To this day, it is one of the most interesting topics in literary criticism. After all, the work of Mikhail Yuryevich provides a vast ground for reflection, it strikes with its depth, as well as the range of feelings and emotions embedded in them. In many ways, the theme of Lermontov's work is connected with his biography, in addition, it is dictated to the writer by time itself. In this regard, poetry, lyrical-epic works and the author's prose should be considered separately.

Lyrics

M. Yu. Lermontov left a huge legacy in the form of his immortal poems. He began to write very early, and even the very first experiments were imbued with great feelings. The problems allow us to divide all his lyrical work into several categories:

1. Poems about loneliness, in which the main motive is misunderstanding, a break with people.

2. Poet and poetry.

3. Poems about love.

4. Poems about nature, about the motherland.

5. Poems about the war.

Let's look at each of the categories.

Lermontov's poems about loneliness

Mikhail Lermontov was brought up by his grandmother. He did not recognize either his father's, or perhaps this is what influenced all the work of the poet. In particular, this had an impact on the formation of this theme of creativity. Lermontov was worried about how people treated him. He was also depressed by the mores that prevailed in his time. An example is the poem "How often surrounded by a motley crowd", in which one hears a cruel reproach to a hypocritical society. Heroes of Lermontov are often carried away into the world of dreams, in this text it is the world of childhood, carefree and pure. In later work, the motive of loneliness ceases to be associated with accusations, but it intensifies even more. How strong the lines of the poem "The Rock" sound! In eight lines, the poet managed to express all the pain and longing of a lonely heart. This issue of Lermontov's works is closely connected with such images as a sail, a leaf, a cliff.

Poems about nature

Lermontov had the warmest feelings for Russian landscapes. It is in nature that his lyrical hero feels more calm, balanced and harmonious. Most bright work dedicated to the beauty of Russian nature - "When the yellowing field is agitated." The piece is very harmonious and melodic. The first three stanzas are a description of nature. Lermontov revives what surrounds him. The field is worried, the raspberry plum is “hiding in the garden”, the lily of the valley “nods its head amiably”. Admiring what is happening, the hero begins to feel humility and peace, all his worries fade away, and in heaven he begins to see the face of God.

love lyrics

The problems of Lermontov's works about human feelings are not limited to loneliness. The poet also pays attention to love. True, love in his lyrics is always shown as a tragedy. From the very first poems, Lermontov draws us tragic relationship between the lyrical hero and his beloved. The hero suffers because of ridicule, misunderstanding. The most striking example is the poem "The Beggar". It is built on the principle of the first part - the story of a beggar who, instead of alms, put a stone in his hand. The second part is the deceived feelings of the lyrical hero. After meeting Lermontov, the mood changes. Now the feelings are mutual, but the lovers are not allowed to be together. This is the poem "We are accidentally brought together by fate."

Military poetry

The themes of Lermontov's work are not limited to feelings. He also addressed the topic of war. The originality of the poetry of this subject is that Lermontov pays great attention the unnaturalness of violence. So, in the poem "Valerik" the poet draws beautiful nature Caucasus, she is not interested in the bloody events arranged by people. In the poem, he refers to the theme of the historical past of his native country, he is delighted with the former might of the nation. This is a deeply patriotic work.

Prose Lermontov

The most striking was the novel "A Hero of Our Time". In the center of the image is Pechorin. This is a hero who does things recklessly. He destroys people without realizing it. At the same time, Pechorin is deeply convinced that people do not understand him, that many are unworthy of him. In fact, he is talented and smart, he can be admired. But there are features that cannot be called positive: the inability to make friends and love, pride and selfishness. The problems raised by Lermontov ( summary works clearly shows this) - this is the search for the hero of the time and the debunking of modern egocentric youth, as well as the problems of morality.

Lyric epic works

One of the most bright poems Mikhail Lermontov - "Mtsyri". A lonely romantic hero is abandoned by the will of fate in a monastery. He is brought up in it, but does not feel at home. Mtsyri feels his restlessness, he is as if in prison, he dreams of getting free. The problems of Lermontov's works intersect in this poem. Both the theme of loneliness and the theme of freedom are raised here, and it is clearly seen how reverently Lermontov treats nature.

Moreover, the poem is a prime example romantic work. Mtsyri aspires to the world of dreams. After spending one day in the wild, he understands what real life is. Staying in the monastery now becomes impossible. Having received mortal wounds in a fight with a leopard (the personification of the violent forces of nature), Mtsyri dies. Such is the tragic pathos of the entire work of the writer. The heroes of Lermontov in a collision with reality most often lose. Their dreams are not destined to come true, but life in this world is unbearable.

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Ministry of Education and Science of the Russian Federation

Russian State Social University

Kursk Institute social education(branch) RSSU

Department: Philosophy and Sociology

TEST

On the topic: The Problem of Creativity

Completed by a student of the course

Belikova Elena Yurievna

Checked by Senior Lecturer Alekhina

Kursk 2008

Introduction

Chapter 2. Development of the child's personality as a subject of psychological research

Chapter 4. Socio-psychological problems of personality development of intellectually gifted children

Conclusion

Bibliography

Introduction

The problem of adaptation and aggressiveness of gifted children is relevant and little studied. We are born aggressive. Already the first cry of the child is aggressive. The first grip of an infant is aggressive, like that of a small monkey that hangs on its mother's neck. The first communication is aggressive: the child cries that he is hungry, that he is in pain, etc. Also, the development of the child's personality is directly related to the process of adaptation. This process is inseparable from the very concept of life: life without adaptation is inconceivable, and equally, adaptation does not exist outside life cycle organism. AT last years The problem of maladjustment and aggressiveness of gifted children causes an urgent need for parents and teachers for information on how to help a gifted child who is in isolation, how to overcome fear social contacts how to cope with antisocial behavior, how to teach gifted children to manage themselves, change themselves, resist circumstances, how to make sure that a gifted child can live a full life, achieve success, fully realize their intellectual potential, and most importantly, feel the joy of life. Knowing the characteristics of the development of a gifted child, parents, educators and teachers can help him adapt painlessly in society. Fear of social contacts leads to the isolation of the child. In recent years, there have been more isolated children among gifted children. The reasons can be different: both the target orientation of society and the long hours that children spend at the computer, surfing the Internet, and very often the personal example of parents. In our thesis analyzed different views domestic and foreign psychologists on the problem of personality development of gifted children. Separate age periods of the formation of the personality of a modern child are traced. The mental features associated with the special structure of the personality and the specifics of the development of an intellectually gifted child are investigated. It also examines the socio-psychological problems that arise in a gifted child as a result of a discrepancy between the characteristics of his development and those requirements, rules, standards that society provides to him. Based on the data obtained, we have developed a number of recommendations for teachers and parents on the psychological support of gifted children, on finding a balance between the social demands of society and the special needs, opportunities and interests of a gifted child.

Research problem:

The problem of aggressiveness and adaptation of a gifted child in a microsociety has not yet been the subject of multilateral research in domestic psychological science, although the need for an in-depth study of this problem is beyond doubt.

Purpose of the study:

To reveal the specific features of the development of the personality of an intellectually gifted child and, on the basis of these features, to reveal the essence of the problems of maladaptation and aggressiveness.

Chapter 1. Development of personality as a subject of psychological research

intellectual gifted child psychological

The term "personality" has come a long way and has undergone significant changes. It entered the Russian language with a negative connotation, with a meaning diametrically opposed to the modern one: “a personal insult, a blasphemy that falls right in the face, an insult to the face, a hint of a person” (22, p. 259). But in parallel, another meaning of the term, close to the modern one, also developed. The problem of personality development has been repeatedly touched upon by the classics of Russian psychology. She was approached by such eminent scientists as L.S. Vygotsky, L.I. Bozhovich, S.L. Rubinstein, B.G. Ananiev and others. So, L.S. Vygotsky believed that the problem of personality development is the highest problem of all psychological science. He singled out 4 basic laws according to which the development of the child occurs. This is cyclicality, unevenness, "metamorphoses" and a combination of the processes of evolution and involution. Some of these laws are applicable not only to mental development, but also to the development of the child's personality as a whole (Vygotsky L.S., 2000). S.L. Rubinstein connects the development of personality with the development of needs, abilities, motivational sphere, consciousness, self-awareness, human activity, etc. He shares the concepts of formation (where big role plays education and the influence of the environment) and personality development (where the moment of spontaneity is emphasized). Personal development is mediated by its deeds, practical and theoretical activities. “The line from what a man was at one stage of his history to what he became at the next runs through what he has done. In human activity, in his affairs, practical and theoretical, mental, spiritual development of a person is not only manifested, but also accomplished. This is the key to understanding personality development” (36, p. 255). In the dictionary of socio-psychological concepts, personality development means the process of successive deployment of properties, qualities and characteristics inherent in a person as an individual and a member of society and manifested in his activities, communication and interaction with other people (14, p. 87) Each stage of personality development is mediated by the leading type of activity characteristic of a given age period and closely related to the mental development of the individual. Personality is a complex formation that is acquired by a person in a sociocultural environment in the process of interacting with other people in the course of joint activities and communication. The degree of formation of various personal formations, their development largely determines the life path of the individual. At the same time, personal formation is determined by a complex of various factors: biological, social, cognitive, and others. Development is characterized by quantitative and qualitative changes generated by external and internal conditions. So famous psychologist B.G. Ananiev writes: “Human development is conditioned by the interaction of many factors: heredity, environment (social, biogenic, abiogenic), upbringing (or rather, many types of directed impact of society on the formation of personality), and a person’s own practical activity. These factors do not act separately, but together on the complex structure of development "" (1, p. 44-45). Personality is the subject of many psychological studies. The ways of its formation were studied by many authors in Russian psychology (B.G. Ananiev, A.A. Bodalev, L.I. Bozhovich, L.S. Vygotsky, Ya.L. Kolominsky, A.V. Zakharova, I.S. Kon, A. N. Leontiev, N. L. Menchinskaya, V. S. Merlin, A. V. Petrovsky, D. I. Feldshtein, G. A. Zukerman, V. E. Chudnovsky, D. B. El’konin, and etc.). Quite often, the common thread in the various works of psychologists is the idea that personal characteristics have a significant impact on the development of other psychological phenomena. Researchers higher abilities note that giftedness can significantly affect the formation of personality. The author of the concept of creative talent A.M. In particular, Matyushkin writes that one can consider ""giftedness" as a general prerequisite for creativity in any profession, in science and art, as a prerequisite for the formation and development of a creative personality, capable not only of creating something new and discovering new laws, but also of self-expression, self-disclosure in works of literature and art; personality not only decisive, but posing problems for man and mankind "" (23, p. 158). The creators of the conceptual models of giftedness include personality factors in its structure (A.M. Matyushkin, J. Renzulli, J. Feldhusen, K. Heller). Personality develops in connection with the internal contradictions that arise in its life. They are determined by its relationship to the environment, its successes and failures, imbalances between the individual and society. But external contradictions, even acquiring a conflict character (for example, conflicts between a child and parents), do not yet become the engine of development themselves. Only by integrating, causing in the individual himself opposite tendencies that come into conflict with each other, do they become a source of his activity aimed at resolving internal contradictions by developing new ways of behavior. Contradictions are resolved through activities that lead to the formation of new properties and qualities of the individual. The dialectical nature of development finds its expression in the formation of both individual aspects of the personality and its mental life as a whole. A growing personality strives for a new position, new types of socially significant activities (at school, outside of school, in a work collective, etc.) and in the implementation of these aspirations finds new sources of its development. Personal development is characterized by the struggle of many opposing tendencies. Contradictions are resolved by developing more perfect ways of regulating the interaction of a developing individual with the environment: characterized by dynamic stereotypy, flexible stability. Such methods are generalized knowledge, the ability to solve various problems that arise in the life of an individual, systems of generalized and reversible operations used in different situations. Their development characterizes the progressive movement of the personality from the lower to the higher levels of its intellectual development. Generalizations are also formed in the development of the motivational sphere of the personality, providing a stable logic of its behavior in changing life situations. driving forces developments themselves develop in the course of this process, acquiring at each stage a new content and new forms of their manifestation. At the initial stages of development, the contradictions between the various tendencies that arise in the life of the individual are not recognized by him, they do not yet exist for him. At later stages, they become the subject of consciousness and self-awareness of the individual, are experienced by her in the form of dissatisfaction, dissatisfaction with oneself, the desire to overcome contradictions. The new arises in the old through the activity of the subject. Education and upbringing contribute not only to the successful overcoming of problems that arise in the life of the individual internal contradictions, but also their occurrence. Education sets new goals and objectives for the personality, which are realized and accepted by it, become the goals and objectives of its own activity. There are discrepancies between them and the level of mastery of the means of achieving them, prompting it to self-promotion. By creating optimal measures of these discrepancies, training and education successfully form new actions and the motives necessary for them, help the individual find forms of manifestation of his desire for independence, for self-affirmation that meet the requirements of society and his own ideals. Thus, the true management of personality development requires knowledge of this complex dialectic, which is necessary in order to contribute to the resolution of internal contradictions in the right direction. If we summarize the definitions of the concept of "personality" that exist within the framework of various psychological theories and schools (K. Jung, G. Allport, E. Kretschmer, K. Levin, J. Nutten, J. Gilford, G. Eysenck, A. Maslow and others .), then we can say that the personality is traditionally understood as "... the synthesis of all the characteristics of an individual into a unique structure that is determined and changed as a result of adaptation to a constantly changing environment" and "... is largely shaped by the reactions of others to the behavior of this individual." So, we can say that a person's personality is social in nature, a relatively stable and in vivo emerging psychological formation, which is a system of motivational-need relations that mediate the interaction of subject and object.

Chapter 2

So, if a fourteen-year-old teenager is most interested in self-esteem and acceptance by others, then in a fifteen-year-old teenager, the main place is occupied by the development of abilities, the development of skills, and intellectual development. In this regard, the dynamics of attitudes towards one’s future is also indicative. at the age of 15 (the first half of the year), both the desired and the available "I" are clearly reoriented to subject-practical activity. 15 to 17 years goes by development of the abstract and logical thinking, reflections of one's own life path, the desire for self-realization, which exacerbates the need for youth to take the position of any social group defined civil positions, causing the emergence of a new turning point of the social movement - "I and society." All the considered boundaries fix those level changes in social maturity, in the process of socialization - individualization, which ensure the development of the position of a growing person as a subject of subject-object and subject- subjective, the formation of his "I" not only in society, but also the most active position of "I and society". It is this position of the “I” in relation to society that provides the maximum opportunities for social maturation, determining new levels of personality development, since here there is not only an affirmation in the “world of things”, but a true affirmation of the social essence in the “world of people”. The multi-level state of social maturity, fixed by the main nodes of personality development, is reflected in three stages of ontogenesis.

I. Until the age of 3, when at a level accessible to the child, his socialization (and conditional individualization) takes place in the form of mastering the presence of others.

II. From the age of 3, when a child, realizing his “I”, shows the first moments of self-affirmation, self-determination (“I myself”), enters into a relationship “I and others”, masters the norms of human relations, fixes and tries (from 6 years old) to focus on assessment of society.

III. From the age of 10, when a teenager seeks to establish his "I" in the system of social relations. This stage of socialization is distinguished not only by the most pronounced individualization, but also by self-determination, self-management of a growing person who not only becomes a subject, but also realizes himself as it. quantitative and qualitative indicators, a certain complication of goals and motives that have their own development opportunities, that is, to achieve a higher level of such a special systemic education as a personality, in which the process of socialization is fixed - individualization as a unity of opposites. Therefore, the allocation of levels of social movement, which are in relation to organic integrity, allows you to most fully reveal the essence of the development of the individual, the stages of increasing its organization. The largest stages of the social development of the individual in the period from birth to maturity are two blocks, which can be designated as phases of the formation of the individual. In the first phase (from 0 to 10 years) - the phase of childhood itself - the formation of a personality takes place at the level of an undeveloped self-consciousness. In the second phase (from 10 to 17 years) - the phase of adolescence - there is an active formation of the self-consciousness of a growing person, acting in the social position of a socially responsible subject. Wherein we are talking about a special understanding of responsibility not just for oneself, but responsibility for oneself in common cause, responsibility for this common cause and for other people, not in terms of "self-actualization" ... but in the sense of actualizing oneself in others, "going beyond oneself" (36, p. 240-242), when "I" does not dissolve at all in the system of interrelationships of people in society, but, on the contrary, acquires and manifests in it the forces of its action. The identified phases cover certain cycles of personality development, fixing the result of this form of social development - the formation of the child's position in the system of society and the implementation of this position. The study of the level-by-level development of a growing person as a person is of productive importance, requiring in-depth research in many areas. So, it is important to penetrate into the essence of such a phenomenon as, relatively speaking, the “stretching” of periods of ontogenesis in time: the first period lasts 1 year, the second - 2 years, the third - 3 years, the fourth - 4, the fifth - 5 years ... It seems promising to consider personal development through the motives of the child, indicating the degree of development of his social maturity - from the motive that characterizes the desire to declare oneself, about one's presence, to the motive to benefit other people. At the same time, the study of the holistic process of personality formation involves the disclosure of its features and mechanisms within individual periods, at the level of microprocesses, when functional activity (3, p. 103) not only leads to an increase in the quality of functioning of various components, but the quantitative accumulation of qualitatively new elements forms potential reserve, preparing the transition to a new stage of development. Consideration of the process of social development of the individual in different periods of ontogeny shows that within each period it passes through three regularly alternating stages. The first stage is characterized by the appearance of tendencies in the development of a certain aspect of activity, when previously accumulated semantic loads single out new possibilities for the child's functioning, creating an appropriate field for his expanded activity. The second stage is characterized by maximum implementation, cumulation of the development of the leading type of activity. The third is the saturation of the leading type of activity when it is impossible to further realize its potential, which leads to the actualization of the other side of the activity... So, progressive social development goes from the child's awareness of his social capabilities, through the formation of personal neoplasms, to the manifestation, strengthening, and qualitative change in the social position as a result of his own creative activity. This position manifests itself most prominently during the transition of the child from one stage of ontogeny to another. Moreover, as the data obtained in the course of experimental work show, at all inter-age transitions, the starting point is new level social development of the child. In practice, this acts as an important pattern that does not correspond to the position of J. Piaget, who argued that the development of intellectual maturity is the start for social maturity. (27, pp. 246-249) These facts show that it is precisely the achievement of a certain level of social maturity at a specific stage of each period of ontogeny that outstrips the intellectual development of the child, precedes it, being reflected in the desire to take a new social position. This desire is characteristic of all inter-age transitions and is, in fact, one of the mechanisms of these transitions. The specifics of different transition periods is not in itself the desire of children to find a place in society, a certain social position, but in the qualitative features of the system of relations that develops at a particular age between the child and society, “for the social situation of development is nothing other than a system of relations between child of this age social reality” (6, p. 67) In addition, as noted by Bozhovich L.I., with each subsequent age stage, the circle of communication of the child expands; this means that the addressee of this communication, the representation of society in it, is expanding, the content and means of communication are also changing. So, in adolescence, society as a whole becomes such an addressee; the adolescent enters into communication with society (more broadly, with the world of human culture) “directly”, mastering the position “I and society.” In essence, this means that at this level, the adolescent solves not just the task of occupying a certain “place” in society, but and the problem of relationships in society, defining oneself in society and through society, i.e., the task of personal self-determination, acceptance active position regarding socio-cultural values ​​and thus determining the meaning of one's existence. The isolation of really existing special level states of the child's social maturity in the process of ontogenesis and the establishment of their content in the position of "I" in relation to society contains high potential opportunities for optimizing the educational process, allowing you to build the latter adequately to the psychological patterns of formation social activity child ... Thus, the social development of the individual is a complex, multifactorial conditioned process that is carried out in the child's unfolding activity, the contradictory mutual intersection of the two sides of which creates peculiar nodes of social movement. It is in the disclosure of the patterns and mechanisms of development within the stages, periods, stages, phases that the possibilities of revealing the nature of the process of deploying socialization - individualization, the factors that determine it, are hidden, which allows us to deeply consider social development over the entire vast distance - from birth to social maturity of a person as personality.

Chapter 3 Psychological features personal development of intellectually gifted children

It is impossible not to recognize the actual features that distinguish gifted children from ordinary ones. “There are two competing stereotypes of the physical characteristics of gifted children. The first is a skinny, small, pale "bookworm" with glasses. The other tells us that gifted children are taller, stronger, healthier and more beautiful than their ordinary peers. Although the second image is preferable to the first, both of them are quite far from the truth. The physical characteristics of gifted children are as varied as the children themselves” (45, pp. 54-57) Some psychologists nevertheless note that gifted children have external distinctive features, expressed in the fact that the work of thought inspires their faces. Many psychologists (20), (51) note that gifted children have a very high energy level. Gifted children's motor coordination and hand skills often lag behind their cognitive abilities. There are differences in the cognitive sphere of gifted children. The perception of the surrounding world, according to psychologists, they have a multifaceted character. Gifted children are characterized by holistic thinking (holistic), unbiased, not limited by stereotypes, it requires freedom, openness, the ability to deal with uncertain and ambiguous phenomena of the world around. According to psychologists, the main thing that unites all gifted children and to a large extent distinguishes them from ordinary ones is the so-called mental activity associated with a cognitive need.

One of the first to describe this insatiable need was N.S. Leites (19). According to V.S. Yurkevich (51), this need is the "motor" of the development of gifted children. V.S. Yurkevich believes that children become gifted, thanks to a positive social environment and an insatiable cognitive need, due to which their abilities develop in leaps and bounds. Very important feature gifted children is the versatility of their abilities. B.M. Teplov emphasized that "talent is multifaceted", and believed that it was not the existence of different giftedness that should be discussed, but the breadth of giftedness itself. He wrote: “The ability to successfully operate in various fields is explained, first of all, by the presence of some common moments of giftedness that are important for different types of activity. This is the center of the scientific problem of multilateral talents” (38, pp. 141-145). A.G. Asmolov believes that the profile of a gifted person's abilities is diverse, has many peaks that are subject to dynamics to varying degrees. Diversity provides sustainability. This is characteristic of both culture and people's lives. According to A.G. Asmolova, a one-peak man is an extremely unstable creature, and in its ultimate expression it is psychological type fanatic. For this type of personality, the disruption of his leading goal is tantamount to the disruption of his entire life. A man with the top of his only peak cut off critical situation simply lost, not knowing how and how to live on. (53, p. 28-34) Gifted children are distinguished by high spirituality, the desire to protect and preserve beauty and harmony. A gifted child is not always a "brilliant" child. According to K.G. Jung, “a gifted child can even have unfavorable characteristics: scattered, head full of pranks; he is negligent, negligent, inattentive, mischievous, wayward, he can even give the impression of being sleepy” (15, p. 138-141) K.G. Jung believes that excellent features can be protective, being a defense against external influences, the purpose of which is to indulge in the internal processes of fantasy calmly and without interference. In his opinion, in a gifted child, his spiritual inclination rotates in a wide range of opposites, because talent extremely rarely characterizes all spiritual areas more or less evenly. Tekeks K., as if confirming the thought expressed by Jung, wrote about the gifted: “They are more courageous and at the same time more informed, more conforming, at the same time more non-conformal, more autonomous and more dependent, more serious and more prone to play. , more timid and more fearless, more self-confident and more prone to self-doubt, more receptive and more independent compared to less creative colleagues. They integrate these polar opposites in their thinking and therefore have an inexplicable ability to solve problems that, it would seem, are not amenable to logically reasonable resolution” (54, p. 296) K.G. Jung notes that the personality of a gifted child may be characterized by disharmony, which is expressed in the fact that one or another area of ​​the personality may receive so little attention that one can speak of its falling out of the general development. “First of all, there are huge differences in the degree of maturity. In the sphere of giftedness, under some circumstances, abnormal precocity prevails, while under others, spiritual functions lie below the normal threshold of the same age. Because of this, sometimes there is such an external image that is misleading. Before us, it seems, is an underdeveloped and spiritually retarded child, and we in no way expect extraordinary abilities from him ”(15, p. 156-160). According to E. Landau, a gifted child is able to“ concentrate and associate several individualities in his own, because in itself, as it were, a living society ”(15, pp. 121-124) Gifted children have a highly developed sense of justice and it manifests itself very early. They acutely perceive social injustice, set high standards for themselves and those around them, and respond vividly to the truth, justice, harmony and beauty of nature (7, pp. 49-62) Very early they try to understand social structure the society in which they live, feel their connection with it and respond to social changes. Some psychologists believe that a gifted child, due to his emotional sensitivity in such periods of crisis, can be considered as a latent victim of socialization. V.S. Yurkevich (52) believes that a world in which there is no certainty has a destructive effect on the psyche of a gifted child. Gifted “... people can clearly, simply, naturally express themselves in the language of higher being, the language of poets, mystics, prophets, deeply religious people, people living in the world of Platonic ideas, Spinoza and eternity. them, compared to ordinary people, the meaning of parables, allegories, paradoxes, musical art is better understood, non-verbal communications etc." (25, p. 232) Of great importance are the features of self-awareness of the personality of a gifted child. Many researchers note low self-esteem in gifted children (10), (31), (3). There are many explanations for this fact. One of them is related to the specific structure of the ego-state of gifted children. Gifted children, assessing their achievements realistically and rather harshly from the standpoint of an adult, consider them not very high, childish. This may explain their unfavorable self-concept, in particular, low self-esteem. For the gifted, the problem of self-actualization is very important. When the realization of gifted children is hindered, it causes them an extra waste of energy and severe emotional experiences.

Indeed, gifted children experience difficulties in socialization, adaptation, which causes them high neuropsychic stress, neuroticism, and leads to maladaptation. It is no coincidence that gifted children are classified as a risk group. Quite common is the view of the gifted as neurotic or psychotic children (7), (15), (54), i.e. an analogy is drawn between the behavior of a creative, gifted person and a person with nervous or mental disorders. The behavior of both deviates from the stereotypical, generally accepted. This may be due to the psychological characteristics of gifted children and the objective situation that exists in society. A number of researchers have proven that among gifted children there are more often children with a high level of neuropsychic stress, which, on the one hand, energetically provides their wide cognitive processes and opportunities, and on the other hand, underlies imbalance, hyperactivity and excitability, which contribute to a high reaction to stress factors, provoking acute emotional reactions, behavioral disorders, neurotic and somatic disorders. (37, c. 34-35) Thus, greater abilities are associated with greater vulnerability of the personality of a gifted child. Gifted children perceive everything and react to everything. Their normal egocentrism leads to the fact that they attribute everything that happens to their own account. Difficulties of daily communication, which do not affect an ordinary child, can hurt a gifted child painfully. Thanks to the breadth of perception and sensitivity, gifted children deeply experience social injustice. American psychologists (54), (42) note that a person whose perception is chronically ahead of his age is always under stress. It is difficult for socially adapted adults to adequately perceive the indefatigable desire of a gifted child to correct the injustice of society. The increased emotional sensitivity of gifted children, the desire for social justice are necessary for gifted children to fulfill their destiny in society. It is impossible not to note the fact that all modern culture is focused on the average person. In domestic psychology, a traditional approach has developed for close study and attention to ordinary and mentally retarded children. These children were comprehensively studied, special training programs were developed for them, and psychological personnel were trained. At the same time, helping gifted children was regarded as growing intellectual elite and violation of social justice.

A.G. Maslow notes the complex nature of the relationship of gifted people with culture. In his opinion, they are characterized high degree acceptance of culture and at the same time detachment from it, which is explained by a highly pronounced personal autonomy, “... comparing these people with other members of our society, overly socialized, robotic, ethnocentric, we are forced to admit that if their worldview does not allow If we consider them the creators of a special subculture, then we are still dealing with a special group of “comparatively uncultured” individuals who managed not to succumb to the leveling influence of the surrounding culture” (42, pp. 133-135) Thus, the analysis of the literature showed that a gifted person is characterized, as a rule, by accelerated mental development. This applies to both cognitive and psycho-emotional spheres. At the same time, researchers note the problems that arise in gifted people in modern society and impede the process of self-actualization and personal development.

Chapter 4. Socio-psychological problems of personality development of intellectually gifted children

The influence of society on the development of the individual, it turns out, through upbringing in the family and schooling. Turning to the analysis of the biographies of great people, Eidemiller E.G. notes the ambiguity of the data obtained on this issue: "In some cases, the family provided the maximum support and opportunity for the development of gifted children; and in other cases, they had to overcome the negative consequences of a childhood spent with an overprotective or dominant mother, with an unsuccessful father, or in general dysfunctional family" (50, p. 57). In addition, Eidemiller E.G. emphasizes the importance of peer and school influence. Ongoing empirical research suggests that there is an association of negative stereotypes with academic success among American students, provided that excellent academic performance is combined with other unpopular traits, such as a lack of interest in sports. A positive correlation was also determined between the performance of gifted high school students and the attitude of students at school to learning activities. N.S. Leites, who devoted many works to the problem of giftedness (16 - 21), notes that children with an early mental upsurge have their own specific difficulties. Thus, the family is often alarmed by the unusualness of such a child. As a result, a gifted child encounters misunderstanding on the part of the people closest to him - his parents. It often happens differently. The child in the family is surrounded by an atmosphere of praise, there is an immoderate demonstration of his success (20, p. 216). Both of these situations have the same traumatic effect on the psyche of the child. At school, such a child is also not easy, since the priorities are arranged in such a way that teachers show more attention and provide assistance to those children who have various problems in intellectual and mental development. Consequently, most often a gifted child at school is left to himself. Following N.S. Letes, B.C. Yurkevich notes in his works (51,52) that it is at school, under the influence of certain stereotypes, the main of which are the attitude to learning as hard work, duties, duty, as well as the existing system of marks, cognitive need, either significantly decreases or replaced by an ersatz need. It is at school that the child is weaned from asking questions, spontaneity becomes a violation of discipline, and the thirst for knowledge is largely hampered by authoritarianism and conservatism. existing system education (52, pp. 98-99).G. Lindsay, K.H. Hall and R.F. Thompson, highlighting a number of obstacles to the realization of intellectual talent, note their social nature (42). The first and main obstacle is conformism, understood by the authors as the child's desire to be like another. "A person is afraid to express unusual ideas for fear of seeming ridiculous or very smart. Such a feeling can arise even in childhood" (42, p. 156). It also indicates the reasons for the emergence of this obstacle - this is primarily a misunderstanding that arises on the part of adults. The second obstacle is internal censorship. This obstacle arises when the child feels fear of his own ideas. This fear leads to the fact that he begins to react passively to everything that happens around him and does not try to solve the problems that arise. And finally, the third obstacle is rigidity. The authors note that this obstacle occurs most often in the process of schooling. "Typical school methods help to consolidate the knowledge accepted today, but do not allow teaching how to pose and solve new problems, improve existing solutions (42, p. 154). In his article "Diagnostics and Development of Gifted Children and Adolescents" K.A. Heller (43), singling out "special reasons for counseling gifted children and strategies for their development" as the most significant points out the problems of social behavior (40.6%), and problems associated with school performance (31%) (43, p. 256).Deciphering the reasons social problems faced by gifted children, we came to the conclusion that, first of all, it is worth noting a certain vulnerability of the self-concept in gifted children, which is characterized by a rather strong sensitivity to the social environment. A very low threshold level of reactivity in gifted children leads to the fact that they attribute everything that happens to their own account. This self-centeredness often contributes to feelings of guilt even when they are not actually accused of anything. Feelings of guilt are often rooted in early childhood in the process family education . Parents of gifted children have unreasonably high expectations that their child will achieve equally high results in almost all industries with which he faces. And of course, they are sure that their son or daughter must be excellent students. As a result, the child develops an "excellent student complex", in which any decrease in grades is perceived in the family, and by the child himself, as a drama. In this case, when the child does not live up to the expectations placed on him, the parents most often demonstrate dissatisfaction, and this demonstration can take place both on the conscious and unconscious levels. The pressure exerted in this way from the parents has a rather strong influence on the formation of the self-concept of a gifted child, because for him, especially in early childhood, it is the parents who are the most authoritative and significant figures, and it depends on them whether conditions will be created for the child, which could ensure his psychological safety, create an atmosphere of acceptance and empathic understanding. A paradoxical situation arises. It would seem that those outstanding achievements that are made by gifted children, the high creative and intellectual potential that they have, should form in the child a sense of self-confidence, and the inadequacy of self-esteem should lean towards its overestimation, and not underestimation (10, p. 161). However, instead of the positive self-perception that a gifted child should develop under the influence of success in activities and the enthusiasm of others, psychologists are faced with alarming symptoms of almost despair. What factors explaining such a decrease in self-esteem can be identified as the main ones? First of all, these are overestimated standards for evaluating their activities, sometimes coinciding with insufficiently high results. The formation of these standards is often the result of parental upbringing. In many families where a child grows up who is ahead of his peers in a number of indicators, primarily cognitive, it is very difficult for parents to avoid extremes in education. An atmosphere is created either of praising the child, and then development proceeds according to a scenario like: "you owe me everything," or excessive demands are made on the child. In this case, parents associate their child's success with the realization of their own claims. Such a distortion of role settings can lead to an emotional, physical or intellectual breakdown of the child and the subsequent loss of interest in the type of activity that previously brought success or caused him constant stress, since the performance of any activity will end with a comparison of the result with the expected requests. In the event that a child does not "hold out" to the required level determined by the social environment, his self-esteem is rapidly declining. Moreover, for this, it is not at all necessary for others to openly demonstrate their reaction. In a gifted child, in the process of personal development, extremely high personal standards are formed (of course, not without the influence of society). This quality allows him to carry out the comparison mechanism himself. The next factor that has a serious impact on the decline in self-esteem is the response to failure in schooling. Surprisingly, but children with a highly developed intellect at school may have problems of an academic nature (26, p. 108). Domestic psychologist B.C. Yurkevich, who has significant experience in working with gifted children, notes that cases of so-called dyssynchrony in the development of intellectual and academic giftedness in modern schools are quite common (52). Moreover, teachers, having failed, are ready to assume that the child has almost an intellectual disability. Modern culture schools, the stereotypes prevailing within its walls have the most serious influence on the self-concept of a gifted child. The main values ​​for the school system for many years remained, and even now it is a priority, the correspondence of acquired knowledge to certain rules, the predetermination (and therefore correctness) of the answer. The predominance of the verbal nature of teaching in the school should also be noted. Academic achievement is often associated with proficiency in speaking and writing. That is, it is important not only and (or) not so much the originality, accuracy of the idea, but above all the form in which this idea is clothed. For a gifted child, this state of affairs is completely unacceptable. For him, the essence is more important than the shell. Quick grasp, excellent memory of information, the power of enrichment, curiosity and independence of judgment under the influence of an already mastered boring program are wasted. As a result, a gifted child "will adapt to his usual peers and his behavior will resemble the behavior of his classmates. He will begin to adjust the performance of this task in quality and quantity to the corresponding expectations of teachers" (3, p. 180). Numerous problems are also associated with the fact that one of the main tasks of schooling remains the formation of a versatile personality. At the same time, the special areas of interest of gifted children are not taken into account at all. And studies of psychological science convincingly prove the prevalence of precisely special types of giftedness. At one time, N.S. Leites singled out a special category of gifted children who, “at the usual level of intelligence, have a special predisposition to any particular subject (16, 17). Such a student has a predilection for mathematics or physics, or biology, or languages. or a group of subjects, he can stand out, significantly surpass fellow students with the ease with which he is given the specifics of the material, the depth of interest; here he has a special willingness to assimilate, and even creatively participate in the work "(16. p. 100). In this case, indeed, a specific giftedness may cause the lack of an adequate level of development of other abilities, and sometimes a low interest in any subjects that are not directly related to a favorite business. Very often at school, a gifted child feels a lack of attention from adults. After all, in a general education school, most teachers focus specifically on children with a "low threshold of switching off", that is, they most often answer their own questions, being sure that children will not be able to find the correct answer on their own. In this situation, a gifted child creates certain obstacles and difficulties in the teacher's work. For him, especially primary school, the desire to correctly complete the teacher's task, to answer his question correctly and faster than others - just an interesting mental game, a kind of competition, and he raises his hand before others. "Most teachers simply have no time to take care of a gifted child, and sometimes they are even hindered by students with amazing knowledge and with not always clear mental activity" (31 p. 219). The low psychological level of teacher preparation for working with such children leads to the fact that, when evaluating their wards, teachers note in them, first of all, demonstrativeness, a desire to do everything in their own way, hysteria, unwillingness, and sometimes inability to follow accepted patterns, etc. etc. It should be noted that such assessments are the result of inadequate understanding by teachers of personal characteristics and patterns of development of a gifted child. The results of numerous studies show that children with outstanding mental faculties, communication difficulties are often found, more low level social competence, they are more introverted. Thus, we can talk about the presence of intellectual-social dyssynchrony, which is characterized by the presence of a high level of intelligence development and insufficiently formed and (or) tested social skills. characteristic feature gifted children is nonconformist. It is always difficult for them to get used to established norms and rules, and some of them decide to confront. And according to Investment Theory

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Problematics (rp. problema - something thrown forward, that is, isolated from other aspects of life) is the writer's ideological understanding of those social characters that he depicted in the work. This comprehension lies in the fact that the writer singles out and enhances those properties, aspects, relations of the characters depicted, which he, based on his ideological worldview, considers the most significant.

Defining the main tasks of art, Chernyshevsky emphasized that "besides the reproduction of life, art has another meaning - the explanation of life" (99, 85). While agreeing in principle with this idea, it should be noted that the word "explanation" is not quite suitable for works of art, it is more appropriate in science. Writers rarely, and usually to a small extent, strive for "explanations" of their design; almost always they express their understanding of the characters in their image.

So in Pushkin's poem "Gypsies" the characters of "wild" gypsies roaming in the steppes of Bessarabia are depicted, and the character young man Aleko, who previously belonged to the educated and freedom-loving circles of the capital society, but who fled from the “bondage of stuffy cities” (“he is pursued by the law”) to the gypsies. This is the theme of the poem, unusual, until then not known to Russian readers. This is a new theme of the poem was generated by a new, romantic problematics.The latter lies in the fact that the poet in every possible way emphasizes in the depiction of gypsy life its complete liberty, the complete absence of any coercion in it (labor, civil, family), and in the character of Aleko - the desire to join free life gypsies, to become "free, like them," and the failure of his aspirations, caused by an outbreak of selfish passions in his soul, brought up by the "bondage of stuffy cities."

The problematics, to an even greater extent than the subject matter, depends on the worldview of the author. Therefore, the life of one and the same social environment can be perceived differently by writers with different ideological worldviews. Gorky and Kuprin portrayed in their

porazvedeniya factory-working environment. However, in understanding her life, they are far from each other. Gorky in the novel "Mother", in the drama "Enemies" is interested in people in this environment who are politically minded and morally strong. He notices in them those sprouts of socialist self-consciousness, the development of which will soon make this class environment the most active and socially progressive force opposing the entire degrading bourgeois-noble system. Kuprin, in the story “Moloch”, sees in the workers a faceless mass of exhausted, suffering, worthy of sympathy people who are not able to resist the capitalist Moloch, devouring their strength, mind, health and causing the most bitter reflections among the humanistically minded democratic intelligentsia.

But themselves social characters depicted in the work, and their emotional comprehension by the author may be in different ratio. In many works of literature of antiquity, the Middle Ages and the beginning of the new time, understanding of characters, highlighting and strengthening some of their most significant ones. properties was often more important for the authors and readers themselves than the depiction of these characters in all their integrity, in all their versatility and reality. At the same time, the properties of character recognized by the author were so distinguished and intensified that they obscured and subjugated all others. As a result, characters became, as it were, only carriers of these most essential properties - heroism, selflessness, wisdom or cruelty, flattering, greed, etc., and these properties themselves therefore received a broad generalizing meaning. The images of the characters in the works, based on such an understanding of their characters, easily acquired a nominal value.

This is how Shakespeare portrayed Danish prince Hamlet, highlighting and sharply intensifying moral hesitations in his character, a heavy internal struggle between a sense of duty to avenge the death of his father to his murderer, who seized the throne, and a vague consciousness of the impossibility of one to speak out against the reigning evil; Therefore, this image received a nominal value.

Molière in the comedy "Tartuffe", deducing in the person of the protagonist a swindler and a hypocrite who deceives straightforward and honest people, depicted all his thoughts and actions

as manifestations of this basic negative trait character. Pushkin wrote about this: “In Molière, the hypocrite drags himself behind the wife of his benefactor, the hypocrite; accepts the estate for preservation - a hypocrite; asks for a glass of water - a hypocrite" (50, 322). The name Tartuffe has become a household name for hypocrites.

Analyzing such images and entire works, one must pay attention not only to their very acute problems, but also to the socio-historical essence of the characters depicted in them, which made it possible to comprehend them in this way. In Molière, Tartuffe is not a random upstart who penetrated the noble environment. He hypocritically covers up his deceptions with the preaching of religious morality, which was characteristic of the reactionary churchmen - France of the era of Molière. In more later eras, especially to early XIX century, the leading writers of various European countries began to penetrate deeper into the essence of human relations, to more clearly realize the connection of human characters with a certain environment, certain conditions of life. Therefore, the awareness of the characters of the characters portrayed by them became more and more versatile and multifaceted. The problematic of the works now consisted in the fact that the most important properties of the characters' characters stood out among many others related to them, but sometimes contradicting them.

In realistic works, the problematic is especially difficult to analyze, since these works often contain a very broad and. versatile depiction of characters; and in the versatility of their image, those of their essential features that are most important for the writer are revealed. An example of this is the image of some of the main characters in L. Tolstoy's War and Peace. So, Prince Andrei is shown by the writer in the most different connections and relationships with many heroes both in civilian life and in war. A variety of qualities are manifested in his personality - intelligence, education, ability for military and state activities, a critical attitude towards the world, sincere sympathy for his father and sister, love for his son and Natasha, a friendly attitude towards Pierre, etc.

But this versatility of Andrei's character still conceals a certain author's understanding. Tolstoy focuses on those features that seem to him the most significant in the moral and psychological

In a logical sense, this is an overly developed personality and some rationality, the predominance of the mental sphere of consciousness over the emotional and the resulting skeptical attitude towards life. The presence of characters with the integrity of behavior, worldview, experiences is a necessary condition for the existence of full-fledged epic and dramatic works 1 .

When analyzing the problems, one must keep in mind that writers very often resort to juxtaposing characters and revealing traits of interest to the writer by contrast. At the same time, it is precisely those facets of characters that appear to the writers as the most important, significant and in which the ideological problem of the work lies. Yes, back in folk tales the good witch was opposed evil stepmother, smart older brothers - to the younger brother Ivanushka the Fool, who turned out to be smarter and more successful than them.

The antithetical nature of the characters is usually sharply emphasized in the works of classicism. Antitheses constitute an essential side of the problem in realistic works as well. They reflect and refract real contradictions of reality itself with even greater clarity. So, Lermontov's story "Princess Mary" is built on the antithesis of the character of Pechorin, with his deep and hidden romantic aspirations, the character of Grushnitsky, with his simulated and ostentatious romance; Chekhov's story "The Man in the Case" - in contrast to Belikov's political cowardice and Kovalenko's free-thinking; "Russian Forest" Leonov - on the antithesis of citizens

" AT modernist literature there was a widespread misconception that the concept of "character" was obsolete, as consciousness modern man is something unrefined and chaotic. Such thoughts, based on the experience of the literature of the "stream of consciousness" (J. Joyce, M. Proust), are persistently expressed by representatives of the French "new novel" (A. Robbe-Griys, N. Sarrot). The subject of the artistic image is proclaimed the "pure" consciousness of a person who has lost his personality under the pressure of impressions from outside. The character is considered only as a "support" (optional, ultimately even unnecessary) for the reproduction of this "pure" consciousness. The denial of the character means at the same time the denial of the entire system of artistic development of life, characteristic of the epic and drama. Hence the slogans “anti-novel”, “anti-theater”, etc., common in modernist aesthetics.

the honesty of Vikhrov and the careerism and venality of Gratsiansky; "The Living and the Dead" Simonov - on opposition deeply conscious patriotism Serpilin, Sintsov and many other representatives of Soviet society to the cowardly egoism of people like Baranov.

The problems of literary works can reflect different aspects of social life. It can be moral, philosophical, social, ideological-political, socio-political, etc. It depends on what sides of the characters and what contradictions the writer focuses on.

Pushkin in the character of Onegin, Lermontov in Pechorin were mainly aware of ideological and political dissatisfaction with the reactionary way of Russian life. Turgenev in The Nest of Nobles reveals in Lavretsky, first of all, a sense of civic and moral duty to Russia and its people. In "Fathers and Sons" by Turgenev, the main attention is focused on the philosophical positions of the characters, in particular on the materialistic views of Bazarov; therefore in the novel such a significant place is occupied by philosophical disputes between

It is especially important how deep and significant literary works are in their problematics. The significance and depth of the problem depends on how serious and significant are the contradictions of reality itself, which writers can realize due to the peculiarities of their worldview.

Such, for example, are the differences in the depiction of peasant life by Turgenev and Nekrasov. Turgenev, with his liberal educational views, sees in the life of the peasants their suffering under the yoke of the landowners and realizes that the misfortunes and sorrows of the people stem not so much from the cruelty and frivolity of individual nobles, but from the slavish position of the peasantry in general. But he is mainly interested in the moral dignity of individual peasants and shows that often the peasants, to a much greater extent than the landowners, can possess not only good heart, but also a deep mind and aesthetic inclinations, and sometimes a capacity for social discontent. The very disclosure of the high moral qualities and human dignity of people from the people was an expression of the writer's protest against serfdom.

Nekrasov, with his revolutionary democratic ideals, understands the life of the people much more deeply. In his image, a peasant oppressed by landowners and officials is, first of all, a worker, a "sower and keeper" of his native land, the creator of all material values, due to which the whole society lives. At the same time, his peasantry is an independent social force capable of resisting its enslavers.

From the foregoing, we can conclude that the problematic is a more active side of the ideological content of works than their subject matter, and that the subject matter is largely determined by the subject matter.

The writer always chooses certain characters and relationships for his depiction precisely because he is especially interested in certain aspects and properties of these characters and relationships.

Many of us want to be creative individuals. And many in their hearts consider themselves to be just such, but do not know how to realize their desire. Often we carry interesting ideas but are unable to implement them. We have aspirations that we want to follow - learn to play the piano, draw, take acting lessons or write. Sometimes desires are more vague. We are drawn to something that can be called a creative life.

"Melancholia" is a copper engraving by the German artist Albrecht Dürer. Melancholia is one of the most mysterious works Durer, saturated with many symbols and allegories.

We all have talents and creativity. Creativity is a natural life force that everyone can feel in one form or another. Like blood is just a part of our body that we do not need to invent, creativity is a part of ourselves, and each of us can “connect” to this inexhaustible powerful spiritual source to realize yourself.

We are destined to create. We renovate the interior of the apartment, decorate the Christmas tree for the holidays, experiment to cook tasty soup. No matter how respectable people we strive to become, our dreams continue to live, rustling in the cold souls, like leaves in autumn. They don't leave, they just hide. We draw little devils at a boring meeting, leave a funny note on the notice board in the office, come up with a suitable nickname for a strict boss, plant twice as many flowers as necessary.

Experiencing creative impatience, we crave more, we desire something, we are nervous. We want to do something, but we think that it should be something right which means something important. However, the most important thing is ourselves. And it’s not so difficult to arrange a holiday of creativity for yourself, albeit a very small one.

Although the means for instant and painless transformation into creative personality does not exist, creative development is a process that can be learned. Each of us is a complex and different individual, and yet there is a common approach to this process.

Think of magic, pleasure, joy. Do not treat creativity as a duty. Don't do what you're supposed to should Do: Refuse polite gestures like reading a boring article, even if it was recommended. Do what attracts you, study what interests you. Think about the mystery, not about the result, skill, prestige. The riddle attracts us, attracts us, seduces us. Duty, on the contrary, deprives of any interest in the matter, makes you bored.

One of the most important creative needs need for support and approval. Unfortunately, it's not easy to get it. Ideally, we should be supported first of all by the family, and then by a gradually expanding circle of friends, teachers and well-wishers. Those who begin to try their hand at art should be encouraged not only for success, but also for trial and effort. Most artists, alas, did not receive this early support. Because of this, they sometimes do not even realize that they are capable of creating.

Creative people love their own kind. The indecisive are drawn to their tribe, but do not dare to act, to assert their natural rights. Very often, it is courage, not talent, that makes people engage in creativity.

Perhaps the main barrier to a creative life is our own skepticism. It can also be called secret doubt. Doubts about the Creator and creativity live in each of us. If doubts are not expelled from consciousness, they will continue to harm us.

We have started the process of our own creative revival it's time to change the approach. To do this, we need to put aside our skepticism (for a while, it will return itself when needed) and carefully open the door of perception a little wider.

Be careful, protect the newborn artist in yourself. Often we find ourselves in a dead end because we follow someone else's plans. Wanting to make time for creativity, we feel like we need to do something else. We place a lot of emphasis on duties to others, and we tend to think that such behavior makes us a “good person.” No matter how. It's bad to be ordinary and boring.

When we are in a creative dead end, we often sit on the podium and criticize those who play on the field. “He’s not that talented,” we say about a popular artist. And perhaps we are right. Often it is courage, not talent, that pushes a person to the middle of the stage. And we look at this lucky guy with hostility and are indignant: “We could come to terms with true genius, but he (a) is a genius of self-promotion! And it's not just jealousy. It's a complex evasion technique that keeps us stuck. We mentally make whole speeches for ourselves and everyone who wants to: "I would have done much better if ...".

You have everything it would have turned out at one important condition- If you dare to try!

Based on the book
J. Camereon "The Way of the Artist"

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Problems of creativity

Alexander Kudlay

There are people who always bring something interesting and fresh to the everyday life of the majority, who live by themselves almost exclusively instinctively or mechanically. It occurs to them how to rise into the air, sink into the water and breathe there, how to carve a dwelling in soft stone, and even a temple, how to depict the beauty they have seen, or beauty that no one has ever seen, how to display the music of speech in poetic form and, having said the main thing, not to dissolve in the secondary. Such people create sciences and arts, which are then marveled at by all others. The miraculous creation of something like this is very often associated with torment. And the reason for those is, oddly enough, the opposition to such creativity of the very majority, acting according to the pattern of the usual or not acting at all, but only reacting. The first reaction to something unusual (new), successful, is surprise and alienation - after all, in themselves, the reactionaries do not notice the ability to unusual and beautiful, and therefore consider the creators to be strangers. The stranger is associated in a weak consciousness withdangerous , with what to watch out for and what to look out for. So they breathe over their shoulders, and even keep a stick at the ready. And they will threaten the creators, and pull up, and punish from time to time, just in case.

Creators and reactionaries act and feel in antiphase: the former are overwhelmed with good energy, love; they are generous, while the latter are insignificant, greedy, stingy and hateful, because they are inclined to see their reflection in the whole surrounding world, i.e. grabbers, money-grubbers, fighters for already available limited goods - and therefore they revere competition. The former rather see new opportunities to increase the already existing good, while the latter are entirely focused only on a squabble over a bone already thrown into the flock. The first give and give without getting, and the second get and get without giving. The hand of the giver is not impoverished, and the belly of the consumer is not filled. This is despite the fact that both of them work continuously, although each in his own style: the first is set to bring things from non-existence into being, and the second to expropriate things that already have existence. The former may therefore be called idealists, and the latter existentialists (or materialist-realists).

Existentialists, acutely aware of the existence of their ego and things,existing along with him and for him, they despise idealistic aliens who bring what still belongs only to the mind (creative), but is unknown to empirical minds, into reality (or into existence), and therefore independent ofalready having an imperial existence (existence). The curiosity of existentialist empiricists is determined solely by their consumer interests. They are verypractical , i.e. they look only at what is already available, and are only occupied with the questionhow manipulate it. They have a practical mindphronisis . Idealistic creators are curiousepistemologically , i.e. they value knowledge in itself, the knowledge of that which does not even yet exist in physical epsotassi, although it already lives as an idea of ​​reason, and is subject to being revealed by purely ideal means of creativity, always new - forcreate it is forbidden already existing oralready having existence.

Creativity, therefore, has been associated with the divine for thousands of years - for it is God who creates existing things from non-existent things by the effort of his will or intellect. Angels, muses and geniuses, it was believed, visited the creators of artists and poets, who were therefore called brilliant. The mediocre could not understand this, and in their vanity began to invent explanations of the unknown in terms and concepts familiar to them, trying to describe a genius with a material, bodily one, or “pin a sunbeam to paper”. But they, at least in their existential-materialist ideology, even placed genius creators below themselves, incapable of creativity, calling those eccentrics, strange lunatics, and dreamers in need of their realistic guidance and control. They sought to manipulate genius by manipulating the physical nature of the latter's gifted ones. And they knew how to do this mainly by intimidation and pain, which they learned to use as their means of manipulation. This complicated the work of creators, both in terms of practical implementation and in terms of motivation for creativity itself. Therefore, the ministers of the muses often refrained from their creativity, destroyed their works, hid them until better times, coded inventions, made the language incomprehensible to manipulators. Often the creators suffered from what they had to do, feeling that they were committing a crime, not following their high calling, and therefore they were guilty before the muses and God. Realists-manipulators, seeing that new and once "dangerous" inventions, are now universally recognized and used, giving profit, distortedly gave the namegeniuses already so people creators (often posthumously). New talents were still treated with suspicion and sabotage.

The creators, wanting to improve the situation in the world, tried to expand the number of educated people, trying to acquaint the ignorant with the achievements of science and technology, literature and philosophy, but that wasnot easy absorb knowledge. The latter underwent a transformation in the minds of the semi-literate. A “scientific” mythology of the semi-literate about knowledge and creativity arose. Now the semi-literate not only did not call themselves ignoramuses, but also began to be considered scientists and creators, although they studied distorted things, but created all sorts of perversions. Knowledge was proclaimed no longer elitist, but democratic (accessible to anyone), and this happened in the era of empirical epistemology, i.e. belief that all knowledge is acquiredonly through the senses, and the mind serving the senses. New problems arose for the original idealist creators: 1. How to dissolve the illusion of empirical existentiality in the minds of democratic manipulator connoisseurs? 2. As real knowledge, which has always been accumulated earlier only elitist, to make it the property of a larger number of individuals,but no distortion ? 3. How to invite more people to be co-creators and not distorters? 4. How to ensure that they do not interfere with creating beautiful things in the spirit of freeJudaimonia ? 5. How to impose the criterion of good taste in creativity? How to remain faithful to the muses and geniuses, and not to evil demons in their guise?

These problems are what idealist creators are trying to solve, through the huge resistance of mediocrity and perverts, against the backdrop of wild ideologies of semi-literatescientists neighbors whose delusions are not easy to show themcreators , having neither good education, no good taste, and wary, as before, against alien creators-idealists who live largely outside of existence.

How is it possible to live outside the existence that existentialists identify with life? For the latter it may sound like:live beyond life , which may seem pointless. The explanation goes back to understanding the meaning of the wordbeing (essay ) as combinationsentities (essences) and existence (existence). For a thing it is possible to exist, but not to exist, while for a person it is possible to exist, but not to be. It can be said that a thing exists even when its idea exists, i.e. then,what this thing is, butmore or already there is no materialization of this idea. It can also be said that a personexist , but not be conscious his idea, and therefore in his mindnot to be what he is according to an idea that eluded him. Therefore, paradoxically, an existentialist who speaks of being as existence may in fact be deprived of just being, butin the sense of essence missed by him, due to the underdevelopment of his mind (ornon-realization ideas of its existence). The latter occurs only because the existentialist maintains artificial mental activity, which consists in his assertion of the secondary nature and derivativeness of the idea from existence, which is false, and therefore deprives him of true being, from the positionentities . Consciousness, enslaved by existence, ceases to be creative, because it is impossible to create what already exists. Already existing can only be manipulated, so only this kind of activity remains for the existentialist. This is what hemyself left himself, having made a logical error in the first place. Therefore, if such a person somehow happens to join creativity, then this will be “not thanks to, but contrary to” his own philosophy, i.e. in those moments when he forgets it or is distracted from it, acting mediumistically, asblind the conductor of someone else's will, which is alien to him, which later, due to insufficient distinguishing ability, he calls his own. If such creativity does happen, it is always dark for such a “creator” himself, whose language and hands are essentially created by someone else, without his knowledge (because the existentialist-creator exists, but consciously he does not exist, orconsciousness it is closed in the artificial idea of ​​its (consciousness) non-existence, or non-existence. The creator of the idealist does not make this mistake, henot closes his mind in an illusion, groundless logically. For himbeing consciousness primary, and existence is secondary, or accidental, i.e. not necessary (i.e. a thing or co-bs tie have possibility be projected into physical reality from mental reality, and also has the possibility of not being projected into existence). He creates from the truth and brings the truth into this world, i.e. his work speaks only the truth. When a genius or muse visits, they work together in fruitful co-creation. The problem of creativity remains only in the sense of counteraction by the dark ones. The latter, if they do something, then "don't know what they are doing." The creed of their faith is: "One can fully exist, but one cannot fully know." Although this belief is based on a logical fallacy, existentialist activity, as long as it remains so, is always fundamentally opposed to essential knowledge and true creativity.

Therefore, in order to alleviate the torment of the idealist's creativity, he only needs to be less disturbedfrom outside . Whereas, in order to make possible the creativity of an existentialist, he needs to stop adhering to his irrational faith and thereby not interfere with himself.from within . The first one needs to be understood by the world, and the second one needs to be understood by himself.