Education and self-education as the basis for personality formation. Self-education of the individual methodological development on the topic of the Bibliographic decree methodology of self-development and self-education

• When planning a self-education program, it is also necessary to define its methods. The most important of them are:
• self-belief and self-hypnosis;
• self-commitment;
• self-criticism;
• mental transfer of oneself to the position of another person (empathy - i.e. empathy);
• self-compulsion (self-order);
• self-punishment, etc. (See additional illustrative material.)

Let us briefly describe these methods.
1. Self-persuasion method. Its essence lies in the fact that the student, revealing his shortcomings, convinces himself of the need to get rid of this shortcoming, while one cannot be limited only by mental self-conviction. It becomes much more effective when the student convinces himself aloud, i.e. to pronounce aloud the flaw that he is working to eliminate.
2. Self-hypnosis method. Its essence lies in the fact that a person himself seeks to influence his own psyche and feelings, as a rule, he himself, as a rule, inspires himself aloud how he will behave or what actions he will not do. The impact of self-hypnosis is due to the fact that, being fixed in the consciousness and feelings of the student, it determines his behavior.
3. Self-commitment. This method is in essence close to the self-persuasion method. Its essence lies in the fact that the student, having set himself the goal of overcoming this or that disadvantage or developing some kind of positive quality, takes on a certain obligation. For a more solid fixation of it in the mind, it must also be repeatedly spoken out loud, in which case it will prompt the student to achieve the intended goal and contribute to the formation of the corresponding habit.
4. Self-criticism method. Its essence lies in the fact that a student who has identified this or that shortcoming in himself and has set himself the goal of eliminating it, exposes himself to self-criticism in order to mobilize his volitional efforts to overcome it as quickly as possible.
5. Empathy method, or mentally transferring yourself to the position of another person, empathizing with his feelings. This method is very good when it comes to self-education of responsiveness to people, the desire for mutual help. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, the student develops positive qualities in himself and overcomes negative ones, placing himself in the position of another person, empathizing with his feelings, and thus encourages himself to self-improvement. When, for example, a student sees with what hostility people perceive callousness, heartlessness, rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.
6. Self-compulsion, or self-order... This is a very effective method of self-education. It is used in cases where a student has determined certain rules, norms of his behavior, but does not show sufficient willpower in observing this rule. Therefore, this method is applicable for the development of the necessary volitional qualities.
7. Self-punishment method. As its name implies, it is used when, in the process of self-education, a person makes certain deviations from the rules of behavior that he himself has outlined. Having discovered such deviations, it is imperative to use certain sanctions in relation to oneself and apply one or another punishment. (See additional illustrative material.)
The foregoing shows that if we imagine the process of self-education as a whole, then a number of components are distinguished in its structure.

• Self-education process components:
• critical analysis, assessment of one's shortcomings and setting a specific goal for self-education;
• development of a self-education program;
• defining his methods;
• auto-training, i.e. direct (suggestive plan) work of the individual on himself;
• self-control. (See additional illustrative material.)

An important basis in the process of self-education and self-development of a student is pedagogical guidance.
The content and forms of the teacher's work on the organization of self-education can be very diverse. Much depends on how competent the teachers themselves are in matters of self-education and its methods, to what extent they are familiar with scientific and popular literature on this issue, how responsibly they are in the performance of their pedagogical duties.

• In general, the organization of pedagogical guidance of self-education is carried out in three main directions. These include:
• forming the opinion of the student body about the need and benefits of self-education;
• assisting students in understanding the essence of self-education, its methods and ways of implementation;
• practical assistance to students in the development of self-education programs and their implementation. (See additional illustrative material.)

Practical work on the implementation of these directions will allow students to get a clearer idea of \u200b\u200bthe content of work on themselves. So, when carrying out work on the formation of public opinion in the student collective on self-education, it is necessary to understand that not all students know what self-education is, others are engaged in it secretly from their comrades, being ashamed of this lesson, others have not even heard of work on themselves. All this must be borne in mind and, using convincing examples of famous people, show how important it is for a person to improve himself, to fight his shortcomings.
On issues of self-education, it is necessary to conduct ethical conversations, bring these issues up for discussion at student meetings, devote school evenings to them, meetings with famous people, etc. The topics of these forms of educational work can cover the most varied aspects of this problem: "What is self-education", "How to overcome your shortcomings", "Self-education methods", etc. It is useful that not only teachers and class teachers speak to students on these issues, but and scientists, doctors, psychologists, production workers, war and labor veterans.
Of particular importance in the organization of self-education is the formation of students' moral ideals. Their bearer is most often a specific person - an outstanding public figure, scientist, military leader, hero of labor. Only in the process of learning the models of heroism and deeds, unbending loyalty to the Motherland, the people, the students will form moral ideals that encourage them to work on themselves.
However, explanatory measures and the organization of educational and educational activities cannot be limited to this work. Its no less important form is the provision of practical assistance to students in self-education. To this end, it is useful to discuss how to set goals for self-education to overcome certain shortcomings in behavior and character, how to use the methods of self-belief, self-hypnosis, self-coercion and others in working on oneself.
Thus, as a conclusion, it should be noted that self-education acts as an important means of development and personal formation of students only if teachers pay due attention to its organization and are able to skillfully and competently guide it.

Problems for discussion:
1. Expand the role of self-education in the development and formation of personality.
2. Describe the factors that induce a person to self-education.
3. Possibilities of using these factors in the process of educational work at school.
4. Expand the essential characteristics of self-education methods.
5. Analyze the process of self-education and identify its structural components.

Thus, the main idea of \u200b\u200bthe theory and methodology of upbringing is the idea of \u200b\u200bself-development of a child (adolescent): he is a self-developing, self-determined, self-fulfilling being. Another of the founders of Russian pedology, L.S. Vygotsky: "Man, in essence, educates himself ... From a scientific point of view, it is impossible for one to educate the other." That is, a teacher of his own free will can not make a child, neither worse nor better. He can only create conditions for the child (teenager) to want to become what the teacher would like. In recent years, A.A. Bodalev, O.S. Gazman, L.I. Novikova, V.A. Karakovsky. That is why it is necessary to add in the formulation of the goal of education - in the conditions of personality-oriented collective creative activity, in which a really growing person can realize the whole gamut of his needs and potential capabilities, he can formulate the features of a self-actualizing personality.

An equally important condition for the successful implementation of the goal is the development of a general education strategy. It can be formulated in the idea that a SELF-actualizing personality develops when the educational process at school meets two basic conditions: 1) if the educational activity is instrumented as an independent activity of the pupils; 2) if, in the course of the educational process, students are included in the process of SELF-cognition and SELF-education.

Psychologists identify two main sources of self-education, by implementing which the educator can stimulate the self-actualization of the student's personality in the educational process:

J) external requirements that turn into the internal plan and actualize the internal contradictions of the student;

2) the internal requirements of the individual to himself, conditioned by the awareness of the contradictions of the "real I" and "ideal I", between the goals of a growing person and the possibilities of their realization, between the perceived shortcomings and the need to eradicate them. A brilliant example of this is the diaries of L.N. Tolstoy. Here is one of the entries: “I am foolish, awkward ... boring for others, immodest, intolerant and ashamed as a child. I am almost ignorant. What I know, that I learned somehow myself, in fits and starts, without communication, to no avail and

The organization of diverse, creative and emotionally rich activities of students, strengthening their interest in life, love for their country, the need to improve is the most important task of the class teacher's work. It is implemented most systematically, consistently and deeply by the way of life throughout school life. At all times, the biggest problem is the need to figure out where is Good and where is Evil. Therefore, the problem of self-knowledge, self-education and self-expression is relevant and requires a solution. As the folk wisdom says: “Live and learn”, that means educate yourself for a whole century. In a constantly changing world, only he finds his place who is constantly changing himself, improving, educating and realizing.

P.P. Blonsky wrote in his time: "We must educate a person capable of creating his own life, capable of self-determination ... The upbringing of the future creator of a new human life is only a rational organization of self-education." [1, p. 34]

Psychologist S.L. Rubinshtein expressed the same idea in somewhat different words: “Any effective educational work has as its inner condition the individual's own work, which, naturally, is tied in every somewhat thoughtful and sensitive person around his own actions and the actions of other people ... Success work on the formation of the spiritual image of a person depends on this inner work. From the extent to which education is able to stimulate and direct it. "

We consider the position of the class teacher in the school - a protector, friend, advisor and source of faith, fortitude, which students may sometimes lack. Therefore, we have created a program of educational work "Light your star". The leading idea of \u200b\u200bthe program is the creation in the classroom community of a comfortable atmosphere of life, awakening the interest of students in realizing the need for self-knowledge, self-improvement and self-realization, that is, the manifestation and development of their abilities, individual and collective creativity, mastering the skills and abilities of self-construction, self-determination and self-expression.

According to the principles of continuity and continuity of education, students taking into account age characteristics, the education program "Light your star" provides levels and directions. Level "Luck" 5-7 grade includes four areas of educational work. The level "We live among people" Grade 8-9 includes four areas of educational work designed to solve the progressively more complicated tasks of upbringing a teenager. The third level "Academy of Success" Grades 10-11 is based on the psychological characteristics of adolescence.

Educational work on moral self-education is effective with a systematic approach that assumes:

• pedagogical diagnostics;
• the use of a variety of methods of self-education;
• inclusion of students in social and intra-collective relationships;
• formation of objective self-esteem.

In our work with children, we use collections of various techniques, diaries, questionnaires. Filling out page by page, our students move higher and higher up the ladder of self-knowledge. This is the name of the first collection of the ladder of self-knowledge: "The ABC of Success" 5-7 grade. Album: "I live among people" Grade 8-9, orients children to life self-determination, to search for their place in our complex rapidly changing world. Magazine: "Academy of Success" 10-11 grade, reveals many secrets for self-presentation, self-manifestation, self-realization.

As in geometry, the position of bodies is determined by three coordinates, so the position of a person in society determines the right, duty and responsibility. Working as the Commissioner for the Protection of the Rights of Participants in the Educational Process, I came to the conclusion that many students know their rights, but forget about their duties and responsibilities. And from here many conflict situations at school, at home and on the street with peers. Therefore, in our work we use the collection of methods "The rights of the child - through the eyes of children." It contains helpful reminders: How to avoid conflict; How to defend your rights; Partner persuasion technique. As well as a program of practical classes “Human rights are my rights. Safe Behavior and Partnership ”.

Nature is wise. She put into human nature a holistic and self-sufficient mechanism of self-construction, based on the needs of a person:

• development goals set - needs for the meaning of life, for self-realization, for happiness;
• means of development - the need for activity, innate activity;
• conditions for development - the need for health, security, achievement, respect;
• internal stimuli - the need for pleasure, pleasure.

The need, that is, the need of a person for something, causes his activity, activity both in the classroom and on the street. The sum of the needs determines the intensity and direction of personality development.

Needs are at the core of the interests of the child. Interest is a need that coincided with the inclinations and abilities of the student, who found himself in a certain type of activity, one child loves to draw another to sing the third to dance. Needs form the basis of the motives of the child's behavior. Successful fulfillment of needs forms a healthy, prosperous basis for our children's behavior. Unfavorable - deforms these foundations; false motives are born, in which feelings of resentment, fear, guilt, revenge prevail. An inadequate self-esteem, a flawed image of oneself, a distorted image of the world are formed.

At the heart of the program of self-development, self-realization the child's personality is based on needs. Climbing its steps to his own "I", the student becomes equal to himself, able to fulfill himself, finds and achieves the true goals and meanings of life. He becomes a PERSONALITY. The ability to think over one's actions and be responsible for them is an essential and main sign of personality.

Human nature is perfect, unfortunately human society is imperfect. The thirst for satisfaction is very strong. If the desires of our children are not satisfied, then they find a way out in asocial behavior, an irrepressible desire for power, money, fame, possession of something else, in any way, even by deception.

It is important for us class teachers to understand that the main thing is the “internal conditions” of the child, which are characterized by either freedom - freedom of choice, freedom self-manifestation, self-development, self-affirmation, self-creation, or lack of freedom - obstacles to self-actualization in the form of insecurity, fear, guilt and complexes. Therefore, the main mental factor in human development is self-education, and upbringing plays a decisive role in the development of a personality only if it has a positive effect on the internal stimulation of her activity in working on herself. The path of a student's ascent from upbringing to self-upbringing, which means to upbringing, should be organized on the interaction of two systems - upbringing and self-upbringing. This means that it is possible to influence the processes of self-development and self-improvement if we establish a connection with the inner world of the individual and contribute to the formation of a major self-concept.

The child must learn and live victoriously, it is very important to encourage him in the extracurricular environment. And then we can contribute to the formation of a self-improving personality.

Educational work on moral self-education is effective only with a systematic approach. We class teachers need to carry out pedagogical diagnostics. Use a variety of methods of self-education, which implies the inclusion of children in social and intra-collective relationships; intensive involvement in activities, taking into account the existing positive qualities and abilities. This will help build objective self-esteem. Thanks to the Light Your Star program, we can teach methods of self-stimulation of positive behavior (self-hypnosis, self-approval, self-condemnation).

The most important task of education is to stimulate students to actively work on their own development and self-improvement. It should be noted that neither the mastery of knowledge, nor the formation of personal qualities can occur without the student's aspiration for learning, without the manifestation of educational and cognitive activity and work on the development of his morality, physical and aesthetic culture. The statement that a student is not only an object, but also a subject of education is the foundation on which both teaching and the formation of students' personal qualities are based. That is why the primary task of educational and educational work is the development and maintenance of high cognitive, labor and moral and aesthetic activity.

One of the main tasks of upbringing is: skillful internal stimulation of the activity of a growing personality in work on oneself, there is an incentive for her to develop and improve herself. In other words, in the process of education, self-educational work of students takes place.

Self-education conscious, purposeful human activity, aimed at self-development, self-education, improving positive and overcoming negative personal qualities.

The source and motive of self-education, according to Russian psychologists, is awareness human contradictions, on the one hand, between their needs, interests, goals, desires, and on the other, real opportunities, the current level of development of the personal forces necessary for their implementation, as well as contradictions between "I-real" and "I-ideal".

The understanding that the desired cannot be achieved without the application of certain efforts, and, therefore, the existing shortcomings cannot be overcome, and encourages a person to active actions,aimed at self-knowledge, self-esteem, self-improvement. Italicizing the phrase "Active actions", we tried to emphasize the active (not passively contemplative!) nature of self-education - it is and only a person's own activity is a way of his self-development, a condition for the realization of his goals.

Figure 6. The main motives of self-education at different stages of its implementation

The motives and purposefulness of a person's self-education change, as a rule, as he grows up as a result of development self-awareness. Self-awareness - awareness, assessment by a person of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as a feeling and thinking being, as a doer.

Scientists identify the following age levels of self-education:

Childhood (before adolescence) - during this period, the child's first attempts to adapt to the requirements of others are discovered by correcting actions, causing their negative reaction. The main feature is the child's desire to change specific forms of behavior, that is, his external manifestations, not qualities personality (according to psychologists, the child is not yet aware of his qualities).

Adolescent age - a period, a distinctive feature of which is "self-affirmation of qualities through individual actions." Self-education is manifested in the form of frequent, impetuous (in terms of an explosion of activity and short duration), situational (in terms of motivation and sequence of actions) attempts to change what has come to be recognized as personality traits , reflecting its advantages and disadvantages. The hypertrophied sense of adulthood, the desire to be independent, equal provokes a contradiction between the maximalism of the adolescent's demands for himself and others and the limitedness of his capabilities, the unpreparedness for prolonged volitional efforts, to overcome difficulties ... This process is much softer, more restrained in adolescent girls. The task of adults is to support adolescents in their good intentions, to help with advice, to inspire optimism, self-confidence. It is very important to help the growing person choose a worthy role model.

Youth - during this period, the social role and nature of relationships with others change, experience accumulates and, as a result, comes the realization that not only actions, but also individual qualities do not yet characterize a person's personality as a whole. The main motive for self-education in adolescence is to “make oneself”, to provide an opportunity to fully realize oneself in social and professional terms. Activities in this direction are becoming more independent and consistent. Psychologists call the work of young men and women on themselves, on improving their personality conscious self-education.

There are two main source of self-education: 1) external demand , passing into the inner plan of the personality and actualizing contradictions, which, in turn, give rise to the need for self-education; 2) internal requirement personality to itself, conditioned by the awareness of the contradictions between "I-real" and "I-ideal", between the goals that the personality sets for himself, and the possibilities of their implementation, etc.

The most important prerequisite for making a decision on the need for self-education and a condition for its successful implementation is the ability of a person to objectively analyze and evaluate his behavior and his qualities, to formulate real goals and a program of action.

In introspection and self-esteem, it is important to avoid self-deprecation and self-flagellation, which can lead to a loss of optimism, confidence in one's strengths and capabilities.

An important stage in self-education is the adoption of self-obligations, in which the goals and program of activities are modeled, the requirements for its organization are established. This is how the outstanding Russian teacher K.D. Ushinsky:

1. Calmness is perfect, at least external.

2. Straightforwardness in words and deeds.

3. Deliberate action.

4. Decisiveness.

5. Do not talk about yourself unnecessarily a single word.

6. Do not spend time unconsciously; do what you want, not what happens.

7. To spend only on what is necessary or pleasant, and not to spend out of passion.

8. Every evening, give an account of your actions in good faith.

9. Never brag about what was, what is, or what will be.

The main way of self-education is an managing your actions ; self-duress, self-order, self-punishment, etc. should be seen as a means of achieving results.

The most important function of any management is control; in self-education, self-control acts both as a way to determine the results achieved, and as a basis for adjusting the program, plan and methods of activity.

If what a person has inherited can be considered as a factor predetermining his development, and the influence of the environment and upbringing as determining factors, then the decisive factor is undoubtedly the activity of the individual, aimed at creating himself and the world around him.

Self-education is based on the principle of anticipatory reflection in the mind of a person of those actions and deeds that he is going to perform, the definition of those traits and qualities that he intends to develop in himself. If such a "mental program" is formed, it encourages the person to take practical actions to implement it, creates incentives for the manifestation of volitional efforts. That is why, when a person has a need for the manifestation of certain shortcomings in his character or behavior, it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to determine the time frame.

At the same time, you need to draw up a detailed self-education program and determine what exactly needs to be achieved. It is, of course, better to start with simpler programs, for example: get rid of the use of swear words; do not commit rash acts; overcome the bad habit of interrupting the interlocutor in a conversation; always keep your word, etc. As you gain experience in self-education, programs, naturally, should become more complicated, improved and become more durable.

The programs and rules of self-education developed by the individual are of great importance. And the more detailed and clearer the self-education program and the rules of behavior are developed, the more effective work on oneself will be.

Outlining self-education program, it is also necessary to define it methods. The most important of them are:

Self-belief and self-hypnosis;

Self-commitment;

Self-criticism;

Mental transfer of oneself to the position of another person (empathy - i.e. empathy);

Self-coercion (self-order);

Self-punishment, etc.

Let us briefly describe these methods.

1. Self-persuasion method . Its essence lies in the fact that the student, revealing his shortcomings, convinces himself of the need to get rid of this shortcoming, and this cannot be limited only to mental self-conviction. It becomes much more effective when the student convinces himself aloud, i.e. speaking out loud the flaw he is working to eliminate.

2. Self-hypnosis method . Its essence lies in the fact that a person himself seeks to influence his own psyche and feelings, as a rule, he himself, as a rule, inspires himself aloud how he will behave or what actions he will not do. The impact of self-hypnosis is due to the fact that, being fixed in the consciousness and feelings of the student, it determines his behavior.

3. Self-commitment . This method is in essence close to the self-persuasion method. Its essence lies in the fact that the student, having set himself the goal of overcoming this or that disadvantage or developing some kind of positive quality, takes on a certain obligation. For a more solid fixation of it in the mind, it must also be repeatedly spoken aloud. in this case, it will encourage the student to achieve the intended goal and contribute to the formation of the corresponding habit.

4. Self-criticism method . Its essence lies in the fact that a student who has identified this or that shortcoming in himself and has set himself the goal of eliminating it, exposes himself to self-criticism in order to mobilize his volitional efforts to overcome it as quickly as possible.

5. Empathy method , or mentally transferring yourself to the position of another person, empathizing with his feelings. This method is very good when it comes to self-education of responsiveness to people, the desire for mutual help. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, the student develops positive qualities in himself and overcomes negative ones, placing himself in the position of another person, empathizing with his feelings, and thus encourages himself to improve himself. When, for example, a student sees with what hostility people perceive callousness, heartlessness, rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.

6. Self-compulsion , or self-order ... This is a very effective method of self-education. It is used in cases where a student has determined certain rules, norms of his behavior, but does not show sufficient willpower in observing this rule. Therefore, this method is applicable for the development of the necessary volitional qualities.

7. Self-punishment method . As its name implies, it is used when, in the process of self-education, a person makes certain deviations from the rules of behavior he himself outlined. Having discovered such deviations, it is imperative to use certain sanctions in relation to oneself and apply one or another punishment.

The foregoing shows that if we imagine the process of self-education as a whole, then in its structure a number of components :

Critical analysis, assessment of one's own shortcomings and setting a specific goal for self-education;

Development of a self-education program;

Definition of his methods;

Self-training, i.e. direct (suggestive plan) work of the individual on himself;

Self-control.

Figure 7. The structure of the self-education process

An important basis in the process of self-education and self-development of a student is pedagogical guidance. The content and forms of the teacher's work on the organization of self-education can be very diverse. Much depends on how competent the teachers themselves are in matters of self-education and its methods, to what extent they are familiar with scientific and popular literature on this issue, how responsibly they are in the performance of their pedagogical duties.

Generally organization of pedagogical guidance of self-education carried out in three main directions:

How do you learn to be truly happy? To do this, it is necessary to learn and educate oneself. In teaching, self-education began to take an increasing place, and in matters of upbringing - the moral improvement of the individual. This all presupposes systematic education of the individual. The work is focused on identifying optimal techniques and methods of work on self-education, with the organization of exercises, activities to develop the necessary character traits, personality traits.

Download:

Preview:

Municipal state health-improving educational institution sanatorium type for children in need of long-term treatment "Tommot sanatorium boarding school", MO "Aldan District"

Self-education of the individual.

Senior educator MKOOU ST-TSHI

Volikova Elena Grigorievna

tommot, 2014

When a person has a need to overcome certain shortcomings in his character or behavior,it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to determine the timing.

"Work on yourself, - writes A.I, Kochetov, -requires from a person precise and clear goals, a firm organization of his entire life, constant volitional effort and the ability to use methods of self-education ... Self-education begins from the moment when a person has firmly determined what he will do (goal) and what he wants to become in order to achieve goals (ideal, image of oneself in the future). Moreover, he must know what he is at the moment. "

The goal of self-education comes from the motives that induce work on oneself and the desires and aspirations of a person. Without a goal, no business can be started, including self-education.

But you must, of course, have a healthy enough sense to set yourself tasks within your powers. Otherwise, unrealizable, unrealistic hopes can lead to the opposite effect, to self-doubt.

Each of us can make a list of traits that should be strengthened and a list of traits that should be weakened or eradicated.

The elimination of deficiencies, as well as the development of the desired qualities of character and abilities, can be the goal of self-education.

All this, naturally, requires careful thought, searching for arguments to prove the importance of the goal being put forward, weighing all the pros and cons until it is finally set and mentally formulated. It is useful to say this goal out loud or to yourself for several days, until it is firmly fixed in consciousness.

Research recent years show that self-education is most successful if:

• schoolchildren strive to improve their personality;
• are aware of the ways and means of self-education;
• the activity of schoolchildren on self-education in a team is clearly organized.

Pedagogical science has revealed the most important ways of moral self-education.It starts with introspection and striving to improve their personality.

At the same time, you need to draw up a detailed self-education program and determine what exactly needs to be achieved.... It is, of course, better to start with simpler programs, for example: get rid of the use of swear words; do not commit rash acts; overcome the bad habit of interrupting the interlocutor in a conversation; always keep your word, etc.

As you gain experience in self-education, programs, naturally, should become more complicated, improved and become more durable. Once very clearly defined the program of work on himself L.N. Tolstoy:"The most important thing for me in my life is the correction of three main vices: Spinelessness, Irritability and Laziness."

Being engaged in self-education, K.D. Ushinsky has developed specialrules that acted as a program for his self-development:

Peace of mind is perfect, at least outwardly.

Straightforwardness in words and deeds.

Deliberate action.

Determination.

Don't talk about yourself unnecessarily.

Don't spend time unconsciously; do what you want, not what happens.

To spend only on what is necessary or pleasant, and not to spend out of passion.

Give an account of your actions every evening.

Never boast, neither of what was, nor of what is, nor of what will be.

Do not show this magazine to anyone.

The programs and rules of self-education developed by the individual are of great importance. According to the terminology of academician P.K. Anokhin, they perform the function of an "action acceptor" (from Latin acceptor - receiving),or comparison and control mechanism following this program and rules and thereby stimulate the efforts of a person to work on himself. The more detailed and clearer the self-education program and the rules of behavior are, the more effective work on oneself will be.

When planning a self-education program, it is also necessary to determine its methods.. The most important of them are the following: a) self-persuasion, b) self-commitment, c) self-criticism, d) mental transfer of oneself to the position of another person (empathy, from the Greek empatea - empathy), e) self-coercion (self-order), g) self-punishment, etc. What is the essence of each of these methods?

Self-persuasion method... Its essence lies in the fact that the student, revealing his shortcomings, for example, the inability to keep his word, convinces himself of the need to get rid of this shortcoming, while one cannot be limited onlymental self-belief. It becomes much more effective when the student convinces himself aloud, i.e. say several times: "It is not good to give your word and not keep it", "We must try to always keep our word", etc.

Professor S. Ya. Doletsky wrote about the important role of pronouncing the planned program of self-development... “I believe,” he stressed, “that the basis of the process of self-education is the need for self-esteem. You need to clearly assess your own qualities, actions, habits, put, as doctors say, a diagnosis. You need to make a list of everything that you consider good and bad in yourself, and more often to look into it. And be sure to talk about your shortcomings. Yes, yes, just speak! Let's frankly: after all, we often condemn ourselves for some act, but we condemn mentally. And mentally we quickly and easily find an excuse for him and forgive It’s harder for yourself to forgive yourself. ”

Self-hypnosis method... Its essence lies in the fact that a person himself seeks to influence his own psyche and feelings, as a rule, he himself, as a rule, inspires himself aloud how he will behave or what actions he will not do. For example, a student who has decided to put an end to foul language inspires himself by saying out loud: "I will never use bad words," "I do not tolerate bad language," "Bad words dishonor the one who uses them," etc. Such self-hypnosis must be carried out until the time when this drawback is overcome. The impact of self-hypnosis is due to the fact that, being fixed in the consciousness and feelings of the student, it determines his behavior.

Self-commitment. This method is in essence close to the self-persuasion method. Its essence lies in the fact that a student, having set himself the goal of overcoming this or that shortcoming or developing some positive quality, for example, accurately completing homework in mathematics and languages, undertakes not to show haste, to think well about the order of implementation of the tasks given by the teacher exercises to avoid mistakes and corrections. This self-commitment needs to be repeated many times in order for it to be fixed in consciousness. In this case, it will encourage the student to achieve the intended goal and contribute to the formation of an appropriate habit.

Self-criticism method... Its essence is that a student who has revealed this or that shortcoming in himself and has set himself the goal of eliminating it, exposes himself to self-criticism in order to mobilize his volitional efforts to overcome it as quickly as possible. For example, a student who drew attention to his negligence in relation to textbooks and notebooks, as well as to his appearance, begins to reproach himself with this: "How careless I am! They laugh at me in class. Carelessness is a sign of lack of culture," etc. etc. Naturally, such self-criticism should be practiced until such time as the goal is achieved.

Empathy method , or mentally transferring yourself to the position of another person, empathizing with his feelings... This method is very good when it comes to self-education, responsiveness to people, the desire for mutual help. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, the student develops positive qualities in himself and overcomes negative ones, putting himself in the position of another person, empathizing with his feelings, and thus encourages himself to self-improvement. When, for example, a student sees with what hostility people perceive callousness, heartlessness, rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.

Self-duress, or self-order... This is a very effective method of self-education. It is used in cases where the student has defined certain rules of behavior, for example, getting up in the morning at exactly 7 o'clock, but does not show sufficient willpower to comply with this rule. Self-coercion, or self-order, is just the way to go. After waking up at the specified time, the student must force himself to get out of bed, saying aloud or to himself the following words: "Get up immediately! Stop lying down. It's already 7 o'clock." This method should be applied in many other cases when the student feels a lack of volitional efforts.

Self-punishment method... As its name implies, it is used when, in the process of self-education, a person makes certain deviations from the rules of behavior he himself outlined. Having discovered such deviations, it is imperative to use certain sanctions in relation to oneself and apply one or another punishment.

Self-report and self-test are a form of control. Self-reporting can be done initially to your friends, the class, and then to yourself.

Self-command is of great importance in moral self-education. Students with

They are interested in this means of self-education and willingly use it. They are

They can order themselves to get out of bed, when they still want to lie down, go take a shower,

Stop playing and go to study. However, it often happens that schoolchildren, one day

using self-order, they quickly refuse it. The teacher needs

Periodically review how students are using self-instruction in improvement

Your personality.

Together with self-command in moral self-education, it is widely used and

self-commitment. It is taken from an inner conviction and can become important

the motive of self-education.

In the formation of moral ideals of students, an important role belongs to the educator.

Through all his work, he teaches to analyze the behavior of people around him, to distinguish true morality from false, ostentatious.

Moral self-education stimulates the moral development of the individual.

One of the means of working on yourself,is making plansand programs that make it possible to specifically plan the organization of the self-education process. Self-planning of work on oneself is a difficult process that requires certain skills, therefore, purposeful pedagogical guidance is needed.

Stages of work on the problem.

Purposeful work in this regard made it possible to distinguish the following stages in the process of self-education management:

Stage I - encouraging students to strive to become better, to develop in themselves

positive personality traits, get rid of negative

qualities.

Stage II - assisting students in assessing themselves, in analyzing their

life, knowledge of their positive qualities and shortcomings (with

provided that the students have a desire to become better).

Stage III - assistance in the development of a self-education program (with

provided that a goal is set and the student knows what needs to be brought up in

yourself and what to get rid of).

Stage IV - Arming students with methods and examples of self-education with

organization of exercises, activities to develop the necessary traits

character, personality traits.

Stage V - self-control.

The structure of the self-education process is its components:

• critical analysis, assessment of one's shortcomings and setting a specific goal for self-education;
• development of a self-education program;
• defining his methods;
• auto-training, i.e. direct work of the individual on himself;
• self-control

Self-education and self-education have always helped a person create himself. But is it so easy to create your “I”?

How to improve yourself?A.I.Kochetov in his works offers students a concrete plan of work on themselves. (Attachment 1)

Conclusion.

Work on oneself is the highest thing that a person is capable of. Of course, this is hard work, but also what happiness and pride that you were able to create yourself and your life.

LITERATURE

Bardin S. M. Learn to rule yourself. M-, 1976.

Grishin D.M., Koldunoe L.I. Self-education guidance for schoolchildren. M., 1975.

Kovalev A.G. The personality educates itself. M., 1983.

Kolominsky Ya.L. Educate yourself. M-, 1981.

L.I. Kochetov Pedagogical Basics self-education. M, 1974.

Rubinstein S.L. The basics general psychology/ S.L. Rubinstein /. - SPb .: Peter, 1999 .-- 720 p.

Appendix 1. Plan of work on yourself