The theme of thinking in social science. Thinking as an activity
Assignment You have been instructed to prepare a detailed answer on the topic "Thinking and Activity". Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in subparagraphs.
4.1. Conceptual 4.2. Figurative 4.3. Verbal-speech 4.4. activity-tool 5. The indissolubility of activity with thinking 5.1. the motive of the activity forms thinking 5.2. thinking in the process of setting the goal of the activity 6. Thinking and activity have a personal character
Assessment The wording of the points of the plan is correct and allows you to reveal the content of the specified topic. The plan includes two points, one of which is detailed OR The wording of the points of the plan is correct and allows you to reveal the content of the specified topic. The plan is simple in structure and contains at least three points. 1 point
One of the variants of the plan for the disclosure of this topic: 1. Labor as an economic resource. 2. Demand and supply in the labor market. 3. Segmentation of the labor market: a) top managers; b) specialists with higher education; c) personnel of average qualification; d) highly qualified workers, etc. 4. Labor motivation and labor relations: a) labor remuneration; b) the development of economic democracy. 5. Unemployment: a) the essence of unemployment; b) the structure and types of unemployment; c) the scale of unemployment. 6. State regulation of the labor market: a) stimulating employment growth; b) vocational education programs; c) social insurance programs.
Assessment The wording of the points of the plan is correct and allows you to reveal the content of the topic. The plan includes two points, each of which is detailed in sub-points. OR The wording of the points of the plan is correct and allows you to reveal the content of the topic. The plan includes at least three points, of which one is detailed. OR One of the points of the plan does not reflect the content of the topic. The structure of the response follows the complex type plan. 2 points
Assessment The wording of the points of the plan is correct and allows you to reveal the content of the specified topic. The plan includes two points, one of which is detailed OR The wording of the points of the plan is correct and allows you to reveal the content of the specified topic. The plan is simple in structure and contains at least three points. 1 point Possible tasks You have been instructed to prepare a detailed answer on the topic "The market and its role in the economic life of society." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in subparagraphs. You have been instructed to prepare a detailed answer on the topic "Property". Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in subparagraphs.
Thinking and activity are the main categories that distinguish humans from the animal world. Only man is inherent in thinking and transforming activity.
Thinking- the function of the human brain resulting from its nervous activity. However, thinking cannot be fully explained solely by the activity of the brain. Cognitive activity is associated not only with biological evolution, but also with social development, as well as with speech and work activities of a person. Forms of thinking: judgments, concepts, representations, theories, etc.
Thinking is characterized by such processes, as analysis (decomposition of concepts into parts), synthesis (combining facts into a concept), abstraction (abstraction from the properties of an object when studying it, evaluating it "from the outside"), setting tasks, finding ways to solve them, putting forward hypotheses (assumptions) and ideas ...
Thinking and speaking. Thinking is inextricably linked with speech; it is the results of thinking that are reflected in language. Speech and thinking have similar logical and grammatical constructions, they are interrelated and interdependent. Not everyone notices that when a person thinks, he utters his thoughts to himself, conducts an internal dialogue. This fact confirms the relationship between thinking and speech.
Human activity- actions, deeds of an individual. Activity changes the external world and the person himself, reveals his essence. Human activity depends on his preferences.
upbringing and education. Labor activities: mental labor (for example, calculating equations) and physical labor (for example, cleaning a classroom).
V structure of activities distinguish the subject and the object. The subject is the one who acts (for example, a scientist who looks through a microscope), the object is what the activity is directed at (for example, microscopic bacteria). The subject and object can be both animate and inanimate.
Activities:
1) material (a person eats, drinks, digs, washes dishes);
2) spiritual (thinks, sings a song, plays the guitar):
3) public (a mother looks after a child, an athlete takes part in competitions, a politician participates in elections).
At different ages, one of the types of activity prevails in a person: for children, the main activity is the game, for schoolchildren and students - studies, for adults - work.
Needs- this is a person's need for something. It is the needs that prompt a person to take action. There are many classifications of needs. Here is the most famous classification developed by the American psychologist A. Maslow. He identified the following types of human needs: 1) physiological (the need for food, respiration, reproduction, rest); 2) vital (safety, comfort); 3) social (communication, affection); 4) prestigious (respect, success, high marks); 5) spiritual (self-expression and realization of interests).
Lecture: Activity and thinking
“The animal believes that all its business is to live,
and a person takes life only for the opportunity to do something. "
A. I. Herzen
Activity is a way of human existence
Students are invited to complete the task "confusion": from the proposed letters, restore the word that will be defining in our lesson today.
telyanedtso (activity), shelimen (thinking)
Exercise 1. Each pair shows the completion of some work (digging, shooting, drawing, throwing stones, talking, planing a block, hammering in nails, etc.).
– What did you do?
– Why did you do this?
– Can we live and do nothing?
– Are we conscious of what we are doing?
– Is human activity different from the “activity” of animals?
– Are activities inherent in animals?
All living things interact with the environment. Outwardly, this manifests itself in physical activity. By adapting to their environment, animals can use natural objects as tools. But only man is inherent in activity.
While a person lives, he constantly acts, does something, is busy with something. In the process of activity, a person learns the world, creates the conditions necessary for his own existence (food, clothing, housing, etc.), satisfies his spiritual needs (for example, doing science, literature, music, painting), and also engages in self-improvement (strengthening the will, character developing their abilities).
Activity Is a form of activity aimed at transforming the surrounding world.
Activity - purposeful cognition and change by a person of the external world and himself.
Thinking - a cognitive process, characterized by a generalized and indirect reflection of reality.
Human activities: basic characteristics
Task 2. Independently or using the text of § 5, describe each feature of the activity.
Let us briefly recall the differences between human activity and animal behavior. First, human activity isconscientious ... A person consciously puts forward the goals of his activity and foresees its result. Secondly, the activity isproductive character ... It is aimed at obtaining a result, a product. These, in particular, are tools made and constantly improved by man. In this regard, they also talk about the tool nature of activity, since for its implementation a person creates and uses tools. Third, the activity istransformative character : in the course of activity, a person changes the world around him and himself - his abilities, habits, personal qualities. Fourthly, in human activity, it is manifestedpublic character , since in the process of activity, a person, as a rule, enters into a variety of relationships with other people.
Activity structure and motivation
Working with the diagram.
What are the constituent elements of the activity? In the structure of activity, its subject is different - the one who carries out the activity and the object - what the activity is aimed at.
Who, in your opinion, can be the subject of activity? (person, group of people, organization, government body).
Name the possible objects of activity (natural materials, spheres or areas of human life, people themselves).
Assignment 3. After reading the text, answer the questions orally.
In M.E. Saltykov-Shchedrin "The Wild Landowner" the author depicts a landowner, through whose prayer God cleared all his possessions from the peasants. This landowner enjoyed the air, freed from the smell of chaff and sheepskin, and dreamed about “what kind of orchard he would grow:“ Here will be pears and plums; here - peaches, here - walnuts! " I thought, “what kind of cows he will breed, that neither skin nor meat, but all one milk, all milk! .. what kind of strawberries he will plant, all double and triple, five berries per pound, and how many strawberries he will sell in Moscow” ... How much time has passed, how little time has passed, only the landowner sees that his paths are overgrown with thistles, that snakes and reptiles are teeming in the bushes, and wild animals howl in the park, " in the bazaar not a pound of flour, not a piece of meat. "
Questions:
What were the goals of the landowner?
What means did he choose to achieve them?
Did the landowner's actions lead to the results he was striving for? Why?
Conversation on issues, accompanied by drawing up a diagram.
Conversation summary: Structure activities
actions
Any human activity is determined by the goals that he sets for himself. We have already spoken about this, referring to such a feature of human activity as its conscious nature.Target - this is a conscious image of the anticipated result, towards the achievement of which the activity is directed. For example, an architect first mentally imagines an image of a new building, and then embodies his idea in the drawings. The mental image of the new building is the anticipated result.
Certainmeans of activity ... So, in the learning activity you are familiar with, the means are textbooks and teaching aids, maps, tables, layouts, devices, etc. They help to assimilate knowledge and develop the necessary learning skills.
In the course of activity, certainproducts (results) activities. These are material and spiritual benefits, forms of communication between people, social conditions and relationships, as well as the abilities, skills, knowledge of the person himself. A deliberately set goal is embodied in the results of activity.
Motives of activity.
What do you think motivates a person to take action? (motives.)
Read the parable:
“A diligent woodcutter honestly collected brushwood, he was well paid and praised for his diligence. Only one thing was hidden from him: brushwood went to the fires of the Inquisition, where people were burned. "
What is the parable about?
A person should always comprehend his actions, foresee their consequences, know what will happen as a result - good or evil.
And why does a person put forward this or that goal? He is encouraged to do somotives ... “The goal is what a person acts for; motive is why a person acts, "explained the Russian psychologist V. A. Krutetsky (1917-1991).
The same activity can be caused by different motives. For example, students read, that is, they do the same activity. But one student can read with a need for knowledge. Another is because of the desire to please the parents. The third is driven by the desire to get a good grade. The fourth wants to assert himself. At the same time, the same motive can lead to different types of activity. For example, striving to assert himself in his team, a student can express himself in educational, sports, social activities.
Can it be argued that the result is always the same as the goal? Why? (we wanted the best, but it turned out as always.)
What do you think drives human activity? (Motive is a motivating reason, a reason for any action).
What motives do you know?
needs
interest
ideals
beliefs
social attitudes
The motive is related to the satisfaction of needs. What groups of human needs do you know?
Human activities are carried out for the sake of satisfying his needs.
Need - this is the need experienced and realized by a person for what is necessary to maintain his body and personality development.
In modern science, various classifications of needs are used. In their most general form, they can be grouped into three groups.
Natural needs. In another way, they can be called congenital, biological, physiological, organic, natural. These are the needs of a person in everything that is necessary for his existence, development and reproduction. Natural ones include, for example, human needs for food, air, water, housing, clothing, sleep, rest, etc.
Social needs. They are determined by a person's belonging to society. Human needs are considered social for work, creativity, creativity, social activity, communication with other people, recognition, achievements, that is, in everything that is a product of social life.
Ideal needs. In another way, they are called spiritual or cultural. These are the needs of a person in everything that is necessary for his spiritual development. The ideal includes, for example, the need for self-expression, in the creation and development of cultural values, the need for a person to understand the world around him and his place in it, the meaning of his existence.
Natural, social and ideal human needs are interconnected. So, the satisfaction of biological needs in a person acquires many social facets. For example, when satisfying hunger, a person takes care of the aesthetics of the table, the variety of dishes, the cleanliness and beauty of dishes, a pleasant company, etc.
Describing needs, A. Maslow characterized a person as a “willing creature” who rarely reaches a state of complete, complete satisfaction. If one need is satisfied, another comes to the surface and directs the person's attention and efforts.
The same feature of human needs was also emphasized by the Russian psychologist S. L. Rubinstein (1889-1960), speaking of the "unsaturation" of the needs that a person satisfies in the course of his activities.
The theory of activity in domestic science was developed by the Soviet psychologist A. N. Leontiev (1903-1979). He describedstructure of human activity , highlighting in it the goal, means and result.
Usually, human activity is determined not by any one motive and goal, but by a whole system of motives and goals. There is a combination, or, one might say, composition, of both goals and motives. And this composition cannot be reduced to any of them, nor to their simple sum.
In the motives of a person's activities, his needs, interests, beliefs, ideals are manifested. It is motives that give meaning to human activity.
Any activity appears before us as a chain of actions. An integral part, or, in other words, a separate act of activity is calledaction ... For example, learning activities consist of activities such as reading textbooks, listening to teachers' explanations, taking notes, doing laboratory work, doing exercises, solving problems, etc.
If a goal is set, the results are mentally presented, the order of actions is outlined, the means and methods of action are selected, then it can be argued that the activity is carried out quite consciously. However, in real life, the process of activity takes it out of the banks of any goals, intentions, motives. The resulting result of activity turns out to be poorer or richer than the initial design.
Under the influence of strong feelings and other stimuli, a person is capable of actions without a sufficiently conscious goal. Such actions are called unconscious orimpulsive actions.
The activity of people always proceeds on the basis of previously created objective prerequisites and certain social relations. So, for example, agricultural activity during the time of Ancient Rus was fundamentally different from modern agricultural activity. Remember who owned the land in those days, who cultivated it and with what tools, what the crops depended on, who owned agricultural products, how they were redistributed in society.
The conditionality of activity by objective social prerequisites testifies to itsspecifically historical .
Variety of activities
Task 4. Work in pairs. Read the text and write down the classifications of the activities.
Depending on the diversity of the needs of a person and society, a variety of specific types of human activity develops.
For various reasons, there are different types of activities. Depending on the characteristics of a person's attitude to the world around him, activity is divided into practical and spiritual.Practical activities aimed at transforming real objects of nature and society.Spiritual activity associated with a change in the consciousness of people.
When a person's activity is correlated with the course of history, with social progress, then they single outprogressive or reactionary focus of activities, as well asconstructive or destructive ... Based on the material studied in the history course, you can provide examples of events in which these activities manifested themselves.
Depending on the compliance of activities with existing general cultural values, social norms, they determinelegal and illegal, moral and immoral activities .
In connection with the social forms of uniting people in order to carry out activities, they distinguishcollective, mass, individual activity .
Depending on the presence or absence of novelty of goals, results of activities, methods of its implementation, they are distinguishedmonotonous, routine, monotonous activity , which is carried out strictly according to the rules, instructions, new in such activity is minimized, and most often it is completely absent, and the activityinnovative, inventive, creative ... The word "creativity" is customary to designate an activity that generates something qualitatively new, previously unknown. Creative activity is distinguished by uniqueness, uniqueness, originality. It is important to emphasize that elements of creativity can find their place in any activity. And the less it is regulated by rules and instructions, the more opportunities it has for creativity.
Depending on the social spheres in which the activity takes place, there areeconomic, political, social activities and others. In addition, in each sphere of society's life, certain types of human activity characteristic of it are distinguished. For example, the economic sphere is characterized by production and consumer activities. Political activities are characterized by state, military, and international activities. For the spiritual sphere of the life of society - scientific, educational, leisure.
Considering the process of the formation of a human personality, Russian psychology identifies the following main types of human activity. Firstly, it is a game: subject, role-playing, intellectual, sports. Game activity is focused not so much on a specific result as on the process of the game itself - its rules, situation, imaginary environment. It prepares a person for creative activity and life in society.
Secondly, it is teaching - activities aimed at acquiring knowledge and methods of action.
Thirdly, it is work - a type of activity aimed at achieving a practically useful result.
Often, along with play, study and work, people are singled out as the main type of activity of peoplecommunication - the establishment and development of mutual relations, contacts between people. Communication includes the exchange of information, assessments, feelings and concrete actions.
Studying the features of the manifestation of human activity, they distinguish external and internal activities.External activities manifests itself in the form of movements, muscular efforts, actions with real objects.Internal occurs through mental action. In the course of this activity, a person's activity is manifested not in real movements, but in ideal models created in the process of thinking. There is a close connection and complex relationship between these two activities. Internal activity, figuratively speaking, plans external. It arises on the basis of the external and is realized through it. It is important to take this into account when considering the connection between activity and consciousness.
Classification of activities
I. Depending on the characteristics of a person's attitude to the world around him:
a) practical (aimed at transforming real objects of nature and society);
b) spiritual (associated with a change in the consciousness of people).
II. Depending on the course of history, social progress:
a) progressive activity;
b) reactionary activity;
c) creative activity;
d) destructive activity.
III. Depending on the compliance of the activity with the existing general cultural values, social norms:
a) legal,
b) illegal,
c) moral,
d) immoral.
IV. Depending on the social forms of uniting people:
a) collective,
b) mass,
c) individual.
V. Depending on the presence or absence of novelty of goals, results of activities, methods of its implementation:
a) monotonous, routine, monotonous activity;
b) innovative;
c) inventive, creative.
Vi. Depending on public areas:
a) economic;
b) political;
c) social;
d) spiritual (cultural).
Vii. In accordance with the process of personality formation:
a) play activities;
b) teaching;
c) labor.
VIII. Depending on the characteristics of the manifestation:
a) internal activity (occurs through mental actions);
b) external activity (manifested in the form of movements, muscular efforts, actions with real objects).
The most important type of practical activity is the material and production activity of people, aimed at transforming the natural world and creating material wealth.
Thinking - an active process of reflecting the objective world in concepts, judgments, theories, etc.
Sensual experience, which is transformed in thinking through its generalization, identifying the necessary features and properties of objects.
Despite the fact that thinking is a process taking place in the human cerebral cortex, it is social in nature. Indeed, for the formulation and solution of any problem, a person uses laws, rules, concepts that have been discovered in human practice.
Thinking is inextricably linked with language. Human thoughts are expressed in language. With its help, a person learns the objective world. This happens because language in one way or another corresponds to objects of reality, their properties and relationships. In other words, there are elements in the language that replace the named objects. They play the role of representatives of objects of cognition in thinking, are signs of objects, properties or relationships.
The mediated nature of thinking lies in the fact that a cognizing person, with the help of thinking, penetrates into the hidden properties, connections, relations of objects.
Question to students: Do you think thinking is given to a person from birth or is formed during life? (students' answers are listened to).
An example of Mowgli children is given.
There are cases when human children grew up among animals. Their behavior was no different from that of an animal, and in the future it was almost impossible to teach them to speak, let alone to reason and analyze. That is, newborns have the rudiments of thinking, the prerequisites for its emergence, but they must be developed in order for a person to become a person. Moreover, thinking abilities develop only up to a certain age, in the future you have to use the already formed skills to compare, analyze, reason. It is very important to develop your baby during the first year of life.
Thus, thinking skills are formed in a person only during life in human society, they are not given from birth.
As an example of exercises for training thinking, it is proposed to solve a match puzzle ("A cow in a meadow"):
This cow has a head, body, horns, legs and a tail. She looks to the left. Move 2 matches so that the cow is looking to the right.
Features of thinking:
primitive man - sensual concreteness and objectivity;
modern man has great generalizing abilities.
At different stages of human development, his thinking abilities, different types of thinking dominated.
Thinking types: composing a cluster
1) Figurative - the task is given visually, in a concrete form. Practical action will be the way to solve it. It is characteristic of primitive man and people of the first earthly civilizations.
2) Conceptual (theoretical) - the task is set as theoretical. The way to solve it will be the use of abstract concepts, theoretical knowledge. It is characteristic of a modern person.
3) Signed - due to the penetration into the human worldview of the exact sciences and their formalized knowledge, artificial, sign languages. Knowledge exists in linguistic signs (signs-signals, signs-signs, etc.), which have as their meaning the cognitive image of certain phenomena, processes of objective reality. Science is using symbols more and more effectively as a means of expressing the results of mental activity.
It is difficult to notice these or those types of thinking in their pure form. It is advisable to talk about the predominance of one type or another.
In the process of thinking, a person gradually discovered an increasing number of laws in the world around him, i.e. essential, repetitive, stable connections of things. Having formulated the laws, man began to use them in further cognition, which gave him the opportunity to actively influence nature and social life.
Consciousness and activity
For centuries, the problem of consciousness has been the subject of intense ideological controversy. Representatives of different philosophical schools give different answers to the question about the nature of consciousness and the peculiarities of its formation. The natural-scientific approach is opposed in these disputes to religious-idealistic views. Supportersnatural science consider consciousness to be a manifestation of the functions of the brain, secondary in comparison with the bodily organization of a person. Supportersreligious idealistic views on the contrary, consciousness is considered to be primary, and a “corporeal” person is considered to be its derivative.
But, despite the differences in the interpretation of the nature of consciousness, both of them note that it is associated with speech and goal-setting human activity. The language of people and objects of culture - the results of labor, works of art, etc., testify to what consciousness is, what it is.
Based on the natural-scientific approach, Russian psychology has developed the doctrine of the formation of stable structures of human consciousness at an early age through communication with adults. According to this teaching, each person, in the course of individual development, communicates through mastering the language to consciousness, that is, to joint knowledge. And thanks to this, his individual consciousness is formed. So, from the very birth, a person enters the world of objects created by previous generations. As a result of communication with other people, he learns the purposeful use of these objects.
Precisely because a person relates to objects of the external world with understanding, with knowledge, the way of his relationship to the world is called consciousness. Any sensory image of an object, any sensation or representation, possessing a certain meaning and meaning, becomes part of consciousness. On the other hand, a number of sensations, experiences of a person are outside the framework of consciousness. They lead to unconscious, impulsive actions, which were mentioned earlier, and this affects human activity, sometimes distorting its results.
Activity, in turn, contributes to changes in the consciousness of a person, his development.Consciousness is formed by activity in order to at the same time influence this activity, define and regulate it. Practically realizing their creative ideas, born in consciousness, people transform nature, society and themselves. In this sense, human consciousness not only reflects the objective world, but also creates it. Having absorbed historical experience, knowledge and methods of thinking, having received certain skills and abilities, a person masters reality. At the same time, he sets goals, creates projects for future tools, consciously regulates his activities.
Justifying the unity of activity and consciousness, domestic science has developed the doctrine of activity, which is leading for each age period of a person's life. The word "presenter" emphasizes, firstly, that it is she who forms the most important personality traits at this age stage. Secondly, in line with the leading activity, all other types of it develop.
For example, before entering school, a child's main activity is play, although he already studies and works a little (at home with his parents or in kindergarten). The leading activity of a student is learning. But, despite the fact that work occupies an important place in his life, in his free time he still continues to play with pleasure. Many researchers consider communication to be the leading activity of a teenager. At the same time, the teenager continues to study and new favorite games appear in his life. For an adult, leading activity is work, but in the evenings he can study, and devote his free time to sports or intellectual games, communication.
Dictionary
Activity - a specific type of human activity aimed at improving the world around and oneself.
Consciousness - the highest form of generalized and purposeful reflection of reality inherent in man; a set of mental processes involved in human understanding of the objective world.
Practical conclusions
1. Learn to set specific goals for yourself and determine the best means to achieve them. This gives the activity a conscious character, allows you to control its progress and make, if necessary, certain adjustments.
2. Remember: it is important to see not only the immediate, but also the distant goals of your activity. This will help to overcome difficulties, will not allow you to stop half way without reaching your goal.
3. Show concern for the diversity of your activities. This will provide an opportunity to meet different needs and develop different interests.
4. Do not forget about the importance of internal activities in people's lives. This will help you to be attentive to the opinions, emotions, feelings of others, and to be delicate in your relationships with other people.
Document
From the work of the modern Russian psychologist V. A. Petrovsky "Personality in psychology: the paradigm of subjectivity."
For example, we are convinced that any activity has an author ("subject"), that it is always directed at one thing or another ("object"), that first - consciousness, then - activity. In addition, we have no doubt that activity is a process and that it can be observed from the outside or, at least, "from the inside" - through the eyes of the person himself. Everything is so until we take into account the progress of a person towards an already accepted goal ... But if we focus on the movement of activity, then suddenly it turns out that everything said about its structure loses its distinctness ... The author loses its "sharpness" ; the orientation of activity to an object gives way to orientation to another person ... the process of activity breaks up into a multitude of branching and re-merging "rivulets-transitions" ... instead of consciousness preceding and directing activity, it itself turns out to be something secondary, withdrawn from activity ... And all this is due to the tendencies of one's own movement, self-development of activity ...
There is always an element of discrepancy between what you strive for and what you achieve ... Regardless of whether the design is higher than the embodiment or, on the contrary, the embodiment surpasses the design, the discrepancy between the desire and the effects of the actions carried out stimulates the activity of a person, the movement of his activity. And as a result, a new activity is born, and not only one's own, but, possibly, other people.
Questions and tasks to the document
1. Based on the text of the source, explain what an object and a subject of activity are. Give specific examples of objects and subjects of various activities.
2. Find in the text of the source the lines where the author talks about the movement of activity. What is the meaning of these words? What appears as a result of the movement of activity?
Self-test questions
1. What is activity? 2. What features are inherent in human activities? 3. How are activities and needs related? 4. What is the motive of the activity? How is the motive different from the goal? What is the role of motives in human activity? 5. Give a definition of the need. Name the main groups of human needs and provide specific examples. 6. What can be attributed to the results (products) of human activities? 7. Name the types of human activities. Expand their diversity with specific examples. 8. How are activity and consciousness related?
Tasks
1. In Kamchatka, known for its active volcanoes, special technologies for the processing of volcanic raw materials are being implemented. The beginning of these works was laid by a special decision of the governor. Experts have determined that the production of silicates from volcanic rock is a very profitable business that does not require significant capital investment. According to their calculations, the work of one plant can bring 40 million rubles to the regional budget and 50 million rubles to the state budget. Consider this information from the standpoint of the topic studied: determine what types of people's activities manifested themselves in the described events, name in each case the subjects and objects of activity, trace the connection between consciousness and activity in this example.
2. Determine whether practical or spiritual activities include: a) cognitive activity; b) social reforms; c) production of essential goods.
3. Name the actions that make up the activities of a doctor, farmer, scientist.
4. A. N. Leont'ev wrote: "Activity is richer, truer than the consciousness that preceded it." Explain this thought.
Thoughts of the wise
"Activity is the only path to knowledge."
B. Shaw (1856-1950), English writer
Lecture:
Concept, properties and types of thinking
Cognition of the surrounding world occurs with the help of the senses and thinking. Thinking is the foundation of rational knowledge. A thinking person asks questions and seeks answers. In the process of thinking, he processes information, establishes cause-and-effect relationships between objects and phenomena.
Remember the definition of the lesson term:
Thinking is an active process of cognition, which is an indirect and generalized way of reflecting objects and phenomena of the surrounding reality.
Cognition of the surrounding world with the help of the senses directly. For example, to decide what to wear today for the weather, you need to go outside and find out whether it's warm or cold. This is a simple example that illustrates how direct contact is established with the object of cognition during direct research.
Cognition by means of thinking indirectly... You can find out whether it's warm or cold outside with a thermometer, based on the height of the mercury column. In this case, what interests us, we learned with the help of an intermediary (thermometer). It is the mediation of thinking that provides broad cognitive opportunities. Because it is impossible to establish direct contact with all objects of knowledge. Another important property of thinking is generalization... What happens if you throw a piece of paper into a fire? Will burn. Why are we so sure of this? Because before they saw that the paper was on fire. Generalization of thinking lies in the fact that a person collects facts about an object or phenomenon obtained earlier and draws a conclusion based on them. For example, the doctor summarized the available facts about the disease and prescribed treatment for the patient. The economist summarized the facts and identified the best way to improve the efficiency of the enterprise.
The result of thinking is thoughts(concepts, ideas). Thoughts are always expressed in words, even if we do not speak them out loud. Therefore, thinking is associated with speech. Thinking is carried out in the form of judgments. In an effort to find the truth, a person reasons and deduces inferences, which are inductive, deductive and by analogy.
Induction- this is the final conclusion from the particular to the general. Example: a spruce that grows in a neighbor's yard in summer and in winter is green, which means that all spruces belong to evergreen conifers.
Deduction- this is the inverse of induction inference from the general to the particular. Example: crimes are punishable, bribery is a crime, therefore bribery is punishable.
Inference by analogy - this is a conclusion from the particular to the particular. When the properties of one item are transferred to another item. Example: The planets Mars and Earth are similar in many ways. There is life on Earth. Since Mars is similar to Earth, Mars probably contains life.
Types of thinking | Characteristics of thinking |
| Visual - effective
| The first type of thinking associated with practical activity, when mental operations turn into action. This type of thinking is especially important for children under 3 years old, since the child develops when he turns, opens, pulls objects. Clearly - effective thinking is also relevant for an adult, for example, when he is studying a new household appliance, rearranging furniture in an apartment. This means that this thinking is primarily characteristic of engineers, mechanics, technicians, and repair workers. |
| Clearly - figurative
| These are mental operations with images. Perception and imagination play a key role in this type of thinking. With the help of visual - figurative thinking, we can imagine what we do not see. For example, when planning an apartment renovation, we imagine how certain wallpapers on the walls will look like. This type of thinking is common to all people, but it is especially important for artists, designers, stylists. |
| Verbal - logical
| In this type of thinking, images fade into the background, and mental operations are associated with logical concepts (everyday and scientific). The key role in it is played by prudence, evidence, validity and, of course, competent speech. This type of thinking is especially important for people whose activities are related to the presentation of thoughts through speech (announcers, publicists, writers, lawyers, teachers, and many others). |
Thinking is closely related to activity. After all, a person moves from thoughts to actions. Thinking in itself is already an activity - intellectual and cognitive, but it is inseparable from other forms of activity. Let's move on to the second term of the lesson.
Concept and nature of activity
Activity Is a purposeful process of human activity that satisfies needs and transforms the world.
Human activity differs significantly from the activity of animals. First, by the fact that animals adapt to the surrounding conditions, and man not only adapts, but also transforms them. With the help of labor tools, a person changes the world around him, adjusts it to his needs, makes him comfortable for himself. So, a person builds or destroys houses, erects monuments, receives an education, etc. Secondly, the behavior of animals is expedient to instincts, human activity is also expedient, but also purposeful, purposeful. This means that the behavior of the animal depends on instincts that it cannot control. The predator got hungry and immediately went in search of its prey. However, it is difficult to imagine a lion planning a hunt for tomorrow. That is, the animal does not set goals for the future. And man, unlike animals, can control his instincts, because he has a mind. Therefore, human activity is conscious in nature. This means that before doing something, a person sets a goal and predicts the result of the activity. For example, before starting construction, an architect plans a house project. Any activity is aimed at achieving a result, be it washing dishes, reading a textbook or talking with a friend. Therefore, the activity is also productive. Social character means that in the process of activity, relationships arise between people.
So remember! The behavioral activity of animals is expedient, and human activity is expedient, purposeful and purposeful. It is conscious, transformative, instrumental, productive and social in nature.
Activity structure
Activity consists of structural units. A person without whom activity is impossible is subject... What the activity of the subject is aimed at is called object... For example, a physician (subject) treats a patient (object); Sasha (subject) washes dishes (object). Why is the doctor treating the patient, while Sasha washes the dishes? Because there is a need for it, that is need... It is also part of the structure of the activity. Based on the needs are formed motives that encourage action. The same activity can be caused by different motives. For example, the motives of play activity are different for different people: one wants to win, the second is interested in the process itself, the third plays for the sake of communication, etc. One of the important elements in the structure of activities is goal... This is the ideal image of the result that a person would like to achieve. To achieve the goal, a person uses objects, technologies, methods and others funds... For example, a student wants to pass the state final certification in social studies for the highest score - this is the goal. To do this, he uses such means as a social studies course on the Cknow portal, online testing, tutoring, textbooks, manuals, tables, etc. Any activity is process, which means it consists of a chain of actions, by implementing which you can achieve your goal. If a person has reached the goal, then he received result their activities.
To summarize, the structure of the activity includes such elements as:
- subject,
- an object,
- need,
- motives,
- goal,
- funds,
- process,
- result.
Activities
A person has many needs, which means that the types of activities are diverse. Consider classifications by direction and content.
Towards distinguish material and spiritual activities. Spiritual activity has three forms: cognitive, predictive, value-orienting.
Material activity associated with the production of material goods. Examples: making a chair, renovating an apartment, building a house.
Spiritual activity associated with the production of knowledge, ideas, principles, values and other intangible benefits. Examples: parenting a child, writing a story.
Cognitive activity aimed at finding and processing information and gaining knowledge. Examples: research of a scientist, writing an abstract.
Predictive activity associated with the prediction of the consequences of any phenomena. Examples: the activities of an astronomer, forecasting the consequences of a possible earthquake, hurricane.
Value-oriented activity directs a person to universal values and ideals (kindness, honesty, justice, truth, beauty, humanity, etc.). This type of activity is manifested in the attitude of a person to the surrounding reality: people, nature, culture. A person's value orientations are formed in the process of socialization, in a conversation with a mother or a friend, in a lesson or class hour. A person reveals his value-orienting potential in communication, cognition, study, work, play and other activities.
- Labor activity is aimed at the production of socially useful products, material and intangible (spiritual) goods. Labor activity requires knowledge, skills, skill. Distinguish between physical and intellectual labor. It is the leading activity for an adult.
- Educational activities aimed at transferring knowledge, skills, skills and forms of behavior to the younger generation. Study plays a decisive role in the intellectual, moral and mental development of a person. It is the leading activity at school and student age.
- Play activity mainly focused on entertainment and recreation. The game brings joy and pleasure, this is its hedonistic function. But the game also performs a cognitive function, contributes to the development of personality. Is the leading activity for preschool children.
Ability levels
Why does one person do the same activity better than another? It's all about a person's abilities. There are several levels of abilities:
- Makings- congenital anatomical and physiological features of the structure of the body, which are prerequisites for the formation and development of abilities. For example, perfect pitch is essential for the development of musical abilities.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "The Role of Elections in the Political Process." The plan must contain at least three points, of which two or more are detailed in subparagraphs.
Explanation
When analyzing the answer, the following are taken into account:
- the correctness of the wording of the points of the plan in terms of their correspondence
a given topic;
- completeness of reflection of the main content in the plan;
- correspondence of the structure of the proposed answer to the plan of a complex type.
One of the options for the disclosure plan for this topic:
1) Democratic mechanism for making political decisions
2) Electoral rights of citizens:
a) active suffrage;
b) passive suffrage.
3) Principles of democratic suffrage:
a) universality;
b) equality;
c) secrecy of elections;
4) Electoral systems:
a) majority;
b) proportional
5) The role of elections in the political process:
a) the formation of representative bodies of power;
b) public control over the activities of state authorities;
c) social representation, etc.
6) Representative authorities
7) Elections in non-democratic societies
Perhaps a different number and (or) other correct wording of points and
subparagraphs of the plan. They can be presented in denominational, question or mixed forms.
The presence of any two of 2, 3, 4, 5 points of the plan in a given or similar formulation will allow to reveal the content of this topic in essence
| № | Points | |
|---|---|---|
| 28.1 | Disclosure of the topic in essence | 3 |
| 3 | ||
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. | 2 | |
| 0 | ||
| Grading guidelines:
|
||
| 28.2 | 1 | |
| 1 | ||
| All other situations | 0 | |
| Maximum score | 4 | |
Example 2.
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Example 3.
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Example 4.
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Example 5.
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Task number 2459
Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic "State as an institution of the political system." The plan must contain at least three points, of which two or more are detailed in subparagraphs.
Explanation
When analyzing the answer, the following are taken into account:
- the correctness of the wording of the points of the plan in terms of their relevance to the given topic and the clarity of the expression of thought;
- reflection in terms of the main aspects of the topic in a certain (adequate to the given topic) sequence.
One of the options for the disclosure plan for this topic:
1) The concept of the state
2) Signs of the state:
a) territorial organization;
b) the public nature of power;
c) sovereignty;
d) the exclusive right to levy taxes, etc.
3) Internal and external functions of the state:
a) political;
b) economic;
c) social;
d) ensuring national security;
e) international cooperation, etc.
4) State apparatus
5) Form of state:
a) form of government (monarchy, republic);
b) the form of the state-territorial structure (unitary, federal and confederal);
c) political regime (totalitarianism, authoritarianism, democracy).
A different number and (or) other correct wording of points and sub-points of the plan is possible. They can be presented in denominational, question or mixed forms.
The presence of any two of the 2, 3, 4 points of the plan in a given or similar formulation will allow to reveal the content of this topic in essence.
| № | Criteria for evaluating the answer to task 28 | Points |
|---|---|---|
| 28.1 | Disclosure of the topic in essence | 3 |
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. Both of these "mandatory" paragraphs are detailed in subparagraphs, allowing you to reveal this topic on the merits | 3 | |
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. Only one of these "obligatory" items is detailed in sub-clauses, allowing to reveal this topic on the merits | 2 | |
| A complex plan contains at least three points, including only one point, the presence of which will allow you to reveal this topic in essence. This "obligatory" item is detailed in sub-clauses, allowing to reveal this topic on the merits | 0 | |
| All other situations not provided for by the rules for setting 2 and 1 points. Cases when a graduate's answer in the form does not correspond to the requirement of the assignment (for example, it is not drawn up in the form of a plan with the highlighting of points and sub-points) | ||
| Grading guidelines:
1. Items / sub-items that are abstract and formal in nature and do not reflect the specifics of the topic are not included in the assessment. 2. If according to criterion 28.1 0 points are set, then according to criterion 28.2 0 points are set |
||
| 28.2 | The correctness of the wording of paragraphs and subparagraphs of the plan | 1 |
| The wording of the points and sub-points of the plan are correct and do not contain errors, inaccuracies | 1 | |
| All other situations | 0 | |
| Maximum score | 4 | |
Example 1.
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Example 2.
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Example 3.
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Example 4.
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Example 5.
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Task number 3326
Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic "Political rights and freedoms of citizens." The plan must contain at least three points, of which two or more are detailed in subparagraphs.
Explanation
When analyzing the answer, the following is taken into account:
- the presence of points of the plan that are mandatory for the disclosure of the proposed topic;
- the correctness of the wording of the points of the plan in terms of their relevance to the given topic;
- correspondence of the structure of the proposed answer to the plan of a complex type.
- The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment
1. The concept of the rights and freedoms of a citizen.
2.Classification of human rights:
a) civil (personal);
b) political;
c) socio-economic;
d) cultural.
3. Political rights of citizens:
a) the right to participate in the management of state affairs;
b) freedom of association;
c) freedom of assembly, etc.
4. Electoral rights of citizens:
a) active law;
b) passive right.
5. Guarantees of political rights in a democratic society.
6. Mechanisms for protecting the political rights and freedoms of a citizen.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in denomination, question or mixed forms.
The absence of 2, 3 and 4 points of the plan in this or similar in meaning formulation will not allow to reveal the content of this topic in essence
| № | Criteria for evaluating the answer to task 28 | Points |
|---|---|---|
| 28.1 | Disclosure of the topic in essence | 3 |
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. Both of these "mandatory" paragraphs are detailed in subparagraphs, allowing you to reveal this topic on the merits | 3 | |
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. Only one of these "obligatory" items is detailed in sub-clauses, allowing to reveal this topic on the merits | 2 | |
| A complex plan contains at least three points, including only one point, the presence of which will allow you to reveal this topic in essence. This "obligatory" item is detailed in sub-clauses, allowing to reveal this topic on the merits | 0 | |
| All other situations not provided for by the rules for setting 2 and 1 points. Cases when a graduate's answer in the form does not correspond to the requirement of the assignment (for example, it is not drawn up in the form of a plan with the highlighting of points and sub-points) | ||
| Grading guidelines:
1. Items / sub-items that are abstract and formal in nature and do not reflect the specifics of the topic are not included in the assessment. 2. If according to criterion 28.1 0 points are set, then according to criterion 28.2 0 points are set |
||
| 28.2 | The correctness of the wording of paragraphs and subparagraphs of the plan | 1 |
| The wording of the points and sub-points of the plan are correct and do not contain errors, inaccuracies | 1 | |
| All other situations | 0 | |
| Maximum score | 4 | |
Example 1.
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Example 2.
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Example 3.
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Example 4.
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Example 5.
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Task number 5325
Using social science knowledge, draw up a complex outline that allows you to reveal the essence of the topic "Activity and Thinking". The plan must contain at least three points, of which two or more are detailed in subparagraphs.
Explanation
When analyzing the answer, the following is taken into account:
- compliance of the structure of the proposed response with a complex type plan;
- the presence of points of the plan indicating the examinee's understanding of the main aspects of the topic, without which it cannot be disclosed in essence;
- the correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not included in the assessment.
One of the options for the disclosure plan for this topic:
1. The concept of activity.
2. Structure of activity:
a) subject;
b) an object;
d) motives;
e) actions;
f) the result.
3. Activities:
a) play, study, work, communication;
b) spiritual, practical (material), etc.
4. Motives of activity:
a) needs;
b) interests;
c) beliefs, etc.
Signs of activity:
a) deliberate nature;
b) transformative character;
c) gun character, etc.
6. Concept and types of thinking:
a) verbal-logical;
b) visual-figurative;
c) visual and effective.
7. The relationship of thinking and action:
a) thinking as the basis of rational knowledge;
b) thinking and speaking, etc.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in the naming question or mixed forms.
The presence of any two of 2-6 points of the plan in a given or similar in meaning formulation will allow to reveal the content of this topic in essence.
| № | Criteria for evaluating the answer to task 28 | Points |
|---|---|---|
| 28.1 | Disclosure of the topic in essence | 3 |
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. Both of these "mandatory" paragraphs are detailed in subparagraphs, allowing you to reveal this topic on the merits | 3 | |
| A complex plan contains at least three points, including two points, the presence of which will allow you to reveal this topic in essence. Only one of these "obligatory" items is detailed in sub-clauses, allowing to reveal this topic on the merits | 2 | |
| A complex plan contains at least three points, including only one point, the presence of which will allow you to reveal this topic in essence. This "obligatory" item is detailed in sub-clauses, allowing to reveal this topic on the merits | 0 | |
| All other situations not provided for by the rules for setting 2 and 1 points. Cases when a graduate's answer in the form does not correspond to the requirement of the assignment (for example, it is not drawn up in the form of a plan with the highlighting of points and sub-points) | ||
| Grading guidelines:
1. Items / sub-items that are abstract and formal in nature and do not reflect the specifics of the topic are not included in the assessment. 2. If according to criterion 28.1 0 points are set, then according to criterion 28.2 0 points are set Example 5. Rate this solution in points: | ||
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