Table of contents (expand)
- Developmental psychology as a science: subject and sections
- Problems and directions in the development of developmental psychology
- Sections of developmental psychology
- Relationship of developmental psychology with other sciences
- Developmental psychology research methods and their characteristics
- The concept of development in developmental psychology
- Periodization of human development
- The influence of society on the development of man and his psyche
- Periods of mental development of children
- The stage of child development and its composition
- Intrauterine development of the child and its features
- Development of sensory and motor skills in infancy. "Revitalization Complex" and its contents
- Child personality development (psychoanalysis, sociodynamic theory)
- Cognitive schema and its content
- Forms of communication during infancy. Criteria of M. I. Lisina
- Problems of prenatal psychology
- Life "acquisitions" of a child in early childhood
- Semantic function and its meaning for children
- Features of the reproductive activity of children
- Crisis of the 1st year of a child's life
- Stages of sensory development of children of the 1st year of life
- Syncretism and the mechanism of transition to thinking
- Egocentrism and its meaning
- Crisis 3 years
- Play and its role in the mental development of the child
- Leading activity of the child towards the end of early childhood
- Central neoplasms of early childhood
- Preschool age (3-7 years). Development of perception, thinking and speech of the child
- Preschool age (3-7 years). Development of attention, memory and imagination
- Crisis 6-7 years. The structure of psychological readiness for learning
- Imitation and its role in child development
- Activities specific to preschool childhood
- Neoplasms of the initial period of school life
- Junior school age. Development of speech, thinking, perception, memory, attention
- The specifics of the mental and physiological development of adolescents (boys, girls)
- Teen personality development
- Chronological boundaries of early adolescence
- Youthful friendship and love. Self-esteem of high school students
- Central neoplasm of adolescence
- Worldview and the leading activity of youth
- Personal development in youth. youth crisis
- Self-determination and acquisition of social status in youth
- Classification of periods of adult life
- The social position of the individual and its significance
- Family and its importance for socialization. Family types
- The content of human communication
- Maturity. Typology and characteristics of the period of maturity
- Crises of 40 years, adulthood, biographical crisis
- Features of psychological changes associated with retirement
- Reasons for deviant behavior
- Standard installation of an elderly person
- Clinical forms of mental disorders of mature and old age
- The theory of intentionality and its content
- Mental abilities and memory of the elderly. Retirement stress and its manifestations
- The problem of loneliness in old age
- Natural-scientific and theological views on death
53. THE THEORY OF INTENTIALITY AND ITS CONTENT
Intentionality is the focus of human consciousness on a specific subject.
The theory of intentionality was developed by E. G. Husserl. He said that human consciousness is always directed to a certain object.
Intentional consciousness is not at all static, it is a changing process, and intentionality itself is not just a given, something existing, but a working, functioning consciousness. The object to which consciousness is directed is functioning, i.e., a person uses it in his objective activity.
Human consciousness and the surrounding world are always closely connected. Consciousness can be called the subject, and the external world - the object. Human consciousness as an intention strives for something. It does not exist by itself, but is determined by the object of its aspiration. Consciousness cannot be something permanent, some kind of substance. It has no internal content, but is in constant striving for something, as if running away from itself. This continuous process defines it as consciousness. E. G. Husserl also said that consciousness cannot be by itself, it is always about something. To exist, it needs to be in constant motion, to be directed at some object of the surrounding world. As soon as consciousness begins to be inactive (to exist, as it were, on its own without a definite direction), it falls asleep. E. G. Husserl called intentionality the impossibility of the existence of consciousness in a state of rest, without being busy, directed at a certain object from the outside.
The main condition for its appearance is the activity of people, carried out with the help of any tools and regulated through verbal communication. This activity should act as a certain goal, the achievement of which is very important for all participants.
Individual consciousness is formed in the process of joint activity. It has become necessary to build clear actions in the process of achieving goals.
Significant for the development and formation of consciousness at the moment is activity.
The more productive and interesting it is, the more developed the consciousness will be. Through consciousness, a person understands not only the surrounding world, but he himself as a person, as an individuality. A person can realize himself with the help of his activity (for example, through creativity). A person transfers the emerging thoughts and images into activities (for example, paints pictures), studying which he cognizes himself.
There are two stages in the development of human consciousness:
1) reflective;
2) conceptual.
Author: Loshchenkova Z.B.
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