the emotional form of the moral principles, norms, ideas learned by the personality. Ch.n. are experiences that reflect a person's attitude to society, other people, to himself on the basis of moral values (see). They are always socially conditioned and are historical. character: from one society.-economic. formations to others, their content and direction change. Ch.n. diverse - these are feelings of conscience, duty, responsibility, justice, honor, etc., but they are always based on psychological. the ability to empathize with other people, the desire to relieve someone else's pain, suffering, to come to the rescue in difficult times. Ch.n. conditionally can be divided into simple and complex. Simple Ch.n. are closely related to emotions (feelings of shame, anger, indignation, etc.) and are not always sufficiently conscious. Complex Ch.N., as a rule, are mediated by reflections (for example, feelings of guilt, repentance) and the attitude of the individual. Understanding Ch.n. leads a person to the subordination of his own, narrowly personal interests to the interests of other people, the interests of the collective, and also of societies. ideals and moral standards (see). This does not mean, however, that Ch.n. do not go beyond the consciousness of the individual - they are realized in the process of human activity in society, i.e. in his actions. This is precisely their functional role: Ch.n. acts as a stimulus to action. At the same time, in the structure of Ch.n. the ability of the individual to a correct moral assessment of the situation and will acquires great importance. Lit .: Mashkov cue II Rational and emotional in the moral development of the individual. M., 1976; Nikolaichev B.O. Conscious and unconscious in the moral command of the individual. M., 1976; Moral choice. M., 1980; Rational and emotional in morality. M., 1983; Morality: consciousness and behavior. M., 1986. I.N. Mikheev
Higher feelings. Higher feelings arise in a person on the basis of the satisfaction or dissatisfaction of his higher spiritual needs (in contrast to the lower feelings associated with the satisfaction or dissatisfaction of organic needs for food, water, warmth, fresh air, etc.). The highest feelings include moral, intellectual and aesthetic feelings. Higher feelings have a pronounced social character and testify to the attitude of a person as a social being to various aspects and phenomena of life. The content of higher feelings, their orientation are determined by the worldview of a person, the rules of moral behavior and aesthetic assessments. The content of the higher feelings of a Soviet person is determined by the tasks of building communism, the dialectical-materialist worldview and the moral code of the builder of communism.
Moral feelings are a feeling of Soviet patriotism, a sense of duty, a sense of responsibility to the team, a sense of collectivism, etc.
At the heart of the sense of duty is a person's awareness of the public interests of his people and his obligations in relation to him. However, this is not a cold, rational knowledge of one's duties to the people, but a deep experience of duties. If a person rejoices in the success of his people, the team as sincerely as his own success, considers the success of his team as his own success, then the duty for him is not only knowledge, but also a deep feeling.
An example of the manifestation of a sense of duty is the exploits of thousands of Soviet people during the Great Patriotic War, the heroes of the Young Guards, Zoya Kosmodemyanskaya, Alexander Matrosov. The sense of duty is also manifested in the selfless work of our cosmonauts, the builders of the Baikal-Amur Mainline.
A sense of duty can manifest itself in everyday life. For example, a sense of duty makes a student give up the opportunity to watch an interesting TV show and sit down for lessons. The same feeling makes him help his sick mother with the housework, sacrificing the game with his comrades.
The labor of a Soviet person evokes a special joy of labor associated with the consciousness of its social significance, with the consciousness that your labor serves the cause of building communism. A person experiences a sense of satisfaction from the very process of labor and its successful completion, a feeling of chagrin in case of failure, boredom in the absence of activity.
A person's assessment of his actions (self-esteem) is associated with the experience of such a feeling as conscience. If a person, proceeding from a sense of duty, is aware of the correctness of his actions, then he experiences a state of calm conscience: "My conscience is calm, because I did the right thing." A calm conscience is associated with the experience of great moral satisfaction and joy, it gives a person strength and confidence in the correctness of his actions.
Intellectual feelings are associated with the mental, cognitive activity of a person and constantly accompany it. Intellectual feelings express a person's attitude to his thoughts, the process and results of intellectual activity. It is a feeling of surprise, a feeling of doubt, a feeling of confidence, a feeling of satisfaction.
The feeling of surprise arises when a person encounters something new, unusual, unknown. The ability to be surprised is a very important quality, a stimulus for cognitive activity. The feeling of doubt arises when hypotheses and assumptions do not correspond to certain facts and considerations. It is a necessary condition for successful cognitive activity, as it encourages careful verification of the data obtained. I. 21. Pavlov emphasized that for a fruitful thought one must constantly doubt and test oneself. The feeling of confidence is born from the consciousness of the truth and persuasiveness of facts, assumptions and hypotheses that have become clear as a result of their comprehensive verification. Productive work creates a feeling of satisfaction. For example, a carefully completed educational task, a cleverly solved task, evoke feelings of satisfaction and joy in the student.
A great place in a person's life is occupied by aesthetic feelings, first of all, a sense of beauty, admiration for the beautiful. The source of aesthetic feelings is works of art: music, painting, sculpture, artistic prose and poetry, as well as works of architecture and remarkable achievements in the field of technical structures. We experience deep aesthetic experiences when contemplating nature.
The dependence of emotions and feelings on personality traits. We judge a person not only by thoughts, actions and deeds, but also by her emotions and feelings, which are always directed towards something. There are large individual differences here. First of all, the properties of the personality, its worldview, views and beliefs determine the direction of emotions and feelings. A principled person has stable and principled feelings, even anger or hatred. A person who does not have constancy of convictions, internally contradictory, is characterized by emotional dispersion. In such a person, emotions and feelings arise for random reasons, reflecting the instability of his inner world, the inconstancy of his principles and beliefs.
It should also be noted that along with the high moral feelings that distinguish Soviet people, we also meet people with petty, base feelings unworthy of a Soviet person, as remnants of the old ideology and morality - petty envy of the success and well-being of other people, greed , a sense of ownership and acquisitiveness. The same evil is the emotional dullness of a person, his indifference and indifference to everything around him.
Depending on the moral stamina and the development of volitional qualities, difficulties and failures cause different feelings in different people. For some, this is a feeling of dissatisfaction with oneself, activity, cheerfulness, combat excitement, for others - a feeling of helplessness and annoyance, despondency, apathy.
Human experiences can be both deep and superficial. Deep feelings are connected with the entire structure of the personality, that is, with the main aspects of her inner life: thoughts, desires and aspirations. In other words, a person deeply experiences only that without which he cannot live or exist, which is the goal of his life, the main essence of his interests. In close unity with the depth of experience is the stability of feelings. A deep feeling is stable and durable, it is not subject to the influence of secondary and insignificant circumstances. Feelings are shallow, although perhaps strong, temporary and transient.
1. Moral (moral) feelings
Moral feelings are the realm of emotions. Emotional feelings arise in relation to the behavior of other people or oneself. Usually this happens in the course of some activity and is directly related to the moral standards that are accepted in a given society. Depending on whether what is seen corresponds to the internal attitudes of a person, a feeling of satisfaction or indignation arises.
All dislikes and sympathies, affections and respects, contempt and aloofness, as well as gratitude, love and hatred, also belong here. The feeling of friendship, collectivism, conscience stands apart - they are more likely due to the views and beliefs of a person.
2. Intellectual feelings
Intellectual feelings are what a person experiences in the course of mental activity. These include very deep experiences - the joy of discovery, the deepest satisfaction, inspiration, the stress of failure, etc. The joys and experiences that a person experiences regarding his own discoveries are a rather strong stimulant of emotions.
3. Aesthetic feelings
Aesthetic feelings are what a person who contemplates or creates something beautiful feels. This usually refers either to natural phenomena or to various works of art.
It is difficult to say which of these feelings is more valuable. Some people strive to experience the maximum of moral feelings, others - aesthetic. All kinds of feelings in psychology are seen as equally important in the emotional life of a person.
14. The concept of will, the structure of a volitional act, volitional regulation of behavior
Will- this is a conscious regulation by a person of his behavior and activities, expressed in the ability to overcome internal and external difficulties in the performance of purposeful actions and deeds. The main function of the will is the conscious regulation of activity in difficult conditions of life.
The will ensures the performance of two interrelated functions - incentive and inhibitory.
Incentive function is provided by human activity. brake the function of the will, acting in unity with the motivating function, manifests itself in the containment of undesirable manifestations of activity.
The structure of the act of will
A volitional act can have a different structure, depending on the number of components, and the duration of the stages of its implementation. Volitional actions are simple and complex.
To simple volitional actions include those in the implementation of which a person without hesitation goes to the intended goal, that is, the impulse to action directly passes into the action itself.
In a complex volitional act, at least four phases can be distinguished:
The first phase is the emergence of motivation and the preliminary setting of the goal.
The second phase is the discussion and struggle of motives.
The third phase is decision making.
The fourth phase is the execution of the decision.
First phase characterizes the beginning of an act of will. A volitional act begins with the emergence of an impulse, which is expressed in the desire to do something. As the goal is realized, this desire turns into a desire, to which is added the installation for its implementation. If the setting for the realization of the goal has not been formed, then the volitional act can end there, without even starting. Thus, for the emergence of an act of will, the appearance of motives and their transformation into goals is necessary.
Second phase a volitional act is characterized by the active inclusion of cognitive and thought processes in it. At this stage, the motivational part of the action or deed is formed. The fact is that the motives that appeared at the first stage in the form of desires may contradict each other. And the person is forced to analyze these motives, to remove the contradictions existing between them, to make a choice.
Third phase associated with the adoption of one of the possibilities as a solution. However, not all people make decisions quickly; long-term hesitation is possible with the search for additional facts that contribute to the assertion in their decision.
Fourth phase - implementation of this decision and achievement of the goal. Without execution of the decision, the volitional act is considered incomplete. The execution of the decision involves overcoming external obstacles, the objective difficulties of the case itself.
The peculiarity of the course of the volitional act is that the mechanism for its implementation is strong-willed efforts at all phases. The implementation of an act of will is always associated with a feeling of neuropsychic tension.
Volitional regulation of behavior
Volitional regulation is understood as the intentionally exercised control of the impulse to act, consciously taken out of necessity and carried out by a person according to his own decision. If it is necessary to inhibit a desirable but socially unapproved action, they mean not the regulation of the impulse to action, but the regulation of the action of abstinence.
Among the levels of mental regulation are the following:
Involuntary regulation (prepsychic involuntary reactions; figurative (sensory) and perceptual regulation);
Arbitrary regulation (speech-thinking level of regulation);
Volitional regulation (the highest level of voluntary regulation of activity, which ensures overcoming difficulties in achieving the goal).
The function of volitional regulation is to increase the efficiency of the corresponding activity, and volitional action appears as a conscious, purposeful action of a person to overcome external and internal obstacles with the help of volitional efforts.
The mechanisms of volitional regulation are: mechanisms to make up for the lack of motivation, making an effort of will and intentionally changing the meaning of actions.
Mechanisms for replenishing the deficit of motivation consist in strengthening weak, but socially more significant motivation through the evaluation of events and actions, as well as ideas about what benefits the achieved goal can bring. Strengthening motivation is associated with emotional revaluation of value based on the action of cognitive mechanisms. Cognitive psychologists paid special attention to the role of intellectual functions in making up for the deficit of motivation. The mediation of behavior by an internal intellectual plan, which performs the function of conscious regulation of behavior, is associated with cognitive mechanisms. The strengthening of motivational tendencies occurs due to the mental construction of the future situation. The anticipation of positive and negative consequences of activity causes emotions associated with the achievement of a consciously set goal. These motives act as an additional motivation to the deficit motive.
The need for willpower determined by the severity of the situation. Volitional effort is a way by which difficulties are overcome in the process of performing a purposeful action; it provides the opportunity for the successful flow of activities and the achievement of previously set goals. This mechanism of volitional regulation is correlated with various types of self-stimulation, in particular with its speech form, with frustration tolerance, with the search for positive experiences associated with the presence of an obstacle. Usually, four forms of self-stimulation are distinguished: 1) direct form in the form of self-orders, self-encouragement and self-hypnosis, 2) indirect form in the form of creating images, ideas associated with achievement, 3) abstract form in the form of building a system of reasoning, rationalizations and conclusions, 4) combined form as a combination of elements of the three previous forms.
Volitional regulation is necessary in order to keep in the field of consciousness the object that a person is thinking about for a long time, to maintain attention concentrated on it. The will is involved in the regulation of almost all basic mental functions: sensations, perception, imagination, memory, thinking and speech. The development of these cognitive processes from the lowest to the highest means the acquisition by a person of volitional control over them.
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Emphasis: MORAL FEELINGS
MORAL FEELINGS - a person's experience of his attitude to actions and actions regulated by moral norms. N. h. along with intellectual and esthetic. belong to the highest feelings, the richest in content and complex but in structure. They arose at the highest stage of human development as a social being. Bearing in mind N. h., one should distinguish between socially significant and personal experiences of a person. These experiences may not only not coincide, but sometimes even contradict each other. And yet, what has social value, serves the interests of the collective, society, causes a positive feeling in a moral person, gives moral satisfaction to the individual; a person can go towards severe personal suffering in the name of duty. Speaking about his stay in the royal prison, F. E. Dzerzhinsky wrote that the torments of imprisonment and loneliness are paid off a thousand times by the moral consciousness that he is doing his duty (see Diary. Letters to relatives, 1958, p. 73).
N. hours depend on the social conditions in which people live. In a society consisting of antagonistic classes, N. h., like morality in general, have a class character. In such a society, objectively, there are conditions conducive to the development of individualism and selfishness, heartlessness, cruelty, and other immoral feelings. Such social norms as justice, honesty, truthfulness, respect for a person, etc., also have a class orientation. “The old society,” V. I. Lenin points out, “was based on such a principle that either you rob another, Either another robs you, or you work for another, or he works for you, or you are a slave owner, or you are a slave. or a slave ..., in a word, a person who cares only about having his own, but he does not care about anything else" (Soch., vol. 31, p. 269).
The source of N. h. owls. people are socialist. living conditions, joint work and the struggle to build a new society. Fundamental changes in the life of our society, connected with the victory of socialism, determined the change in the spiritual image of owls. people, their moral world, filled with new content N. h. and caused the emergence of new N. h. The most important place among N. h. owls. people are occupied with boundless devotion to the cause of communism, a deep love for the socialist. To the motherland, to the countries of socialism, proletarian internationalism, collectivism, the manifestation of which are feelings of camaraderie, friendship, humane attitude towards another person. Those emotional experiences also belong to N.'s sphere, the source of which is communistic. attitude towards work. An important place among N. hours is occupied by filled with socialist. the content of a sense of duty, honor, responsibility for the results of their work, their social activities, for their behavior.
The formation of N. h. occurs in the process of combating the manifestations of bourgeois. ideology and morality, with the remnants of private ownership. and bourgeois-nationalist. psychology, prejudices and superstitions, since the feelings associated with the remnants of capitalism in consciousness and behavior still occupy a well-known place in the moral world of a certain part of the owls. of people. So, along with such new feelings as owls. patriotism, labor enthusiasm, etc., exist and manifest themselves in a latent or more explicit form intolerant in owls. society, vanity, envy, neglect of work, sycophancy, etc. Therefore, the formation of N. h. owls. people, and first of all N. h. children and youth is one of the most important tasks of the process moral education.
The formation of N. h in a child depends primarily on the system of relationships that he develops with the people around him. Therefore, an exceptional role in the formation of N. h. belongs to an organized team and the authority of the educator. It is important that a child from the first years of his life has in his family, in educational and educational institutions. institutions, environment comrades a positive example. What educators want to see a child (teenager), they should strive to be like that themselves. An important role in the emergence and development of positive N. hours is played by the living word of a beloved and respected educator (parent, teacher, senior comrade) warmed by a sincere feeling, which evokes a response in the soul of the child and creates favorable ground for the education of N. hours. art in its various forms have a significant impact on the formation of N. h in children. The more meaningful the artistic perception, the stronger, deeper and more effective the feelings that arise with it. In this regard, it should be emphasized the great value of biographical material (bright, emotional stories, conversations about revolutionaries, outstanding figures of science and culture, etc.).
It is important not only to identify this or that positive N. h., but also to turn it into a stable experience, to support and develop it. N. h. the deeper and longer, the more diverse and stronger are the ideas and images with which it is associated. But it is especially important that the newly emerging N. h. manifest itself in an act and become fixed in it. In this case, a person not only cognizes his new experience, but he also has that inner satisfaction, pleasure, which is caused by a sense of duty performed, a sense of pure conscience. And if the same situation arises again, then there is every reason to think that the same feeling will flare up and a moral act will be committed.
The formation of positive moral experiences involves the struggle with negative N. h. Raising love for the Motherland and proletarian internationalism, diligence and humanism, the educator simultaneously overcomes an indifferent attitude towards the enemies of the Motherland and the communist. movement, forms an aversion to laziness, to parasitism, fights callousness and callousness, with remnants of possessiveness. feelings. In the upbringing of N. h., the life and activities of a growing person in a team (in a family, kindergarten, school, pioneer and Komsomol organizations, and in production) are of decisive importance. The collective with all its attitude towards the actions of a given person, by the power of public opinion, influences his feelings, and a person begins to relate to his behavior in the same way as the collective treats him (see. moral behavior). Therefore, the upbringing of N. h. should be carried out with the help of the team and through the team.
Lit .: Marx and Engels on upbringing and education, M., 1957; Lenin on upbringing and education, M., 1963; Materials of the XXII Congress of the CPSU, M., 1961; Jacobson P. M., Psychology of feelings, M., 1956, ch. 6, §1, ch. 7; Rudik P. A., Psychology, M., 1958, ch. ten; Psychology. Ed. A. A. Smirnova [and others], M., 1962, ch. 12, §5.
Sources:
- Pedagogical Encyclopedia / Chapter. ed. I. A. Kairov and F. N. Petrov. vol. 3. - M.: Soviet Encyclopedia, 1966. - 880 p. from ill.
Practical feelings - feelings that arise in practical activities. Even Aristotle said that there are as many types of feelings as there are types of activity.
Any activity is associated with a certain attitude towards its goal and the means to achieve it. In the process of anthropogenesis, a person has formed a need for work, an emotional attitude not only to the results, but also to the very process of labor, because in this process a person, overcoming obstacles, affirms and improves himself, his mental and physical capabilities. Particularly emotional are those types of labor that are associated with creativity, with the search for something new. The mental and physical stress of the labor process is emotionally experienced.
In labor, a person satisfies his needs. In work, a feeling of joy was formed in connection with the achievement of a goal, the successful completion of a task, and the subordination of the forces of nature. Failure to achieve the goal causes negative feelings.
moral feelings
Moral feelings - an emotional state associated with the evaluation of behavior depending on its compliance or non-compliance with social norms.
Morality is a form of social consciousness, a set of rules and norms of behavior developed by a given society. The theory of these norms and rules is called ethics, and their practical use is called morality.
Moral feelings are based on the understanding of good and evil, duty and honor, justice and injustice accepted in a given society.
Moral feelings are the most important regulator of human behavior, the motivational basis of interpersonal relationships.
The regulating power of moral feelings is so great that even in a hypnotic state a person cannot be induced to act incompatible with his moral feelings. Thus, an order to steal a thing from another person or insult him, as a rule, is not carried out by most people, even in a state of hypnosis.
The moral norm is the most important means of socializing the individual, enriching the individual with the achievements of society. Moral norms are the requirements of society for the behavior of the individual. These norms are subdivided into norms-samples, norms-prohibitions and norms-frames.
These norms are implemented through public opinion, authority, traditions and customs. For the implementation of these norms, an appropriate attitude towards them is necessary. And here feeling plays a dominant role.
Moral feelings are divided into short-term, situational (joy, admiration, delight, indignation at certain actions), stable intimate experiences (loyalty, affection, friendship, love, etc.) and social experiences (patriotism, internationalism, collectivism, etc.). ).
The moral consciousness of members of society is the basis for the formation of legal consciousness. A wide range of deep moral feelings is a necessary condition for highly moral and law-abiding behavior. Negative moral qualities - cruelty, selfishness, emotional dullness, money-grubbing, envy, lust for power, etc. - are the motivational basis for both immoral and criminal behavior. (Negative moral qualities should not be confused with negative moral feelings that underlie moral self-improvement. Thus, regret or remorse, being negative feelings, play a positive role in human behavior.)
Moral feelings encourage a person to consider the interests of other people. They are determined by the moral needs of a person, the system of his views and beliefs. Moral feelings mobilize a person to activity, they have a sthenic character.
A person experiences certain feelings not only in connection with current events, but also about past or future events. Moral feelings organize human behavior in a socially positive direction, prevent undesirable actions, encourage evaluation of committed actions.
In a morally educated person, any deviation from the generally accepted norms of behavior causes a sharp critical assessment.
A critical assessment of their behavior by individuals may be absent either due to disregard for socially accepted norms, or due to their insufficient awareness. In these cases, the behavior acquires features of immorality or lack of conscience. Immorality is characterized by the fact that a person knows about the relevant norms of behavior, but does not consider them obligatory either for himself or for other people; shamelessness - that a person knows the generally accepted norms of behavior, but considers them obligatory only for others.
Moral feelings, being subjective experiences, are objectified and manifested in people's daily actions.
Depending on social conditions and educational influences, a person develops a certain experience of moral behavior, a typical attitude towards generally accepted norms and behavior based on them. emotion feeling investigative organism
Moral feelings exist in the form of an interconnected, subordinate system in which some feelings play a leading, dominant role in human behavior, while others are short-lived. Dominant feelings are one of the essential aspects that characterize the personality.
In the practice of a lawyer, there are a variety of nuances of morality (justice, duty, conscience, honor, etc.).
Justice and injustice - they are moral evaluations of social phenomena by means of which some phenomena are justified and others condemned. These concepts are historical, that is, they change with changes in social relations.
Duty -- it is the moral necessity of fulfilling duties that are determined by a person's place in the system of social relations. There are varieties of duty: universal, civil, military, official, family, etc. The feeling of gender is the awareness and experience of those duties that [the word takes on when entering into certain relationships with other people. The meaning of human life is connected with the fulfillment of a correctly understood duty. The fulfillment of duty produces the highest sense of satisfaction.
Conscience is a feeling that causes a person to react to the demands of society. This reaction depends on the person's understanding of the moral responsibility for his behavior. A sense of conscience is the most important stimulus for the moral improvement of the individual.
A sense of honor this is an increased emotional impressionability in relation to those aspects of one's activity that are most significant for a given society as a whole or for a separate social group.
Legal norms are closely related to moral norms.
In investigative practice, the feeling of guilt is of particular importance.
Guilt is a person's self-reproach for violating their own positions, norms, and beliefs. The feeling of guilt is associated with the violation of the norms that are accepted by the person, internalized by him.
An unprincipled, immoral, degraded person does not feel guilty, committing crimes and bearing punishment for them. Guilt is a painful mental state only for people who have not lost social ties. People have different thresholds of guilt, greater or lesser susceptibility to self-reproach. There is also an obsessive guilt that goes beyond mental health.
For people with a high threshold of guilt, i.e. not prone to self-condemnation, external punishment is more effective. Their behavior is more focused on external factors (extroverts). The feeling of guilt is more developed in introverts - people who are more focused on their inner world.
Love and hate, pride and arrogance, tenderness and contempt, envy and adoration, jealousy and selfishness - these and many other feelings determine the stable orientation of some people towards others. The feelings that people evoke in each other depend on the importance they attach to each other. To love or hate someone means to evaluate people differently and to have a certain predisposition to appropriate actions in relation to them.
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