Peculiarities of mental development of the personality of an adult

Features of adult personality development

Definition 1
Personal development is an element of the general formation of a person associated with his consciousness and self-awareness.

Comprehensive studies that were carried out under the leadership of B.G. Ananyev, laid the foundation for the psychology of personality development. Particular attention in these studies was paid to the psychology of adult personality development. This is due to the fact that, according to B.G. Ananyev, it is the process of personality development of an adult that is one of the least studied and developed problems of modern psychology.

The period of growing up is the main and longest period of human life. However, despite the significance of this period, in psychology there is still no single and unambiguous idea about the characteristics of the personality development of an adult. Often, issues of personality development during adulthood are simply ignored and their significance is even questioned. Sometimes these questions are limited or replaced by problems of a person’s professional activity.

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Note 1

Thus, at present, the issues of adult personality development have not been sufficiently studied, and modern psychology pays little attention to them. The main place in the study of human personality is given to the period of personality formation during childhood and adolescence.

At the present stage of development of modern psychology, ideas about the development of an adult’s personality have either a static context or a regressive (reverse) one.

In domestic and foreign literature one can find opinions about the denial of the process of human development during adulthood. This opinion is based on a biological approach to human personality. However, upon deeper immersion into the problem, one can see that this opinion is fundamentally incorrect and even to some extent inadequate.

The currently existing main paradigms for studying adult personality development are based on the fact that the potential of an adult has not been sufficiently studied. Confirmation of this can be found in Myasishchev’s research, which assumed the harmonization and enrichment of a person’s inner world throughout his entire life through his interaction with other people and the world around him.

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Note 2

Thus, the development of an adult involves achieving a high level of personal maturity in all three areas: attitude towards oneself, towards other people, towards the world.

Systematic presentation of the properties of the human personality

Genuine personal self-consciousness and self-knowledge is impossible without consciousness and knowledge of the natural unity of human individuals and from cognitive abilities. Due to the interconnection of all personal properties, we can distinguish both in personal consciousness and cognition the properties of openness and communication, immanent dynamism and integrity, creative nature and uniqueness of consciousness, freedom and the inevitable moral nature of the cognitive process.

Personal openness and communicativeness of cognition mean that the cognitive process is possible only with openness to communication with other individuals. The immanent dynamism and integrity of knowledge imply the inherent desire in anthropological epistemology to constantly expand the field of knowledge and build internal semantic connections between the various elements of this knowledge. In relation to personal self-consciousness, integrity also means the temporal continuity of self-consciousness. The creative nature and uniqueness of knowledge are reflected in the personal choice of a “cognitive trajectory” and the creative refraction and synthesis of knowledge, the unique assimilation, structuring and practical implementation of the accumulated volume of knowledge. Freedom and the moral nature of the cognitive process imply the possibility of free interpretation of knowledge, non-violence of the process of cognition, a free internal attitude towards this or that knowledge, up to the possibility of refusing to “believe” even in the obvious, personal trust / distrust of the source of knowledge, as well as the integral moral aspect of knowledge, which always implies other persons involved in certain relations to the same knowledge or to the practical meaning for them of this knowledge.

Notes

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Hieromonk MEFODIUS (Zinkovsky)

, Candidate of Technical Sciences, Candidate of Theological Sciences, doctoral student of the All-Church Postgraduate and Doctoral School named after Sts. Cyril and Methodius, Department of Theology, cleric of the St. Petersburg Metropolis. Area of scientific interests: theology, anthropology.

Publications include: monograph – Theology of personality in the 19th–20th centuries. (St. Petersburg: ed. O. Abyshko, 2014), collection – Link of Times (St. Petersburg: Dialog, 2011, co-authored with Father Kirill Zinkovsky), author of theological articles devoted to the dynamics of the human personality in its cultural aspect; theological personalism protopr. John Meyendorff; the theological concept of human personality in V. N. Lossky, terms relevant to the theology of personality; theology of beauty in the context of the theology of personality, etc.

Email

T.†7.

METHODY (Zinkovskiy), hieromonk

Candidate of technical and theological sciences, doctoral student at the All-Church Doctorate Program in the name of Saint Cyril and Methody, Department of Theology, priest of St. Petersburg Archdiocese.

Field of scientific interest: Theology, Anthropology.

Publications: “Theology of person in the 19th and 20th centuries” (SPb: ed. O. Abyshko, 2014), “The Time Junction” (collection in co-authorship with Kirill (Zinkovsky), hieromonk, SPb.: Dialogue, 2011 ), articles, reminiscences, sermons, poems.

Principles and approaches to periods of human life

The classification described above is based on the assessment of a number of criteria:

Chronological age (directly the number of years passed since birth).
Biological (parameters of physical development).
Psychological (indicators of mental, emotional and social maturity).

To classify a person into a particular age category, his chronology (level of adulthood “according to his passport”) is taken as a basis and an additional analysis of other parameters is carried out. This individual approach is more objective.

Elkonin's theory

The Soviet scientist argued that periodization has enormous scientific value. Studied in detail, it allows us to identify the driving factors in the development of personality at different stages of life. This knowledge, in turn, can contribute to the building of more advanced pedagogical and educational systems. Within the framework of this idea, great importance is attached to the initial periods of life, when the formation of basic values and worldview occurs. The psychologist divided traditional age groups into more local categories:

Childhood is divided into infancy, childhood and preschool years, then primary school age.
The teenage stage is divided into young and old.

Erikson's theory

The scientist identified 8 stages of personality formation, each of which has its own task, as well as strengths and weaknesses.

up to 1 year - faith/distrust;
1-3 - strong/weak will;
3-7 — activity/passivity;
7-12 - self-confidence/self-confidence;
12-18 - fidelity/diffusion;
18-25 - love feeling/exclusivity;
25-65 - care/loneliness;
from 65 - wisdom/disdainful attitude.

Vygotsky's concept

In his system, the psychologist paid special attention to childhood, since he believed that awareness of the characteristics of each period of a child’s growing up will allow adults to regulate their behavior and better understand their child

As Freud believed

The psychoanalyst believed that the behavioral factor of an individual is determined by his unconscious, the main driving force of which is sexuality. He identified the following stages of development of sexual energy:

Oral: An infant under 1 year of age enjoys breastfeeding.
Anal: the main erogenous zone at 1-3 years is the intestinal mucosa (the baby is taught to be clean).
Phallic: the highest point of childhood sexuality at 3-5 years. The time of the birth of the Electra and Oedipus complexes.
Latent: at the age of 5-12, sexuality moves aside and is replaced by sociality.
Genital: the formation of sexual desires at 12-18 years of age.

Critical moments

Periodization of age-related development allows us to highlight the points that are needed to move to a new level. This is often understood as crises and mastering new skills and abilities.

At one year old, the child begins to walk and actively explore the world. Under the influence of the environment, his first ideas about life are formed. At three years old (some children are 1.5 years old) he is sent to kindergarten, and he experiences a second crisis. At this moment he has to learn to interact with other people. He undergoes socialization, the first stage of training, and masters various types of activities.

A new period begins with the transition to school. There he learns to interact with teachers and other children. He has to plan activities, learn responsibility and other things.

Adolescence is also sometimes called adolescence. At this time, the child wants to separate from his parents and show his adulthood. He wants to defend his values and gain recognition among his peers.

After graduating from school, a person is faced with the question: continue studying or go to work. Each option brings its own advantages and disadvantages. Therefore, the individual chooses the further path himself.

At about 25-30 years old, a person sums up the first results of his life: what he has achieved, what he has missed, and whether anything can still be corrected. He usually already has experience in relationships; at some points he could be disappointed.

From 30 to 40 years of age, professional development occurs. An individual tries to develop in his field, improve his skills and learn something new. After 40 years, everything becomes relatively calm, and a person stops worrying about the future.

In adulthood, life takes stock

Of particular concern may be that the child limit is usually reached at age 45. Women begin menopause. With retirement, a reassessment of values occurs again, and a person looks for new activities in life.

In general, the age categories of people by year have very relative values. Much depends on the individual’s personal feelings, his health and psychological state.

For critical moments in development to occur, the prerequisites must be in place. For example, at the age of 30 a person compares himself with his peers, highlights what they have achieved, this gives him reasons for reflection.

The beginning of each life period can be distinguished very conditionally. No one begins a stage at the moment of their birthday. Even the timing of puberty is very individual.

Periodization of mental development

It is customary to distinguish two types of age. Physical is easy to calculate from the moment of birth. It is more difficult to calculate the mental one, since it cannot be tied to any date.

Psychologists do not have a consensus on what periodization should be. Thus, Jean Piaget made his classification based on intellectual development:

From the moment of birth until the age of two, the sensorimotor stage lasts. At this stage, the child explores a new world for him and actively interacts with it.
From two to seven years, the preoperative stage begins. During this period, children manipulate objects.
From seven to twelve years of age, actions become concrete, abstract thinking appears, and the child can study at school.
After twelve years, the period of formal operations begins. Children develop their first scientific thinking skills; they operate entirely with abstract concepts. They can understand long-term perspectives and put themselves in other people's shoes.

Slobodchikov developed a slightly different classification. He identified four stages:

There was a revival for about a year.
From one to six years of age - animation, during this period the child understands himself as a living person.
From six to eighteen years old - personalization. Children are aware of their individuality.
From eighteen to forty years – individualization. During this period, a person strives to understand his place in the world.

The stages of periodization can be called differently, it all depends on the author of the classification. Distever simply identified three stages: the dominance of sensation, the dominance of memory, the dominance of reason. He did not tie them to any age.