Individual picture. Displaying an individual picture of the world of a person on his texts

FORMATION OF AN INDIVIDUAL PICTURE OF THE WORLD
THE CHILD THROUGH RESEARCH
L. Yu. Pazderina,
Tyumen, State Autonomous Educational Institution "Gymnasium of Russian Culture"
"The world must be comprehended both by thought and by heart"
Homer
In order to learn how to live and operate successfully in
modern world, a person needs to realize the presented to him
universe, as something whole, in relation to which he will
to self-determine, to assert oneself, to look for one's place in it,
pave your way.
In modern society, not only
political, social, scientific, but also aesthetic, moral and
religious aspects of the worldview.
In its most general form, a worldview is defined as a system
views, concepts and ideas about the world around. outlook
in the broad sense of the word includes all views of a person on
the world around: philosophical, socio-political, natural
scientific, ethical, aesthetic, etc.
Considering the system of formation of views and attitudes towards
the surrounding world of children, we are sure it should not be formed
spontaneously.
Each new generation inherits a certain
universe model,
which serves as a basis for building
individual picture of the world of each individual and
simultaneously unites these people as a cultural community.
On the one hand, the child receives such a model of the world from
adults, actively learns from subject-cultural and natural
environments, on the other hand, actively builds itself, at some point,
joining in this work with other children.
There are three factors that make up the formation of the model
child world:
the first is the influence of "adult" culture, active conductors
which are, first of all, parents, and then educators and
teachers;
the second is the personal efforts of the child himself, manifested in different
types of his intellectual and creative activity;
the third is the influence of the children's subculture, the traditions of which are transmitted
from generation to generation of children and are extremely significant between the ages

five and twelve years to understand how to master
the world.
The model of the world of any person, even the smallest, is available
for perception only on the condition that it is somehow
embodied, materialized, "objectified". Therefore, the teacher
a certain degree of certainty must model one or another
inner and spiritual content that conveys the features of the paintings
peace.
If we want to introduce a child to a certain system
worldview principles and a certain model of the world order, then
we must necessarily embody it in the form of an object or model,
verbal, pictorial text (story, song, picture) or
behavioral text (theatrical action),
which
as easily and fully can be assimilated by the child.
We believe that the solution of these problems should be carried out by
creating a special developmental environment in which the child would find
incentives for self-learning, self-knowledge and development. Hence the main
requirements as guidelines:
 draw on the child's own experience;
 to teach in action;
 encourage observation and experimentation;
 alternate
work.
We consider the research method of teaching as one of the
the main ways of knowledge, most fully corresponding to nature
child and modern problems of education. The basis of the method of working with
students are supposed to have their own research search, and not
assimilation by children of ready-made knowledge presented by the teacher.
individual
collective
And

Research activities are activities related to
solution of creative, research tasks for students with advance
unknown solution.
The essence of research activity
due to its functions:
 defining the scope of application of knowledge and ensuring the “launch”
creative search mechanisms;
 Formation of cognitive interest and creative abilities
schoolchildren;
 promotion of mastering the methods of scientific knowledge.
The goals of work in this direction are the following:
 development of cognitive needs in students and their need for
creative activity;
 “arming” schoolchildren with methods and techniques of research
activities;

 Increasing the level of independence of schoolchildren in the process of searching and
assimilation of new knowledge;
 Activation of creative abilities.
The participants of this work are students of 14th grade.
gymnasiums, teachers, psychologists, leaders of circles and sections,
administration and parents.
The work is carried out both within the framework of separate lessons of the basic educational
plan, and within the block of additional education. At
conducting educational research work, a decision is made
the following tasks:
 Acquaintance with the method of searching for facts (evidence) for
confirmation of the proposed hypothesis;
 development of skills in the analysis of literary and scientific material and
own observations, the ability to adequately choose methods
research, the ability to draw conclusions;
 learning how to present one's own position, point of view
means of oral and written speech;
 ensuring the possibility of practical application of the obtained
knowledge, skills, experience of research and creative
activities.
Supervise the research of younger students
more difficult than the research work of older students, students
or graduate students.
On the independence of the younger student during the
educational research, we can not always count. He,
of course, a researcher by nature, but educational research is different
from the spontaneously manifested search activity of the child. That's why
at first, the baby must be taught everything: how to identify problems, how
develop hypotheses, how to observe, how to conduct an experiment, etc.
We suggest considering the following
work methods,
contributing to the formation of research activities.
Minicourses
Excursions
Projects
Collective games
METHODS
block method
representation
educational
information
The use of "minicourses" is one of the views of the model
enrichment of the content of education. The idea of ​​mini-courses is actively
"Mini courses"

used in schools for gifted children around the world. Essence mini
The course is simple: an invited specialist for one or two lessons
(for 2025 minutes) reads a short course to children on a specially designed
program.
The content of the course is usually the circle of his
professional interests and responsibilities, the subject of his scientific
research. This broadens the horizons of children and creates a basis for their
own research. In the future, one of the children under the guidance
The author of this mini-course begins his own research.
Mini-courses are held in the second half of the school day, in
as part of extracurricular activities. Children come to class as they wish.
Therefore, the groups are of different ages. As authors of mini-courses
speakers are not invited experts, but usually parents, sometimes
grandparents, teachers, librarian. Later, some of the children
willing to carry out their own research projects under
by the authors of the mini-courses. The subject matter of the mini-courses is very
diverse (“Secrets of the Russian language”, “Wonders of the ancient world”,
"Hunting and Service Dog Breeding", "View of the World from Space",
"Signs and Symbols", "Planet of Wonders and Mysteries", "Space Medicine",
"Chemistry and food", etc.).
As practice has shown, when using this form of work,
gradual evolution of educational activity from classes of lectures to
classes, seminars and, finally, to independent research
practice. In other words, the teacher's monologue gradually gives way to
place first for dialogue with students, and then for their practical,
research work.
Classes, as already noted, are held only on a voluntary basis.
basis. Therefore, the attendance of the first classes, as a rule, is very
is high, and only those who showed an increased
interest.
Thus, the mini-course methodology assumes that, mastering
him, the child gradually turns from a “listener” into an “interlocutor”, and
then to "researcher". As a result, the child is at an accessible level
is included in educational research, creative work, receives
information about the universe, relationships in the world and the possibility
comprehend and evaluate the information received.
Excursions
Among the effective ways to activate research,
search activity of schoolchildren traditionally occupies a special place
excursion. The advantages of the excursion are perfectly emphasized
somewhat "worn out" from frequent use, but not ceased to be
true statement that "it is better to see once than a hundred times
hear".

The tour allows you to explore a variety of objects in their real
environment, in action, provides an infinite amount of material for
own observations, analysis and comprehension.
In the course of our work, we actively use this form.
organizations. During our work, our students have visited:
in the Kungur caves (Kungur), in the Yalutorovsky museum complex
(Yalutorovsk), in the planetarium (Yekaterinburg), visiting Santa Claus
(Veliky Ustyug), in the Russian Hut Museum (Uspenka village, Tyumenskaya
region), in museums and temples of the city of Tyumen and the Tyumen region,
Tobolsk, Yekaterinburg, St. Petersburg, etc.
The excursions served as a launching pad for children
research, gave a powerful impetus to children's thinking, allowed
see many interesting topics for your own research,
produce a large number of different hypotheses. Endlessly
a large number of sources for obtaining new information has created
an excellent basis for the analytical work of thought, the development of judgments,
conclusions and conclusions, and as a result, interesting works appeared
students for the annual interregional conference "Theory and
the practice of productive education”.
Collective games
As already noted, an important and very difficult task in
research training is the task of forming a high
motivation for research activities. Work is especially important
in the direction of activating the student's thinking to identify problems.
It is from the level of the problem under study, from its scale, that
depends on the didactic value of children's research.
multi-level problems
In the formation of students' sustainable interests in complex,
giving start
complex,
research practice, special
game techniques built on a variety of game plots.
Methods of this kind are widely used in modern
practical psychology.
We conduct games according to the methodology proposed by A. I. Savenkov,
doctor of pedagogical and psychological sciences, professor of the department
psychology of development of the Moscow State Pedagogical
university. Organization of games according to this method contributes to
stimulating the research activity of students, and the plots of these
games
able to arouse interest in research, independent
the study of multilevel problems.
The educational process must be socially and personally
oriented. Therefore, the content of education should be
Information block

Project activity
Transformation activities deserve special attention.
It is important here that a person cannot develop
only within the framework of consumption, that its development involves the creation and
transformation that knows no bounds. Only what is created
by man himself, with his own hands, thought and heart,
is of interest to him, which, of course, is connected with other
people, since in the act of creativity there is a universal result,

significant for everyone, and not only for its creator, the reformer. A
This means that project activity is an integral part of development,
knowledge of the world and the manifestation of the creative abilities of students. WITH
In the first grade, our students participate in projects. At the initial stage
it is a collective activity. From the second grade design
research activity is microgroup or
individual character that goes beyond the program and curriculum
activities.
Implementation of projects allows us to captivate schoolchildren
creativity, develop creative abilities and skills, give
useful "life" experience and experience
creative activity,
to cultivate the need and habit to act unconventionally, in a new way,
original and top notch.
The experience gained by students of independent creative
activity is actively used at various stages of implementation
creative tasks of collective, individual and group forms
work. Individual shape allows you to activate personal experience
the student develops the ability to independently identify a specific task
for solutions. The group form develops the ability to coordinate one's own
point of view with the opinion of comrades, the ability to listen and analyze
search directions suggested by group members. Collective
form expands the ability of students to analyze the current
situation in a wider interaction with peers, parents,
teachers, provides an opportunity for the child to find out various
perspective on creative problem solving.
During the year, our students develop and defend two
collective projects. The topics are very diverse, for example: "World
fairy tales”, “Old measures of length”, “Plants heal”, “From
of the Nativity of Christ until the Epiphany of the Lord”, “Rare Birds and Animals
of our region”, “Symbol of Russia”, “Coat of arms of the class”, “Birth of Russian
alphabet, A. S. Pushkin and his fairy tales”, “Where did the bread come from” and others.
Projects are defended in the form of: presentations, reports,
theatrical productions, mini-lectures, oral journals,
albums or compilations, etc.
Every year, with individual projects, elementary school students
take part and win prizes in city and
interregional conferences:
 interregional conference “Theory and practice of productive
education”;
 Ecological conference of Tyumen State University
"Ecology of living space", section "First steps in
ecology";
 city scientific-practical conference “Progress 2010”.

Students choose topics for individual projects as
independently, and under the guidance of adults, for example: “Names in
my family”, “Magic of numbers”, “My family tree”, “Caution: harmful
food", "Flying orchids", "The impact of cars on pollution
cities”, “Mold: truth and fiction”, “My affectionate and gentle friend”,
"The role and meaning of prefixes" and others.
Based on the above working methods and examples of their
implementation, it can be said that research activity is not
just one of the forms of learning, this is the way to form a special style
children's life and educational activities. At its foundation
exploratory behavior. It transforms learning
into self-learning, really launches the mechanism of self-development and
self-knowledge. The value of this activity also lies in the fact that
students get the opportunity to look at various problems with
positions of scientists, feel the whole range of requirements for scientific
research before entering university. The results of scientific work are real,
presented in the form of messages, graphs, descriptions, technological
maps, creative works, etc. The totality of all these materials and
compose student work. From this work, one can judge
the level of development of children, their creative growth, attitudes,
attitudes, relationships.
Thus, despite the fact that everyone has their own individual
picture of the world, it should not be formed spontaneously. The task of the school
education, we see it in creating conditions - a wide field
individually significant for each child, built taking into account his
interests, inclinations. and help you get the information you need.
master problem-search methods for studying the environment
peace.

Considering the concept of "worldview" in a scientific and psychological context, we can consider concepts that are related, generic, in order to more accurately and definitely understand the meaning of the first. So yes. Leontiev believes that the concept of "image of the world", "picture of the world" are close in meaning to the concept of "worldview".

The concept of "image of the world" is more traditional for science and is actively used by various psychologists, linguists, and philosophers. Specifically, in psychological science, the introduction of the term "image of the world" was associated with the spread of the general psychological theory of A.N. Leontiev, in the context of which the process of building an image was considered, which is mainly determined not by individual perceived characteristics of objects, but from the features of building an image of the world by an object as a whole.

A.N. Leontiev considers the "image of the world" as "a methodological setting that prescribes the study of the cognitive processes of an individual in the context of his subjective picture of the world, as it develops in this individual during the development of cognitive activity." His position that "the formation of the image of the world in a person is his transition beyond the limits of the" directly sensual picture "", that the image of the world is not a final, decorated picture, but a dynamic formation that depends directly on the perceiving object, served as an impetus for further study of the phenomenon worldview.

So, considering the problem of image perception in the framework of cognitive processes, S.D. Smirnov, V.V. Petukhov, give a different meaning to the term we have taken in their works.

S.D. Smirnov in his works makes a distinction between the "world of images" interpreted as separate sensory impressions, and the "image of the world", distinguished by integrity and completeness, being amodal, having a multi-level structure of knowledge, acquiring emotional and personal meaning. Petukhov, considering the concept of "image of the world", in his article suggests using methods and techniques for solving mental problems as a structural unit in the study of ideas about the world, and also speaks of the need for further study of the perception of images.

Also, the understanding of the external and internal world is considered by Vasilyuk in the book "Psychology of Experience". The author identifies a typology of life worlds based on the characteristics of simplicity or complexity of the inner and outer worlds, considering them not as a gradation, but as a kind of integrity. "Life worlds" are considered not as separate, opposed sections of the real world, but as components of a single psychological inner world of the individual.

Also, a different understanding of the terms "image of the world", "picture of the world" can be found in the works of V.V. Zinchenko, Yu.A. Aksenova, N.N. Koroleva, E.E. Sapogova, E.V. Ulybina, A.P. Stetsenko.

However, for our study, the interpretation of D.A. Leontiev. In the article "Worldview as a myth and worldview as an activity" he gives the following definition of the term "picture of the world": "This is an individual system of ideas that each person has about how the world works in its various details."

Emphasizing the subjective coherence of the picture of the world, the author speaks of the ability of the psyche to complete its own ideas and beliefs to a certain complete, finished model, as if removing all unknown components, erasing their significance for itself. Thus, the picture of the world can be filled with both objective knowledge, facts of the surrounding world, and one's own fantasies, conjectures, however, in any case, the individual has a need to feel an accurate and integral system of "life guidelines".

And the worldview, in turn, being the central component of the picture of the world (see Fig. 3), carries a certain generalization - generalized judgments and beliefs about any objects, which can be understood both as a structural unit and as a detection criterion. So, for example, the judgment about a certain single object "Alina is stupid" is not yet a worldview unit, but only reflects the attitude towards this object or notices the fact of the surrounding world, and the belief in the position that "all women are stupid", which contains a generalized generalized conclusion is already a worldview unit.

Rice. 3

Thus, under the worldview of Leontiev D.A. understands "an integral part, more precisely, the core of an individual image of the world, containing both ideas about the most general properties, connections and patterns inherent in objects and phenomena of reality, their relationships, as well as human activity and relationships between people, and ideas about the characteristics of an ideal, perfect world , society and the individual."

WORKSHOP #1

SUBJECT:The concept of linguoculturology. History and theoretical provisions of linguoculturology

Change of paradigms in the science of language. New anthropocentric paradigm of modern linguistics.

Language and culture. The problem of the relationship between language, culture and ethnicity in German philology at the beginning of the 19th century. and the works of Russian scientists in the 60s - 70s. 19th century

W. von Humboldt's ideas about the relationship between language and culture.

The Sapir–Whorf theory of linguistic relativity.

Schools and directions of modern linguoculturology.

Theoretical positions of linguoculturology.

Methods of linguoculturology.

WORKSHOP #2

SUBJECT:Picture of the world. Components of the national picture of the world

Forms of social consciousness and picture of the world.

Concepts national character And mentality. Conceptual and national pictures of the world.

National character, mentality, conceptual and national pictures of the world.

The role of vocabulary and grammar in the formation of personality and national character.

Components of the national picture of the world.

WORKSHOP #3

SUBJECT:Individual picture of the world. Language personality

1. Concept concept. Concept description technique.

2. Conceptual picture of the world, national picture of the world and individual picture of the world - correlation and interaction.

3. Features of the manifestation of an individual picture of the world.

4. The concept of a linguistic personality.

WORKSHOP #4

SUBJECT:Linguistic and cultural analysis of linguistic entities

1. National and cultural specificity of the phraseological composition of the language

2. National-cultural stereotypes. The concept of a stereotype as a complex phenomenon

3. Cognitive nature of metaphor. Metaphor as a cognitive mechanism of human consciousness

4. Symbol as a sign of culture

5. Cultural space, cultural phenomena

6. The concept of precedent phenomena. Definition, signs and criteria for identifying precedent phenomena, their groups

Bibliography

Antipov G. A., Donskikh O. A., Markovina I. Yu., Sorokin Yu. A. Text as a cultural phenomenon. -- Novosibirsk, 1989.

Apresyan Yu.D. The image of a person according to the language: An attempt at a systematic description // Questions of linguistics. - 1995. - No. 1.

Arutyunov S. A., Bagdasarov A. R. etc. Language - culture - ethnos. - M., 1994.

Arutyunova N.D. Types of language values. Grade. Event. Fact. - M., 1988.

Arutyunova N.D. Language and the human world. - M., 1998.

Babushkin A.P. Types of concepts in the lexico-phraseological semantics of language. - Voronezh, 1996.

VezhbitskayaA. Language. Culture. Cognition. - M., 1996.

Vereshchagin E. M., Kostomarov V. G. Linguistic and regional theory of the word. - M., 1980.

Vinogradov VV On the interaction of lexico-semantic levels with grammatical levels in the structure of the language // Thoughts on the modern Russian language. - M., 1969.

Vorobyov VV Culturological paradigm of the Russian language. - M., 1994.

Vorobyov V. V. Linguoculturology. - M., 1997.

Humboldt V. Language and Philosophy of Culture. - M., 1985.

Karaulov Yu. N. Russian language and linguistic personality. - M., 1987.

Kopylenko M.M. Fundamentals of ethnolinguistics. - Almaty, 1995.

Leontiev A. N. Man and culture. - M., 1961.

Losev A.F. Sign. Symbol. Myth. Works on linguistics. - M., 1982.

Losev A.F. Philosophy of the name. - M., 1990.

Lotman Yu. M. Some thoughts on the typology of cultures // Languages ​​of culture and problems of translatability. - M., 1987.

Maslova V. A. Introduction to cultural linguistics. - M., 1997.

Mechkovskaya I. B. Social Linguistics. - M., 1996.

Nikitina S.E. Oral folk culture and linguistic consciousness. - M., 1993.

Olshansky I. G. Linguoculturology: Methodological foundations and basic concepts // Language and Culture. - Issue. 2. - M., 1999.

Oparina E. O. Vocabulary, phraseology, text: Linguistic and cultural components // Language and Culture. - Issue. 2. - M., 1999.

Potebnya A.A. Symbol and myth in folk culture. - M., 2000.

Propp V.Ya. Folklore and reality. - M., 1976.

Prokhorov Yu. E. National socio-cultural stereotypes of speech communication and their role in teaching Russian to foreigners. - M., 1996.

Svyasyan K. A. The problem of the symbol in modern philosophy. - Yerevan, 1980.

Sapir E. Selected Works on Linguistics and Cultural Studies. - M., 1993.

Serebrennikov B. A. On the materialistic approach to language phenomena. - M., 1983.

Sokolov E.Yu. Culturology. - M., 1994.

Sorokin Yu.A., Markovina I.Yu. National and cultural specificity of a literary text. - M., 1989.

Sorokin Yu.A. Introduction to ethnopsycholinguistics. - Ulyanovsk, 1998.

Saussure F. Course in General Linguistics // Proceedings in Linguistics. - M., 1977.

Telia VN On the methodological foundations of linguoculturology // XI International Conference "Logic, Methodology, Philosophy of Science". - M.; Obninsk, 1995.

Teliya VN Russian phraseology. - M., 1996.

Tolstoy N.I. Language and folk culture: Essays on Slavic mythology and ethnolinguistics. - M., 1995.

Individual picture of creation

Greetings, children of the Earth and the Sun. The questions that you sometimes ask reflect your old attachments to the egregore of society, the habits and stereotypes accepted in it. You strive for change, but your ideas about them stem from common patterns. Moreover, a part of your thinking is gradually moving away from this, although it cannot yet give a clear picture of a new life and therefore offers programs of change laid down in the general field.

There is a gap between the passing past and the emerging new moment. There is an intuitive understanding that it has a fundamentally different quality, different from the old one. This applies to everything: the way of being, awareness and ideas about life and the experience that you intend to go through. Everything is now built on other patterns, programs and definitions of the person himself.

Today the physical aspect has different characteristics and possibilities when it enters the space of its experience. He is consciously included in the research process not just as an object, but as one who has the rights and obligations to develop, as a creation of God, being responsible for his actions and deeds, and accepting their significance in development. Such a person builds his life not on the basis of social attitudes (for example, morality), but primarily on the basis of inner aspirations, and remembers at the same time that everyone has the same rights and obligations as God's creations.

You begin to accept yourself from the position of a part of the One, which explores and fills with its individual characteristics the space of its experience. At the same time, not everything that happens becomes immediately obvious and understandable to you, remaining closed by something familiar and familiar. It is as if you are looking at the door of a closed room and you know that there is something behind it, but it is not available to you yet. When you open it, you will see and understand a lot, and then decide what to take from it and what to refuse.

At the moment, you look around and notice that everything is familiar, and outwardly there is no bright change that you are striving for. Your ideas about any transformations still largely come from the external universal human field. I'm talking about the internal definitions of some transformations and their reflection in space. For a long time, a person built his life, based primarily on what society, family, and so on need. For a moment he forgot about his divine component, giving part of his own freedom and responsibility to external requirements and ideas; he lived on the basis of them, and strove for ideals given from outside.

Today you remember your divine essence and look for perfection within yourself. Thus, you are striving for the original point of your creation, simultaneously trying to preserve your individual experience of development. Your path is unique and brings many bright colors to the canvas of the Creator. In your development, you go through various stages, remaining a creation of the One with all its inherent characteristics.

In the process of cognition, you acquire your individual features, and the divine component, which is your basis, gives you a part of the power and strength of the One. At the same time, much for you is a discovery, a revelation that you explore, which makes the process of gaining experience attractive. At first, being in ignorance, a person gradually discovers a lot of new things for himself, painting it with his own colors, which gives completeness and refinement to the canvas of creation.

Now you're looking around and don't see yet what other palette to use to get a different drawing. It is the inner aspiration and intention that will make it possible to find them and get a picture of a different quality, more voluminous and brighter. Inner concentration and confidence in the correctness of the chosen decision help to complete it. The outside world creates a background that frames it and makes it more visible, without diverting attention from the creation itself.

You and your life - is the writing of such a picture, where one plays the role of the painting itself, and the other - the role of the frame. How to distinguish it? Where your attention is focused - a picture, the rest - a frame. In this case, in one case, you can make either a picture or a frame attractive and bright. In the other - to strive for balance and harmony between the picture and the frame. In the space of the Creator, everything is interesting and meaningful. Here is manifested the freedom of choice for the creations of God. Everything is going as it should. Thank you.

Novikova-Grund M.V.

Candidate of Psychological Sciences, Associate Professor of the Department of Designing Psychology, Institute of Psychology. L.S. Vygotsky RGGU

DISPLAYS OF THE PERSON'S INDIVIDUAL WORLD PICTURE ON HIS TEXTS. MAP OF INDIVIDUAL PICTURE OF THE WORLD

annotation

An individual picture of the world of a person can be extracted from his texts, formalized and presented in the form of a “map”, as a unique combination of textual parameters. This allows you to strictly and uniformly compare the worldviews of different people, groups of people united by a common strategy for coping with existential anxieties, as well as register changes in a person’s individual worldview that have occurred as a result of trauma, psychotherapeutic effects and other fundamental changes.

Keywords: picture of the world, formalization, existential anxieties, trauma.

Novikova-Grund MW

REFLECTION OF THE PERSONAL IMAGE OF THE WORLD ON THE PERSON’S TEXTS. MAP OF THE INDIVIDUAL'S IMAGE OF THE WORLD

Abstract

The personal picture of the world could be extracted from one’s texts, formalized and represented as a kind of a “map” – as a unique combination of text characteristics – as its parameters. This affords to compare in a strict and uniformed manner world pictures of different persons and of different groups characterized by common strategies of coping with existential anxieties and to note changes which have taken place in the personal picture of the world in the consequence of trauma, psychotherapy and other fundamental changes.

keywords: picture of the world, formalization, existential anxieties, trauma.

The proposed work is based on empirical observations of 3000 texts of text methods (TM), which are pairs of short spontaneous stories that are written within 15 minutes. on a specially selected topic, one - on their own behalf, and the second - on behalf of another person. Confirmed by a clinical conversation, anamnestic data, as well as a number of experiments, they indicate that a person returns to an unresolved problem and to a trauma that has not been fully experienced to the end in his stories until he solves it and survives it.

The consequence of this is a clarification: existential anxieties and fears are objects of constant return and are repeated many times in a person’s speech, since they cannot be finally resolved and experienced.

Within the framework of this concept, based on observation of regularly repeated elements of texts, TM was created, correlated with existential anxieties. It includes textual elements of three levels - deep-syntactic, semantic and plot. At each level, in the process of generating a text, the speaker simultaneously makes many free choices from a number of theoretically acceptable options, and only the choice of plot (but not its structure) is relatively conscious, so that the systematic choice of possible options is not the result of the purposeful intentions of the author of the text.

The standard list consists of 16 positions represented as binary variables, and 12 of them include the mandatory option “formal marker”. The parameters included in the list have an important property - they are mutually independent, so they can be present in the text in any set. An individual picture of the world of a person can be extracted from his texts, formalized and presented in the form of a “map”, as a unique combination of textual parameters. This allows you to strictly and uniformly compare the worldviews of different people, groups of people united by a common strategy for coping with existential anxieties, as well as register changes in a person’s individual worldview that have occurred as a result of trauma, psychotherapeutic effects and other fundamental changes. The following is Standard text parameter list The that is used to create the map.

Standard text parameter list

1. Agent constructions (Ag.). Parameter of correlation with the act of freedom Parameter semantics: Someone performs an action of his own free will. Formal indicators: the presence of an animated noun or a personal pronoun replacing it in the nominative (except for the verb “to be” and “should”). Examples: he walks, he writes, he thinks.

2. Non-agent constructs (nAg). The parameter of correlation with the act of unfreedom and with the lack of power. Semantics of the parameter: Someone performs an action against his will, or: someone or something performs an action with him. Formal indicators: the absence of an animate noun or a personal pronoun replacing it in the nominative with the verb, or their presence with the verb “to be” and “should”. Examples: it occurred to him, a discovery had been made, computers would take over the world.

3. External predicates (Ex). The parameter of correlation with external space and movement. Semantics: the event occurs in external space, i.e. it can be seen and/or heard. There are no formal indicators, since we are talking about semantic opposition; but the diagnostic indicators are: descriptions of acts of physical movement from one place to another, descriptions of mimic and pantomimic movements, acts of speaking and other sounds (ie, movements of the vocal cords and sound waves); acts of changes in physical properties and characteristics; acts of categorization by physical characteristics. Examples: he ran, blushed, was fat, is an alcoholic.

4. Internal predicates (In). The parameter of correlation with the internal space and inaccessibility for observation. Semantics: An event takes place in an inner space, mental or physical. It is not visible from the outside. There are no formal indicators, since we are talking about semantic opposition; but the diagnostic indicators are: the presence of an internal space inaccessible to sight and hearing, and also - and due to this - the presence of events that are not comprehended as physical movement. Examples: he remembers, he wants, he is afraid, his train of thought has changed(in the latter case, there is a metaphor for movement, but not movement itself).

5. Past tense (P). The parameter corresponds to the speaker's statement that the event began and ended - it happened. Semantics: the event has ceased to be directly observable, and no one and nothing has the power to change it. Accordingly, the speaker, regardless of the nature and assessment of the event, represents himself in relation to it within the framework of the oppositions “to be strong / weak” and “to be active / passive” as “weak” and “passive” (at the moment of speaking). Formal indicators: grammatical formants of the past tense.

6. Present tense (Pr). The parameter corresponds to the speaker's statement that the event is now ongoing. Semantics: In the ongoing event, the speaker is present and directly experiences it or observes it, albeit from the outside, but also directly, and, accordingly, he has the power to influence its further course and completion, but he does not know how this event will end. Accordingly, the speaker is free to represent himself in any way within the oppositions “to be strong/weak” and “to be active/passive” (at the moment of speaking). Formal indicators: grammatical formants of the present tense.

7 Future tense (F). The parameter corresponds to the statement of the speaker that there is no event yet, but someone or something can influence that it starts or does not start, as well as how it ends. Semantics: The speaker evaluates whether he, or someone else, or anything else, has the power to influence the course and conclusion of an event. Accordingly, the speaker is free to represent himself in any way within the oppositions “to be strong/weak” and “to be active/passive” (at the moment of speaking). Formal indicators: grammatical formants of the future tense.

8. Absolute time (A). The parameter corresponds to the speaker's assertion that the event is not defined as being potentially modifiable or potentially unaffected. Semantics: the speaker is silent about his degree of involvement in the event, avoids defining himself as strong/weak or active/passive in relation to the event. Formal markers: all predicates that are not verbs, but other parts of speech, as well as all predicates (including verbs) used to describe the act of categorization. Examples: love, death, description, categorization.

9. Number of figures (Nf). The parameter corresponds to the more or less "egocentric universe" of the author of the text. Semantics: the presence of only one figure in the text (Nf=1) means the extreme degree of egocentrism and loneliness, usually unconscious, of the author of the text, who, while creating his plot, is focused exclusively on himself and does not feel the need to introduce figures of other people into the text; the presence of several non-generalized figures (Nf>1) means that the "world of other people" of the author of the text is not empty. Examples: I managed to lose 20 kg. It took a lot of effort. Harmful foods were excluded from the diet, I had to work out in the pool and on simulators. Now I'm happy(Nf=1). I lost weight. That was hard. Mom reacted to my weight loss with resentment and irritation. But my husband supported me, even prepared salads for me. Now both he and the children are proud of me(Nf>1).

10-14. Levels of self-identification (Zon A-E). The parameter is correlated with the degree of identification of the speaker with those he is talking about. Semantics: depending on the placement of the figure on one or another level of identity of the speaker himself, as well as on which levels remain unfilled, the speaker reports on his ideas about the permeability of the inner world of other people and about the comparability of their inner world with his own, and also about the relevance / irrelevance for him to carry out acts of penetration and comparison. formal markers.

zone A: in the description of the figure there are internal predicates that lead beyond the boundaries of the “here and/or now” chronotope. Examples: he remembered visiting this place last summer;

zone IN: in the description of the figure there are internal predicates that indicate the presence of a different chronotope than “here and now”, but do not introduce its description. Examples: he remembered something; I'm dreaming.

zone WITH: in the description of a figure (and more often a generalized set of figures) there are internal predicates that do not indicate the presence of another chronotope than “here and now”, and are aimed only and exclusively at one character. Examples: he admires me; they all condemn me.

zone D: in the description of a figure (or a generalized set of figures) there are only external predicates in the absence of external details. Examples: he stood against the wall.

zone E: in the description of the figure there are only external predicates, as well as more than 2 external details. Examples: he stood motionless against the wall, his hair was disheveled, and his shoulders were tense.

15-16. Plot (SJ). The parameter corresponds to the message about the identity of the author, as well as about his life and text strategies. Semantics: all plots of TM texts were reduced to two plot macroschemes: "external" and "internal", as well as their combinations. The "external" macro circuit (SJ1) organized the events taking place in the space of objects available to third-party observation; The "internal" macroscheme (SJ2) organized the events taking place in the mental or physical space of the projective figure from ZonA, inaccessible to third-party observation. Formal markers (SJ1): the description of the action ends with a result that is evaluated as positive, negative or ambivalent. Formal markers (SJ2): description of perceptions and emotions, not aimed at achieving a result. Examples (SJ1): We walked with dad, I ate ice cream. It melted and fell. I cried. Dad bought me a new ice cream. Examples (SJ2): The ice cream was delicious and beautiful. The chocolate shades were dark in depth and cast a milky sheen where they melted. It was cold and sweet in the mouth. Rough waffle cone smelled of vanilla. (for examples, two fragments of the same text are used).

It is easy to see that any short connected text can be represented as a tuple (ordered set) of the given 16 parameters, and in each of the 16 places there can be 1 if the parameter is present in the text, and 0 if it is absent (for the parameter Nf , which in a more detailed version, it is presented not as binary, but as n-ary, the presence of a single figure in the text was coded as 0, and the presence of more than one figure was coded as 1). This 16-place tuple of zeros and ones was called the "Map of the individual picture of the human world", since each of the parameters, as shown above, is correlated with existential problems, and their specific combination is an image of an individual strategy for coping with them.

Table 1 - Map of the individual picture of the human world.

The number of theoretically possible combinations is 2^16, respectively, the probability of a random match of n cards is 1: [(2^16)^n-1]. Thus, the method opens up the possibility of comparing small (in the limiting case, only two) texts.

As an illustration, we present a fragment of an experimental study of TM texts obtained from 7 patients of the crisis center hospitalized after repeated suicide attempts. As a control group, we used 100 TM texts received from students and teachers of the Russian State Humanitarian University who had never made suicidal attempts.

Table 2 - Maps of individual pictures of the world of suicides coincided in all 16 parameters as follows:

The probability of a random match is 1: [(2^16)^7-1], which is negligible.

In the control group, no matches were found for 16 parameters.

This can be interpreted as the presence of a common strategy for coping with existential anxieties in a group of people fearlessly resorting to demonstrative suicidal attempts under frustrating circumstances. The combination of parameters in the maps of their worldviews indicates that the studied suicides perceive themselves as powerless and dependent on invincible circumstances (Ag=0), which is why the act of a suicide attempt is subjectively safe and insignificant for them - after all, any of their actions is insignificant and has no power; the events of their inner world are unbearable and therefore devalued and hushed up (In=0); the past is also devalued and “crossed out” along with the experience of mistakes and victories (P=0), and real life and the achievement of goals will take place in an overvalued future (F=1), which will happen by the will of circumstances and out of touch with the experience of the past and the efforts of the authors of the texts . The presence of only one figure located in zone A, and generalized figures in zone C (zA=1; zC=1; Nf=0) can be regarded as a representation of total “egocentric loneliness” in the texts of suicides. The protagonists of texts written by suicides are surrounded by the world , where instead of specific people with names, faces, thoughts and feelings, there are only pale projections of the author himself, uniformly hating him in the “space of the present” or admiring him in the “space of the future”.

Standard text parameter list , on the one hand, is psychologically meaningful (correlates with the elements of the existential picture of the world), and on the other hand, as it is easy to see, it allows, thanks to the “Formal markers” option, to unambiguously single out 16 points in any TM text, by which it can be compared with any other text TM. In other words, any TM text, as well as any other spontaneous connected text, which took no more than 15-20 minutes to write, can be represented as a set of parameters from list.

Literature

1. May R. Existential foundations of psychotherapy. In the book: Existential psychology, M., 2001

2. Novikova-Grund M.V. Text methods in the group. In: Proceedings of the Institute of Psychology. L.S. Vygotsky, issue 1; M., 2001

3. Novikova-Grund M.V. The problem of understanding / misunderstanding: from positivism to hermeneutics. In: Proceedings of the Institute of Psychology. L.S. Vygotsky, issue 2; M.2002)

4. Pines D. Unconscious use of her body by a woman, B.S.K., East European Institute of Psychoanalysis, St. Petersburg, 1997

5. Piaget J. Speech and thinking of the child., M., Pedagogy-Press 1994

6. Yalom I. Existential psychotherapy. M., Klass, 1999