The concept of spiritual and moral development and education of the personality of a Russian citizen

Psychoanalytic theories of personality development: periodization of S. Freud and E. Erikson

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Psychoanalytic theories of personality development: periodization of S. Freud and E. Erikson

Central to the theory of personality development created by Erikson is the position that a person during his life goes through several stages that are universal for all humanity. The unfolding of these stages is regulated according to the epigenetic principle of maturation. By this Erickson means the following:

1. The personality develops step by step, the transition from one stage to another is predetermined by the individual’s readiness to move in the direction of further growth, expansion of the perceived social horizon and the radius of social interaction;

2. Society is structured in such a way that the development of a person’s social capabilities is accepted favorably; society tries to help maintain this trend, as well as maintain both the proper pace and the correct sequence of development.

Erikson's epigenetic concept is based on the idea that full development of personality is possible only by passing through all stages in succession. According to Erikson, each stage of the life cycle occurs at a specific time for it and is accompanied by the so-called age crisis. A crisis occurs when an individual reaches a certain level of psychological and social maturity, necessary and sufficient for a given stage. Each of the phases of the life cycle is characterized by a phase-specific evolutionary task, which at a certain stage of life is presented to a person and must find its solution. By a phase-specific evolutionary task, E. Erikson meant any problem in social development that society poses to an individual, and the resolution of which contributes to the transition to a new, more successful level of socialization.

An individual's characteristic patterns of behavior are determined by how each of these tasks is ultimately resolved or how a crisis is overcome.

It is well known that the driving forces of development of the human psyche are internal contradictions and conflicts. Successfully resolving which personality develops. In Erikson's theory, conflict plays a vital role because both the growth and expansion of the scope of interpersonal relationships are associated with the increasing vulnerability of ego functions at each stage. At the same time, he notes that crisis means “not the threat of catastrophe, but a turning point, and thereby an ontogenetic source of both strength and insufficient adaptation.”

Every psychosocial crisis contains both positive and negative components. If the conflict is resolved satisfactorily, that is, the ego has been enriched with positive qualities, therefore, this guarantees the healthy development of the personality in the future. And vice versa, if the conflict remains unresolved or receives an unsatisfactory resolution, a negative component is built into the developing ego, which creates the preconditions for the development of the neurosis of this crisis and negatively affects the passage of other phases. The task of the individual, therefore, is to ensure that each crisis is adequately resolved, which will allow one to approach the next stage of development with a more adaptive and mature personality.

Erik Erikson's Eight Stages of Psychosocial Development

№	Stage	Age	A crisis	Strength
1	Oral-sensory	up to 1 year	Basic trust - basic distrust	Hope
2	Muscular-anal	1-3 years	Autonomy - Shame and Doubt	Strength of will
3	Locomotor-genital	3-6 years	Initiative is guilt	Target
4	Latent	6-12 years	Hard work is inferiority	Competence
5	Teenage	12-19 years old	Ego identity - role confusion	Loyalty
6	Early maturity	20-25 years	Intimacy - isolation	Love
7	Average maturity	26-64 years	Productivity is stagnant	Care
8	Late maturity	65- death	Ego integration - despair	Wisdom

While Erickson believes that the eight stages represent a universal feature of human development, he points to cultural differences in the ways in which each stage deals with problems. He believes that in every culture there is a "crucial coordination" between the development of the individual and his social environment. We are talking about coordination, which he calls the “gear wheel of life cycles” - the law of coordinated development, according to which society provides support to a developing individual precisely when she especially urgently needs it. Thus, from Erikson's point of view, the needs and opportunities of generations are intertwined.

Psychoanalytic theory

Her subject is human emotions and interpersonal relationships.

S. Freud (1856-1939) explained personality development by the action of biological factors and the experience of early family communication. He believed that children go through 5 stages of mental, or more precisely, psychosexual development. At each stage, the child’s interests are focused around a specific part of the body that serves as a source of pleasure:

oral stage (0 – 2 years);

anal stage (2 – 3 years);

phallic stage (4 – 5 years);

latent stage (6 – 12 years); genital stage (12-18 years);

Physiological needs

Physiological needs are directly related to human biological survival and must be satisfied at some minimum level before any higher level needs become relevant, i.e. a person who fails to satisfy these basic needs will not be interested in the needs occupying the highest levels of the hierarchy for long enough, since it very quickly becomes so dominant that all other needs disappear or fade into the background.

Security and protection needs.

These include the following needs: the need for organization, stability, law and order, predictability of events and freedom from threatening forces such as disease, fear and chaos. Thus, these needs reflect an interest in long-term survival. Preferring a secure job with a stable, high income, creating savings accounts, and purchasing insurance can be seen as actions motivated in part by the search for security.

Another manifestation of the need for safety and protection can be seen when people are faced with real emergencies such as war, flood, earthquake, uprising, civil unrest, etc.

Needs for belonging and love.

At this level, people seek to establish attachment relationships with others in their family or group. The child wants to live in an atmosphere of love and care, in which all his needs are met and he receives a lot of affection. Teenagers seeking to find love in the form of respect and recognition of their independence and independence are drawn to participation in religious, musical, sports and other close-knit groups. Young people experience the need for love in the form of sexual intimacy, that is, unusual experiences with a person of the opposite sex.

Maslow identified two types of love in adults: deficient

or D-love, and
being
or B-love. The first is based on a deficit need - it is love that comes from the desire to get what we lack, say, self-esteem, sex or the company of someone with whom we do not feel alone. This is selfish love that takes rather than gives. B-love, on the contrary, is based on the awareness of the human value of another, without any desire to change or use him. This love, according to Maslow, allows a person to grow.

Self-esteem needs.

When our need to love and be loved by others is sufficiently satisfied, its influence on behavior decreases, paving the way for self-esteem needs. Maslow divided them into two types: self-esteem and respect by others. The first includes concepts such as competence, confidence, independence and freedom. A person needs to know that he is a worthy person who can cope with the tasks and demands that life makes. Respect by others includes concepts such as prestige, recognition, reputation, status, appreciation and acceptance. Here a person needs to know that what he does is recognized and appreciated. Satisfying your self-esteem needs creates a sense of confidence, dignity, and the knowledge that you are useful and needed. Maslow suggested that esteem needs reach a maximum level and stop growing in adulthood, and then their intensity decreases.

Baby's face.

In the structure of a newborn’s face, in addition to universal human characteristics, generic (primarily parental) and individual differences are expressed. The structure of the face has its own age specificity: the cerebral part of the skull dominates the facial part. In terms of volume, the facial region of a newborn is 1/8 of the entire surface of the head; the head itself is 1/4 of the entire body length (in an adult, the head occupies 1/8 of the entire body length).

The height of the facial part increases every month, although the chin is not yet defined until the end of infancy.

Facial mobility gradually changes throughout infancy. At birth, the baby’s face is a kind of screen on which the reactions of his body are projected (irradiated). The first three months are dominated by facial expressions of displeasure, crying of well-fed well-being. In the third month a smile appears. Gradually, facial expressions are enriched and its elements are consolidated. Facial expression is established in a child in a very unique way - facial expressions are strong, but limited in shades[1]. As the child develops, the expressiveness of his face becomes more varied and more defined. Not only fixed expressions of pleasure appear in the form of a smile and laughter, but also proactive expressive expressions: alertness, readiness for fear, caprice, pranks and many others, which are combined with the expression of bodily reactions. The baby gains greater expressiveness in facial and pantomimic actions, which are both innate and acquired signaling in nature.

A baby’s face takes on a special expression when the child closely watches the actions of an adult and suddenly fixes a piercing gaze into the eyes of the person looking at him. One gets the impression of unexpectedly wise, deep penetration, surpassing the spiritual capabilities of the baby himself.[2] This impression is immediately removed by the toothless, open smile of an infant.

The face of a baby, possessing the attractive power of the ethological signaling of a child, reveals the colossal possibilities for the upcoming spiritual growth of a human child.

Feeling of adulthood.

The feeling of adulthood is a new development of adolescence.

When they say that a child is growing up, they mean the formation of his readiness for life in the society of adults, and as an equal participant in this life.

From the outside, nothing changes for the teenager: he studies in the same school (unless, of course, his parents suddenly transferred him to another), lives in the same family. The family still treats the child as “little.” There is a lot he doesn’t do on his own, a lot of things his parents don’t allow, and he still has to obey them. Parents feed, water, dress their child, and for good (from their point of view) behavior they can even “reward” (again, according to their own understanding). Real adulthood is a long way off - physically, psychologically, and socially, but I want it so bad! He objectively cannot join adult life, but strives for it and claims equal rights with adults. They cannot change anything yet, but outwardly they imitate adults. This is where the attributes of “pseudo-adulthood” appear: smoking cigarettes, hanging out at the entrance, traveling out of town (the outward manifestation of “I also have my own personal life”). Copy any relationship.

Although pretensions to adulthood can be ridiculous, sometimes ugly, and role models are not the best, in principle it is useful for a teenager to go through such a school of new relationships. After all, external copying of adult relationships is a kind of enumeration of roles, games that occur in life. That is, a variant of teenage socialization. And where else can you practice if not in your family? Often a teenager changes his behavior: today he is kind and affectionate, tomorrow he is mannered, and next week he is hooligan “like the neighbor Vovka.” For some teenagers, their entry into life is marked by various antics (driving household members to the point of insanity).

But there are also truly valuable options for adulthood, favorable not only for loved ones, but also for the personal development of the teenager himself. This is inclusion in fully adult intellectual activity, when a teenager is interested in a certain field of science or art, deeply engaged in self-education. Or caring for the family, participating in solving both complex and everyday problems, helping those who need it. However, only a small proportion of adolescents achieve a high level of development of moral consciousness and few are able to take responsibility for the well-being of others. Social infantilism is more common in our time.

A teenager's appearance is another source of conflict. The gait, manners, and appearance change. Until recently, a boy who moved freely and easily begins to waddle, putting his hands deep in his pockets and spitting over his shoulder. He has new expressions. The girl begins to jealously compare her clothes and hairstyle with the examples she sees on the street and on magazine covers, splashing out her emotions about the existing discrepancies on her mother.

A teenager's appearance often becomes a source of constant misunderstandings and even conflicts in the family. Parents are not satisfied with either youth fashion or the prices of things that their child needs so much. And a teenager, considering himself a unique person, at the same time strives to be no different from his peers. He may experience the lack of a jacket - the same as everyone else in his company - as a tragedy.

The desire to merge with the group, not to stand out in any way, which meets the need for emotional security, is considered by psychologists as a mechanism of psychological defense and is called social mimicry.

The following happens internally.

The teenager has his own position. He considers himself old enough and treats himself as an adult.

The desire for everyone (teachers, parents) to treat him as an equal, an adult. But at the same time, he will not be embarrassed by the fact that he demands more rights than he assumes responsibilities. And the teenager does not want to be responsible for anything (except in words).

The desire for independence. And therefore control and help are rejected. More and more often you hear from a teenager: “I know everything myself!” (This is so reminiscent of a child’s “I myself!”). And parents will just have to come to terms with it and try to teach their children to be responsible for their actions. This will be useful to them throughout life. Unfortunately, such “independence” is another of the main conflicts between parents and children at this age.

The emergence of one’s own tastes and views, assessments, and lines of behavior (the most striking is the emergence of an addiction to a certain type of music).

Development of self-concept.

The feeling of adulthood becomes a central new formation of early adolescence, and by the end of the period, at about 15 years old, the adolescent takes another step in the development of his self-awareness. After searching for himself and personal instability, he forms a “Self-concept” - a system of internally consistent ideas about himself (the theory of his own “I”), images of the “I”. However, it may not coincide with the real “I”.

It is necessary to remember how children's self-awareness developed. By the age of 3, a purely emotional, inflated self-esteem appeared. Later, in preschool age, rational components of self-esteem arise, awareness of some of one’s qualities and behavior consistent with the requirements of adults. Despite this, preschoolers judge themselves superficially and optimistically. If you ask them to describe themselves, they will do so mainly from an external point of view, noting such features as hair color, height, favorite activities. In younger schoolchildren, self-esteem becomes more adequate and differentiated. They distinguish between their physical and spiritual qualities, evaluate their abilities, compare themselves with others: “I ride a bike better than my brother,” “It doesn’t cost me anything to get an A.” But this one will only make a deuce, or even a count. She's a "pecker"

By the end of primary school age, children, when characterizing themselves, increasingly describe their typical behavior and refer to their thoughts and feelings. This is what a 4th grade student says about himself: “My character is weak. When I was little, even when I went to kindergarten and first grade, others beat me, but I didn’t give them back, I just cried and didn’t even complain to the teacher. . Then I learned to defend myself. My dad taught me to play boxing. Now they don’t beat me, but I’m a bad athlete. I need to toughen up, become strong. But I don't do exercises. I keep getting ready and never start.”

At about 11-12 years of age, interest in one’s inner world arises, and then a gradual complication and deepening of self-knowledge occurs. A teenager discovers his inner world. Difficult experiences associated with new relationships, his personal traits, and actions are analyzed by him biasedly.

At 11-12 years old, a child wants to understand himself, what he is, that is, to build his ideal “I”. Self-knowledge occurs through friends: a teenager compares himself with others, analyzes, and looks for similarities. His family and adults help him to get to know himself. Teenage reflection works: friendship is confessional in nature, they write diaries and poems. In them the child reflects all his desires, fears...

Introspection, sometimes excessive, turning into soul-searching, leads to dissatisfaction with oneself. Self-esteem in adolescence turns out to be low in its general level and unstable.

Teenagers, studying themselves, imagine that other people are also constantly watching them and evaluating them. This phenomenon in Western psychology is called the “imaginary audience.” Having an imaginary audience, the teenager feels like the center of attention of those around him, sometimes even of complete strangers on the street. He is always open to other people's views, which increases his vulnerability.

The development of self-awareness is also associated with the tendency to solitude, feelings of loneliness, misunderstanding and melancholy that arise in adolescence. These new feelings, not typical for younger children, manifest themselves in affective outbursts and sudden temporary isolation.

Considering the structure of the self-concept, R. Burns notes that the self-image and self-esteem are amenable to only conditional conceptual distinction, since psychologically they are inextricably interconnected. The image and assessment of one's self predispose an individual to a certain behavior; therefore, the global self-concept can be considered as a set of individual attitudes aimed at himself. Burns identifies the following main perspectives or modalities of self-attitudes:

1. Real Self - attitudes related to how an individual perceives his current abilities, roles, his current status, that is, with his ideas about what he really is. 2. Mirror (social) Self - attitudes associated with the individual’s ideas about how others see him. 3. Ideal Self - attitudes associated with an individual’s ideas about what he would like to become.

Stolin notes that the analysis of the final products of self-awareness, which are expressed in the structure of ideas about oneself, the “I-image”, or the “I-concept”, is carried out either as a search for types and classifications of images of the “I”, or as a search for “dimensions” (that is, there are meaningful parameters) of this image. The most famous distinction between the images of the “I” is the distinction between the “real I” and the “ideal I”, which is one way or another present in the works of W. James, S. Freud, K. Lewin, K. Rogers and many others, as well as the proposed W. James distinguishes between the “material self” and the “social self.” A more detailed classification of images was proposed by Rosenberg: “real self”, “dynamic self”, “actual self”, “probable self”, “idealized self”.

The images of “I” that a teenager creates in his mind are varied - they reflect all the richness of his life.

The physical “I”, that is, ideas about one’s own external attractiveness, ideas about one’s intelligence, abilities in various areas, strength of character, sociability, kindness and other qualities, when combined, form a large layer of self-concept - the so-called real “I”.

Knowing yourself and your various qualities leads to the formation of the cognitive component of the self-concept. Two more are associated with it - evaluative and behavioral. It is important for a teenager not only to know what he really is, but also how significant his individual characteristics are. The assessment of one's qualities depends on the value system that has developed mainly due to the influence of family and peers. Different teenagers therefore experience the lack of beauty, brilliant intellect or physical strength differently. In addition, a certain style of behavior must correspond to self-image. A girl who considers herself charming behaves completely differently than her peer who finds herself ugly but very smart.

A teenager is not yet a complete mature personality. Some of his features are especially dissonant; the combination of different images of “I” is inharmonious. The instability and mobility of the entire mental life at the beginning and middle of adolescence leads to variability in ideas about oneself. Sometimes a random phrase, compliment or ridicule leads to a noticeable shift in self-awareness. When the image of “I” has stabilized sufficiently, and the assessment of a significant person or the action of the teenager himself contradicts it, psychological defense mechanisms are often activated. Let's say a boy who considers himself brave is a coward. The discrepancy between his ideas about himself and his actual behavior can cause such painful experiences that, getting rid of them, he begins to convince everyone, and above all himself, that this action was reasonable, circumstances required it, and to do otherwise would be stupid (rationalization mechanism) ; or admits that he was cowardly, but all his friends are cowards, everyone would have done the same in his place (projection mechanism).

The images of “I” are in no way connected with each other, but are real with varying degrees of realism. In this way, an ideal idea of the ideal “I” is formed. Self-image is dynamic and unstable. These ideas are just being formed, so teenagers are sensitive to words, etc.

We can say that what is inherent in the “I - concept”, the teenager tries to develop (especially if it does not correspond to the real “I”). For example, a physically ill child’s “I-concept” contains the idea that he is healthy. Such a child will try to physically pull himself up. And often this will be successful (albeit not to the fullest extent).

With a high level of aspirations and insufficient awareness of one’s capabilities, the ideal “I” may differ too much from the real one. Then the gap experienced by the teenager between the ideal image and his actual position leads to self-doubt, which can outwardly be expressed in touchiness, stubbornness, and aggressiveness.

When realizing the “I” - the real one correctly, there is an opportunity to correct one’s “shortcomings”, to improve oneself, i.e. take real steps of self-education.

Teenagers not only dream about what they will be like in the near future, but also strive to develop desirable qualities in themselves. If a boy wants to become strong and dexterous, he enrolls in a sports section; if he wants to be erudite, he begins to read fiction and scientific literature. Some teenagers develop entire self-improvement programs.

The main task of parents is to help the child learn to evaluate himself correctly, but not to get upset, but to calmly solve problems step by step.

Self-education becomes possible during this period due to the fact that the teenager develops self-regulation. The level of self-regulation changes: he is able to defer desires, assess the relationship between opportunity and the actual situation. Of course, not all of them are able to show perseverance, willpower and patience in order to slowly move towards the ideal they themselves created. In addition, many retain their childish hope for a miracle: it seems that one fine day the weak and timid will suddenly knock out the strong and impudent leader in the class, and the C student will write a test paper brilliantly. Instead of taking action, teenagers are immersed in a world of fantasy.

At the end of adolescence, on the border with early adolescence, ideas about oneself stabilize and form an integral system - the self-concept. For some children, the self-concept may be formed later, at senior school age. In any case, this is the most important stage in the development of self-awareness.

THE SECOND BIRTH OF PERSONALITY takes place.

General structure of the self-concept.

Psychoanalytic theories of personality development: periodization of S. Freud and E. Erikson

An individual's characteristic patterns of behavior are determined by how each of these tasks is ultimately resolved or how a crisis is overcome.

Erik Erikson's Eight Stages of Psychosocial Development

№	Stage	Age	A crisis	Strength
1	Oral-sensory	up to 1 year	Basic trust - basic distrust	Hope
2	Muscular-anal	1-3 years	Autonomy - Shame and Doubt	Strength of will
3	Locomotor-genital	3-6 years	Initiative is guilt	Target
4	Latent	6-12 years	Hard work is inferiority	Competence
5	Teenage	12-19 years old	Ego identity - role confusion	Loyalty
6	Early maturity	20-25 years	Intimacy - isolation	Love
7	Average maturity	26-64 years	Productivity is stagnant	Care
8	Late maturity	65- death	Ego integration - despair	Wisdom

Psychoanalytic theory

Her subject is human emotions and interpersonal relationships.

oral stage (0 – 2 years);

anal stage (2 – 3 years);

phallic stage (4 – 5 years);

latent stage (6 – 12 years); genital stage (12-18 years);

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Modern concept of man and his needs

The doctrine of man and his needs has come a long way in development. Let us highlight several important ideas that have remained relevant to this day.

1. Man is a microcosm - a concentrated copy of a miniature container of all the forces and laws of the Universe. The essence of man and the essence of the surrounding world are deeply interconnected. Therefore, the world can be studied in two ways: either to reveal its own laws, or to analyze its connection with a person, to evaluate it based on human needs and interests. In this case, the sophists said “man is the measure of all things” on the basis by which all phenomena of reality are assessed.

2. Man is a special unique phenomenon of nature, the pinnacle of its development. Ancient thinkers believed that man could compete with the gods and in many ways approach them through the power of reason and will. Christianity considered him the beloved highest and most perfect creation of God. The great humanists of the Renaissance looked for the divine principle in man.

3. A person satisfies his needs through work, which itself is the most important human need.

4. In the twentieth century, the need for human exploration of space arose, and this is primarily due to the depletion of the Earth’s natural resources.

5. It has now become clear that human needs evolve and differ markedly in different historical periods. Different types of consumption develop in different eras. Thus, according to E. Fromm, society can be dominated either by the desire to develop an individual’s own creative abilities, or by the desire to accumulate material values and maximize the consumption of goods created by other people.

6. Many modern thinkers see the further development of civilization and man in the revival of the Orthodox religious worldview and humanistic ideology, focusing on the harmonious development of the individual and his needs - on the consumption of not only finished goods and services, but also on the spiritual and creative development of each individual on the basis of Christian love for each other of all members of society.

10. Human memory (types) and features of human perception of information.

Man is part of nature and society and its highest creation with higher mental processes, personal properties and moral principles.

The perception and assimilation of information, and therefore human behavior, depends on the characteristics of memory and thinking. Currently, there is a curious paradox: many people complain of poor memory, but modern psychologists have found that only 3-8% of a person’s memory is used, and the rest is not used. There are 4 types of memory: operational, short-term, transitional and long-term, which are indicators of strength.

RAM ensures retention of information for 6-12s. Students use it when taking notes on lectures.

Short-term memory (15-20s) provides recognition of objects and objects.

Transitional (intermediate) memory lasts from 5 minutes to 24 hours.

Individual , lifelong, long-term memory provides the general cultural level of a person.

There is also a distinction between conscious and unconscious memory, voluntary and involuntary. In the first case, memory is a function of consciousness, in the second case, it is a function of a person’s volitional qualities.

Based on the type of information perceived, visual, auditory (auditory) and motor (sensory) memory are distinguished. Memory is not a function of age. It trains and recovers and depends on the significance, awareness and relevance of the memorized material. Depending on the dominance of the systems of perception and memorization of information, the following typologies of people are distinguished: visual, auditory and kinesthetic.

According to Russian scientists (I.M. Yaglo, N.V. Basova), the organ of hearing of an adult can miss 1000 units of information at the same time, the organ of touch – 10,000, the organ of vision – 100,000. This is reminiscent of folk wisdom: “One is better.” Seeing once is worth hearing a hundred times” – the ratio is the same 1:100.

Psychologist V.G. Ananyev argues that perception through the visual system occurs at three levels: sensation, perception and representation, and through the auditory system only at the level of representation. This means that when reading information is perceived better than “hearing”. It is estimated that 20% of auditory information may be lost because:

· Thoughts flow 8–10 times faster than speech;

· There are constant distractions;

· Every 5 – 10 s. the brain “turns off” as its protective properties are triggered.

Thus, the combined impact of visual and audio information gives the best results, since the organs of vision and hearing increase the coefficients of stimuli, affecting long-term memory. Experimental studies have confirmed that a person remembers 15% of information received in speech form, 25% in visual form, and if both of these methods of information are used simultaneously, he can perceive up to 65% of the information communicated.

Visual information has its own patterns. For example, here are some of them. Vertical lines take longer to read than horizontal lines, although they are equal in length.

Thus, text printed in a column will be read

slower than text printed wide.

Lines that do not have a break, with smooth curves, are read 1/3 longer than a line with sharply defined corners. Consequently, printed text will be read 1/3 faster than written text. Psychologists also argue that it is necessary to give an odd number of vertical listings: 3, 5, 7. The largest number of vertical listings that a person remembers is 7 + 2 items. An even number of vertical listings is less memorable.

What is spiritual development of personality

According to ancient eastern treatises, a person has three spiritual levels: personality, spirit and soul. Each level is thinner than the previous one. These levels can be integrated into Maslow's pyramid; they will become the upper steps.

That is, the ancient theory about the “composition” of a person fits into the modern scientific concept. As for religions, each tradition, one way or another, describes three principles, three components of spirituality. The soul has a special place in religions. In general, teachings about God are built around the soul.

At different stages of development, a person has to adjust different layers of his self. At the initial stage, he needs to subordinate the ego, that is, the personality, to his will. The second stage: a person will have to take control of the spirit, that is, the will. You take responsibility for your life.

And at the third stage, contact is established between the individual soul and the soul of the cosmos, with the Divine principle. A person submits to the Higher Consciousness and begins to follow his destiny. At this moment, the ego completely dissolves.

What does spiritual and moral development of personality consist of?

Personal growth and development is a process of refinement from the material world to the spiritual. The desire to be whole, the unification of body and soul is a natural path of spiritual development of the individual.

The mind begins to understand the spiritual principle, the personality understands the moral foundations of life. In the process of knowing the deep Self, a person comes to self-realization.
Spiritual development allows a person to understand his purpose. In another way we call this self-knowledge. Unity with God is inherent in us. It can be felt through spiritual practice, through tools for personal growth.
The process of spiritual development proceeds gradually and moves towards self-improvement. Over time, the mind begins to become more subtle, a person feels the need for practice, and the moral foundations of life become obvious to him.