The Unity of Personality and Social Development in Education Essay

Unity of Human Personality and Social Development in Education Essay

Contemporary, thesis is often used to refer to an article that conducts research and describes the results of academic research in various academic fields, referred to as a dissertation. Below is my essay on the unity of human personality and social development in education.

The Unity of Human Personality and Social Development in Education Essay Part 1

Almost every kindergarten teacher has taught children the lesson of "Pulling the Carrot". This story can make children understand that people should help each other, and now some people have objections to it: why not let the children think about what they should do if they are allowed to pull the carrot by themselves without the help of others?

This objection is good, good in that it touches on a deep-seated educational understanding of the problem, that is, how to deal with the unity of human personality and social development in education. Personality is the unique synthesis of a person's behavior that is different from that of any other person.

Everyone should have their own personality, but also must make their own personality to be fully and freely developed. The so-called development of personality means that on the basis of human ****similarity, the differences of human beings should be fully allowed to express themselves, so that each person has a high degree of autonomy, independence and creativity. Sociality means that people living in the same society have to master a system of behavior that is compatible with that society. For a society to exist and develop, it must propose some basic behavioral norms and socialization goals for its social members. A person is a member of a society; he cannot survive and develop without it. From the time a person falls into the ground, he begins to contact and interact with other people. On the one hand, the individual receives all kinds of environmental stimuli from the society, and on the other hand, he produces a lot of reactions according to all kinds of behaviors of the society, and undergoes a process of growth and development. -From the perspective of psychological development, human beings are the products of the socialization process. From a philosophical point of view, human beings are the sum of social relations, and the individual and the society, personality and sociality are the unity of opposites. Education should serve not only social development but also human development. Education should enable the development of human personality and sociality in a unified way. However, in the past, our educational practice did not run in accordance with the correct theoretical ideas of education.

First, the traditional Chinese education is biased towards the development of human sociality

In the traditional Chinese education, focusing only on people to raise **** the same requirements, the individual is the collective appendage, do not need to have individuality, and are not allowed to have individuality. This situation has its deep historical roots. From the history of the development of education, in a certain social form, the dominant ideology has a huge impact on education. In China's long feudal society, Confucianism was the dominant ideology, and the basic feature and core spirit of this ideology was "propriety" or "the rule of propriety." The content of "rites" is hierarchical subordination. The most centralized manifestation of this affiliation is the maintenance of loyalty and filial piety of the three programs (the king for the minister, the father for the son, the husband for the wife), the five constants (benevolence, righteousness, etiquette, wisdom, faith), which requires individuals to "restrain and restore the rites," cultivate oneself, unify one's family, rule the country, and pacify the world.

In this ideological domination of the Chinese feudal society, education to maintain the hierarchical system of feudal society, the cultivation of feudal governance for the purpose of the Confucian classics "Four Books", "Five Classics" as the main content, and with the system of imperial examinations closely integrated It is also closely related to the imperial examination system, which has greatly restricted people's thinking.

Since the establishment of New China, education in China has undergone fundamental changes and made great achievements. However, on the whole, education still favors the social nature of people and ignores their individuality. For example, the current college entrance examination system uses a standard, a yardstick to take people, not conducive to the overall development of students' moral, intellectual, physical, aesthetic and labor.

Two, the education of the Western countries favor the development of human personality

In the Western countries, capitalist education advocates the overall development of human personality, the perfect, teaching content for the production of practice, heavy practical subjects. Teaching methods, advocating conformity to nature, to adapt to the psychological process of students, tapping the inner potential of students, Bacon put forward "knowledge is power", encouraging people to give full play to the role of the human subject to recognize the conquest of nature; Nietzsche issued a "God is dead" call! The first step is to encourage people to recognize and affirm their own selves.

Rousseau strongly advocated natural education, emphasizing the natural development of people, and opposing artificial restrictions on the development of children. Known as the third wave of psychology, the representative of humanistic psychology, Maslow, Rogers, etc., carry forward the spirit of humanistic pursuit of human emancipation, pay attention to the satisfaction of human needs, the play of human potential, emphasize human self-consciousness and initiative, put forward the theory of self-fulfillment. In terms of human relations, they shouted the slogans of "natural human rights" and "freedom, equality and fraternity", encouraged competition, and emphasized the freedom and rights of the individual when there was a conflict between the individual and the society, and this kind of "individualism" was the main focus of their work. Individualism" as the main cultural tradition, indeed promote the individual's initiative and creativity, but on the other hand, it has led to many social and moral problems: tension between people, people's spiritual decline. As a result of emptiness, loneliness, anxiety and fear, more and more people have developed mental illnesses, and the phenomena of moral degradation of young people, violent behaviors, disordered male-female relations, drug and alcohol abuse are becoming more and more serious.

In the face of the spiritual crisis caused by extreme individualism, Western societies have begun to explore new ways of education, and have begun to vigorously strengthen the social value orientation of education. For example, in the United States, many education reform reports have argued and called for the strengthening of personal value goals and school value goals on the social **** orientation, that: "American education personality tradition overrides the **** tradition, the current must be fully affirmed ****, to help students go beyond personal interests, and to strengthen the sense of civic and social responsibility."

In the face of the spiritual crisis caused by extreme individualism, Western society has begun to explore new ways of education. "

The path that Chinese education must take in the twenty-first century

At present, China's education sector has noticed that the education that favors only the development of people's social nature and neglects the development of people's `personality' can no longer adapt to the needs of China's reform and opening up. This "social-oriented" view of education, the mistake is to wrongly take the social function of education as the body of education, overriding the value of the individual in education, restricting the play of individual talent and the development of personality, and in turn, also distorted the social function of education. The Western view of education as "individual-oriented", the mistake is to wrongly take the goal of education as the education itself, which led to the loss of the universal cultural paradigm of mankind and discarded.

The education of the twenty-first century is bound to take the path of developing the unity of human personality and sociality. In order to develop human personality and sociality in a unified way, we must pay attention to the following:

1. Learning from foreign countries. Western education, emphasizing the development of human personality, there are many things to learn from us. For example, in the United States, one of the value of colleges and universities is to diversify to meet the individual needs, interests, and interests of each student, and this has been done more successfully. Education in the twenty-first century must be oriented to the world. In order for a country's education to develop, it is necessary to exchange ideas with other countries and to complement each other's strengths and weaknesses. We have to stand at a high level of history, the Western education to take "fetishism" spirit, absorb the essence, discard its meal, in the process of moving forward, neither arrogance, nor pander to foreign countries.

2, learning from history. China's traditional education, we must inherit and carry forward the part. For example:Attention to students to strengthen collectivist education, adhere to the interests of the individual to serve the collective interests, pay attention to the tradition of social values, is the advantage of our education. This point, the West has recognized that "Westerners in order to eliminate the spiritual crisis produced by individualism, began to turn their attention to the 'groupism' cultural tradition as the main body of the East, some of the insights to the East to seek answers" ⑧.

3, the effective implementation of educational reform. Through the reform of education to realize the development of human personality and social unity.

First of all, to establish a correct view of the examination. The traditional disciplinary exams overemphasize rote knowledge, ignoring the hands-on ability of students, the ability to apply, the ability to create, in order to change this situation, it is necessary to establish a correct view of the examination. It must be clear that the examination is not for ranking, but to provide a basis for teachers, parents and students themselves to find the shortcomings and weaknesses in learning, so that appropriate measures can be taken to enable each student to give full play to their potential and better development. Students learn to make progress, not to cope with exams, and only in this way can they generate interest and develop proactive habits.

Secondly, we must establish a correct view of students. In the education process, students are not only the object of educational activities, but also the main body of educational activities, however, the current school education does not really put students in the main position. In fact, the student's subject position has not been truly reflected. For example: the traditional class lecture system, although it can improve the efficiency of teaching, is conducive to more talents, but collective education, unified requirements, not conducive to the development of students' personality. Therefore, it is necessary to make appropriate changes to the classroom system, through appropriate grouping activities, lectures, talks, experiments, demonstrations, visits and other teaching methods used in an integrated manner, the students' initiative to mobilize the initiative, so that students learn to enjoy.

We should also pay attention to carry out extracurricular and extracurricular activities. Through colorful activities, cultivate students' group consciousness, so that students learn to deal with interpersonal relationships, enhance the spirit of responsibility to the community to the collective, and cultivate self-discipline, self-respect and self-love, solidarity and mutual help, cooperation **** things of character. Colorful activities, but also conducive to the cultivation of students' interests, hobbies, character, will and other non-intellectual factors, in order to make the human personality and social development of unity, our education to encourage individuals to play a talent, without promoting individualism; to pay close attention to the uniqueness of each person, without ignoring the creation of a collective life is also a kind of life; education to cultivate both their own, but also socially responsible for the overall development of the The education should produce well-rounded people who are responsible for themselves as well as for society.

Notes:

① Comparative Education, 1996, No. 3, Wang Yigao, "four years of contemporary macro-education trends in the examination of the macro-education trend"

② Comparative Education, 1996, No. 4, Wang Donghuai, "Comparative Study of East and West Moral Education"

The unity of the development of human individuality and social education thesis Part 2

I. Infancy

Temperament of infants: divided by activity characteristics - Bass, emotional type, with prominent emotional reactions and predominance of negative emotional reactions, mostly expressed as anger, sadness, and fear; activity type, expressed as active exploration of the surrounding environment, and willingness to engage in The active type is characterized by active exploration of the surrounding environment and a willingness to engage in motor games; the impulsive type lacks emotional and behavioral self-control; and the social type has a strong demand for social interaction and actively engages in contact and communication with others.

Thomas and Chase, easy-rearing; difficult-rearing; slow-developing

Development of infant interests: innate reflexive response stage (birth-100 days) - similarity-object recognition stage (around half a year old) - Stage of exploration of new and exotic objects (around 1 year old)

Social smiling in infants: spontaneous smiling - non-selective social smiling - selective social smiling

Social crying in infants: spontaneous crying -responsive crying - active operant crying

Causes of infant crying: hunger, drowsiness, physical ill health, psychological discomfort, boredom

Separation anxiety, in which infants, after leaving their mothers, encounter strangers and unfamiliar situations, producing a panic, avoidance response.

Stages of separation anxiety: sadness, help-seeking - dashed hopes, emotional apathy - attempts to adapt to the new environment

Infant's social attachment is an emotion, a fulfillment of a need, and attachment is the initial social bond between the infant and the primary caregiver (mother). mother), the initial social connection between the infant and the primary caregiver, and is an important marker of the infant's emotional socialization.

Stages of attachment development: Bowlby, undifferentiated social response stage - differentiated social reflection stage - emotional connection stage (infants develop a special emotional attachment to their mothers, become more emotionally connected to their mothers, and use their mothers as the basis of their security) - reciprocity. secure base)

Stage of reciprocal relationship formation (infants see their mothers as partners in their interactions, adjust their attachment goals to their mothers, and understand why their mothers left them)

Types of infant attachment: secure attachment, avoidant attachment, and defiant attachment

Three criteria for measuring mothering styles in infancy: reactivity, emotionality, and emotionality

Three criteria for measuring mothering styles in infancy: reactivity, emotionality, and defiant attachment. Three criteria for measuring mother's parenting style in infancy: reactive, emotional, and social stimuli

Hart, self-consciousness of the infant's subject-ego emerges around the age of one year, when infants perceive themselves as the subject of an activity and distinguish themselves from others; around the age of two years, self-consciousness of the object-ego emerges, and they are able to utilize personal pronouns and use the word "I" to refer to themselves.

The object self-consciousness appears around the age of two weeks.

The emergence of object self-consciousness is the first leap in the development of individual self-consciousness.

Second, early childhood

The initial formation of personality in early childhood:

1, showing more obvious temperament characteristics;

2, showing some differences in interests;

3, showing some differences in ability

4, the initial expression of character traits.

Factors affecting children's self-esteem

1, parenting style: warmth, care, positive acceptance of children, enthusiastic participation in children's games; strict requirements; democracy; set an example, set an example.

2. Peer relationships: establishing peer friendships and being accepted by the group are two important factors in the experience of self-esteem.

Identification, that is, the child's emulation of adult personality qualities.

The object of children's identification is usually of high status, authoritative, capable, intelligent, robust or beautiful.

The first rebellious period of children, around the age of 3-4 years, requires autonomy in behavioral activities, the realization of self-will, and rebellion against parental control.

The developmental characteristics of the first rebellious period:

1. has its own special psychological needs and behavioral manifestations

2. is a stage in the development of children's psychology

Third, early childhood

Around the age of 8 years old, the child began to de-centered, belonging to the turning time.

Education and regulation of the child's relationship with the environment play an important role in the development of the child's sense of self.

Characteristics of self-evaluation ability:

1. Self-evaluation includes many aspects;

2. Social support factors play a very important role in children's self-evaluation;

3. Evaluation of self-worth is closely related to emotion;

4. Self-evaluation of children in elementary school has a close relationship with academic experience, peer interactions, self-confidence and so on.

5.

Delayed gratification, (Rothenberg) is the suppression of desires even if they are satisfied and learning to wait. Children's ability to delay gratification in childhood increases significantly with age, and the developmental process of self-control behavior is mainly manifested in childhood.

Factors affecting children's self-control:

Cognition and strategy, the role of role modeling, the influence of family education on children's self-control.

Morality, the sum of behavioral norms that regulate relations between people and between individuals and society.

Development of moral cognition (Piaget):

Pre-moral stage - Other-regulated moral stage - Self-regulated moral stage (internalization)

Aggression, which refers to hostile, hurtful or destructive behavior, also known as aggression, which is mainly manifested in physical aggression, verbal aggression, and violation of the rights of others.

The essential element of aggressive behavior is the intent to harm. Bullying is a special form of aggressive behavior and is divided into three categories: direct physical bullying, direct verbal bullying, and indirect bullying.

The importance of peer interaction in childhood:

1. Peer interaction is the psychological need for collective belonging in childhood;

2. Peer interaction promotes the development of children's social cognition and social interaction skills;

3. Peer interaction is conducive to the development of children's self-concept;

4. Peer interaction promotes the development of good personality quality and social responsibility.

Popularity characteristics of children in peer interactions:

1. Popular children - good academic performance, opinionated, strong independent activity, enthusiastic, helpful, social, easy to cooperate.

2. Unpopular children-aggressive, unfriendly to people, disrespectful to peers, lack of cooperation, often bad ideas and pranks.

3. Neglected children- withdrawn, quiet, dependent or submissive.

Friendship, a lasting intimate relationship between individuals based on mutual attachment, is a higher form of peer relationship.

Children's perceptions of friendship: short-term play partnerships - one-way helping relationships - two-way helping relationships - intimate and enduring ****enjoyment relationships

Factors affecting the choice of friends:

1. Mutual proximity

2. Behavior, quality, academic performance and similar interests

3, personality respect, psychological harmony and mutual admiration

Developmental changes in the parent-child relationship:

1, a significant decrease in the time spent in direct interaction;

2, a shift in the focus of parental upbringing;

3, a change in the waxing and waning of parental control over the child and the child's autonomy in managing the child (parental control-***same control-children's autonomy). -***same control-child control)

Fourth, adolescence

Adolescence is the second leap in the development of self-awareness. (Infancy is the first leap)

Characteristics of the development of self-awareness:

1. Strong concern for one's own appearance and demeanor

2. Deep attention to one's own abilities and academic performance

3. Strong concern for one's own personality growth

4. Strong self-esteem

Characteristics of mood changes:

1. Increased worries

(worries about personal image in public, worries about personal dignity and social status in peer groups, worries about cracks in relationship with parents and emotional detachment)

2. Increased feelings of loneliness and repression

Characteristics of adolescent egocentricity: (Piaget) Unique self, hypothetical audience

Adolescence Belongs to the second rebellious period, performance:

1. Resistance for the sense of independence and autonomy is blocked, the main object of resistance is the parents

2. Resistance for the desire of social status equality and dissatisfaction, but there is also migratory

3. Conceptual collision

Rebellious age period, 2-4 years old, mostly around the age of 3 years old for the first period of rebellion, the end of the elementary school to the junior high school stage of the 10, 11-15, 16 years old, is the second rebellious period, highlighted in the adolescent development period.

***Similarities: both focus on the increase in the sense of independence and autonomy, and demand independence and autonomy from the controlling party;

Both have a sense of growth and development ahead of time, the former has a "sense of growing up", the latter has a "sense of adulthood".

Differences: the former's independence lies in the requirement to act according to one's own will, the requirement to act and move independently and freely, to resist parental control, and to oppose parental overprotection; the latter's requirement is independence of personality, social equality, and the requirement to be mentally and behaviorally autonomous, and to resist parental and related party control.

V. Youth

Self-concept, an individual's perception of self-image, is a person's perception of his or her own continuity and homogeneity.

Characteristics of self-concept:

1. The abstraction of self-concept is increasing

2. Self-concept is more organized and integrated

3. The structure of self-concept is more differentiated

The main ways to increase the level of awareness of self-concept:

1. Self-exploration is the internal impetus for the development of self-awareness

2.

2. Self-knowledge through others' evaluations of oneself

3. Self-knowledge through identification with peers

Self-acceptance, the psychological tendency to positively affirm oneself.

Self-rejection, is the psychological tendency to negatively negate oneself.

Marcia summarizes four ways in which a crisis of self-identity can occur in youth:

Establishment of sameness, perpetuation of sameness, closure of sameness, and diffusion of sameness (confusion).

Keigo Kohinoki characterizes the sameness syndrome as:

The state of avoidance and paralysis chosen by an excess sense of sameness

The diffusion of the time prospect of a dislocation of distance from others

The diffusion of the sense of industriousness of the negated sameness choices

Deferment of the period of solvency, an intrinsic need to avoid an early completion of the process of sameness in adolescence, that is, to deferment of adult duties and obligations, a social deferment, a psychological deferment, also known as the psychological deferred solvency period.

The outlook on life is the fundamental view and attitude of people towards the purpose and meaning of life.

Values are the internal scale by which individuals evaluate the importance of things based on their own needs. People's views and perceptions of life ultimately coalesce around one's values.

Factors affecting the development of outlook on life and values:

1. The formation and development of outlook on life and values are subject to individual maturity factors;

(the development of thinking, self-consciousness, social needs, and socialization to reach the level of maturity)

2. Constraints imposed by the social background and cultural conditions;

3. Constraints imposed by the educational environment of the family;

4. constraints;

4. individual self-regulatory factors;

5. the influence of socio-historical events and non-normative events encountered by individuals.

Moral cognitive development: Kohlberg -

Level 1: Pre-customary level (punishment and obedience orientation, utilitarian orientation)

Level 2: Customary level ("good boy" orientation, "good citizen" orientation)

Level 3: Post-customary level (social contract orientation, universal moral principle orientation)

1. Moral development has a fixed and unchanging order

2. Not many individuals reach the post-customary level;

3. Environmental and socio-cultural factors can only determine the content and rate of moral development, they cannot influence the order of its development.

Sixth, middle age

The self, the core of the personality, is the first "organizer", the change of the self means that the individual's thoughts, values, morals, goals, and other changes in the way of organizing the self, the development of the self is the result of the interaction between the individual and the environment.

The level of adult self-development:

1, the level of compliance, according to the rules.

2. Fairness level, the ability to internalize social and external rules as individual rules.

3. The level of autonomy, the ability to recognize and accept contradictions and conflicts in interpersonal and social relationships, tolerance.

4. The level of integration, the ability not only to face up to contradictions and conflicts, but also to resolve them positively.

Factors affecting the development of the level of self: age factors, level of education, cognitive development factors

Personality traits of the middle age: stability, maturity (introspection is becoming more pronounced; the psychological defense mechanism is becoming more mature; and people are becoming more rounded), and gender roles are becoming more integrated in the middle age.

Control theory of adaptation to the environment: primary control, control of the environment by transforming it.

Stimulus control, conforming to the environment by changing oneself.

VII. Old Age

Personality in old age is basically stable, but with some changes: insecurity, loneliness, poor adaptability, rigid and conservative, reminiscent of the past

Factors contributing to changes in personality in old age: biological decline, psychological aging, the influence of sociocultural factors

Psychological adaptation to old age:

1. Psychological preparation for the degenerative changes of old age and life in old age

2. Positive transformation of social roles and activities

3. Reflecting the value of the elderly and preserving their self-esteem

4. Husband and wife's love and harmony in the family are the elements of the elderly's happiness

5. Deepening of friendship and friendship relations among friends

6. Friendship relationship

6. Avoid escapist adaptation methods

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