fourth tunnel - that's the cheese. Do you want cheese again? Zip-zip into the fourth tunnel - that's the cheese.
After a while, the great God in a white coat puts cheese in another tunnel. Mouse zip-zip into the fourth tunnel. There is no cheese. The mouse runs out. Again in the fourth tunnel. There is no cheese. Runs out. After a while, the mouse stops running into the fourth tunnel and looks elsewhere. 
The difference between a mouse and a human is simple - a human will run into the fourth tunnel forever! FOREVER! The man BELIEVE in the fourth tunnel. Mice don't believe in anything, they're interested in CHEESE. And a person begins to believe in the fourth tunnel and believes that it is right to run into the fourth tunnel, whether there is cheese there or not. A man needs more truth than cheese. That's why for a long time you didn't get cheese and your life doesn't work. YOU believe in too many fourth tunnels.
I want to help you throw out your entire belief system and gut you completely. So that you can get back together and make your life work. But don't think it will be easy. You know that YOU are RIGHT. Your whole life is based on the principle of your being right. It doesn't matter that you suffer, that your life doesn't work, that you haven't had cheese since you were in the fourth grade. YOU'RE RIGHT. Your belief systems are the best the mind can create or money can buy. These are correct belief systems. And the fact that your lives are crumpled is an accident.
No!!! Your "correct" smart systems beliefs, your personal paradigm, are directly related to the fact that you don't get cheese. You'd rather be right than happy. And you've been running through the fourth tunnel for years to prove it. The brain protects everything it believes in in the most sophisticated ways. And it is possible that much of what I will write here will, at best, be accepted with resistance.
Shaking and changing the personal paradigm, even in its narrow section, is a difficult task. A person is arranged in such a way that common sense is most often not guiding, but is adjusted to emotions, sensations and beliefs. Especially when it seems that the earth is flat… how can it be round… after all, this is absurd… 
To really understand something fundamentally new, you first need to abandon the old at least for a while. Don't try to resist it. Try to believe in this new. Try to understand and feel. Try for a moment to imagine that everything I'm going to write here is true. Live in this model for a while. Analyze, check, and only then decide which of the paradigms is correct.
Letting go of your old self is not easy, especially for those who have a life behind them. After all, their personality is their brainchild, which they endured, and which they are proud of! And changing this state of affairs is quite risky. this is fraught with the loss of at least some, albeit not perfect, connection with the world. But in reality this connection is illusory. 
People are afraid of change because they do not understand that development does not mean the rejection of the old personality, but its transformation! Personality is a collection of information. To change a person means to revise information and bring it to a new order. By changing your personality, you, to some extent, lose it. The only question is why are you doing it.
In the long run, you are doing this to improve your life, to make life more efficient for you.
It is impossible to change someone's beliefs, you can only give information and arguments so that the person himself thinks about it.
Only those who need it vitally, as it was necessary for me, will be able to understand all this. It's complicated. However, by understanding the essence of things, by understanding the correct interaction patterns that take place in your head and beyond, you will learn to turn your life around in a way that you could not even imagine.
Actually this is what my book is about - to try to help you change the personal paradigm of relationships to a more efficient one. If you succeed (thinking changes), then the result will change along the chain of cause-and-effect relationships. 
But if someone really wants to change, develop, then let him be ready for the stages of instability, when the old dies off, and the new is formed in the person himself, his psyche, reactions, and so on. It happens at the border where one person ends and another begins.
We are always and everywhere waiting for our “piece of cheese”, if we manage to cross the threshold of our doubts and fears. Go for the "cheese" and enjoy the change.
The problem of the relationship between the biological and the social in the development of the individual, that is, the problem of the factors (driving forces) of the development and formation of the individual, is the most important problem of pedagogical science, both domestic and foreign. Historically, there have been two main approaches to the interpretation of these factors.
1) Idealistic-preformist (Latin prae forma preformism created in advance). The common thing that unites all its supporters (theologians, theological philosophers, biologizers, neo-Atamists, neo-positivists, etc.) is the idea that human development? this process is spontaneous, uncontrollable, due to some internal "innate program" of personal and individual formation.
1a) Theological concept. The source of personal development is divine power.
1b) Biologization direction. The "program" of personal development has a biological basis and is directly related to the hereditary genotype of each person.
2) Materialistic. Proponents of this concept, without rejecting for the most part the influence of hereditary factors (biosociologists), take into account the influence of external, social factors - environment and upbringing to a greater extent.
2a) Sociological concept. Complete denial of heredity, environment and upbringing are the determining factors of development
2b) Biosociologization concept - its basis is the idea that a person is a biological and social being, therefore he develops and forms as a person under the influence of a whole set of factors, which include the environment, upbringing, heredity and the person's own vigorous activity (polyfactor theory) .
15. The most important factors in the development and self-development of the individual
Domestic scientific pedagogy is based on a multifactorial theory, according to which a person develops and forms as a person under the influence of the following factors:
I. heredity (biological factor)
III. upbringing (social factors)
IV. human activity
I. Heredity - a set of natural properties of an organism, passing from generation to generation, reproduction in descendants of biological similarity with parents.
Heredity - the properties of an organism to repeat similar types of metabolism and individual development in a number of generations
The role of heredity in the social (personal) formation of a person is manifested in the following aspects:
1) By inheritance, in accordance with its biological nature (belonging to the genus Homo sapiens), a person has the ability for social development - walking upright, mastering speech, developing thinking, self-awareness, creativity, work, etc. No other representative of the living world has this ability.
2) The carriers of heredity are genes, from parents to children as a result of the implementation of their genetic program, which reflects a particular combination of parental genes, the following are transmitted: physique, constitution, hair color, eyes, skin type, etc. At the same time, genetic scientists have proved that the social traits and qualities acquired by parents in the process of life are not fixed in the genetic apparatus, and, accordingly, cannot be transmitted.
3) Hereditary include features of the human nervous system, which determine the nature, flow of mental processes; defects, shortcomings in the nervous activity of parents, including pathological ones that cause mental disorders, diseases (schizophrenia) can be inherited and affect the processes of individual and spiritual formation of children. Blood diseases, diabetes mellitus, endocrine disorders (dwarfism, obesity), etc. also have a hereditary character. Alcoholism, drug addiction, sound loads (hard rock, noise), carcinogens, harmful living and working conditions have a negative effect on offspring. These fleeting influences on the apparatus of heredity lead to the destruction of genetic codes, to irreversible mental mutations, which are reflected in the personality formation of children.
4) The pedagogical aspect of the hereditary nature of a person in the process of his personal development is also expressed in the fact that predispositions to this or that activity are inherited by children. These natural inclinations (good hearing, vocal abilities, phenomenal memory, the ability for poetic creativity) are a potential condition for the formation of abilities.
5) Biologically, a person has unlimited opportunities for development, but uses his personal potential only by 10-15%.
6) The biological in the development of a person can manifest itself in the most unexpected way (the psychology of a beauty and an ugly woman) stimulating or hindering a person's personal growth.
In general, it should be noted that a person's heredity acts as a potential prerequisite for his subsequent (successful or unsuccessful) social development.
II. The environment is the natural, socio-economic and material conditions of life of the human community and each person.
Part of the environment are:
Geographic environment? certain territorial landscape, climate, animal and vegetable world, natural conditions, environmental conditions;
Social environment? the social material and spiritual conditions surrounding a person for his existence, formation and activity.
Allocate a social environment:
Far (media): social relations and institutions, etc., which in their totality form the type of personality of a certain country and a certain era.
Near: the socio-cultural conditions of the region, the family, the immediate environment forms personal qualities, values and orientations, motives and interests.
Microenvironment (apartment, magnetic influences, microwaves) ? affect the development of nerve tissues, the brain.
The holistic influence of the environment is expressed in the fact that:
1) the environment is the source and main condition for the socialization of a growing personality (introducing the child to the norms and requirements of social life).
2) the environment does not fundamentally affect the development of the individual, since it is a rather passive factor (for example, 2 different children in the same family), since the influence of the environment is determined by the attitude of a person, depends on his needs, interests, age and individual characteristics.
3) the environment is a spontaneous, unintentional factor in the formation of a personality, since it can have both a positive and a negative impact on it
III) Education is considered to be the determining factor in the formation of personality, because. it corrects and directs the influence of all other factors and is the main means of ensuring the full-fledged personal development and formation of a person.
Upbringing:
1) uses positive environmental influences and accordingly organizes the life of the child (creation of an educational environment)
2) neutralizes and transforms negative environmental influences
3) reveals the inclinations and inclinations of a growing personality and ensures their development in accordance with the individual characteristics of a person.
4) affects natural qualities personality, introducing new content into them, adapting them to specific conditions of life (filling in the gaps in the program of human development).
Bottom line: the strength (effectiveness) of educational influence lies in the purposeful, systematic and qualified management of the development of a growing personality.
The weakness of education lies in the fact that it is based on the consciousness of a person and requires it. active participation in their own development and formation.
IV) The influence on the development of heredity, environment and upbringing is supplemented by another the most important factor? activity of the individual.
Pedagogical practice and scientific research show that from the point of view of the influence of heredity, environment and upbringing on a child, it is impossible to explain why, under the same conditions of upbringing, training and development, children with the same heredity (2-3 children in a family) grow up different. Or why children who grew up in worse conditions and obviously do not stand out for their natural inclinations often achieve greater success in life than those who had better everyday and natural starting opportunities.
In pedagogy, KD Ushinsky was the first to answer these questions. He expressed the opinion that a person himself takes part in the formation of his character, his personality; participating in various types of activity (mental, labor, social, technical and creative, etc.) a person transforms the surrounding reality and himself. For pedagogical practice, this provision is extremely important: if a teacher wants to teach or educate a child, he must involve him in the appropriate educational, labor, artistic and aesthetic, etc. activities. Activities can be active or passive. From time immemorial, the saying has come down to us: “How much sweat? so much success." This means that it is not so much the activity in itself that is important, but rather one's own tension (mental or physical), one's own efforts, one's own activity of the person manifested in this activity. Consequently, the child (student, pupil) in the educational process is not so much the object of the teacher's influences and efforts, but the subject? an active participant in their own development, formation, i.e. own upbringing. Understanding this led pedagogical science to the need to answer the question: when does a child become the subject of education and what is necessary for the formation of the subjectivity (activity) of a growing personality. Scientists have found that the activity of the individual is selective. It follows from this that personality development occurs under the influence of not any, not any influences, but those that find a positive response in the inner emotional sphere of the child (feelings, experiences), express his own needs and stimulate him to actively work on himself, those. stimulates him to self-development, self-improvement and self-education. This phenomenon in pedagogy is usually called the personification of education (Greek "persona" - personality, "face" - to do). It follows from this that the process of personality development is essentially a process of self-development, and all attention (educational and environmental influences)? it is only a means, a mechanism for launching this activity.
