Interest and its meaning. What is interest? The problem of direction is, first of all, a question about dynamic tendencies that, as motives, determine human activity, themselves in turn being determined by its goals and objectives

The concept of interest in psychology. Main characteristics

Interest is a tendency of a person, consisting in the direction or concentration of his thoughts on a certain subject. Interest is manifested in the direction of attention, thoughts, thoughts; need - in drives, desires, will. A need causes a desire to possess an object, an interest in getting to know it. Interest is a motive that acts due to its perceived significance and emotional appeal. When interests are not fed or are not there, life is boring.

A special type of interest appears in learning - interest in knowledge, or, as it is now commonly called, cognitive interest. Its area is cognitive activity, in the process of which mastery of the content of educational subjects and the necessary methods or abilities and skills through which the student receives education occurs.

For schoolchildren of the same class, cognitive interest may have different levels of development and different nature of manifestations, due to different experiences, special ways individual development.

The elementary level of cognitive interest can be considered open, direct interest in new facts, interesting phenomena that appear in the information received by the student in the lesson.

A higher level of it is interest in knowledge of the essential properties of objects and phenomena that make up their deeper, often invisible, inner essence. This level requires searching, guessing, and actively operating with existing knowledge and acquired methods. At this level, interest is on the surface of individual facts, but does not yet penetrate enough into cognition to discover patterns. This stage, as research has shown, is typical for younger adolescents who do not yet have sufficient theoretical knowledge to penetrate into the essence and depth of things, but have already broken away from elementary concrete actions and become capable of an independent deductive approach to learning.

An even higher level of cognitive interest is the student’s interest in cause-and-effect relationships, in identifying patterns, in establishing general principles of phenomena operating in various conditions. At this level in the educational process, the movement of the student is especially noticeable, who reveals not only the grasp of the general meaning, but also a deep mediation of awareness of the most important, essential aspects of what is being studied, who is able to see the dialectics of phenomena, and show a deep interest in understanding patterns.

The indicated levels of interest give us a fairly general picture of the trends in its development. In the real process, the path taken by cognitive interest is characterized by more complex and subtle mutual transitions, in which one stage seems to penetrate into another, one grows out of the other, one accompanies the other. But with all this, at any given moment the teacher can still see at what level of development of interest in knowledge the student is.

The basis of cognitive interest is activity.

A child’s activity is a manifestation of the need for his vital forces, and therefore can be considered both a prerequisite and a result of his development. Any activity carried out by a person brings his physical and spiritual powers into an active state.

Activity is the active state of a person. Therefore, the activity of a schoolchild can be expressed through various types of activities: labor, cognitive, social, etc. Manifestations of activity in certain types of activities correspond to their nature and specificity. In some cases, motor and physical activity is highly expressed, in others - intellectual and spiritual. However, the manifestation of all forms of activity in any activity (sensorimotor activity, for example, in learning, intellectual activity in work, introducing elements of social activity into both work and learning) should be considered optimal for the development of personality. A comprehensive solution to this problem contributes to the comprehensive development of the individual.

The student’s activity develops accompanying the entire process of personality formation. Significant changes in activity are reflected in activity, and the development of personality is expressed in the states of its activity.

A manifestation of students' interest in the educational process is their intellectual activity, which can be measured by many actions.

Student questions addressed to the teacher most of all indicate cognitive interest. A self-posed question expresses a search, an active desire to find the root cause. An inert student, indifferent to learning, does not ask questions, his intellect is not disturbed by unresolved issues.

The desire of students, on their own initiative, to participate in activities, in the discussion of issues raised in lessons, in additions, in amendments to the answers of comrades, in the desire to express their point of view.

Actively using the acquired knowledge and skills.

Psychological and pedagogical research has documented its various levels. In relation to a schoolchild, three levels of his activity were recorded:

Reproductive-imitative activity, in which the experience of an activity is accumulated through the experience of another. The assimilation of images accompanies a person throughout his life, but the level of the individual’s own activity here is insufficient.

Search-executive activity represents a higher level, since there is a greater degree of independence here. At this level, you need to accept the task and find ways to accomplish it yourself.

Creative activity represents the highest level, since the task itself can be set by the student, and new, unconventional, original ways of solving it are chosen.

Reproductive-imitative activity is a genetically earlier and more elementary form of manifestation of activity. Its manifestations in children are quite natural and even necessary, although in psychological and pedagogical studies they do not subject it to a thorough analysis, thereby expressing disdain. However, in fairness it must be said that it has a certain value for the development of schoolchildren

The fact is that activity as a manifestation of human social properties draws its energy resources not only from the functional characteristics of the nervous system, but also from social forms of existence. It is this dependence of the external and internal that manifests itself in the activity of the individual. Acquiring independent experience of action does not come immediately, but through mastering the experience of others. In theory, L.S. Vygodsky’s concept of the child’s zone of proximal development contains significant scientific potential for analyzing the deep and complex issue of the child’s imitative activity.

He established that mastery of any more complex form of development is carried out by the child in cooperation, and then independently. This means that in cooperation there is a mastery of ideal patterns of objective actions and speech forms, the experience of others, which occurs on the basis of reproductive-imitative activity.

In addition, reproductive-imitative activity cannot be considered a mechanical following of received images. This is a genuine activity that causes neuropsychic tension and mobilizes the spiritual and physical strength of the student. It also involves the purposeful observation of a sample, the experience of another, it includes the processes of analyzing the sequence of actions, practicing more complex techniques, operations, the process of holistic understanding of the solution path, results, etc. Imitative activity objectively provides great opportunities for the development of a student’s personality. And yet, giving due credit to reproductive-imitative activity, it should be recognized that a student’s delay at this level does not ensure his further advancement in development. An urgent need is for him to move to a level with a significant manifestation of independence in finding ways of activity, searching for a more accurate and correct solution to the assigned tasks.

Search-executive activity has more significant resources in this regard. In these conditions, the student acts as a performer, since the tasks are set before him by a teacher, a master, an adult. But searching for independent solutions, trying not just one path, but a number of options, takes the child away from the model and provides scope for reflection about the nature of the content, the conditions of activity, and his own capabilities. Because of this, the transition to the level of search activity always marks a higher level of activity, and also the level of development of the child.

The level of creative activity is the highest. It, of course, should not be equated with the process of mature creativity, since the student’s experience is still limited. And at the same time, creative activity provides ample opportunities for the development of all potential strengths of the student.

Conflicting opinions of scientists about what is considered creativity: whether the creation of something new, or the degree of reconstruction of what is already known, whether new approaches to ideas, solutions, or activities to create material and spiritual values, activities to solve special problems that are characterized by novelty, unusualness, unconventionality, complexity and so on.

To certify a student’s creative activity, it is important to emphasize the implementation of activities in new conditions that require original approaches to the objective actions performed and the finding of new ways. The creative activity of a student is associated with solving a problem, which can be accomplished in various ways. In this sense, the characteristics of the conditions for creativity are expressed by psychologist Ya.A. Ponomarev, fully reflects the conditions in which the student’s creative activity takes place. Creativity lies not in that activity, each link of which is completely regulated by pre-given rules, but in that activity, the preliminary regulation of which contains a certain degree of uncertainty, in activity that brings new information, presupposing self-organization.

Indicators of a student’s creative activity can be considered those that are highlighted in the characteristics of creativity by psychology: novelty, originality, detachment, departure from the pattern, breaking traditions, surprise, expediency, value.

The transition of a schoolchild to the level of creative activity is evidence of a significant leap in the overall development of the individual, evidence of the significant strength of his internal processes, his self-regulation and self-organization, since his previous levels of activity were enriched by experience.

Creative activity is largely associated with complex motivation of activity, which affects the effectiveness of the latter.

As a result, we can say that a multi-level approach to analyzing a student’s activity greatly helps us in each given period of time, the level at which his activity takes place, and the prospects for its development. Using these indicators of activity and the child’s progress in activities, we can trace the development of the student.

The development of all the capabilities of the individual, his creative potential, is greatly facilitated by creative activity, which ensures the reconstruction of activity and the transformation of reality. It is no coincidence that creativity in a broad sense is considered in psychology as “a development mechanism, as an interaction leading to development” (Ya.A. Ponomarev), and the creative activity of a schoolchild is the most productive.

In order to arouse interest, you do not need to indicate a goal and then try to motivate the action in the direction of this goal, but you need, on the contrary, to create a motive and then open up the possibility of finding the goal. An interesting academic subject is an academic subject that has become the student’s “sphere of goals” in connection with one or another motive that motivates him.

For the formation of interests, both the initial stage - the emergence of situational interest - and its further development are essential. On the one hand, the features of an object, their brightness, and strength influence the emergence of attention. On the other hand, such characteristics of an individual as impressionability, sensitivity, mobility of nervous processes also affect the activity of reflection. In the future, interest is supported both by the presence of certain prerequisites for abilities and by stimulation, positive attitude, and encouragement.

Also, interest should be considered as a form of motivation for activity from functional motives, the satisfaction of which is associated not with the result, but with the process of activity focused on the world. Among other types of functional motives (based on the needs for play, communication, creativity), cognitive motives occupy a special place. It is accompanied by a specific emotion of capture, fascination, which presents to the individual objects with which his objective-functional needs are connected, the subjective pleasantness of which is a factor in the constant reproduction of the corresponding activity.

The internal criterion for determining the interestingness of an activity is the following - if a person becomes bored, just bored, and not that he gets tired in the process or is sad - it means that what he is doing is not interesting for him. If he is not included in the process, is distracted a lot, thinks while doing this activity on abstract topics, if the process begins to irritate him in small ways - for me these are all clear indicators of uninterest.

An essential property of interest is that it is always directed at one or another object (in the broad sense of the word). If we can also talk about drives and needs in the drive stage as internal impulses that reflect the internal organic state and are initially not consciously associated with an object, then interest is necessarily an interest in this or that object, in something or in someone: There are no such thing as pointless interests. The “objectivity” of interest and its consciousness are closely related; more precisely, they are two sides of the same thing; It is in the awareness of the object to which interest is directed that the conscious nature of interest is manifested first of all. Interest is a motive that acts due to its perceived significance and emotional appeal. In each interest, both aspects are usually represented to some extent, but the relationship between them is different. different levels consciousness may be different. When the general level of consciousness or awareness of a given interest is low, emotional attraction dominates. At this level of consciousness, to the question of why one is interested in something, there can be only one answer: one is interested because one is interested, one likes it because one likes it. The higher the level of consciousness, the greater the role in interest played by awareness of the objective significance of the tasks in which a person is involved. However, no matter how high and strong the consciousness of the objective significance of the corresponding tasks is, it cannot exclude the emotional appeal of what arouses interest. In the absence of more or less immediate emotional attraction, there will be a consciousness of importance, obligation, duty, and there will be no interest. Self emotional condition, caused by interest, or, more precisely, the emotional component of interest, has a specific character, different, in particular, from the one that accompanies or expresses the need: when the need is not met, life is difficult; when interests are not fed or there are none, life is boring. Obviously, specific manifestations in the emotional sphere are associated with interest.

The reasons for interest at a conscious level may be the novelty of the object or its changes. But interest can also be caused by imaginary objects-images-goals that have the ability to arouse interest and change in the process of the individual’s actions aimed at achieving them. Achieving a goal object that at least approximately corresponds to the goal image usually leads to a switch of interest to other goal images.

Interest-excitement is a feeling of capture, fascination, curiosity. An individual experiencing interest has a desire to explore, intervene, expand experience by obtaining new information and approach the person or object that aroused interest.

Interest governs the child's activities from the very beginning of his life. Giving the child freedom to play, imagine, and move from the real world to the imaginary has a decisive influence on the development of the child’s ability to experience interest. Only interest can hold attention, shifting from one detail of an object to another, long enough for the child to perceive all the complexity and unity of the object, without allowing him to be distracted by many side stimuli. Without this focused interest on certain objects, the child's attention may wander erratically.

American psychologist A. Maslow, describing creative activity, indicates its two phases - primary and secondary. The primary phase is characterized by improvisation and inspiration, its motive is intense interest and excitement. This interest must be strong enough to overcome the fatigue and negative emotions that may arise in the second phase - the phase of elaboration or development of the initial inspiration and ideas that arose in the first phase. The hard work of creating a creative end product inevitably leads to periods of overwhelm and frustration. Therefore, the motivational power of sustained interest is critical to overcoming barriers to creativity.

The child has a wide variety of orientations, formed on the basis of interest. The child may first become interested in objects (object orientation), ideas (intellectual orientation), or people (social orientation). With any type of orientation, he can manifest himself as a person who thinks, acts, or attaches more importance to emotional experience than to thought and action. American psychologist K. Izard compiled the following list of causes and consequences of interests.

Reasons for interest may be:

1) personal involvement, responsibility, the feeling that something can be achieved;

2) knowledge, obtaining new knowledge;

3) curiosity;

4) feelings of activity, energy;

5) feeling that you are needed;

6) enjoying something;

7) others.

1) attractive with clarity, efficiency, logic;

2) associated with the desire to gain new knowledge;

3) about a certain person;

4) about the form of activity;

5) about life and the future;

6) about personal achievements or benefits;

7) about pleasant people and forms of activity;

8) that you are needed;

9) about the academic subject and issues related to it;

10) others.

Actions and relationships:

1) sold jointly with a certain person;

2) pleasant action;

3) successful action;

4) new, creative action, discovery of something;

5) interesting things;

6) something that represents a difficult task;

7) work with enthusiasm;

8) others.

Consequences of interest:

1) desire to learn, master knowledge;

2) personal participation, responsibility;

3) interest-excitement as such;

5) self-confidence, self-satisfaction;

6) thoughtfulness, inspiration;

7) others.

1) clear, fast, logical thinking;

2) about new subjects;

3) about the desire to learn, acquire knowledge;

4) about possible achievements or benefits;

5) about exciting and pleasant things;

6) others.

Actions:

1) studying, acquiring knowledge, participating in something and achieving something;

2) very successful execution of the action;

3) self-satisfaction;

4) some important action;

5) other actions.

Drives that are not reinforced by emotion will not motivate learning or support behavior. Emotions can not only strengthen impulses, but also weaken or completely suppress the state of impulse.

Thus, interest is a motive that acts due to its perceived significance and emotional appeal. When interests are not fed or are not there, life is boring

The area of cognitive interest is cognitive activity, in the process of which mastery of the content of educational subjects and the necessary methods or skills through which the student receives education occurs.

“Interest” is one of those psychological terms that we use almost every day in everyday communication. The same is true, for example, with the concepts of “personality”, “phobia”, “inspiration”, “feeling”...

In scientific usage, these familiar words are used in a slightly different, more refined meaning, and sometimes we are surprised to discover some of their characteristics that we had never imagined before. Or they even guessed, vaguely remembered from their school days, but now they have forgotten. So, let’s say, the situation develops: few people will immediately say that, in fact, most often this is a painful condition, and not just causeless joy...

But let's get back to interests. How can science expand our understanding of this term? How are the interests of the individual considered in psychology?

Definition difficulties

First of all, it should be remembered that interests and inclinations, as well as the interests of a person, are closely related. Sometimes these concepts are even used as synonyms (especially when talking about non-professionals), and in the specialized literature there are so many interpretations that it is often quite difficult to draw a clear boundary. Let's try to do this anyway.

Various authors define interest through different reference words, including those already mentioned: feeling, voluntary and involuntary attention, inclination, desire, disposition, a certain colored attitude... Researchers agree on one thing: the object or sphere of interest, due to certain circumstances, appears attractive to a person and therefore has special value for him.

How can one answer the question “What is interest?” The answer options can be very different, and at the same time have the same rights to exist. This is a person’s focus on understanding certain phenomena of reality and at the same time a more or less stable inclination towards one or another type of activity.

This is an attitude towards an object that distinguishes it from all others, due to its special significance and (or) emotional appeal. This attitude arises based on needs. Needs reflect necessity, and interests reflect a predisposition to a certain activity.

This is a form of need for knowledge, pushing a person to a deeper understanding of the goals of activity and thereby contributing to a more complete reflection of reality. Finally, this is an emotion and the resulting attitude towards an object or phenomenon that is of value to the individual.

What conclusions can be drawn from the existing variety of definitions? Firstly, behind the external simplicity of the term lies a complex psychological phenomenon, which is not so easy to characterize. Secondly, there is a clear connection with needs and inclinations.

Interest is either considered as a form of manifestation of need, or it is argued that it is formed on its basis. Interest awakens or becomes an inclination. Thirdly, interests are intertwined with cognition. Fourthly, the emotional component is important for understanding the term.

Variety of species

Why does a person become interested in something? Many factors come together here: character, characteristics of upbringing, the culture dominant in society... Of course, the people around a person also influence: the educational, and then the work team, individual significant individuals.

We feel interest subjectively - by that special elevated emotional tone that accompanies knowledge in the area of interest to us. When interest is satisfied, it does not fade away, but, as it were, moves to a higher level, forcing cognitive activity to intensify with renewed vigor and at a more advanced level.

It also happens that in order to satisfy interest, one has to perform not only activities that attract a person, but also those that cause hostility. If a person overcomes such an obstacle, this indicates the stability of his interests.

The range of areas, objects or activities that interest a person allows us to say quite a lot about him as a person. Let's say, you can judge your temperament: easy switching from one area to another will give, but a stable, stable set of interests will most likely be characteristic.

Narrowness, monotony or, conversely, a wide range and heterogeneity of what interests a person can also lead to certain conclusions. And, of course, the nature of interests is important. What are they? Superficial or strong, active or passive?

In general, types of interests are a topic that needs to be discussed in detail. After all, here, as in the situation with the definition of a concept, there are many approaches and interpretations. For example, a typology based on content is common.

1. Material - embodied in the thirst for everything material: food, clothing, luxury items, and so on.

2. Spiritual - reflect the significance of intangible values and are believed to speak about more high level personality development. They, in turn, are also divided into subspecies.

Professional.
Socio-political.
Aesthetic.
Cognitive.

In terms of scope, interests can be broad (evidence of various needs for cognition) and narrow (a person is occupied by one or two areas, but is indifferent to others).

What are the types of interests based on the involvement of activities in them?

Active - forcing one to master an object of interest, acting as an impetus for the development of skills and abilities.
Passive (contemplative) - only the perception of the object of interest is involved in their satisfaction.

As an example of the first case, one can cite the desire to engage in painting, and in the second case, a person will simply visit exhibitions and art galleries.

Also related to activity is classification based on purpose. According to it, indirect interests are distinguished by their interest in the results of activities, and direct ones - in the process itself.

Personal and social interests are also distinguished. It is clear that personal interest is inherent in one specific person and reflects his needs and aspirations. Social interests, which is also quite obvious, reflect the desires of not one individual, but their totality (for example, when representatives of a certain profession defend their rights by putting forward certain demands to the employer).

In reality, all of these types, of course, will be intertwined and overlap each other. Thus, the lists of their combinations and combinations can become almost endless. Author: Evgenia Bessonova

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Content
Introduction

1. Concept and specificity of interest
2.Peculiarities of interests
3 Types of interests
4 Strength and stability of interest
5 Interests and emotions
6 Development and role of interests in learning and personality formation
7 Interest as the main factor of personality orientation

Conclusion
Bibliography

Introduction

Man is not an isolated, closed being who lives and develops from himself. He is connected to the world around him and needs it. To maintain his existence, a person needs substances and products located outside him; To continue oneself and one's kind, a person needs another person. In progress historical development the circle of what a person needs expands. This objective need, reflected in the human psyche, is experienced by him as a need. Thus, the need experienced by a person for something that lies outside of him determines the person’s connection with the world around him and his dependence on it.

The dependence experienced or perceived by a person on what he needs or what he is interested in gives rise to a focus on the corresponding object. In the absence of something for which a person has a need or interest, a person experiences more or less painful tension, anxiety, from which he naturally strives to free himself. From here, at first, a more or less indefinite dynamic tendency arises, which turns into aspiration when the point towards which everything is directed is already somewhat clearly visible. As trends become objectified, i.e. the object to which they are directed is determined, they become increasingly conscious motives of activity, more or less adequately reflecting the objective driving forces of human activity. Since a tendency usually causes activity aimed at satisfying the need or interest that caused it, emerging but inhibited motor moments are usually associated with it, which enhance the dynamic, directed nature of the tendencies.

The problem of direction is, first of all, a question of dynamic tendencies that, as motives, determine human activity, themselves in turn being determined by its goals and objectives.

1. Concept and specificity of interest

In ever-expanding contact with the outside world, a person encounters ever new objects and aspects of reality. When, due to certain circumstances, something acquires some significance for a person, it can arouse interest in him - a specific focus of the personality on him.

The word "interest" has many meanings. You can be interested in something and be interested in something. These are different things, although undoubtedly related. We may be interested in a person in whom we are not at all interested, and we may, due to certain circumstances, be interested in a person who is not at all interesting to us.

Just as needs and, together with them, social interests - interests in the sense in which we talk about interests in the social sciences - determine “interest” in the psychological sense, determine its direction, and are its source. Being in this sense derived from public interests, interest in its psychological meaning is not identical either with public interest as a whole, or with its subjective side. Interest in the psychological sense of the word is a specific orientation of the individual, which is only indirectly determined by the awareness of its social interests.

The specificity of interest, which distinguishes it from other tendencies that express the orientation of a person, lies in the fact that interest is a concentration on a specific subject of thought, causing a desire to become more familiar with it, to penetrate deeper into it, and not to lose sight of it. Interest is a tendency or orientation of a person, which consists in the concentration of his thoughts on a specific subject. By thought we mean a complex and indecomposable formation - a directed thought, a thought-care, a thought-participation, a thought-involvement, which contains within itself a specific emotional coloring.

As an orientation of thoughts, interest differs significantly from the orientation of desires, in which the need primarily manifests itself. Interest affects the direction of attention, thoughts, thoughts; need - in drives, desires, will. A need causes a desire to, in some sense, possess an object; interest causes a desire to become familiar with it. Interests are therefore specific motives of cultural and, in particular, cognitive activity of a person.

An attempt to reduce interest to a need, defining it solely as a conscious need, is untenable. Awareness of a need can arouse interest in an object that can satisfy it, but an unconscious need as such is still a need (transforming into a desire), and not an interest. Of course, in a single, diverse personality orientation, all sides are interconnected. Concentrating desires on an object usually entails concentrating interest on it, while concentrating thoughts on an object of interest gives rise to a specific desire to become more familiar with the object, to penetrate deeper into it; but still desire and interest do not coincide.

2.Peculiarities of interests

The “objectivity” of interest and its consciousness are closely related; more precisely, they are two sides of the same thing; It is in the awareness of the object to which interest is directed that the conscious nature of interest is manifested first of all.

Interest is a motive that acts due to its perceived significance and emotional appeal. Each interest usually represents both aspects to some extent, but the relationship between them at different levels of consciousness may be different. When the general level of consciousness or awareness of a given interest is low, emotional attraction dominates. At this level of consciousness, to the question of why one is interested in something, there can be only one answer: one is interested because one is interested, one likes it because one likes it.

The higher the level of consciousness, the greater the role in interest played by awareness of the objective significance of the tasks in which a person is involved. However, no matter how high and strong the consciousness of the objective significance of the corresponding tasks is, it cannot exclude the emotional appeal of what arouses interest. In the absence of more or less immediate emotional attraction, there will be a consciousness of significance, obligation, duty, but there will be no interest.

The emotional state itself caused by interest, or, more precisely, the emotional component of interest, has a specific character, different, in particular, from the one that accompanies or in which the need is expressed: when the need is not met, it is difficult to live; when interests are not fed or there are none, life is boring. Obviously, specific manifestations in the emotional sphere are associated with interest.

Being conditioned by emotional appeal and perceived significance, interest manifests itself primarily in attention. Being an expression of the general orientation of the individual, interest covers all mental processes - perception, memory, thinking. By directing them along a certain direction, interest at the same time activates the activity of the individual. When a person works with interest, he is known to work easier and more productively.

3. Types of interests

Interest in a particular subject - science, music, sports - encourages corresponding activities. Thus, interest gives rise to inclination or turns into it. We distinguish between interest as a focus on a subject, prompting us to engage in it, and inclination as a focus on a corresponding activity. While we differentiate, we at the same time connect them in the most intimate way. But still they cannot be recognized as identical. Thus, in one person or another, interest in technology may be combined with a lack of inclination towards the activities of an engineer, some aspect of which is unattractive to him; Thus, within the unity, a contradiction between interest and inclination is also possible. However, since the object to which the activity is directed and the activity directed at this object are inextricably linked and transform into each other, interest and inclination are also interconnected and it is often difficult to establish a line between them.

Interests differ primarily in content; it most of all determines them public value. One's interests are directed toward social work, science or art, another's interests are toward collecting stamps or fashion; these are, of course, not equal interests.

Interest in a particular object is usually distinguished direct And mediated interest. They speak of having direct interest when a student is interested in the study itself, the subject being studied, when he is driven by the desire for knowledge; they talk about indirect interest when it is directed not at knowledge as such, but at something related to it, for example, at the advantages that an educational qualification can provide... The ability to show interest in science, art, and public affairs, regardless of personal benefit is one of the most valuable properties of a person. However, it is completely wrong to contrast direct interest and indirect interest. On the one hand, any direct interest is usually mediated by the consciousness of the importance, significance, value of a given object or matter; on the other hand, no less important and valuable than the ability to show interest, free from personal gain, is the ability to do something that is not of immediate interest, but is necessary, important, and socially significant. Actually, if you truly realize the significance of the work you are doing, then it will inevitably become interesting; thus, indirect interest turns into direct interest.

Interests may further vary by levels of design. The amorphous level is expressed in diffuse, undifferentiated, more or less easily aroused (or not aroused) interest in everything in general and nothing in particular.

The scope of interests is related to their distribution. For some, their interest is entirely concentrated on one subject or a narrowly limited area, which leads to one-sided development of the personality and is at the same time the result of such one-sided development. Others have two or even several centers around which their interests are grouped. Only with a very successful combination, namely when these interests lie in completely different areas (for example, one in practical activity or science, and the other in art) and differ significantly from each other in strength, this bifocality of interests does not cause any complications . Otherwise, it can easily lead to duality, which will hinder activity in both one and the other direction: a person will not enter into anything entirely, with genuine passion, and will not succeed anywhere. Finally, a situation is also possible in which interests, quite broad and multifaceted, are concentrated in one area and, moreover, so connected by the most essential aspects of human activity that a fairly branched system of interests can be grouped around this single core. It is this structure of interests that is obviously most favorable for the comprehensive development of the individual and at the same time the concentration that is necessary for successful activity.

Variousecoverage and distribution of interests, expressed in one or another of their breadth and structure, are combined with one or another of their strength or activity. In some cases, interest can only be expressed in some preferential direction, or turn, of the personality, as a result of which a person is more likely to pay attention to a particular object if it arises apart from his efforts. In other cases, the interest may be so strong that the person actively seeks to satisfy it.

There are many examples (M.V. Lomonosov, A.M. Gorky) when the interest in science or art among people living in conditions in which it could not be satisfied was so great that they rebuilt their lives and went to the greatest sacrifices, just to satisfy this interest. In the first case they speak of passive interest, in the second - of active interest.

Ppassive and active interests- this is not so much a qualitative difference between two types of interests as quantitative differences in their strength or intensity, allowing for many gradations. True, this quantitative difference, reaching a certain measure, turns into a qualitative one, expressed in the fact that in one case interest arouses only involuntary attention, in the second it becomes a direct motive for real practical actions. The difference between passive and active interest is not absolute: passive interest easily turns into active, and vice versa.

interest emotion learning personality

4. Strength and stability of interest

The strength of interest is often, although not necessarily, combined with its persistence. With very impulsive, emotional, unstable natures, it happens that one or another interest, while it dominates, is intense and active, but the time of its dominance is short-lived: one interest is quickly replaced by another. The stability of interest is expressed in the duration during which it retains its strength: time serves as a quantitative measure of the stability of interest. Associated with strength, the stability of interest is fundamentally determined not so much by it as by depth, i.e. the degree of connection between interest and the main content and characteristics of the personality.

Thus, the first prerequisite for the very possibility of a person having stable interests is the presence of a core, a general life line, for a given individual. If it is absent, there are no stable interests; if it is present, those interests that are associated with it will be stable, partly expressing it, partly shaping it.

At the same time, interests, usually interconnected in bundles or, rather, in dynamic systems, are arranged as if in nests and differ in depth, since among them there are always basic, more general ones, and derivative, more specific ones. A more general interest is usually also more stable.

The presence of such a general interest does not mean, of course, that this interest, for example in painting or music, is always relevant; it only means that he easily becomes so (one can be generally interested in music, but at the moment have no desire to listen to it). Common interests are latent interests that are easily actualized.

The stability of these common, generalized interests does not mean their rigidity. It is precisely because of their generalization that the stability of common interests can be perfectly combined with their lability, mobility, flexibility, and variability. In different situations, the same general interest appears as a different interest in relation to changed specific conditions. Thus, interests in the general orientation of the individual form a system of mobile, changeable, dynamic tendencies with a moving center of gravity.

5. Interests and emotions

Interest, i.e. the direction of attention and thoughts can be caused by everything that is in one way or another connected with feeling, with the sphere of human emotions. Our thoughts easily focus on the matter that is dear to us, on the person we love.

Formed on the basis of needs, interest in the psychological sense of the word is in no way limited to objects directly related to needs. Already among monkeys, curiosity is clearly manifested, not directly subordinated to food or any other organic need, a craving for everything new, a tendency to manipulate every object that comes across, which gives rise to talk about an indicative, exploratory reflex or impulse. This curiosity, the ability to pay attention to new objects that are not at all related to the satisfaction of needs, has biological significance, being an essential prerequisite for meeting needs.

The monkey's tendency to manipulate any object turned into curiosity in humans, which over time took the form of theoretical activity to obtain scientific knowledge. A person can be interested in everything new, unexpected, unknown, unsolved, problematic - everything that poses tasks for him and requires his work of thought. Being motives, incentives for activities aimed at creating science and art, interests are at the same time the result of this activity. Interest in technology was formed in a person as technology arose and developed, interest in fine arts- with the emergence and development of visual activity, and interest in science - with the emergence and development of scientific knowledge.

In the course of individual development, interests are formed as children come into increasingly conscious contact with the world around them and, in the process of learning and upbringing, master the historically established and developing culture.

6. Development and role of interests in learning and personality formation

Interests are both a prerequisite for learning and its result. Education is based on the interests of children, and it also shapes them. Interests therefore serve, on the one hand, as a means that the teacher uses to make teaching more effective, on the other hand, interests and their formation are the goal of pedagogical work; the formation of full-fledged interests is the most essential task of learning.

Interests are formed and consolidated in the process of activity through which a person enters a particular area or subject. Therefore, young children do not have any established stable interests or channels that would determine their direction for any length of time. They usually have only a certain mobile, easily excited and quickly fading direction.

The blurred and unstable direction of the child’s interests largely reflects the interests of the social environment. Those interests that are associated with children's activities acquire relatively greater stability. As a result, older children preschool age“seasonal” interests and hobbies are formed that last for a certain, not very long period, then being replaced by others. To develop and maintain active interest in a particular activity, it is very important that the activity produces a materialized result, a new product, and that its individual links clearly appear to the child as steps leading to the goal.

Significantly new conditions for the development of a child’s interests arise when he or she enters school and begins learning various subjects.

During academic work The interest of schoolchildren is often fixed on a subject that is especially well presented and in which children make especially tangible, obvious successes to themselves. Much here depends on the teacher. But at first these are mostly short-lived interests. A high school student begins to develop somewhat stable interests. The early emergence of stable interests that last a lifetime is observed only in cases where there is a bright, early-determined talent. Such a talent, successfully developed, becomes a vocation; realized as such, it determines the stable direction of basic interests.

The most significant thing in the development of a teenager’s interests is: 1) the beginning of establishing a range of interests, united in a small number of interconnected systems that acquire a certain stability; 2) switching interests from the private and the specific (collecting in school age) to the abstract and general, in particular the growth of interest in issues of ideology and worldview; 3) simultaneous emergence of interest in practical application acquired knowledge, to issues of practical life; 4) growing interest in the mental experiences of other people and especially one’s own (youth diaries); 5) beginning differentiation and specialization of interests. Focus of interests on a certain field of activity, profession - technology, a certain scientific field, literature, art, etc. occurs under the influence of the entire system of conditions in which the adolescent develops.

The dominant interests are manifested in predominantly readable literature - in the so-called reader's interests. Teenagers have a significant interest in technical and popular science literature, as well as in travel. Interest in novels, in general fiction increases mainly in adolescence, which is partly explained by the interest in internal experiences and personal moments characteristic of this age. Interests at the stage of their formation are labile and more susceptible to the influence of environmental conditions. Thus, the interest in technology usually inherent in teenagers has especially increased in connection with the industrialization of the country.

Interests are not a product of the child’s seemingly self-contained nature. They arise from contact with the surrounding world; The people around them have a special influence on their development. Conscious use of interests in the pedagogical process in no way means that teaching should be adapted to the existing interests of students. Pedagogical process, choice of subjects of study, etc. are based on the objectives of education, on objective considerations, and interests must be directed in accordance with these objectively justified goals. Interests cannot be fetishized or ignored: they must be taken into account and formed.

The development of interests is accomplished partly by switching them: based on an existing interest, they develop the one that is needed. But this, of course, does not mean that the formation of interests is always a transfer of existing interests from one subject to another or a transformation of the same interest. A person has new interests that replace dying, old ones, as he becomes involved in new tasks in the course of his life and realizes in a new way the significance of the tasks that life sets for him; The development of interests is not a closed process. Along with the switching of existing interests, new interests can arise without a direct successive connection with the old ones, by including the individual in the interests of the new team as a result of the new relationships that he develops with others. The formation of interests in children and adolescents depends on the entire system of conditions that determine the formation of personality. Skillful pedagogical influence is of particular importance for the formation of objectively valuable interests. How older child, the greater the role that his awareness of the social significance of the tasks that are set before him can play.

Of the interests that develop in adolescence, great importance have interests that play a significant role in choosing a profession and determining a person’s future life path. Thorough pedagogical work over the formation of interests, especially in adolescence and youth, at the time when the choice of profession occurs, admission to a special higher educational institution, which determines further life path, is an extremely important and responsible task. Significant individual differences are observed in the direction of interests and the ways of their formation.

From interest, as a specific focus on a particular subject, inclination, as a focus on the corresponding activity, is separated. Thus, a branched system of personality manifestations and their psychological concepts is revealed, thanks to which the personality itself, from a dead scheme, as it is often depicted in psychology courses, turns into a living being with its own needs and interests, its own demands and attitudes.

7. Interest as the main factor of personality orientation

In contrast to intellectualistic psychology, which derived everything from ideas, from ideas, we put forward, giving it a certain place, the problem of tendencies, attitudes, needs and interests as diverse manifestations of personality orientation. However, we disagree in its resolution with the currents of modern foreign psychology, which seek the source of motivation only in the dark “depths” of tendencies inaccessible to consciousness, no less, if not more, than with intellectualistic psychology, which ignored this problem.

The motives of human activity are a reflection of objective factors more or less adequately refracted in the consciousness driving forces human behavior. The very needs and interests of the individual arise and develop from the changing and developing relationships of a person with the world around him. Man's needs and interests are therefore historical; they develop, change, restructure; the development and restructuring of existing needs and interests is combined with the emergence, emergence and development of new ones. Thus, the orientation of the individual is expressed in diverse, ever expanding and enriching trends, which serve as a source of diverse and versatile activities. In the process of this activity, the motives from which it comes change, are restructured and are enriched with ever new content.

Conclusion

A person’s individuality - his character, his interests and abilities - always, to one degree or another, reflects his biography, the life path that he has passed. In overcoming difficulties, will and character are formed and strengthened, and in engaging in certain activities, corresponding interests and abilities are developed. But since a person’s personal life path depends on the social conditions in which a person lives, then the possibility of developing certain mental properties in him depends on these social conditions.

The first thing that characterizes a person from the mental side is his interests, which express the direction of the personality.

The very fact of directing our consciousness at a given moment to a specific object is called attention.

Interests are the most important motivating force for acquiring knowledge, expanding a person’s horizons, and enriching the content of his mental life. Lack of interests or poverty, their insignificance makes a person’s life gray and meaningless. For such a person, the most characteristic experience is boredom. He constantly needs something external to entertain and amuse him. Left to his own devices, such a person inevitably begins to get bored, because there is no such object, such a thing, which in itself, regardless of external entertainment, would attract him, would fill his thoughts, would ignite his feelings. A person with rich and deep interests does not know boredom.

When characterizing a person’s orientation, we, first of all, pay attention to the content and breadth of his interests.

If a person’s orientation is limited to just one isolated interest, which has no support either in a worldview or in a genuine love for life in all the richness of its manifestations, then no matter how significant the subject of this interest is in itself, neither normal development nor a full life is possible personality.

Full development of personality presupposes a greater breadth of interests, without which a rich content of mental life is impossible. The abundance of knowledge that amazes us, which distinguishes many outstanding people, is based on such a breadth of interests, as well as stability of interests, strength and effectiveness.

Bibliography

1. Gamezo M.V., Domashenko I.A. Atlas on psychology. - M.: Education, 1986.

2. Gippenreiter Yu., Romanova V. Psychology of individual differences - M: Moscow University, 1982.

3. Krutetsky V.A. Psychology - M: Education, 1988.

4. Leontyev A.N. Activity. Consciousness. Personality. - M., 1975.

5. General psychology: Textbook. manual for pedagogical students. institutes / Ed. V.V. Bogoslovsky and others - M.: Education, 1981.

6. Rubinshtein S.L. Fundamentals of general psychology. - Peter, Moscow-Kharkov-Minsk, 1999.

7. Stolyarenko L.D. Fundamentals of psychology: Workshop. - Rostov n/d, 2003.

Posted on Allbest.ru

Why is this topic so important?

According to psychologists, the cognitive need is inherent in the child by nature itself. Being developed, it begins to play the role of a motive, constantly encouraging the child to expand his knowledge.
Preschool age is especially favorable for the formation of cognitive needs. It is during these years that the transition from knowledge of the immediate environment to knowledge of the entire surrounding world occurs. How a child experiences this world: he plays, designs, sculpts, draws - he acts. The process of formation of children’s cognitive interests takes place in activities.

It is especially important to actively support any manifestations of the natural craving of children 4-5 years old for knowledge, since a distinctive feature of this age is cognitive activity. At the age of 5 years, children begin preparing for school, which is not limited to obtaining specific knowledge, skills and abilities. The ability to read and count, draw, and physical skills will undoubtedly contribute to the success of school. A child can learn all this through play. The main thing is to awaken the child’s curiosity, interest in solving problem problems, and participating in research games, inviting him to construct numbers and letters from paper, thread, cubes, and model words and sentences in the game.

Essence of interest

As the etymological dictionary of the Russian language indicates, this word was borrowed through the Polish language from German or directly from the German language in the Petrine era. Until the middle of the 18th century it originally meant "benefit, business". The modern meaning is interpreted as “attention to someone, something; entertaining, exciting; importance, significance, benefit, benefit" and arose under the influence of the French interet.
In the dictionary of the Russian language of the 18th century, in addition to this definition, an explanation of interest as a property appears: “Interest, a property that binds and forces you to take part in a person, in a business or in an essay”.

Definition of “interest” in pedagogy, psychology and other sources:

Other sources	In pedagogy	In psychology
“The interest is French. – benefit, benefit, profit; interest, growth on money. Sympathy in whom or what participation, care. Entertaining or the meaning, the importance of the matter.” ( Dictionary V. Dalia)	"Interest - the desire to understand an object or phenomenon, To mastery one way or another type of activity. Interest is selective and is the most significant incentive acquiring knowledge and broadening one's horizons is an important condition for a truly creative attitude to work. Plays a significant role as a physiological basis of interest. orientation reflex" (Russian Pedagogical Encyclopedia)	“Interest is used to denote all of the following concepts: attention, curiosity, motivation, focus, concern, focus, awareness, desire" (Large explanatory psychological dictionary).
Interest - (from Latin - to participate) share, share, involvement in something, participation in something, inclination towards something (“show interest”); the value and meaning we attach to a thing, which accordingly occupies our thoughts and feelings; from a material point of view, also benefit, benefit, self-interest (“to have your own interest”). One who has an interest in something is called interested; someone who constantly pursues certain interests or to whom some proposal is made in the hope of success is called an interested party. Interesting – what excites and holds our attention, because it has positive or negative implications for our practical or theoretical needs. Depending on the subject of interest, they talk about material and spiritual, scientific and artistic, general and private interests. (Vasmer Etymological Dictionary http://www.fasmer-dictionary.info/philosophy/Interes-915.html)	Interest, form of manifestation of cognitive need, ensuring that the individual is focused on understanding the goals of the activity and thereby facilitating orientation, familiarization with new facts, and a more complete and profound reflection of reality. (Pedagogical encyclopedic Dictionary).	"Interest - motive or motivational state stimulating cognitive activity... Emotional and volitional moments interests act specifically - as intellectual emotion and effort associated with overcoming intellectual difficulties." (Psychological Dictionary).

The concept of “interest” has many meanings!

As you can see, the concept of “interest” has many meanings. “Interest” also denotes any form of the subject’s orientation toward mastering one or another type of activity, or denotes those forms of activity that are associated with the process of cognition. Sometimes the concept of “interest” is narrowed to the following concepts: attention, curiosity, stimulus and so on. In determining interest there are emotional and volitional aspects - emotion and effort.
Modern philosophy and psychology consider interest not as an isolated psychological phenomenon, but in close connection with the needs and motives that influence all spheres of social life and human life. The content of these concepts is revealed in the works of B.G. Ananyev, E.P. Ilyin, A.N. Leontyev, S.L. Rubinstein and other authors. .
With all the diversity of judgments about the phenomenon of “interest,” there are several main approaches to determining the psychological characteristics of this concept. Interest is understood:

as an attitude;
as a need;
as a cognitive orientation.

In addition, interest is considered as curiosity, attention and positive emotion.

1. Ananyev B.G. On the problems of modern human science. – M.: Nauka, 1977. – 380 p.
2. Ananyev B.G. Psychology and problems of human knowledge / Edited by A.A. Bodalev. – M.: Institute of Practical Psychology, Voronezh: NPO “MODEK”, 1996. – 384 p.
3. Ananyev B.G. Man as an object of knowledge. – Leningrad: Len.univer. - 1968, - 339 p.
4. Large explanatory psychological dictionary / Reber A. Volume 1 (A – O): Trans. from English – M.: Bere ATS, 2000. – 592 p.
5. Dal V.I. Explanatory dictionary of the living Great Russian language. Volume II. I - O. - M.: State from-foreign. and national dictionaries, 1956. – 779 p.
6. Ilyin E.P. Motivation and motives. – St. Petersburg: Peter, 2004. – 509 p.: ill. – (Series “Masters of Psychology”). — ISBN 5-272-00028-5
7. Leontyev A.N. Activity, consciousness, personality. – M.: Politizdat, 1975. – 304 p.
8. Leontyev A.N. Selected psychological works: In 2 volumes. T. I – M.: Pedagogika, 1983. – 392 p.
9. Pedagogical encyclopedic dictionary / Chief editor. B.M.Bim-Bad. – M.: Great Russian Encyclopedia, 2002. – 528 p.
10. Psychological Dictionary / Ed. V.P.Zinchenko, M.G.Meshcheryakova. – 2nd ed., revised and supplemented. – M.: Astrel, ATS, Transitbook, 2004. – 479 p.
11. Russian Pedagogical Encyclopedia: In 2 vols. / Ch. ed. V.V. Davydov. - M.: Great Russian Encyclopedia, 1993. - 608 p., T.1 - A-M - 1993.
12. Rubinshtein S.L. Fundamentals of general psychology. – St. Petersburg: Peter, 2005. -713 p.
13. Dictionary of the Russian language of the 18th century. Issue 9 (From – Caste). – St. Petersburg: Nauka, 1997. – 270 p.
14. Etymological dictionary of the Russian language. Volume II I. Issue 7 ed. N.M.Shansky. – M.: from Moscow University, 1980. – 146 p.

Makeup. Skin and hair care. Manicure