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15
Section 5. Educational psychology
Badashkeev Mikhail Valeryevich, candidate of pedagogical sciences, educational psychologist
MBOU "Tarasinsky SOSh" E-mail: badashkeevm@mail.ru Badashkeeva Marina Aleksandrovna, the deputy director GBPOU YOHE "Bokhansky teacher training college" E-mail: badashkeewa@mail.ru
THEORETICAL FEATURES OF PERSONAL SELF-DETERMINATION OF SENIORS
Abstract: In this work we consider theoretical features of personal self-determination and psychology and pedagogical problems of personal self-determination of rural seniors. Components of personal self-determination of rural school students are defined and proved. Author's vision of personal self-determination of rural school students is presented. The points of view of foreign and domestic erudite teachers and psychologists are analyzed.
Keywords: personal self-determination, self-determination, development of the personality, professional interest, rural school student.
The modern European states build absolutely new relations both in foreign policy, and in internal and therefore the tendency of humanistic interaction is the reformative mechanism of mankind. In the Russian Federation mechanisms of civil society regulate political, economic and educational processes, this vision is necessary for the maximum ensuring the individual rights of the personality. For creation of highly developed democratic humane society it is necessary to create conditions which would open the highest feelings in the modern individual. This individual will be capable to reveal as much as possible in the professional sphere, family life and to make a huge contribution to development of Russia. Therefore professional orientation work at school has to be based on the humanistic principles as personal
self-determination of rural school students directly depends on outlook, individual abilities, on understanding of next professional way, on desire of prosperity of the Homeland, on the level of personal and intellectual development.
Personal self-determination of rural school students is one of aspects of development of the personality therefore we consider very important for our research as much as possible to open all conditions, mechanisms of development of new growths. Early youth differs from all age periods in the mol-niyenosnost of formation of new growths which in the subsequent are fundamental in the choice of a course of life, profession, work. The consciousness, intellectual development, psychological readiness for choice of profession are one of the few factors,
Section 5. Educational psychology
defining efficiency of development of personal self-determination of rural school students.
According to E. Eriksson development of personal self-determination - is unconscious process which depends on levels of development of consciousness. The huge contribution to psychological science is made by development of complete perception of "identity" as process of continuous self-improvement "the personal accepted image own "I"". The way of development of the self-sufficient personality is an achievement of identity which will serve a sensual and emotional component of growing of the personality and more successful professional self-realization. Many foreign scientists consider "identity" as personal self-determination [7, 403-405].
In scientific works ofA. Adler it is possible to track studying ofpersonal self-determination from a position ofindividual and personal development and therefore A. Adler allocated with fundamental unit ofefficiency of development of personal self-determination "the creative force", "will power", "self-realization" which are concentrated in the personality and are a basis of self-determination of a course of life [1, 131-132].
A. Maslou's opinion "Self-determination is a process of determination of the personal features, preferences and" we consider realization in the professional choice key for our work [8, 38-40].
K. Rogers considers "self-determination" of the personality as process of disclosure of own opportunities, intellectual intellectual potential, that is a tendency to self-realization, updating. There is a constant aspiration of the personality to leaving from any external control therefore personal self-determination proceeds throughout the entire period of active activity [5, 202-203].
According to S. L. Rubenstein external determination assumes transformation and activization of internal processes which in the subsequent characterize motives of choice of profession and a course of life [6, 287-288].
Approach of L. I. Bozovic who considers development of personal self-determination through the
"choice of next way" meaning development in the school student of meaning of life, own vital concept, the vital purposes which are formed in dependence of social norms, national traditions of the values accepted in this society is interesting [3, 380-381].
M. R. Ginzburg considered personal self-determination at the same time both "process", and "phenomenon", thereby having expanded a framework of researches ofpsychologists and also has defined static and dynamic aspects and has offered structural components as the psychological present, the psychological past and the psychological future which have valuable and semantic and existential aspects [4, 19-26].
In the conditions of rural areas it is necessary to consider external conditions as the rural school student perceives the richest sociocultural experience even without realizing until the end of all importance of actions, holidays, competitions in development of the consciousness and living position in the professional and vital choice [2, 78-87].
On the basis of the analysed material we can concretize definition: "Personal self-determination - process of creation of interpersonal interaction in society as in the present, and in the future depending on development of consciousness, new growths in the sensual and emotional perception of life and the social phenomena dictating reconsideration own "an image I".
Thus, we consider that process of personal self-determination proceeds throughout all human life and is basic for all types of self-determination. Influences adoption of vital decisions, changes of the sphere of professional activity depending on social and economic conditions in the state. In our opinion it isn't enough to consider personal self-determination only at the level of youth as present tendencies constantly dictate self-improvement both in professional activity, and in all-intellectual development of the personality. Also expansion of the concept "personal self-determination" as we consider consideration him is important for our research as "process" and "phenomenon" in total will lead to a specification of the making components.
References:
1. Adler A. Individual psychology // History of foreign psychology. Texts. Under the editorship of P. Ya. Gal-perin, A. N. Zhdan.- M.,- 1986.- P. 131-140.
2. Badashkeev M. V. Psychological aspects of personal and professional self-determination of pupils in the conditions of rural school [Text] / M. V. Badashkeev // Psychology. Historico-critical reviews and modern researches.- 2016.- No. 2.- P. 78-87.
3. Bozovic L. I. The personality and her formation at children's age [Text] / l. I. Bozovic.- M.: Education, -1968.- 464 p.
4. Ginzburg M. R. Personal self-determination as psychological problem // psychology Questions.- 1988.-No. 2.- P. 19-26.
5. Rogers K. View ofpsychotherapy. Formation of the person. [Text] / Rogers K. / Terminological editing of V. Danchenko.- M.: "Progress",- 2004.- 436 p.
6. Rubenstein S. L. Problems of the general psychology / Otv. edition of E. V. Shorokhov.- M.: Pedagogics,- 1976.- 418 p.
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8. Maslow A. Harold toward a psychology of being / A. Maslow.- New York: Van Nostrand Reinhold,-1968.- 240 p.
