Biological factor of development. The role of biological and social factors in child development

Introduction……………………………………………………………………3

Biological factors of personality development………………………….5

Social factors of personality development……………………………..9

Conclusion…………………………………………………………….11

References…………………………………………..………..12

Introduction

Personal development of a person occurs throughout life. Personality is one of those phenomena that are rarely interpreted in the same way by two different authors. All definitions of personality are somehow conditioned by two opposing views on its development.

From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, and social environment it plays a very small role.

Obviously, these are extreme points of view of the process of personality formation. Despite numerous conceptual and other differences, almost all psychological theories of personality existing between them are united in one thing: a person, it is stated in them, is not born, but becomes in the process of his life. This actually means the recognition that the personal qualities and properties of a person are acquired not by genetic means, but as a result of learning, that is, they are formed and developed.

The formation of personality is, as a rule, the initial stage in the formation of a person's personal properties. Personal growth is due to many external and internal factors. External ones include: an individual's belonging to a particular culture, socioeconomic class, and unique family environment for each.

The subject of my research is the process of development human personality under the influence of biological and social factors. (2)

The purpose of the work is to analyze the influence of these factors on the development of personality. From the topic, purpose and content of the work, the following tasks follow:
determine the impact on the development of a person's personality of such biological factors as heredity, congenital characteristics, health status;
in the course of a theoretical analysis of pedagogical, psychological literature on the topic of work, try to find out which factors have a more significant influence on personality formation: biological or social.
what pedagogical approach is most favorable for the development and formation of a personality as a student.

"The originality of people should not be valued too highly. On the contrary, the opinion that the teacher should carefully study the individuality of each student, conform to it and develop it, is completely empty and based on nothing. He does not even have time for this. The originality of children is tolerable in the family circle, but at school life begins according to the established order, according to the rules common to all.Here you have to take care that the children would wean themselves from their originality, that they would know how to want to follow the general rules and assimilate the results of a general education.Just now the transformation of the soul constitutes education.”
Hegel (3)

Biological factors of personality development. The process of development is carried out as the improvement of a person - a biological being.

The experience of the social isolation of the human individual proves that the personality develops not simply through the automatic deployment of natural inclinations.

The word "personality" is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We don't say "personality of the newborn". In fact, each of them is already an individual ... But not yet a person! A person becomes a person, and is not born as one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from the social environment. (one)

First of all, biological development, and development in general, determines the factor of heredity.

A newborn bears a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own richest hereditary fund inherent only to him or a hereditarily predetermined biological program, thanks to which he arises and develops. individual qualities. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other hand, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.

Skills and properties acquired during life are not inherited, science has not identified any special genes for giftedness, however, each born child has a huge arsenal of inclinations, the early development and formation of which depends on social structure society, from the conditions of education and training, the cares and efforts of parents and the desire of the smallest person.

The traits of the biological heritage are complemented by the innate needs of the human being, which include the needs for air, food, water, activity, sleep, security, and the absence of pain. If social experience explains mostly similar, common features that a person possesses, then biological heredity largely explains the individuality of the individual, its initial difference from other members of society. However, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, a unique subculture. Therefore, biological heredity cannot completely create a person, since neither culture nor social experience is transmitted with genes.

However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities (the helplessness of the child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, an infinite variety is created temperaments, characters, abilities that make individuality out of each human personality, i.e. unrepeatable, unique creation.

Biological factors include the innate characteristics of a person. These are the features that the child receives in the process of intrauterine development, due to a number of external and internal reasons.

However, it should be emphasized that all difficulties are completely surmountable if the expectant mother realizes that only she serves as a means of absolute protection for the child, for which her love gives inexhaustible energy.

A very important role belongs to the father. The attitude towards the wife, her pregnancy and, of course, the expected child is one of the main factors that form the feeling of happiness and strength in the unborn child, which are transmitted to him through a self-confident and calm mother.
After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. In the period of intrauterine development, experience and imitation are absent. As for the absorption of information, it is maximal and proceeds at the cellular level. At no time in his later life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being with amazing abilities and an unquenchable desire for knowledge.

The newborn has already lived for nine months, which to a large extent formed the basis for its further development.

Prenatal development is based on the idea of providing the embryo and then the fetus with the best materials and conditions. This should be part natural process development of all potential, all abilities, originally incorporated in the egg.

The emerging human being does not perceive this world directly. However, it continuously captures the sensations and feelings that the world around the mother evokes. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissues, in organic memory and at the level of the nascent psyche.(4)

Social factors of personality development. Socialization.

The concept of personality development characterizes the sequence and progress of changes occurring in the consciousness and behavior of the individual. Education is associated with subjective activity, with the development in a person of a certain idea about the world around him. Although education "takes into account the influence of the external environment, it basically embodies the efforts that social institutions carry out.

Socialization is a process of personality formation, the gradual assimilation of the requirements of society, the acquisition of socially significant characteristics of consciousness and behavior that regulate its relationship with society. The socialization of an individual begins from the first years of life and ends by the period of civil maturity of a person, although, of course, the powers, rights and obligations acquired by him do not mean that the process of socialization is completely completed: in some aspects it continues throughout life. It is in this sense that we are talking about the need to improve the pedagogical culture of parents, about the fulfillment of civic duties by a person, about observing the rules of interpersonal communication. Otherwise, socialization means a process of constant knowledge, consolidation and creative assimilation by a person of the rules and norms of behavior dictated to him by society.

A person receives the first elementary information in the family, which lays the foundations for both consciousness and behavior. In sociology, attention is drawn to the fact that the value of the family as a social institution has not been sufficiently taken into account for a long time. Moreover, in certain periods of Soviet history, they tried to remove responsibility for the upbringing of the future citizen from the family, shifting it to the school, labor collective, and public organizations. The belittling of the role of the family brought great losses, mainly of a moral nature, which later turned into large costs in labor and socio-political life. (5)

The school takes the baton of socialization of the individual. As they grow older and prepare to fulfill their civic duty, the body of knowledge acquired by a young person becomes more complex. However, not all of them acquire the character of consistency and completeness. So, in childhood, the child receives the first ideas about the Motherland, in general terms, begins to form his own idea of the society in which he lives, about the principles of building life.

A powerful tool for the socialization of the individual is the mass media - print, radio, television. They carry out intensive processing of public opinion, its formation. At the same time, the implementation of both constructive and destructive tasks is equally possible.

The socialization of the individual organically includes the transfer of the social experience of mankind, therefore the continuity, preservation and assimilation of traditions are inseparable from the daily life of people. Through them, new generations are involved in solving the economic, social, political and spiritual problems of society. (7)
Thus, the socialization of the individual is, in fact, a specific form of appropriation by a person of those civil relations that exist in all spheres of public life.

Conclusion

The problem of personality development and formation is an immense, significant and complex problem, covering a huge field of research.
During theoretical analysis pedagogical and psychological literature on the topic of this work, I realized that a personality is something unique, which is connected, firstly, with its hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which it is nurtured. Every born child has a brain, a vocal apparatus, but he can learn to think and talk only in society.

Of course, the continuous unity of biological and social qualities shows that man is a biological and social being. Developing outside of human society, a being with a human brain will never even become a semblance of a person.

Bibliography:

Averin, V.A. Psychology of children and adolescents: 2nd edition, textbook. allowance / V.A. Averin. - S.-Pb.: Publishing house of Mikhailov V.A., 1998. - 220 p.

Asmolov, A.G. Psychology of Personality. Principles of general psychological analysis.: Proc. allowance / A.G. Asmolov. - M.: Meaning, 2001. - 197 p.

Dubrovina, I.V. Workbook school psychologist: studies. allowance. / I.V. Dubrovin. - M.: Enlightenment, 1991. - 186 p.

Kolomensky, Ya.L. Teacher about the psychology of children six years of age/ Ya.L. Kolomensky. - M.: Enlightenment, 1989. - 97 p.

Leontiev, A.N. Activity. Consciousness. Personality: textbook. allowance / A. N. Leontev. – M.: Enlightenment, 1977. – 298 p.

Rubinstein, S.L. Basics general psychology: studies. allowance / S.L. Rubinstein. - S.-Pb.: Peter, 2000.237 p.

Feldstein, D.I. Psychological problems of socially useful activity as a condition for the formation of personality: textbook. Allowance / D.I. Feldstein. - M.: Enlightenment, 1992. - 156 p.

Related Pages:biological and social factors. Bifurcation personalities– ... crises development personalities, the possibilities of accelerating the process development and etc. Development personalities understood...

What actions contribute to the "second birth" of the individual? What should the teacher pay attention to in educational work? Undoubtedly, on the factors of personality formation.

The first factor is the biological conditioning of the individual, that is, biological heredity. Carriers of heredity - genes store and transmit from generation to generation all the information about the body. Recent studies in the field of genetic information force us to rethink many provisions of the psychological and pedagogical sciences. For example, P. K. Anokhin and N. M. Amosov have recently begun to talk about the hereditary conditioning of human morality and social behavior. This problem is extremely complex, so the decision should be approached very carefully.

According to P. Ya. Galperin, in the biological factor, the most important thing is the structure of the brain, which is a prerequisite for the development of personality. The average brain weight is 1400 grams. He is one of the most complex and most amazing creations of nature on earth. Only two animals have a larger brain than a human - an elephant and a whale, but their total weight many times the weight of a person. The cortex of the cerebral hemispheres is essential, and especially for complex forms of behavior, the formation of neuropsychic functions. It is 3-4 mm thick and covers the cerebral hemispheres. If these furrows were smoothed out and straightened, then the human cerebral cortex would have an area of about 2200 square meters. cm, in an orangutan - only 500 square meters. cm, and in a horse - a little more than 300 square meters. cm.

The cerebral cortex of the human brain and in its structure is much more complex than that of any animal. While in the cerebral cortex of an orangutan there are about 1 billion nerve cells, then in the human cortex there are 14-16 billion cells. How huge this figure can be judged from the fact that a list of these cells (one cell per second) would take a person five centuries.

According to A. G. Luria, the brain as a self-regulating system consists of three main blocks. The first - energy - maintains the tone necessary for the normal functioning of the higher parts of the cerebral cortex. It consists of the upper brainstem systems, the reticular formation, and the formation of the ancient cortex. The second block provides reception, processing and storage of information of various modalities. It includes the posterior sections of both hemispheres, the parietal and occipital sections of the cortex. The third - provides program actions and movements, regulation of active processes and comparison of the effect of actions with the original intentions. All blocks take part in the mental activity of a person, in the regulation of behavior. Violation of the work of one of them leads to violations of mental activity. For example, abnormal work of the first block can cause instability of attention, rapid exhaustion, drowsiness, severe anxiety, and the like. Violation of the second - causes a deviation in the reception and processing of information of various modalities, and the third - lead, for example, to meaningless repetitions of movements that are not directed to a given goal, and the like.

The essence of the biological factor is to provide the genetic prerequisites for the further development of man as a social being. The formation of the human body occurs according to a certain program specified in its genotype. The genotype determines the human type of the anatomical and physiological structure of the body, its morphological and physiological characteristics, the structure of the nervous system, gender, the nature of maturation, and the like. The genotype also determines the dynamic properties nervous processes, unconditioned reflex brain connections with which a child is born and which regulate the first acts of behavior. The most important thing is the hereditarily determined huge opportunities for the formation of new needs and forms of behavior of the human nervous system, that is, these are the makings of a person. They are realized only in public life. Studies by G. S. Kostyuk, A. G. Lury, By. M. Teplova, VD Nebilitsina, M. Yu. Malkova testify that the mental properties of people cannot be directly and straightforwardly derived from their inclinations. They, according to G. S Kostyuk, are the result of an individual history of development, determined not only by natural data, but also by social circumstances and the activities of the child himself. Folk pedagogy about the role of heredity in personality development: “what are the roots, such are the seeds”; "A dam, such a mill, like a father, like a son."

As a conclusion, one can cite the opinion of G. S. Kostyuk: “a child does not represent a blank slate ( tabula rasa) or just wax, from which you can sculpt whatever you want. A child is born with certain prerequisites for further mental development.

Since biological and social factors play a huge role in the development of the child, it can be assumed that these factors become even more important in the development of abnormal children. Indeed, the root cause of disturbed development is precisely an organic (biological) defect, and the conditions of the social environment can either smooth out, compensate for the consequences of a biological “failure”, or, on the contrary, increase its negative consequences.

Due to the fact that among the biological factors great importance belongs to heredity, let's start with / this group.

biological factors. The formation of personality is a complex, multi-valued process of the anatomical, physiological, mental and social development of a person, determined by internal and external natural and social conditions.

Human development, like all living organisms, is associated primarily with the action of the factor heredity.

From birth, a person carries certain organic inclinations that play essential role in the development of various aspects of the personality, especially such as the dynamics of mental processes, the emotional sphere, types of giftedness. In the course of a long evolution, through the action of the laws of heredity, variability and natural selection, a complex bodily organization of a person has developed, the main biological characteristics and properties of a person as a species have been passed on to their descendants. The material carriers of heredity are genes.

In accordance with the laws of the transmission of hereditary information (they are studied by genetics), people inherit the anatomical structure, the nature of metabolism and physiological functioning, the type of nervous system, the degree of plasticity of the nervous tissue, which makes it susceptible to environmental influences. At the same time, the main unconditional reflex reactions, the physiological mechanisms of the drives and organic needs that are vital for the body, are hereditarily determined. The number of possible combinations of human genes and their mutations is considered by biologists to be almost greater than the number of atoms in the universe. According to Academician N.P. Dubinin, in modern humanity for the entire past history and in the future there were not and will not be two hereditarily identical people.

And yet the process of personality development is not a simple opening and unfolding of the biological fund. Even Charles Darwin showed that the development of living organisms goes through the struggle of heredity and adaptation to the conditions of life, through the inheritance of old and the assimilation of new features. Previously, many scientists believed that genes are unchanged, they are absolutely stable. Now firmly established variability hereditary structures of the cell. Consequently, variability, like heredity, is one of the fundamental properties of an organism.

No matter how great the importance of heredity, its influence is mediated by the system of education and social influence. The image of human behavior, according to I.P. Pavlov, is not only due to the innate properties of the nervous system, but and depends on constant education and training in the broadest sense of these words. Due to the plasticity of the nervous system, the properties of its type change under the influence of life impressions, ensuring the appropriate adaptation of the organism to the environment. In this case, the properties of the type are shifted in one direction or another, and at the same time, the dynamic features of the personality (in particular, temperament) change.

The innate features of the nervous system and other systems of the body are the anatomical and physiological basis of those vital forces with which a person is partly endowed from birth and which exist in him in the form of inclinations. A person receives from nature not ready-made mental properties, but functional capabilities, natural potencies for the emergence and development of certain personality traits. The features of the human nervous system do not predetermine future forms of behavior, but form the basis on which some of them are formed more easily, others more difficult.

Natural inclinations are very ambiguous. On the basis of the same deposit, different abilities and mental properties can be formed. Everything will depend on the combination of inclinations, as well as on the circumstances of life and the conditions of education.

The mechanism of heredity is more easily traced in the transmission of a person's physical characteristics and relatively simple mental properties. In the formation of complex mental properties (qualities of the mind, character, views, motives for activity, etc.), the leading role belongs to the conditions of life and education.

Heredity as one of the sources of personality development has not yet been properly studied by science. Every normal person is more capable of one type of activity than another. Potentially, i.e. genetically, a person is unusually rich in his abilities, but he never realizes them fully in his life. To a certain extent, this is due to the fact that methods have not yet been developed to reveal the true abilities of a person in the process of his childhood and youth upbringing, and therefore adequate conditions for their development are not provided.

Further development of research in this area will make the pedagogical process more justified, will allow more effective management of the formation of the student's personality.

social factors. In the very general view The development of a child's personality can be defined as the process of socialization, i.e. assimilation by the individual of social experience. A person, on the basis of social communication and activity, is isolated in special socio-psychological system. Personality in the full sense of the word begins when, from all the socio-psychological material that has become the personal property of the individual, a specially organized system is formed that has individuality, a certain autonomy, the ability to self-regulate, and a selective attitude to the social environment. Remaining a social being, a person at the same time acts as some special individual with his own inner world, with his own special psychological qualities and properties. At each level of his development, the child, occupying a certain place in the system of social relations accessible to him, performs certain functions and duties. Mastering the knowledge necessary for this, socially developed norms and rules of behavior, he is formed as a social being, as a person. The formation of personality is the expansion of the circle of the child's relationship with reality, the gradual complication of the forms of activity and communication with people.

The child develops as a person under the influence of the environment. The concept of "environment" includes a complex system of external circumstances necessary for the life and development of a human individual. These circumstances include both natural and social conditions of its life. From birth, a child is not just a biological being. By nature, he is capable of social development - he has a need for communication, for mastering speech, etc. In this case, in the interaction of the individual and the environment, two decisive points must be taken into account:

1) the nature of the impact of life circumstances reflected by the personality;

2) the activity of the individual, influencing circumstances in order to subordinate them to his needs and interests.

But not everything that surrounds the child is the real environment for his development. For each child there is a unique and purely individual situation of development, which we call environment of the immediate environment. environment of the immediate environment, or microenvironment, is an expression of the social environment. At the same time, it is relatively autonomous. The microenvironment is a part of the social environment, consisting of elements such as family, school, friends, peers, loved ones, etc.

The environment brings to the child predominantly unorganized influences acting spontaneously. and non-purposefully. Therefore, to rely on the influence of only one environment, even the most favorable for the formation of a person, means to count on a very dubious, illusory, unreliable success. This would lead to self-flow, to the dissolution of the process of personality development in a stream of spontaneous, unorganized influences of life, various environmental spheres.

Relationships with the environment in which the child enters are always mediated by adults. Every new stage in the development of a child's personality is at the same time a new form of his connection with adults, which is prepared and directed by them. That is why upbringing acts as a leading, exceptionally deep and effective factor in the formation of personality, as an organized, directed development.

There. where there is upbringing, the driving forces of development, age and individual characteristics of children are taken into account, positive and negative influences of the environment (dissoluteness, drunkenness, etc.) are used, children develop moral stamina against all kinds of negative factors, unity and consistency of all links are achieved that have an impact on students (schools, families, out-of-school institutions, the public). There. where there is education, the child is sooner capable of self-education. With the emergence of this new subjective factor, he becomes an ally of the educator.

Education projects a personality, deliberately and systematically raises it to a new level, moves it in a given direction. Education focuses not only on the already achieved level of development, but also on those features, processes, personality traits that are in the process of formation.

The key to understanding the process of formation and development of the personality of an abnormal (mentally retarded) child lies in the works of L. S. Vygotsky, who, as shown above, reveal the complex structure of the defect and the so-called "zone of proximal development". Let's stop at the first one.

We have already said that the basis of any disturbed development is a biological factor. With any intellectual impairment, there is an organic lesion of the higher part of the central nervous system (CNS) - the cerebral cortex. For example, with oligophrenia, the cerebral cortex can be affected in prenatal period (during pregnancy, before childbirth), in natal(during childbirth) and postnatal(postpartum), in the first years of a child's life

Naturally, in the case of so-called sensory disorders (impaired hearing, vision) or speech pathology, organic disorders, including cortical ones, will be different.

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Biological factors of personality development

Subject: the process of formation of a human personality under the influence of biological factors.

The purpose of the work is to analyze the influence of these factors on the development of personality.

Tasks: to determine the impact on the development of a person's personality of such biological factors as heredity, congenital characteristics, health status.

1. Patterns of personality development. General characteristics;

2. Conditions and factors of personality formation;

3. Influence of heredity on personality development;

4. Gender specifics of development;

5. Brief conclusions on the topic;

6. Bibliography.

2. Patterns of personality development. general characteristics

Development is a more general category in relation to education. Development is defined as the process and result of quantitative and qualitative changes person. The result of development is the formation of a person as species, social and spiritual being. The biological in man is characterized by physical development, which includes morphological, biochemical, physiological changes. social development finds expression in the mental, intellectual growth, socialization of a person. Spiritual development is associated with the upbringing of spirituality, morality, the formation of ethical values. If the level of development of consciousness and self-awareness of a person allows us to consider him capable of independent transformative activity, then such a person is called a personality. The concept of a person, in contrast to the concept of a person, is a social characteristic indicating those qualities that are formed under the influence of social relations, communication with other people. As a person, a person is formed in social system through purposeful and thoughtful education. Personality is determined by the measure of appropriation of social experience, on the one hand, and the measure of return to society, a feasible contribution to the treasury of material and spiritual values, on the other. In order to become a personality, a person must in practice show, reveal his inner properties, laid down by nature and formed in him by upbringing. Human development is a very complex, lengthy and contradictory process. A person changes spiritually and physically throughout his life, but especially intensively - in childhood and adolescence. Development is not reduced to a simple accumulation of quantitative changes and direct forward movement from the lowest level to the highest. A characteristic feature of this process is the dialectical transition of quantitative changes into qualitative transformations of the physical, mental and spiritual characteristics of the individual. The driving force of development is the struggle of contradictions. Contradictions are opposite principles colliding in conflict. A person does not have to look for or invent contradictions, they arise independently as a dialectical consequence of changes in needs generated by development. Distinguish between internal and external contradictions, general (universal) contradictions that drive the development of human masses, and individual contradictions, characteristic of an individual. The contradictions between human needs arising under the influence of objective factors, ranging from simple material to the highest spiritual, and the possibilities of satisfying them, have a universal character. The contradictions that manifest themselves in the imbalance between the organism and the environment have the same character, which leads to a change in behavior, a new adaptation of the organism. Internal contradictions arise on the basis of “disagreement with oneself” and are expressed in the individual motives of a person, while external ones are stimulated by external forces, human relations with other people, society, and nature. One of the main internal contradictions is the discrepancy between emerging new needs and the possibilities of satisfying them. “I want” - “I can”, “I know” - “I don’t know”, “it is possible” - “it is impossible”, “there is” - “no” - these are typical pairs that express our constant contradictions. But not all people reach spiritual peaks. Many vegetate in the backyard of existence, not even trying to understand what is happening to them and why. The purpose of education is to mobilize a person's strength for spiritual growth and self-improvement. Thus, if development is not a simple accumulation of quantitative and qualitative changes in the human body under the influence of numerous factors, but primarily the spiritual exaltation of a person, then pedagogy should seek an active influence on this process.

2. Conditions and factors of personality formation

For the first time, the factors of human formation become the subject of philosophical and pedagogical research in the 17th century. At this time, it is born scientific pedagogy, the founder of which was Ya.A. Comenius. He proceeded from the idea of the natural equality of people and the fact that they have natural talents that need to be developed. Upbringing and education, according to Comenius, should precisely contribute to the improvement of human nature. J. Locke tried to comprehend the multidimensionality and complexity of the problem of personality development factors. In his philosophical and pedagogical essay "On the Control of the Mind", he recognized the presence of various natural abilities in people. He considered exercise and experience to be the most important means of their development. “We are born into the world with abilities and powers that allow us to do almost everything,” Locke wrote on this occasion, “but only the exercise of these powers can give us skill and art in something and lead us to perfection.” The philosopher believed that even such advantages as natural talents are for the most part the product of exercise and practice, and differences in the mind and abilities of people are due not so much to natural inclinations as to acquired habits. Locke recognized education as one of the determining factors of human perfection: “I think that in relation to natural gifts, people at all times were the same. Fashion, training and education have made great differences in different periods of existence of different countries and created great differences in regard to the arts and sciences between generations. Traditional education does not fulfill its functions and is aimed, rather, at the humiliation of a person, belittling the dignity of his nature. True Learning and education, according to Locke, should exercise the mind.

The importance of the social environment as a factor in the formation of personality was emphasized by D. Toland. In his opinion, not a single person can live well, happily, or in general without the help and assistance of other people. Toland believed in the power of education and upbringing and offered to provide all people with the same opportunities for education, travel, and communication. French philosopher J.O. La Mettrie believed that the factors influencing the formation of a person are his natural organization, habitat (climate), as well as the social environment and upbringing. At the same time, nature plays a decisive role in human development. “We get valuable qualities only thanks to her,” La Mettrie wrote, “we owe her everything that we are.”

J.-J. Rousseau identified three main factors in the formation of personality: nature, people and surrounding things. Nature develops the abilities and senses of the child, people teach how to use them, and the surrounding things contribute to enriching the experience. The philosopher considered the natural organization to be the determining factor. The variety of minds and talents is created by nature itself, and therefore one should not change the character of the child or suppress his natural qualities. They should be developed as much as possible. Rousseau was opposed to coercion in relation to the child, so as not to interfere with the self-development of his natural abilities. He proposes to control the behavior of children with the help of the "yoke of necessity", which is more rigid and inexorable than external rules of behavior. The main purpose of education is to follow the self-development of the child's nature, and higher art mentor - to be able to do nothing with the child. Rousseau has a negative attitude towards the possibilities of culture and society in the formation of a person, since these are artificial formations that can pervert human nature. Voltaire was not original in solving the problem of personality formation factors and believed that a person is shaped by education, examples, the government under whose authority he falls, and, finally, chance. However, this did not prevent the philosopher from giving birth to an aphorism: "From all education, my friend, escape at full sail." Of course, he did not discount the influence of the predisposition of the soul, depending on the organs of the body. The warehouse of our soul, and not our position, as Voltaire argued, makes a person happy. I. Kant also occupied the question of the factors of personality formation. the outstanding German philosopher proceeded from the fact that the most important of these factors is education, the need for which is due to the fact that by nature a person is not virtuous and has only the makings of a perfect being. Therefore, perfection and virtue must be cultivated. Speaking about education, Kant took into account a certain duality of a person who simultaneously belongs to the sensually perceived (phenomenal) world and to the world of “things in themselves” (noumenal). Belonging to the first world makes it a toy of external causality, i.e. the laws of nature and the institutions of society, belonging to the second ensures his freedom. The task of education is to form a person who would be guided in his life not by considerations external order but debt. That is why Kant, as a measure of education, defines not the comparison of the pupil with another person, but the comparison with the idea of what a person should be.

These are the opinions of the best European minds about the conditions and factors that determine the development and formation of man. Philosophers of a later time only specified the main ideas of their great predecessors, illustrated them with numerous and often very witty examples. As a result, world philosophy came to the conclusion that the main factors determining human development are natural organization and upbringing. Opinions are divided on the influence of society, the environment in the broadest sense, climate, government, and politics on this process. Already in modern times, many philosophers began to pay attention to the fact that much depends on the activity of the person himself, on the volume and nature of the activity performed by him, aimed at self-formation, education of himself. Continuing the study human development In the 19th - 20th centuries, researchers established a number of important dependencies expressing regular connections between the development process and its results, on the one hand, and the causes that affect them, on the other. P. P. Blonsky, L. S. Vygotsky, G.S. Kostyuk, S.P. Rubinstein, A.R. Luria. Foreign researchers L. Theremin, E. Haeckel, F. Müller, and I. Shvanzara left a noticeable mark in the science of development. First of all, it was necessary to answer main question: why different people reach different levels of development, on what conditions does this process and its result depend? Long-term studies have made it possible to derive a general pattern: human development is determined by internal and external conditions. The internal conditions include the genetic properties of the organism. External conditions are the environment of a person, the environment in which he lives and develops. In the process of interaction with the external environment, the inner essence of a person changes, new relationships are formed, which in turn leads to another change. And so without end. The ratio of internal and external, objective and subjective is different in various forms of manifestation of the vital activity of the individual and at various stages of its development. The connection between natural conditions and forms of human development expresses the biogenetic law discovered by E. Haeckel and F. Müller. According to this law, ontogeny (individual development) is a brief and rapid repetition (recapitulation) of phylogeny (the development of a species). This refers to those repetitions of the main stages of development of the species that are observed in the development of the embryo. Some psychologists and educators tried to expand the content of this law to the entire process of individual development of a person. Indeed, the fact that a person in his individual development partly repeats the development of his ancestors is indisputable. However, this does not mean that reduced repetition is inherent in all signs of the organism (there are signs that arise as a result of its adaptation to living conditions), and therefore it is not entirely correct to interpret the most complex process of human development as a simple “copying” of the development of ancestors. Such a formulation of the law is incorrect precisely because of the expansive, arbitrary and simplified interpretation of the facts.

3. Influence of heredity on personality development

It has been established that the process and results of human development are determined by the combined influence of three general factors: heredity, environment and upbringing. The following diagram illustrates the relationship between the main factors of development.

Congenital + inherited predispositions

The base is formed by congenital and inherited predispositions, designated by the general term "heredity". Congenital and inherited predispositions develop under the influence of the main external influences - environment and upbringing. The interaction of these factors can be either optimal ( equilateral triangle), or when one or another external term (vertices C 1 or C 2) is overestimated as inharmonious. It is also possible that the innate and inherited base is underdeveloped both by environment and upbringing (triangle ABC 3 ). This scheme should simultaneously demonstrate that no single factor acts independently, that the result of development depends on their consistency.

The natural (biological) in a person is what connects him with his ancestors, and through them with the whole living world. The reflection of the biological is heredity. Heredity refers to the transmission from parents to children of certain characteristics and characteristics. The carriers of heredity are genes (from the Greek “giving birth”). Modern science has proven that the properties of an organism are encrypted in a kind of gene code that stores and transmits all information about the properties of an organism. Genetics has deciphered the hereditary program of human development, but it is not yet possible to use these data to control the development and formation of a person. The hereditary programs of human development include a deterministic and a variable part, which determine both the general thing that makes a person a human being, and the special thing that makes people so different from each other. The deterministic part of the program ensures, first of all, the continuation of the human race, as well as the specific inclinations of a person as a representative of the human race, including the inclinations of speech, bipedal locomotion, labor activity, and thinking. Passed on from parents to children external signs, in particular the features of the physique, the color of the hair, eyes and skin. The combination of various proteins in the body is rigidly genetically programmed, blood groups and the Rh factor are determined. The inherited physical characteristics of a person predetermine the visible and invisible differences of people. The deterministic properties also include features of the nervous system, which determine the nature, features of the course mental processes. Flaws, shortcomings of the nervous activity of parents, including pathological ones, causing mental disorders diseases (such as schizophrenia) can also be passed on to offspring. Blood diseases (hemophilia), diabetes mellitus, some endocrine disorders - dwarfism, for example, have a hereditary character. Alcoholism and drug addiction of parents have a negative effect on the offspring. variable or variable , part of the program ensures the development of systems that help the human body adapt to changing living conditions. The most extensive unfilled areas of the hereditary program are open for further additional training. Each person completes this part of the program independently. By this, nature provides a person with an exceptional opportunity to realize his human potential through self-development and self-improvement. Thus , the need for education is inherent in man by nature. Hard-coded hereditary traits are enough for the survival of an animal, but not a person.

The pedagogical aspect of research into the laws of human development covers the study of such major problems as the inheritance of intellectual, special, social, moral (spiritual) qualities. The question of the inheritance of intellectual qualities is extremely important. What Children Inherit: Ready Capabilities for certain kind activities or just predispositions, inclinations? Considering abilities as individual psychological characteristics of a person, the conditions for the successful implementation of certain types of activities, teachers distinguish them from inclinations - potential opportunities for developing abilities. An analysis of the facts accumulated in experimental studies makes it possible to answer the question unambiguously: it is not abilities that are inherited, but only inclinations. The inclinations inherited by a person are realized or not, depending on whether the person receives the opportunity to transfer hereditary potency into specific abilities that ensure success in a certain type of activity. Whether an individual will be able to develop his talent depends on the circumstances: living conditions, environment, the needs of society, and finally, on the demand for the product of a particular human activity.

Particularly acute disputes are raised by the question of the inheritance of abilities for intellectual (cognitive, educational) activity. Humanist educators assume that all normal people receive from nature high potential opportunities for the development of their mental and cognitive powers and are capable of practically unlimited spiritual development. The existing differences in the types of higher nervous activity change only the course thought processes, but do not predetermine the quality and level of the intellectual activity. Prominent geneticist Academician N.P. Dubinin believes that for a normal brain there is no genetic condition for variations in intelligence and that the widespread belief that the level of intelligence is transmitted from parents to children does not correspond to the results of scientific research. At the same time, teachers all over the world recognize that heredity can be unfavorable for the development of intellectual abilities. Negative predispositions are created, for example, by sluggish cells of the cerebral cortex in the children of alcoholics, disturbed genetic structures in drug addicts, and some hereditary mental illnesses. Many teachers, relying on the latest research, consider the fact of the existence of intellectual inequality of people as proven and recognize biological heredity as its root cause. The inclinations for cognitive activity, which predetermine upbringing and educational opportunities, are inherited by people to an unequal degree. From this it is concluded that human nature cannot be improved, intellectual abilities remain unchanged and constant, and human improvement through genetics is not achieved. Only education can gradually ennoble him. Understanding the peculiarities of the inheritance of intellectual inclinations predetermines the practical ways of educating and educating people. Modern Pedagogy focuses not on identifying differences and adapting education to them, but on creating equal conditions for the development of the inclinations that each person has. Most foreign pedagogical systems proceed from the fact that education should follow development, it only helps the maturation of what is inherent in a person by nature, and therefore should only be adapted to the inclinations and abilities of a person. There are no particular disagreements in the definition of special inclinations between representatives of various pedagogical systems.

Special are called inclinations to a certain type of activity. It has been established that children with special inclinations and achieve significantly more high results and are advancing rapidly in their chosen field of activity. With a strong expression of such inclinations, they appear at an early age, if a person is provided with the necessary conditions. Special inclinations are musical, artistic, mathematical, linguistic, sports and others. In addition to biological heredity, social heredity has a significant impact on a person’s development, thanks to which he actively assimilates the socio-psychological experience of his parents and everyone around him (language, habits, behavioral characteristics, moral qualities etc.). The concept of social inheritance was introduced into scientific circulation by the famous Russian geneticist N.P. Dubinin. The question of the inheritance of moral inclinations is especially important. The leading position of Soviet pedagogy for a long time was the assertion that these personality traits are not inherited, but are acquired in the process of interaction with the external environment. It was believed that a person is not born either evil, or kind, or generous, or stingy, and even more so, neither a villain or a criminal. Children do not inherit moral qualities their parents, human genetic programs do not contain information about social behavior. What a person becomes depends entirely on the environment and upbringing. At the same time, in Western pedagogy, the assertion is widespread that the moral qualities of a person are biologically determined. People are born good or evil, honest or deceitful, nature gives a person aggressiveness, cruelty, greed (M. Montessori, K. Lorentz, E. Fromm, A. Micherlik, etc.). The basis for such conclusions are the data obtained in the study of the behavior of humans and animals. If science recognizes the existence of instincts and reflexes in animals and people (Pavlov I.P.), and instincts are inherited, then why should their inheritance by people lead to actions different from the actions of animals? Thus, the conclusion is drawn that both the behavior of animals and human behavior, in some cases instinctively, reflexively, is based not on higher consciousness, but on the simplest biological reflexes. Many domestic scientists have recently more and more definitely supported the opinion about the genetic conditioning of social behavior.

Man as a biological species undergoes very minor changes in the entire history of its development known to people. This is another strong proof of the immutability of human nature, strict genetic regulation human essence. A change in the human species can only occur when scientists have the means to practically intervene in the gene code. It is difficult to imagine what such attempts are fraught with - good or evil, what they can lead to now. Why do some people commit crimes and others don't? This question has been worrying humanity for a long time. Back in the 70s. nineteenth century the doctor of one of the Italian prisons, Cesare Lombroso, on the basis of his research, stated that criminals are not made, but born. Unfavorable heredity is the main cause of criminal behavior. A born criminal is easy to distinguish from other people by appearance. He has a flattened nose, a sparse beard, a low forehead, huge jaws, high cheekbones, attached earlobes, and so on. People with criminal inclinations are insensitive to pain, they have extremely sharp eyesight, they are lazy, prone to orgies, they are irresistibly attracted to doing evil for the sake of evil itself. They have an inherent desire not only to take the life of their victim, but also to mutilate the corpse, torment the body of the victim, drink her blood. C. Lombroso developed a detailed table of signs of a "congenital offender", which he strongly advised to use. Through examinations and measurements of the physical characteristics of the suspects, it is decided whether or not justice has come across a born criminal. A born criminal should be "measured, weighed and hanged", the rest can be re-educated. The basis of Lombroso's theory was the position that in the sphere social life, as in nature, the principle of "survival of the fittest" applies. If he believes, then society is powerless to eradicate crime. It is not able to influence the genetic heredity of the offender and change his behavior. Meanwhile, advances in genetic engineering already make it possible to correct some violations in the human gene program, but it is still unknown whether the matter will come to the reconstruction of "crime genes".

4. Gender specifics of development

Do the development, upbringing, formation of people depend on gender? Do girls and boys develop the same way? Do they need to be taught and prepared for life according to the same type of programs? The answers to these questions in pedagogy are known. Today, women in Europe have the same rights and freedoms as men, so any action, even talk on the topic of differentiation of development based on gender, can be regarded as discriminatory with all the ensuing consequences. Until now, many believe that gender differences in development and formation, if any, are quite insignificant, and in the practical process they should not be paid attention to. In the 1980s gender differences attracted the attention of geneticists, psychologists, philosophers, sociologists, but almost did not interest teachers. In the heat of discussions about the problems of the quality of education and upbringing, its content, technologies, quality assessment, they forgot about the student as a being of a certain gender. Meanwhile, there are enough differences between the sexes. This is evidenced by the works of J. Piarget, K. Horney, L. Vitkin, I.S. Kona, N.Yu. Erofeeva and many other researchers.

Today, educators in most civilized countries have no doubt that boys and girls, boys and girls, need to be brought up differently, because in life they will have to play different roles.

The physiological, intellectual, moral, emotional, behavioral differences between men and women have been studied in detail. Based on the results of numerous studies, today it is possible to create complete and detailed portraits of men and women in all periods of their development and formation, to see how expedient, justified and appropriate to nature is the pedagogical influence proposed by our "asexual" school.

General view characteristics.

b The genetic programs of men and women differ from each other. Obvious physiological differences are found in the field of vision, hearing, touch, smell, cognitive and emotional processes.

b Vision. Women perceive colors more vividly. female eye compared to the male, it has a larger area of protein, which provides it with great opportunity receive and send signals. Women are able to look at a 45 ° sector from all sides: left, right, above, below. Men have "tunnel" vision, which explains their ability to clearly and clearly see what is in front of them. In this regard, it is irrational to conduct visual education of boys and girls using the same means.

b Rumor. Women's hearing programs function better than men's and are attuned to perception high frequencies. However, men can accurately determine where the sound comes from. The female brain has the ability to classify sounds and make decisions about each one, so women can simultaneously hear the sounds of their children, talk to each other, cook dinner, and watch TV. Girls in the classes can do several jobs at the same time.

b Touch. From the moment of birth, girls are much more sensitive to touch than boys. The sensitivity of the skin of an adult woman is ten times higher than the sensitivity of the skin of a man!

b Sense of smell. A woman can test the state of a man's immune system within three seconds of meeting him. Her nose detects the presence of pheromones (sex hormones) and a special male smell. Then a logical question arises: is it worth bringing up aesthetic concepts and feelings common to boys and girls about the beautiful and the ugly, the pleasant and the unpleasant?

b Brain. The brain of a man is 200-350 grams heavier than a woman's. The male brain contains an average of 4 million more brain cells. However, IQ tests show that a man and a woman have approximately the same average intelligence score - about 120. The degree of mental giftedness in women is about 3% higher than in men. This sign indicates that the rate of assimilation various sciences and sections of the program for boys and girls can differ significantly.

b Between 15 and 20% of men have feminized brains. 10% of women have a male mentality.

b In the male brain, the right and left hemispheres are responsible for different, well-defined functions. In women, the difference between the hemispheres is not so clearly expressed, their functions are less differentiated. Conclusion: the general education of boys and girls in the right hemisphere way is contrary to the laws of nature.

b The female brain in some areas (responsible for interhemispheric connections) has more nerve cells. This suggests that women are better at synthesizing information. Synthesis is the basis of intuition, analysis is the basis of logic. Women are endowed with subtle intuition. By the expression on the face of another person, they are able to guess his mood more accurately than men. They notice more than ten different emotional states interlocutor, such as shame, fear, disgust.

b At the genetic level, men have a more developed right hemisphere, responsible for the recognition and analysis of visual and auditory images, shapes and structure of objects, for conscious orientation in space, which allows you to think abstractly, form abstract concepts. Thus, "male" training programs should be more rational, strict and concise than "female".

b At the genetic level, women have a more developed left hemisphere, responsible for figurative perception, which provides the regulation of speech, writing, counting, intuitive thinking. "Women's" programs school education should be more emotional than "male".

l In men, the "language" program and the "emotions" program are not constantly dependent on each other, the inclusion of one does not automatically pull the activation of the other, as in women. This allows men to separate professional activities and the sphere of feelings.

b Men's programs of behavior in more provided with "operational-practical" information. They are set to achieve the goal, build a career, conquer social status, power.

ü In the program of a woman's life, more space is given to generic, "conservative" memory, home, communication, love and harmony in the family.

b Genetic programs in terms of life expectancy for men and women are identical. The different average duration of their life is due to the conditions and way of life.

b The purpose of a man is to provide space and conditions for life. Therefore, men are aggressive, their body contains more substances that cause anger.

b Women are more sensitive to pain, but also more patient.

b Women have a more pronounced social orientation.

b Men tend to be more segregated.

b The female body requires an average of 1 hour more sleep than the male body.

The male brain, unlike the female brain, is not tuned to notice details and analyze visual cues. Therefore, teaching mathematics to boys and girls should be built differently.

b Men are superior to women in speed and coordination of movements, orientation in space.

b Women have more dexterous hands, more speed of perception, counting, memory, as well as fluency of speech.

b Women have a more subtle ear for music, they are much less likely to be out of tune when reproducing a melody. Their superiority reaches a ratio of 6:1 compared to men. On the school stage development:

b Girls have three times more questions than boys.

b Girls of school age grow faster than boys.

b Physiologically, girls mature about three years earlier than boys.

b Young men are characterized by increased irascibility.

l Schoolgirls learn foreign languages better - faster, better, easier, so language teaching should be differentiated.

l Schoolgirls are more likely to apologize and explain at length without finishing the thought they have begun.

Girls prefer not to talk about their desires directly and are easier to compromise; boys are more resolute in their judgments and more often take an unambiguous position.

b When solving problems, boys prefer quality, and girls prefer quantity.

- Boys are more inclined to object-instrumental activity and more easily master the skills of working with various substances, tools and materials.

- Girls prefer to work with verbal (verbal) information, while achieving better results than boys.

ü Girls are more inclined to study humanitarian subjects, boys - natural ones. Profiling, differentiation and individualization of education will help to take into account these features more fully without violating the established order.

b Boys are more inclined to independent research activities. They prefer to solve a problem rather than follow a pattern.

ь Girls prefer ready-made algorithms, tabular methods for obtaining results. It follows that "male" and "female" courses in mathematics, physics, biology,. Languages are more appropriate than specialized courses for mathematics and the humanities.

- Young men philosophize more, prefer logic.

Girls like psychology and literature more.

b Boys prefer dialogue, discussion.

Girls tend to monologue, prefer to hear and express themselves.

b Boys prefer the realm of the possible - hence the interest in virtuality and computer technology to fantasy.

l Girls are more rational and pragmatic. They look at their choice (subject of study, computer, etc.) from a pragmatic point of view, how much they contribute to the achievement of the goal.

b Boys prefer open rivalry, resolving disputes in an open fight.

ü Girls are prone to intrigues, preferring a cunning and hidden struggle.

b Boys express their feelings openly.

l Girls hide their feelings and intentions, they are able to take a hint.

From these features, the following conclusion can be drawn: girls and boys should be prepared to perform their prescribed functions and intended roles, based on the features of their body laid down by nature and the associated features of development and formation.

5. Brief conclusions on the topic

The problem of personality formation is an immense, significant and complex problem, covering a huge field of research.

In my work, I did not seek to characterize all the biological factors of personality formation, but only to analyze the influence of some of them on development. personal qualities person.

In the course of a theoretical analysis of pedagogical and psychological literature on the topic of this work, I realized that a personality is something unique, which is connected, firstly, with its hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which it is nurtured. Every born child has a brain, a vocal apparatus, but he can learn to think and talk only in society. Of course, the continuous unity of biological and social qualities shows that man is a biological and social being. Developing outside of human society, a being with a human brain will never become a person.

Thus, as a result of development, the formation of a person as a biological species and a social being takes place. First of all, biological development, and development in general, determines the factor of heredity. Heredity is manifested in the fact that the basic biological characteristics of a person are transmitted to the child. With the help of heredity, the anatomical and physiological structure, the type of nervous activity, the nature of metabolism, and a number of reflexes are transmitted from parents to a person. Skills and properties acquired during life are not inherited, science has not revealed any special genes of giftedness, however, each born child has a huge arsenal of inclinations, the early development and formation of which depends on the social structure of society, on the conditions of education and training, cares and efforts parents and desires of the smallest person.

Biological factors include the innate characteristics of a person. Congenital features are features that a child receives in the process of intrauterine development, due to a number of external and internal causes.

6. Bibliography

1) I.P. Sneaky. Pedagogy: textbook; M., 2006.

2) N.P. Dubinin and others. Genetics, behavior, responsibility: on the nature of antisocial acts and ways to prevent them.-M.1989.

3) E. Fromm. Psychoanalysis and ethics.-M., 1998.

4) S.L. Rubinstein. Man and the world. Methodological and theoretical problems of pedagogy. M., 1949.

5) G.N. Filonov. Personality formation: the problem of an integrated approach in the process of educating schoolchildren. M., 1983.

6) K.D. Ushinsky. Man as an object of education. M., 1968.

7) Yu.A. Mislavsky. Self-regulation and activity of the individual in adolescence. M., 1991.

8) Problems of formation of personality spirituality in pedagogical theory and practice / ed. Z.I. Ravkin. M., 2000.

9) Personality formation in the transitional period / ed. V. Dubrovina. M., 1987.

10) E. Fromm. The soul of man.-M., 1992.

11) C. Lombroso. Genius and insanity. M., 1995.

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Of all the problems that people have faced in the course of human history, perhaps the most intricate is the mystery of human nature itself. In what directions searches were not conducted, how many different concepts were put forward, but a clear and precise answer still eludes us.

The essential difficulty is that there are so many differences between us.

It is known how great the diversity of people is, how many-sided and sometimes significant their individual qualities are. Among the more than five billion people on our planet, there are no two completely the same people, two identical personalities. These vast differences make it difficult, if not impossible, to find the common thread that unites the members of the human race.

Personal development of a person occurs throughout life. Personality is one of those phenomena that are rarely interpreted in the same way by two by different authors. All definitions of personality are somehow conditioned by two opposing views on its development. From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, while the social environment plays a very insignificant role.

Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that the individual is a product that is completely formed in the course of social experience. Obviously, these are extreme points of view of the process of personality formation. Despite numerous conceptual and other differences, almost all psychological theories of personality existing between them are united in one thing: a person, it is stated in them, is not born, but becomes in the process of his life. This actually means the recognition that the personal qualities and properties of a person are acquired not by genetic means, but as a result of learning, that is, they are formed and developed.

Subject my research is the process of formation of the human personality under the influence of biological factors.

Objective consists in analyzing the influence of these factors on the development of personality. From the theme, purpose and content of the work, the following follow: tasks :

determine the impact on the development of a person's personality of such biological factors as heredity, congenital characteristics, health status;

· in the course of a theoretical analysis of pedagogical, psychological literature on the topic of work, try to find out what factors have a more significant influence on the formation of a personality: biological characteristics or its social experience.

The word "personality", like many others psychological concepts, are widely used in everyday communication along with other terms. Therefore, in order to answer the question: “What is a personality?”, it is necessary, first of all, to distinguish between the concepts of “man”, “personality”, “individuality”, “individual”.

Man - on the one hand, a biological being, an animal endowed with consciousness, having speech, the ability to work; on the other hand, man is a social being, he needs to communicate and interact with other people.

Personality - this is the same person, but considered only as a social being. Speaking of personality, we digress from its biological natural side. Not every person is a person. It is not for nothing that, probably, one can hear about one “real personality!”, And about the other - “no, this is not a personality.”

Individuality - this is the personality of a particular person as a unique combination of peculiar mental characteristics.

Individual - a single representative of the human race, a specific carrier of all the social and psychological traits of humanity: mind, will, needs, etc. The concept of "individual" in this case is used in the meaning of "concrete person". With such a formulation of the question, it is not fixed as a feature of the action of various biological factors ( age features, gender, temperament), and differences in the social conditions of human life. The individual in this case is considered as the starting point for the formation of the personality from the initial state for the onto- and feylogeny of a person, the personality is the result of the development of the individual, the most complete embodiment of all human qualities.

Some scientists believe that the human psyche is biologically determined, that all aspects of the personality are innate. For example: character, abilities are inherited as the color of eyes, hair.

Other scientists believe that each person is always in a certain relationship with other people. These public relations and form the human personality, i.e. a person learns the rules of behavior accepted in a given society, customs, moral norms.

Is it permissible to ignore, not to take into account the biological essence of man? No, its biological, natural, natural essence cannot be ignored. Of course, the corresponding natural, biological features are absolutely necessary for the mental development of a person. The human brain and nervous system are necessary, so that on this basis it would be possible to form the mental characteristics of a person.

Developing outside of human society, a being with a human brain will never even become a semblance of a person. There is a known case when in India in 1920 two girls were found living in a pack of wolves, the youngest died quickly, and the eldest (she was called Kamala), who was 6-7 years old, lived for more than 10 years. The press reported several more similar cases: one boy was found again in India and again among wolves, and two boys were found in Africa in a pack of monkeys. Apparently, the children were abducted by animals but left alive. In all these cases, the same picture was observed: the children could neither stand nor walk, but quickly moved on all fours or deftly climbed trees; did not speak and could not pronounce articulate sounds; refused human food, ate raw meat or wild plants, beetles and dragonflies; they lapped the water, tore off their clothes, biting, howling, sleeping on the bare floor.

The experience of social isolation human individual proves that a person develops not simply by automatically deploying natural inclinations. The study of the perception by such individuals of themselves as a separate being in the surrounding world showed that they do not have their own "I", since they completely lack the idea of themselves as a separate, separate being in a number of other beings similar to them. Moreover, such individuals cannot perceive their difference and similarity with other individuals. In this case, a human being cannot be considered a person.

Every born child has a brain, a vocal apparatus, but he can learn to think and talk only in society. Of course, the continuous unity of biological and social qualities show that man is a biological and social being.

The word "personality" is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We don't say "personality of the newborn". In fact, each of them is already an individuality ... But not yet a personality! A person becomes a person, and is not born as one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from the social environment.

Personality not only exists, but is born for the first time precisely as a “knot” tied in a network mutual relations. Inside the body of an individual individual, there really is not a personality, but its one-sided projection on the screen of biology, carried out by the dynamics of nervous processes.

The process of development is carried out as the improvement of a person - a biological being. First of all, biological development, and development in general, determines factor of heredity.

A brick house cannot be built of stone or bamboo, but of a large number bricks can build a house in many different ways. The biological heritage of each person supplies the raw materials that are then formed. different ways into a human being, an individual, a personality.

A newborn carries a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own rich hereditary fund inherent only to him or a hereditarily predetermined biological program, thanks to which his individual qualities arise and develop. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other hand, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.

Skills and properties acquired during life are not inherited, science has not identified any special genes for giftedness, however, each born child has a huge arsenal of inclinations, the early development and formation of which depends on the social structure of society, on the conditions of upbringing and education, the cares and efforts of parents and desires of the smallest person.

Young people entering into marriage should remember that not only external signs and many biochemical characteristics of the body (metabolism, blood groups, etc.) are inherited, but also certain diseases or a predisposition to disease states. Therefore, each person needs to have a general idea of \u200b\u200bheredity, to know his pedigree (the state of health of relatives, their external features and talents, life expectancy, etc.), to have an idea about the influence of harmful factors (in particular, alcohol and smoking) on the development of an intrauterine fetus. All this information can be used for early diagnosis and treatment of hereditary diseases, prevention of congenital malformations.

The traits of the biological heritage are complemented by the innate needs of the human being, which include the needs for air, food, water, activity, sleep, security, and the absence of pain. If social experience explains mostly similar, common features that a person possesses, then biological heredity largely explains individuality. personality, its initial difference from other members of society. However, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, a unique subculture. Therefore, biological heredity cannot completely create a person, since neither culture nor social experience is transmitted with genes.

Throughout the 19th century, scientists assumed that the person existed as something fully formed inside the egg - like a microscopic homunculus. personality traits individual has long been attributed to heredity. Family, ancestors and genes determined whether a person would be a brilliant personality, an arrogant braggart, a hardened criminal or a noble knight. But in the first half of the 20th century, it was proved that innate genius does not automatically guarantee what else will come out of a person. great personality. Can have good heredity, but remain at the same time a smart uselessness.

Heredity is manifested in the fact that the main biological characteristics of a person (the ability to talk, work with a hand) are transmitted to a person. With the help of heredity, an anatomical and physiological structure, the nature of metabolism, a number of reflexes, are transmitted from parents to a person. type of higher nervous activity. The great Russian scientist I.P. Pavlov, in his doctrine of the types of higher nervous activity, made the most successful attempt to connect temperament with the characteristics of the human body. He suggested that all traits of temperament depend on the characteristics of higher nervous activity.

Temperament is closely related to other personality traits. It is, as it were, that natural canvas on which life inflicts patterns of character.

temperament called the totality of stable, individual, psycho-physiological properties of a person that determine the dynamic features of his mental processes, mental states and behaviors. Let us explain the above definition of temperament.

It talks about sustainable psychological properties ah of a person, on which his behavior depends, and, therefore, about personal characteristics. The term “psychophysiological” in this case means that the corresponding properties are not only part of psychology, but also part of human physiology, that is, they are both psychological and physiological at the same time.

In other words, we are talking about the individual properties of a person, which are more likely to be innate, rather than acquired. This is actually true: temperament is the only, purely natural personality trait of a person, the reason to consider it a personal property is the fact that the actions and deeds that a person performs depend on temperament.

From what has been said about temperament, from its definition given above, it follows that temperament as personality trait man has his own properties. The properties of temperament determine, first of all, the dynamics mental life person. Psychologist V. S. Merlin gives a very figurative comparison. “Imagine,” he says, “two rivers: one is calm, flat, the other is swift, mountainous. The course of the first is barely noticeable, it smoothly carries its waters, it does not have bright splashes, stormy waterfalls, dazzling splashes. The second one is the complete opposite. The river rushes quickly, the water in it rumbles, seethes, bubbles and, hitting the stones, turns into shreds of foam ...

Something similar can be observed in the dynamics (features of the course) of the mental life of different people.

According to the teachings of IP Pavlov, the individual characteristics of behavior, the dynamics of mental activity depend on individual differences in the activity of the nervous system. The basis of individual differences in the activity of the nervous system is considered to be various manifestations, connection and correlation of nervous processes - excitation and inhibition.

I. P. Pavlov discovered three properties of the processes of excitation and inhibition:

1. the strength of the processes of excitation and inhibition;

2. balance of the processes of excitation and inhibition;

3. mobility of the processes of excitation and inhibition.

The combination of these properties of nervous processes formed the basis for determining the type of higher nervous activity. Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, four main types of higher nervous activity are distinguished.

According to the strength of nervous processes, IP Pavlov distinguished between a strong and a weak nervous system. He, in turn, divided the representatives of a strong nervous system according to their balance into strong balanced and strong unbalanced ones (with a predominance of excitation over inhibition). He divided the strong balanced in terms of mobility into mobile and inert. Pavlov considered the weakness of the nervous system to be such a defining, essential feature that overlaps all other differences. Therefore, he no longer divided representatives of the weak type further on the basis of balance and mobility of nervous processes. Thus, a classification of types of higher nervous activity was created.

I. P. Pavlov correlated the types he distinguished with psychological types temperaments and found a complete match. Thus, temperament is a manifestation of the type of nervous system in human activity and behavior. As a result, the ratio of types of the nervous system and temperaments is as follows:

1. strong, balanced, mobile type (“live”, according to I.P. Pavlov) - sanguine temperament ;

2. strong, balanced, inert type (“calm”, according to I.P. Pavlov) - phlegmatic temperament ;

3. strong, unbalanced, with a predominance of excitation (“unrestrained” type, according to I.P. Pavlov) - choleric temperament ;

4. weak type (“weak”, according to I.P. Pavlov) - melancholy temperament .

A weak type should by no means be considered an invalid or defective type. Despite the weakness of nervous processes, a representative of a weak type, developing his individual style, can achieve great achievements in learning, work and creative activity, especially since a weak nervous system is a highly sensitive nervous system.

The type of the nervous system is a natural, innate property of the nervous system, which, however, may change somewhat under the influence of living conditions and activities. The type of the nervous system gives originality to human behavior, leaves a characteristic imprint on the whole appearance of a person - determines the mobility of his mental processes, their stability, legs does not determine either the behavior or actions of a person, nor his beliefs, nor moral principles.

When thinking about your own temperament and the temperaments of others, there are two important things to keep in mind. Firstly, the study of temperament types in a large number of modern people showed that the so-called pure temperament types corresponding to traditional descriptions are quite rare in life. Such cases account for 25% to 30% of all cases. Most often, a person combines features of different types, although the properties of one prevail. Moreover, it seemed that about 25% of people cannot be attributed to a certain type of temperament at all, since the properties inherent in different types of temperament are mixed in them. Secondly, you can not mix the properties of temperament and character traits. Honest, kind, polite, disciplined, or, conversely, deceitful, evil, rude, you can be with any temperament. Although these traits will manifest themselves in people with different temperaments in different ways. In addition, on the basis of certain temperaments, some traits are developed more easily, while others are more difficult.

Who, for example, finds it easier to develop discipline, consistency in work, perseverance - choleric or phlegmatic? Of course, the last one. Knowing his temperament, a person strives to rely on his positive features and overcome the negative ones.

As mentioned above, IP Pavlov discovered three main properties of the nervous system. It turned out that three properties are not enough to characterize all the features of temperament. Domestic psychophysiology B. M. Teplov, V. D. Nebylitsyn and V. M. Rusalov proved that the human nervous system has many other properties. They, in the end, came to the conclusion that in the human nervous system there are not three, as Pavlov suggested, but four pairs of basic properties and several more pairs of additional properties. It was discovered, for example, such a property of the nervous system as lability, that is, fast response to stimuli, as well as its opposite property, called rigidity- slow response of the nervous system.

In addition, the studies cited by these scientists found that different parts of the nervous system can have different sets of properties. There are, for example, properties related to the entire nervous system as a whole, properties that characterize separate, large blocks of the nervous system, and properties inherent in its small sections or parts, for example, individual nerve cells.

In this regard, the picture of the natural foundations of the types of temperaments of people (while maintaining the conviction that the type of temperament depends on the individual combination of the properties of the nervous system) has become much more complex and rather confusing. So far, unfortunately, it has not been possible to clarify the situation to the end, but modern scientists still agree on the following.

First of all, they recognize that the type of human temperament is determined not by a combination of the three simple properties of the nervous system that Pavlov spoke of, but by a variety of different properties. Then, they admit that different structures of the human brain, in particular those responsible for communication this person with people and for his activity with inanimate objects, may have different sets of properties. It follows from this that one and the same person may well possess and manifest in work and in communication with people different types of temperament.

But even this idea of the organic basis of temperament is likely to change in the coming years, due to the advances in human genetics.

With the help of heredity, certain inclinations of abilities are transmitted to a person. Makings- congenital anatomical and physiological features of the body. These include, first of all, the features of the structure of the brain, the sense organs and movement, the properties of the nervous system, which the body is endowed with from birth. The inclinations are only opportunities and prerequisites for the development of abilities, but do not yet guarantee, do not predetermine the emergence and development of certain abilities. Arising on the basis of inclinations, abilities develop in the process and under the influence of activities that require certain abilities from a person. Outside of activity, no abilities can develop. Not a single person, no matter what inclinations he possesses, can become a talented mathematician, musician or artist without doing a lot and persistently in the corresponding activity. To this it must be added that the inclinations are ambiguous. On the basis of the same inclinations, unequal abilities can develop, again depending on the nature and requirements of the activity in which a person is engaged, as well as on living conditions and especially education.

The inclinations themselves develop, acquire new qualities. Therefore, strictly speaking, the anatomical and physiological basis of a person’s abilities is not just inclinations, but the development of inclinations, that is, not just the natural features of his body ( unconditioned reflexes), but also what he acquired in the process of life - a system of conditioned reflexes. Inclinations are something on the basis of which certain abilities are formed in a person. Inclinations are also prerequisites for the formation and development of abilities, that is, what is given (or given - hence the name “inclinations”) to a person even before the corresponding abilities are formed and developed in him.

The most general, traditional definition of inclinations connects them with some innate properties that the human body possesses. We are talking about such properties, the appearance and development of which in a person practically does not depend on his training and education, and which arise and develop according to the laws of genetics, in the process of maturation of the organism.

What is an ability? Capabilities can be defined as stable individually - psychological characteristics of a person, on which their success in various types activities.

Understanding the abilities of a person, which is characteristic of modern psychology did not happen right away. In different historical epochs and different periods of the development of psychology, different things were understood by abilities.

At the very beginning of the accumulation of psychological knowledge, from ancient times to the 17th century, all possible psychological qualities inherent in man were called the abilities of the soul. This was the broadest and most indefinite understanding of abilities, in which the specifics of abilities as such did not stand out against the background of other psychological properties of a person.

When it was proved that not all abilities are innate, that their development depends on training and education, abilities began to be called only those psychological properties that a person acquires in the process of life. This happened in the 18th and 19th centuries. The final modern idea of what abilities are and how they differ from other psychological properties of a person developed only in the 20th century.

Along with the concept of "ability", such concepts as giftedness, talent and genius have entered the scientific circulation. I will try to answer the following question: what is the difference between these concepts.

giftedness - this is an innate tendency to successfully master some human activity. Gifted, respectively, is called a person who has good inclinations for this type of activity. It should be noted that being gifted does not mean being able to perform the relevant activity. It only means that a person can easily master this species activities and make significant progress.

Talent is possession already developed abilities and not just deposits. When defining the concept of "talent", its innate nature is emphasized. Talent is defined as a gift for something, and gift as an ability given by God. In other words, talent is an innate ability given by God, which ensures high success in activity. The dictionary of foreign words also emphasizes that talent (gr. talanton) is an outstanding innate quality, special natural abilities. Giftedness is considered as a state of talent, as a degree of manifestation of talent.

A gifted person can be a child, a person who is just starting to master the relevant activity, and talented - as a rule, an adult, scientist, writer, artist and anyone else who has proven his talent in practice with his work.

ingenious is a person who is not only talented, but has already achieved outstanding and recognized success in his field. If there are a lot of gifted people (almost every person can be gifted in something), there are also not a few capable people, but somewhat less than gifted people (by no means all of them, due to different reasons can fully develop their inclinations and turn them into abilities), then there are quite a few talented ones, and only a few brilliant ones.

Man has many various abilities, which are divided into the following main groups: naturally conditioned (sometimes they are not quite rightly called innate) and socially conditioned abilities (sometimes they are also quite rightly called acquired), general and special abilities, subject and communicative abilities.

Consider natural ability group. These are such abilities for which, firstly, innate natural inclinations are necessary, and secondly, abilities that are mainly formed and developed on the basis of such inclinations. Education and upbringing, of course, have positive influence and on the formation of these abilities, however, the final result that can be achieved in their development depends significantly on the inclinations that a person has. For example, if a person is tall from birth and has good inclinations for the development of precise, coordinated movements, then, all other things being equal, he will be able to achieve greater success in developing his sports abilities, associated, for example, with playing basketball, than the person who has no such assignments.

A person's abilities can be at different levels of development, and in this regard, one more, non-traditional understanding of inclinations can be proposed as what actually precedes the appearance and development of a person's abilities of a certain level. In this case, abilities of a lower level already formed in a person can be considered as inclinations or prerequisites for the development of abilities of a higher level. At the same time, abilities of a lower level of development are not necessarily innate. For example, knowledge of elementary mathematics obtained at school can act as a prerequisite, a deposit for the development of abilities in higher mathematics.

The question is what are organic bases inclinations, has occupied the minds of scientists for a very long time, from about the 17th century, and still attracts increased attention. The most recent version of the possible anatomical and physiological basis of inclinations, which arose by the middle of the 20th century, connects inclinations with the human genotype, i.e. with the structure of genes. This idea is partially confirmed in relation to the facts concerning congenital disorders of human intellectual activity. Indeed, mental deficiency often has a genetic basis. However, so far it has not been possible to detect a genetic feature of positive abilities, i.e. makings in their positive sense.

The biological factors are human innate characteristics. These are the features that the child receives in the process of intrauterine development, due to a number of external and internal reasons.

The mother is the first earthly universe of the child, so everything she goes through, the fetus also experiences. The mother's emotions are transmitted to him, having either a positive or negative effect on his psyche. It is the mother’s wrong behavior, her excessive emotional reactions to stress that our hard and stressful life is saturated with, that cause a huge number of such postpartum complications as neuroses, anxiety states, backlog in mental development and many other pathological conditions. However, it should be emphasized that all difficulties are completely surmountable if the expectant mother realizes that only she serves as a means of absolute protection for the child, for which her love gives inexhaustible energy.

After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. In the period of intrauterine development, experience and imitation are absent. As for the absorption of information, it is maximal and proceeds at the cellular level. At no time in his later life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being with amazing abilities and an unquenchable desire for knowledge.

The newborn has already lived for nine months, which to a large extent formed the basis for its further development.

Prenatal development is based on the idea of providing the embryo and then the fetus with the best materials and conditions. This should become part of the natural process of developing all the potential, all the abilities, originally incorporated in the egg.

There is the following pattern: everything that the mother goes through, the child also experiences. The mother is the first universe of the child, his "living resource base" both from the material and mental points of view. The mother is also an intermediary between the outside world and the child. The emerging human being does not perceive this world directly. However, it continuously captures the sensations and feelings that the world around the mother evokes. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissues, in organic memory and at the level of the nascent psyche.

Personality is also affected by crises of age development. Passing from one age to another, older one, a person turns out to be psychologically not fully prepared for a forced change in needs, values, and lifestyle. Many people, as they get older, painfully give up old habits and find it difficult to give up the opportunities they had when they were young. They are not able to quickly psychologically adapt to a new position and way of life. A person, becoming elderly, as a rule, loses external attractiveness, friends of youth. He is no longer able to withstand prolonged and psychological stress, which he used to be quite capable of. All this begins to influence the character of a person, and he, as a person, gradually changes. During the period of age crises, abnormal changes in a person's personality can occur. Anomalous is such a direction of development of a person as a person, in the course of which he either loses his former, positive personal properties, or acquires new negative personal qualities.

Health status is also one of the components of the biological formation of personality. Good health promotes successful development. Poor health hinders the development process. A severe chronic disease affects the psychology of a person as a person. A sick person usually feels inferior, forced to give up what is available healthy people and necessary for himself. As a result, a person may have various kinds of complexes, and he, as a person, will gradually change. In addition, a sick person does not feel physically well, and from this his mood becomes chronically negative. Willingly or involuntarily, this mood begins to affect relationships with other people. Relations with them deteriorate, and this, in turn, begins to have an adverse effect on the character of a person. It has been noticed that with many chronic nervous and organic diseases, the character of a person changes over time, and not for the better.

The problem of personality formation is an immense, significant and complex problem, covering a huge field of research.

In my work, I did not seek to characterize all the biological factors of personality formation, but only to analyze the influence of some of them on the development of a person's personal qualities.

If a human child, even with the “best” structural features of the brain, falls into conditions of isolation from human society, then his development as a person stops. This has been repeatedly confirmed in cases where young children fell into packs of wild animals or were subjected to artificial isolation. The mental development of a child as a human being is possible only in the environment of other people with active and passive learning of behavioral skills.

The personality of a person is also affected by crises of age development. Changes in a person's personality that occur during age-related crises may turn out to be abnormal, or negative.

The biological factor influencing the formation of a person as a person is also the state of health. Good health contributes to successful development. Unsatisfactory health hinders the process of development, affects the psychology of a person as a person.
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