Activity as a form of human social being. The concept and structure of human activity

Unified State Exam 2018 Social Studies Task 20

Read the text below where a number of words are missing. Select from the provided list the words to be inserted in place of the blanks.

“The motive _______ (A) is what motivates her, for the sake of which she is carried out. A specific ________ (B) usually acts as an incentive, which is satisfied in the course and with the help of the activity. This is a certain form of communication between living organisms and the outside world, which is necessary for the existence of _______ (B), a social group, and society as a whole.

_______ (D) needs are caused by human biological nature. These are the needs of people in everything that is necessary for their existence, development and reproduction. _______ (E) needs are associated with the fact that a person belongs to society, occupies a certain place in it, participates in work activities and communication with other people. _______ (E) needs are associated with a person's knowledge of the world around him, his place in it and the meaning of his existence. Each of the groups of needs corresponds to a certain type of activity. "

The words in the list are given in the nominative case. Each word can only be used once.

Choose one word after another in sequence, mentally filling in each gap. Please note that there are more words in the list than you need to fill in the blanks.

The form below contains letters for missing words. Select the word you want next to each letter.

Problem number 1

The market is a system of economic relations that develop in the process (A) _______________, circulation and distribution of goods. The market develops along with the development of commodity production, involving in exchange not only manufactured products, but also products that are not (B) ___________ (land, wild forest).

The market represents (B) __________, in which the connection between the agents of social production is carried out in the form (D) ____________, i.e. communication between producers and consumers, production and consumption.

Market participants are sellers and (E) _____________. They are represented by households (consisting of one or several persons), enterprises, and the state. Most market actors act as both buyers and sellers at the same time. Subjects interact in the market, forming an interconnected "flow" of purchase and sale.

The objects of the market are goods and money. Produced products, factors of production (land, labor, capital), (E) _____________ act as goods. As money - all financial resources.

one once.

List of terms:

Buyers
Labor result
State
Production
Services
Barter
Purchase and sale
Distribution
Sphere of exchange (treatment)

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Problem number 2

Read the text below where a number of words (phrases) are missing. Select from the proposed list the words (phrases) that you want to insert in place of the gaps.

(A) ___________- resources that must be expended to produce (B) ________ - a product produced for exchange, sale. These resources are objects or elements of the economic system that have the greatest impact on the possibility and effective performance of any production. These include labor, capital, (B) ________, entrepreneurial ability. Let's consider each of the listed factors separately. Labor - a set of mental and physical (G) _________ of a person, his activities to create material and intangible benefits. Labor basically means physical or intellectual activity aimed at producing various material goods and providing all kinds of services. Capital is a set of human labor (D) ___________ created by past labor, these are the means and objects of labor, including buildings, structures, power lines, gas and pipelines, tools, machines, materials, raw materials, cash flow, etc. Capital is both securities and knowledge. Capital is everything that generates income for the owner. The next factor is the main natural factor of production. This is a natural factor and is not the result of human production activities. Entrepreneurial ability, as one of the specific factors of production of the economy, presupposes a skillful combination and use of personal initiative, natural ingenuity and (E) _______________ in organizing various production processes.

The words in the list are given in the nominative case. Each word (phrase) can only be used one once.

Choose one word after another in sequence, mentally filling in each gap. Please note that there are more words in the list than you need to fill in the blanks.

List of terms:

A responsibility
Production
Production factors
Ability
Activity
Product
Land
Good

The following table lists the letters that represent the missing words. Write down in the table under each letter the number of the word you have chosen.

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Problem number 3

Read the text below where a number of words (phrases) are missing. Select from the proposed list the words (phrases) that you want to insert in place of the gaps.

Types of branches of law

Among all branches of the system of Russian law, the leading position is occupied by (A) _______________________. This is due to the specifics of social relations that are the subject of legal regulation of this industry. The subject of legal regulation is relations arising from the formation and development of the foundations of the constitutional system, the consolidation of human and civil rights and freedoms, the functioning of state bodies and local self-government. Subject (B) _______________________ are public relations in the field of managerial, executive and administrative activities of state bodies, officials. A feature of these social relations is the fact that one of the parties here is always a state body or official. The subject (B) _____________ are relations in the sphere of property and personal non-property relations closely related to them. These relations are developing between various organizations, organizations and citizens, between citizens. The subject (D) _____________ is the social relations that develop in the course of the activities of employees and employers (issues of labor organization and payment; working hours and rest time; hiring and firing; conclusion of labor agreements; conclusion of collective agreements, etc.). The subject (D) ________________ is public relations in the field of monetary circulation, banking operations, budgeting, tax collection, etc. The subjects of these relations are all legal entities and individuals. Subject (E) _____________ are relations arising from the implementation of criminal proceedings (crime investigation, administration of justice).

The words in the list are given in the nominative case. Each word (phrase) can only be used one once.

Choose one word after another in sequence, mentally filling in each gap. Please note that there are more words in the list than you need to fill in the blanks.

List of terms:

Financial right
Administrative law
Arbitration law
Land law
Civil law
Criminal Procedure Law
Constitutional law
Substantive law
Labor law

The following table lists the letters that represent the missing words. Write down in the table under each letter the number of the word you have chosen.

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Problem number 4

In the life of every person, situations constantly arise when you need to determine your line of behavior at work, at home, in the family, in public places, etc. (A) _____________ norm. In order for these norms to have a real impact on human behavior, he needs to: know the norms, want to follow them, fulfill the prescribed by them (B) _____________. Consequently, such norms are the rules governing the behavior of people and (B) _____________ the organizations they create in relations with each other. One of the types of such norms are (D) ________________ norms - assessment on a scale is beautiful and ugly; applied to art, nature, man and his actions. (E) ______________ differ from (E) _________ in that the former are based on the principle of good and evil and are voluntary, while the latter are sanctioned by the state.

The words in the list are given in the nominative case. Each word (phrase) can only be used one once.

Choose one word after another in sequence, mentally filling in each gap. Please note that there are more words in the list than you need to fill in the blanks.

List of terms:

Result
Aesthetic
Social norms
Spiritual
Action
Activity
Technical Norms
Moral norms
Legal regulations

The following table lists the letters that represent the missing words. Write down in the table under each letter the number of the word you have chosen.

A	B	V	G	D	E

Problem number 5

The words in the list are given in the nominative case. Each word (phrase) can be used only once. Choose one word after another in sequence, mentally filling in each gap. Please note that there are more words in the list than you need to fill in the blanks.

Money is a specific product with the highest liquidity, serving as a measure of (A) _________________ of other goods and (B) _____________ One of the functions of money is the role of an intermediary in (C) ______________ some goods for others. With the help of money, the value of various goods is expressed, since money can be easily exchanged for any of them. According to the supporters of the labor theory of value, in particular K. Marx, it is not money that makes goods commensurable, but vice versa: precisely because all goods are materialized human (G) _____________ and, therefore, themselves are commensurable in terms of the amount of labor expended ( the cost of the amount of working time, taking into account the qualifications of labor necessary for the reproduction of goods). This allows the value of all commodities to be measured by the same specific commodity, turning this latter into a common measure of value for them, that is, into money.

Usually a commodity with a high (D) _____________ becomes money (it is easiest to exchange it for another commodity, such as livestock). In addition to the measure of value for other goods, money is (E) _________, that is, the commodity that is an intermediary in the exchange process. In addition, the function of money can be performed by various things, other property rights, obligations and property-obligation complexes.

The words in the list are given in the nominative case. Each word (phrase) can only be used one once.

Choose one word after another in sequence, mentally filling in each gap. Please note that there are more words in the list than you need to fill in the blanks.

List of terms:

Services
Liquidity
Result
Medium of exchange
Means of circulation
Exchange
Price
Equivalence

The following table lists the letters that represent the missing words. Write down in the table under each letter the number of the word you have chosen.

A	B	V	G	D	E

Activity Is an actively transformative form of human interaction with the world.

Human activity has the following Main characteristics: motive, purpose, subject, and structure.

Motive activity is called what prompts it, for the sake of which it is carried out. The motive is usually a specific need, which is satisfied in the course and with the help of this activity. The motives of human activity can be very different: organic, functional, material, social, spiritual. Organic motives are aimed at satisfying the natural needs of the body (in humans, at creating conditions that are most conducive to this). Such motives are associated with growth, self-preservation and development of the organism. This is the production of food, housing, clothing, etc. Functional motives are satisfied through all sorts of cultural activities, such as games and sports. Material motives induce a person to engage in activities aimed at creating household items, various things and tools, directly in the form of products that serve natural needs. Social motives give rise to various types of activities aimed at taking a certain place in society, gaining recognition and respect from the people around them. Spiritual motives underlie those activities that are associated with human self-improvement. The type of activity is usually determined by its dominant motive (dominant because every human activity is polymotivated, that is, prompted by several different motives).

As goals activity is its product. It can be a real physical object created by a person, certain knowledge, skills and abilities acquired in the course of activity, a creative result (thought, idea, theory, work of art).

The goal of an activity is not equivalent to its motive, although sometimes the motive and goal of the activity may coincide with each other. Different activities with the same goal (end result) can be stimulated and supported by different motives. On the contrary, a number of activities with different final goals may be based on the same motives. For example, reading a book for a person can act as a means of satisfying material (to demonstrate knowledge and get a high-paying job for this), social (to shine with knowledge in a circle of significant people, to achieve their location), spiritual (to broaden his horizons, rise to a higher level of moral development ) needs. Such different types of activities as acquiring fashionable, prestigious things, reading literature, caring for appearance, developing the ability to behave, can ultimately pursue the same goal: to achieve someone's favor at all costs.

Subject activity is called what it directly deals with. So, for example, the subject of cognitive activity is all kinds of information, the subject of educational activity is knowledge, skills, and the subject of labor activity is the created material product.

Every activity has a certain structure... It usually identifies actions and operations as the main components of activities.

Action they call a part of an activity that has a completely independent, human-conscious goal. For example, an action included in the structure of cognitive activity can be called receiving a book, reading it; activities that are part of labor activity can be considered familiarity with the task, the search for the necessary tools and materials, the development of the project, the technology of manufacturing the object, etc.; actions related to creativity are the formulation of an idea, its stage-by-stage implementation in the product of creative work.

Operation is called a way of performing an action. How many different ways there are to perform an action, so many different operations can be distinguished. The nature of the operation depends on the conditions for performing the action, on the skills and abilities available to the person, on the available tools and means of performing the action. Different people, for example, remember information and write in different ways. This means that they carry out the action of writing a text or memorizing material using various operations. The operations preferred by a person characterize his individual style of activity.

The motivation of activity in the course of its development does not remain unchanged. So, for example, in labor or creative activity, over time, other motives may appear, and the former ones fade into the background. Sometimes an action that was previously included in an activity can stand out from it and acquire an independent status, turn into an activity with its own motive. In this case, we note the fact of the birth of a new activity.

With age, as a person develops, there is a change in the motivation of his activity. If a person changes as a person, then the motives of his activity are transformed. The progressive development of man is characterized by the movement of motives towards their ever greater spiritualization (from organic to material, from material to social, from social to creative, from creative to moral).

Every human activity has external and internal components... Internal ones include anatomical and physiological structures and processes involved in the management of activity by the central nervous system, as well as psychological processes and conditions involved in the regulation of activity. The external components include a variety of movements associated with the practical implementation of activities.

The ratio of internal and external components of activity is not constant. With the development and transformation of activities, a systematic transition of external components to internal ones takes place. He is accompanied by them interiorization and automation. If any difficulties arise in the activity, during its restoration, associated with violations of internal components, the reverse transition occurs - exteriorization: abbreviated, automated components of activity unfold, manifest themselves outside, internal ones again become external, consciously controlled.

Main activities.

Communication- the first type of activity that arises in the process of individual development of a person, followed by play, study and work. All these types of activities are of a developmental nature, i.e. with the inclusion and active participation of the child in them, his intellectual and personal development occurs. Communication is considered as a type of activity aimed at the exchange of information between communicating people. It also pursues the goal of establishing mutual understanding, good personal and business relationships, providing mutual assistance and educational and educational influence of people on each other. Communication can be direct mediated, verbal, non-verbal. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal or non-verbal information, without using any auxiliary means. With mediated communication, there are no direct contacts between people. They exchange information either through other people, or through the means of recording and reproducing information (books, newspapers, radio, television, telephone, fax, etc.).

The game - this is a type of activity that does not result in the production of any material or ideal product (with the exception of business and design games for adults and children). Games are often in the nature of entertainment, with the goal of getting a rest. Sometimes games serve as a means of symbolic relaxation of tensions that have arisen under the influence of a person's actual needs, which he is not able to weaken in any other way.

Teaching acts as a type of activity, the purpose of which is the acquisition of knowledge, skills and abilities by a person. Teaching can be organized and carried out in special educational institutions. It can be disorganized and occur along the way, in other types of activity as their side, additional result. In adults, learning can take on the character of self-education. Features of educational activity are that it directly serves as a means of psychological development of the individual.

A special place in the system of human activity is occupied by work. It was thanks to labor that man built a modern society, created objects of material and spiritual culture, transformed the conditions of his life in such a way that he discovered the prospects for further, practically unlimited development. Labor is primarily associated with the creation and improvement of tools of labor

Development of activities.

When they talk about the development of human activity, they mean the following aspects:

1. Phylogenetic development of the human activity system.

2. The inclusion of a person in various activities in the process of his individual development (ontogeny).

3. Changes occurring within certain types of activities as they develop.

4. Differentiation of activities, in the process of which from some activities others are born due to the isolation and transformation of individual actions into independent types of activities.

In the process of development of an activity, its internal transformations take place. First, the activity is enriched with new subject content. New objects of material and spiritual culture become its object and, accordingly, a means of satisfying the needs associated with it. Secondly, the activity has new means of implementation, which accelerate its course and improve the results. So, for example, mastering a new language expands the possibilities for recording and reproducing information; familiarity with higher mathematics improves the ability to perform quantitative calculations. Thirdly, in the process of development of activity, the automation of individual operations and other components of activity takes place, they turn into skills and abilities. Finally, fourthly, as a result of the development of activity, new types of activity can emerge from it, separate and further develop independently. This mechanism for the development of activity was described by A.N. Leontiev and was named shift the motive to the goal... The action of this mechanism is as follows. Some fragment of activity - action - may initially have a goal perceived by the individual, which in turn acts as a means of achieving another goal that serves to satisfy the need. This action and the corresponding goal are attractive to the individual insofar as they serve the process of satisfying the need, and only for this reason. In the future, the goal of this action can acquire an independent value, become a need or motive. In this case, they say that in the course of the development of the activity, the motive shifted to the goal and a new activity was born.

Conventional, mobile, virtual. The virtuality of needs is that each of them also contains its own other, a moment of self-denial. Due to the variety of conditions of realization, age, environment, biological need becomes material, social or spiritual, i.e. transforms. In the parallelogram of needs (biological need-material-social-spiritual), the dominant need becomes that need that most corresponds to the personal meaning of a person's life, is better equipped with the means of its satisfaction, i.e. the one that is better motivated.

The transition from need to activity is the process of changing the direction of need from the inside to the external environment. Any activity is based on a motive that prompts a person to do it, but not all activity can satisfy a motive. The mechanism of this transition includes: I) the choice and motivation of the subject of the need (motivation is the substantiation of the subject to satisfy the need); 2) during the transition from a need to an activity, the need is transformed into a goal and interest (a conscious need).

Thus, need and motivation are closely related: need stimulates a person to activity, and motive is always a component of activity.

The motive of a person and personality

Motive- this is what prompts a person to activity, directing him to meet a specific need. The motive is a reflection of the need, which acts as an objective law, an objective necessity.

For example, the motive can be both hard work with enthusiasm and enthusiasm, and evasion in protest.

Needs, thoughts, feelings and other mental formations can act as motives. However, for the implementation of activities, there are not enough internal motives. It is necessary to have an object of activity and correlate motives with the goals that the individual wishes to achieve as a result of the activity. In the motivational-target sphere, the social conditionality of activity is especially clear.

Under [[Motivational-need sphere of personality | need-motivational sphere personality is understood as the whole set of motives that are formed and developed during a person's life. On the whole, this sphere is dynamic, but some motives are relatively stable and, subjugating other motives, form, as it were, the core of the entire sphere. The orientation of the personality is manifested in these motives.

Motivation of a person and personality

Motivation - it is a combination of internal and external driving forces that induce a person to act in a specific, purposeful way; the process of encouraging oneself and others to act in order to achieve the goals of the organization or personal goals.

The concept of "motivation" is broader than the concept of "motive". Motive, in contrast to motivation, is what belongs to the subject of behavior, is his stable personal property, which from the inside prompts him to perform certain actions. The concept of “motivation” has a double meaning: firstly, it is a system of factors influencing human behavior (needs, motives, goals, intentions, etc.), and secondly, a characteristic of the process that stimulates and maintains behavioral activity at a certain level.

In the motivational sphere, the following stand out:

the motivational system of a person is a general (holistic) organization of all incentive forces of activity underlying human behavior, which includes such components as needs, actually motives, interests, drives, beliefs, goals, attitudes, stereotypes, norms, values, etc. .;
achievement motivation - the need to achieve high results in behavior and the satisfaction of all other needs;
self-actualization motivation - the highest level in the hierarchy of personality motives, consisting in the individual's need for the fullest realization of his potential, in the need for self-realization.

Decent goals, long-term plans, good organization will be ineffective if the performers' interest in their implementation is not ensured, i.e. motivation. Motivation can compensate for many of the shortcomings of other functions, such as shortcomings in planning, but weak motivation is almost impossible to compensate for.

Success in any activity depends not only on abilities and knowledge, but also on motivation (the desire to work and achieve high results). The higher the level of motivation and activity, the more factors (i.e. motives) induce a person to activity, the more efforts he is inclined to apply.

Highly motivated individuals work harder and tend to achieve better results in their activities. Motivation is one of the most important factors (along with abilities, knowledge, skills) that ensures success in activities.

It would be wrong to consider the motivational sphere of the individual only as a reflection of the totality of her own individual needs. The needs of the individual are related to the needs of society, are formed and developed in the context of their development. Some of the needs of the individual can be viewed as individualized social needs. In the motivation sphere of the individual, one way or another, both his individual and social needs are reflected. The form of reflection depends on what position the individual occupies in the system of social relations.

Motivation

Motivation - it is the process of influencing a person in order to induce him to certain actions by activating certain motives.

There are two main types of motivation:

external influence on a person in order to induce him to perform certain actions leading to the desired result. This type resembles a bargain: "I give you what you want, and you satisfy my desire";
the formation of a certain motivational structure of a person as a type of motivation is of an educational and educational nature. Its implementation requires a lot of effort, knowledge, ability, but the results surpass the results of the first type of motivation.

The main motives of a person

The emerging needs force a person to actively seek ways to satisfy them, become internal stimuli of activity, or motives. Motive (from Lat. Movero - set in motion, push) is what moves a living creature, for which it spends its vital energy. Being an indispensable "fuse" of any actions and their "combustible material", the motive has always acted at the level of worldly wisdom in various ideas about feelings (pleasure or displeasure, etc.) - motives, impulses, aspirations, desires, passions, willpower, etc. etc.

The motives can be different: interest in the content and process of activity, duty to society, self-affirmation, etc. So, a scientist to scientific activity can be prompted by the following motives: self-realization, cognitive interest, self-affirmation, material incentives (monetary reward), social motives (responsibility, the desire to benefit society).

If a person strives to perform a certain activity, we can say that he has motivation. For example, if a student is diligent in his studies, he is motivated to study; an athlete who strives to achieve high results has a high level of achievement motivation; the desire of the leader to subordinate everyone indicates the presence of a high level of motivation for power.

Motives are relatively stable manifestations, personality attributes. For example, when we argue that a certain person has a cognitive motive, we mean that in many situations he has a cognitive motivation.

The motive cannot be explained by itself. It can be understood in the system of those factors - images, relationships, actions of the individual that make up the general structure of mental life. Its role is to give the behavior momentum and direction towards the goal.

Incentives can be divided into two relatively independent classes:

needs and instincts as sources of activity;
motives as reasons that determine the direction of behavior or activity.

The need is a necessary condition for any activity, but the need itself is not yet able to set a clear direction for the activity. For example, the presence of an aesthetic need in a person creates a corresponding selectivity, but this does not yet indicate what exactly a person will do to satisfy this need. Perhaps he will listen to music, or perhaps he will try to compose a poem or paint a picture.

How do the concepts differ? When analyzing the question of why an individual generally comes into a state of activity, manifestations of needs are considered as sources of activity. If the question of what the activity is aimed at, for the sake of which these actions and deeds are chosen, then first of all, the manifestations of motives are studied (as motivating factors that determine the direction of activity or behavior). Thus, the need prompts for activity, and the motive for directed activity. We can say that a motive is an incentive to activity associated with satisfying the needs of the subject. The study of the motives of educational activity among schoolchildren revealed a system of various motives. Some motives are main, leading, others are secondary, secondary, they do not have independent meaning and are always subordinate to the leader. For one student, the leading motive for learning may be the desire to gain authority in the classroom, for another - the desire to get a higher education, for the third - an interest in knowledge itself.

How do new needs arise and develop? As a rule, each need is objectified (and concretized) on one or several objects that are able to satisfy this need, for example, an aesthetic need can be determined in music, and in the process of its development it can also be determined in poetry, i.e. already more items can satisfy her. Consequently, the need develops in the direction of increasing the number of objects that are able to satisfy it; the change and development of needs occurs through the change and development of objects that correspond to them and in which they are objectified and concretized.

Motivating a person means touching upon his important interests, creating conditions for him to realize himself in the process of life. For this, a person should at least: be familiar with success (success is the realization of a goal); to be able to see oneself in the results of one's labor, to realize oneself in labor, to feel one's significance.

But the meaning of human activity is not only in obtaining a result. Activity itself can attract. A person may like the process of performing an activity, for example, the manifestation of physical and intellectual activity. Like physical activity, mental activity in itself brings pleasure and is a specific need. When the subject is prompted by the process of activity itself, and not by its result, this indicates the presence of a procedural component of motivation. In the learning process, the procedural component is assigned a very important role. The desire to overcome difficulties in learning activities, to test their strengths and abilities can become a personally significant motive for learning.

At the same time, the effective motivational attitude plays an organizing role in the determination of activity, especially if its procedural component (i.e. the process of activity) evokes negative emotions. In this case, goals, intentions that mobilize a person's energy come to the fore. Setting goals, intermediate tasks is a significant motivational factor that should be used.

To understand the essence of the motivational sphere (its composition, structure, which has a multidimensional and multilevel nature, dynamics), it is necessary first of all to consider the connections and relationships of a person with other people, given that this sphere is also formed under the influence of the life of society - its norms, rules, ideology, politicians, etc.

One of the most important factors that determine the motivational sphere of an individual is a person's belonging to a group. For example, teenagers who are interested in sports are different from their peers who are interested in music. Since any person belongs to a number of groups and in the process of his development the number of such groups grows, naturally, his motivational sphere also changes. Therefore, the emergence of motives should be considered not as a process arising from the internal sphere of the individual, but as a phenomenon associated with the development of his relations with other people. In other words, the change in motives is determined not by the laws of the spontaneous development of the individual, but by the development of his relations and connections with people, with society as a whole.

Personality motives

Personality motives - it is the need (or system of needs) of the individual in the function of motivation. Internal mental urges to activity, behavior are due to the actualization of certain needs of the individual. Activity motives can be very different:

organic - aimed at meeting the natural needs of the body and are associated with growth, self-preservation and development of the body;
functional - are satisfied with the help of various kinds of cultural forms of activity, for example, playing sports;
material - encourage a person to engage in activities aimed at creating household items, various things and tools;
social - give rise to various types of activities aimed at taking a certain place in society, gaining recognition and respect;
spiritual - lie at the heart of those activities that are associated with human self-improvement.

Organic and functional motives in the aggregate constitute the motivation for the behavior and activity of the individual in certain circumstances and can not only influence, but change each other.

They appear in specific forms. People can be aware of their needs in different ways. Depending on this, motives are divided into emotional ones - desires, wants, drives, etc. and rational - aspirations, interests, ideals, beliefs.

There are two groups of interrelated motives of life, behavior and activities of the individual:

generalized, the content of which expresses the subject of needs and, accordingly, the direction of the aspirations of the individual. The strength of this motive is due to the importance for a person of the subject of his needs;
instrumental - motives for choosing ways, means, ways of achieving or realizing a goal, due not only to the needful state of the individual, but also to his preparedness, the availability of opportunities to successfully act to implement the goals in these conditions.

There are other approaches to the classification of motives. For example, according to the degree of social significance, motives of a broad social plan (ideological, ethnic, professional, religious, etc.), a group plan and an individual-personal nature are distinguished. There are also motives for achieving goals, avoiding failures, approval motives, affiliation motives (cooperation, partnership, love).

Motives not only induce a person to act, but also give his actions and actions a personal, subjective meaning. In practice, it is important to take into account that people, performing actions of the same form and objective results, are often guided by different, sometimes opposite motives, give different personal meaning to their behavior and actions. In accordance with this, the assessment of actions should be different: both moral and legal.

Types of personality motives

TO deliberately justified reasons should include values, beliefs, intentions.

Value

Value Is a concept used in philosophy to indicate the personal, socio-cultural significance of certain objects and phenomena. The values of the personality form a system of its value orientations, elements of the internal structure of the personality, which are especially significant for it. These value orientations form the basis of the consciousness and activity of the individual. Value is a personality-colored attitude to the world that arises on the basis of not only knowledge and information, but also one's own life experience. Values give meaning to human life. Faith, will, doubt, ideal are of lasting importance in the world of human value orientations. Values are part of the culture, derived from parents, family, religion, organizations, schools and the environment. Cultural values are widely held beliefs that define what is desirable and what is true. Values can be:

self-oriented, which relate to the individual, reflect his goals and general approach to life;
oriented by others, which reflect the desires of society regarding the relationship between the individual and groups;
oriented by the environment, which embody the ideas of society about the desired relationship of the individual with his economic and natural environment.

Beliefs

Beliefs - these are the motives of practical and theoretical activity, substantiated by theoretical knowledge and the whole worldview of a person. For example, a person becomes a teacher not only because he is interested in passing on knowledge to children, not only because he loves to work with children, but also because he knows well how much in the creation of society depends on the education of consciousness. This means that he chose his profession not only out of interest and inclination to it, but also according to his convictions. Deeply grounded beliefs persist throughout a person's life. Beliefs are the most generalized motives. However, if generalization and stability are characteristic features of personality traits, then beliefs can no longer be called motives in the accepted sense of the word. The more generalized the motive becomes, the closer it is to a personality trait.

Intention

Intention- a consciously made decision to achieve a specific goal with a clear idea of the means and methods of action. This is where motivation and planning come together. Intention organizes human behavior.

The considered types of motives cover only the main manifestations of the motivational sphere. In reality, there are as many different motives as possible human-environment relations.

Activity Is an actively transformative form of human interaction with the world.

Human activity has the following Main characteristics: motive, purpose, subject, and structure.

Every activity has a certain structure... It usually identifies actions and operations as the main components of activities.

Main activities.

Development of activities.

When they talk about the development of human activity, they mean the following aspects:

1. Phylogenetic development of the human activity system.

2. The inclusion of a person in various activities in the process of his individual development (ontogeny).

3. Changes occurring within certain types of activities as they develop.

4. Differentiation of activities, in the process of which from some activities others are born due to the isolation and transformation of individual actions into independent types of activities.

Personality

The ratio of the concepts of an individual, personality, individuality.

Individual– this concept expresses the generic affiliation of a person. Being born as an individual, a person gradually acquires a special social quality, becomes a person.

Individuality- a combination of psychological characteristics of a person that make up his originality, his difference from other people.

Personality as a systemic social quality acquired by an individual in objective activity and communication, characterizes the level and quality of the representation of social relations in the individual. Personality is a systemic quality, since a personality can be characterized only by seeing it in the system of interpersonal relations in joint collective activity.

Personality structure.

Elements of the psychological structure of a personality are its psychological properties and features, usually called "personality traits". The lowest level of personality is a biologically determined substructure, which includes age, sexual properties of the psyche, innate properties of the type of nervous system and temperament... The next substructure includes individual characteristics of mental processes a person, i.e. individual manifestations of memory, perception, sensations, thinking, abilities, depending both on innate factors and on training, development, improvement of these qualities. Further, the level of personality is also her individual social experience, which includes the knowledge, skills, abilities and habits acquired by a person. This substructure is formed mainly in the learning process and has a social character. The highest level of personality is her focus, including a set of stable motives that guide the activity of the individual .

Socialization of the individual.

Socialization personality is a process; the formation of personality in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group. The norms of behavior, moral norms, beliefs of a person are determined by those norms that are accepted in a given society.

There are the following stages socialization:

Primary socialization, or the stage of adaptation (from birth to adolescence), the child assimilates social experience uncritically, adapts, adapts, imitates.

Individualization stage(there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as intermediate socialization, since it is still unstable in the worldview and character of the adolescent. Adolescence (18-25 years old) is characterized as stable conceptual socialization, when stable personality traits are developed.

Integration stage(there is a desire to find their place in society, "fit" into society). Integration goes well if the properties of a person are accepted by a group, society.

Labor stage socialization covers the entire period of maturity of a person, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it due to the active influence of a person on the environment through his activities.

Post-labor stage socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, in the process of its transmission to new generations.

There are also different spheres of personality manifestation:

1) interindividual- the sphere of its existence - connections between individuals, interpersonal relationships.

2) intraindividual- personality - a property inherent in the subject himself, personal immersed in the inner space of the individual's being.

3) meta-individual- each individual influences others. The characteristics of an individual can be found in others. Personality is personalized in other people.