Adolescence, adolescence - the period of a person’s life from childhood to adolescence in the traditional classification (from 11-12 to 14-15 years). At this very

In a short period of astronomical time, a teenager goes through a great path in his development: through internal conflicts with himself and with others, through external breakdowns and ascents, he can gain a sense of personality.

Adolescence is the period when a teenager begins to value his relationships with peers. Communication with those who have the same life experience as him gives the teenager the opportunity to look at himself in a new way. The desire to identify oneself using similar methods gives rise to the need for a friend, which is so valued in universal human culture. Friendship itself and service to it become one of the significant values ​​in adolescence. It is through friendship that a child learns the traits of high interaction between people: cooperation, mutual assistance, mutual assistance, risk for the sake of another, etc. Friendship also provides an opportunity through trusting relationships to get to know each other and oneself more deeply. At the same time, it is in adolescence that a person begins to comprehend how deeply (and sometimes irreparably for friendship) betrayal hurts, expressed in the disclosure of confidential revelations or in turning these revelations against the friend himself in a situation of heated arguments, showdowns, quarrels. Friendship, thus, not only teaches wonderful impulses and service to another, but also complex reflections on another, not only at the moment of confidential communication, but also in the projection of the future. It is in adolescence that a teenager is focused on finding new, productive forms of communication - with peers, with his idols, with those he loves and respects. The desire to create also manifests itself in the sphere of acquired ideas and knowledge. Adolescence, due to the need to know oneself (identification with one’s own “I”) and the desire to discover one’s elusive essence through constant reflection, deprives the teenager of a calm mental life. Moreover, it is in adolescence that the range of polar feelings is extremely large. A teenager has passionate feelings, sometimes nothing can stop him in his pursuit of his chosen goal: for him at this moment there are no moral obstacles, no fear of people and even in the face of death. His eyes emit a flame of passion, his gaze is unyielding. Apart from your own goal, the whole world is nothing. But the impulse goes away. The waste of mental and physical energy does not go in vain - now he has already fallen into a stupor, he is lethargic and inactive. His eyes are dull, his gaze is empty. He is devastated and it seems that nothing will give him strength. But a little more - and he is again captured by the passion of a new goal. However, reflection on oneself and others reveals the depths of one’s imperfection in adolescence - and the teenager goes into a state of psychological crisis. Subjectively, these are difficult experiences. But the crisis of adolescence enriches the teenager with knowledge and feelings of such depths that he did not even suspect in childhood. A teenager, through his own mental anguish, enriches the sphere of his feelings and thoughts; he goes through a difficult school of identification with himself and with others, for the first time mastering the experience of purposeful isolation. All this helps him defend his right to be an individual.

Educational activities. Studying at school or college occupies a large place in the life of a teenager. The positive thing here is the teenager’s readiness for those types of educational activities that make him more mature in his own eyes. Such readiness may be one of the motives for learning. Independent forms of study become attractive for teenagers. Knowledge acquires special significance for the development of a teenager’s personality. They are the value that provides a teenager with an expansion of his own consciousness and a significant place among his peers. It is during adolescence that special efforts are made to expand everyday, artistic and scientific knowledge. The teenager greedily absorbs the everyday experience of significant people, which gives him the opportunity to navigate everyday life. At the same time, for the first time, the teenager begins to seek artistic and scientific knowledge on his own. Together with his peers, he travels to art and scientific-educational museums, goes to lectures, and to theaters. An erudite teenager enjoys authority among his peers as the bearer of a special fetish, which encourages him to increase his knowledge. At the same time, knowledge itself brings true joy to a teenager and develops his thinking abilities. The knowledge that a teenager receives in the process of learning activities at school can also bring him satisfaction. However, there is one peculiarity here: at school, a teenager does not choose the knowledge he comprehends. As a result, one can see that some teenagers easily, without coercion, learn any school knowledge; others are just selected items. If a teenager does not see the vital significance of certain knowledge, then his interest disappears, and a negative attitude towards the relevant academic subjects may arise.

Success or failure in learning also influences the formation of attitudes towards academic subjects. Success evokes positive emotions, a positive attitude towards the subject and the desire to develop in this regard. Failure gives rise to negative emotions, a negative attitude towards the subject and the desire to interrupt classes. An important incentive to study is the claim to recognition among peers. High status can be achieved with the help of good knowledge: at the same time, grades continue to matter to the teenager. A high score provides an opportunity to confirm your abilities. The congruence of assessment and self-esteem is important for the emotional well-being of a teenager. Otherwise, internal discomfort and even conflict may arise. It is clear that stable learning motives are formed on the basis of cognitive needs and cognitive interests. Adolescents' educational interests vary greatly. For some, they are characterized by uncertainty, variability and situationality. For others, they manifest themselves in relation to a narrow range of academic subjects, for others - for most of them. At the same time, students may be interested in various aspects of subjects: factual material, the essence of phenomena, use in practice. Mastering educational material requires adolescents to have a higher level of educational and cognitive activity than in the lower grades. They will have to learn scientific concepts and sign systems. New requirements for the assimilation of knowledge contribute to the gradual development of theoretical thinking and the intellectualization of the cognitive sphere. The educational material also places new demands on the processes of perception. A teenager needs not just to remember a diagram or some image, but to be able to understand them, which is a condition for successfully mastering educational material. In this way, the processes of perception are gradually intellectualized, and the ability to highlight the main, essential things develops. Younger teenagers may be hampered by a focus on rote memorization alone. The volume of educational material is large and it is difficult to reproduce it using only old memorization techniques and repeated repetition. The greatest efficiency of reproduction is ensured by analyzing the content of the material, the logic of its construction, and highlighting the essential. Teenagers who use thinking when memorizing have advantages over those who memorize mechanically. Developed speech, the ability to express thoughts in one’s own words, and creative imagination contribute to the mastery of educational material. In this regard, the formation of the planning function is accelerated. The content of oral utterances also changes, description takes an increasing place in them, and the number of words, phrases and phrases of an evaluative nature increases. Narratives are made more focused, consistent and compositionally clear; the volume of oral utterances increases, their syntactic structure becomes more diverse and expanded. The expressive function develops noticeably, expressed not only by description, but also by intonation. However, in adolescence one can observe some fragmentation, intermittency in the sound of oral speech, which arises due to the insufficient development of the teenager’s ability to predict: often the subsequent thought is lost or he finds it difficult to express it. Sentences in oral speech often flow over each other, forming an undifferentiated whole; speech contains a lot of fragments of unformulated sentences. The rate of speech of adolescents, as a rule, is unevenly accelerated: necessary syntactic pauses are missed; many non-syntactic pauses (psychological and physiological).

Due to heightened reflection on the interlocutor, the teenager becomes too emotionally tense when constructing a speech. As a rule, teenagers think better than they put their thoughts into sentences. Thus, in essays, many can easily rearrange sentences, which indicates their lack of coherence. Theoretical thinking and the ability to establish the maximum number of semantic connections in the material being studied are becoming increasingly important for a teenager.

Focus on work and socially useful activities. In orientation to work, in the formation of interests, inclinations and abilities in adolescents, an active test of strength in various areas of work activity plays an important role. At the same time, orientations are largely determined by the possibility of personal self-affirmation and self-improvement. Nowadays, teenagers have received a new motivation for participating in work activities - this is the opportunity to earn money. At the same time, adolescents still do not sufficiently appreciate the importance of such personality traits as hard work and perseverance in achieving their goals. This especially applies to urban teenagers. They usually quickly light up with work enthusiasm and quickly cool down, because in a city apartment they do not have constant, rather serious responsibilities. Rural teenagers are more likely to have the habit of systematic work, and they may have a developed sense of responsibility.

However, it is in adolescence that many adolescents feel the need for professional self-determination, which is associated with the general tendency of this age to find their place in life. The teenager begins to look closely at the variety of professions with growing interest. Making a preliminary choice, he evaluates different types of activities from the point of view of his interests and inclinations, as well as from the point of view of social value orientations. Here it is important to recognize the teenager’s inclinations in time and support him. Currently, the situation is such that any work is assessed as socially significant. Therefore, it is important to correctly orient a teenager towards the quality of work, towards a responsible attitude towards the result of work. Teenagers who have problems mastering general knowledge at the level of requirements of a public school or private lyceum have the opportunity to realize themselves by studying applied skills in various schools. The sphere of production of the objective world has been valued in human culture from time immemorial. A teenager can learn to produce: objects necessary for a person in everyday life and in work; aesthetic objects that decorate our everyday life (from clothing to works of jewelers, cabinetmakers and designers); confectionery and gastronomic products that give people the joy of taste, smell and aesthetic appearance on a festive table or at the counter of a cafe or store. Teenagers, having the opportunity to apply their abilities in a variety of ways, receiving satisfaction from their sense of creative potential, become confident in today and in their future. They begin to plan their adult life in the normative space of society and begin to value their profession. All this determines the social security of a person in society. Teenagers usually participate in many different types of activities: in educational work, in social and political life, in organizational work, in socially useful work, etc.

In terms of the amount of time spent, a teenager in modern conditions is most occupied with studying, if, of course, he studies. But teaching, while maintaining its relevance, is no longer the leading activity in psychological terms for the overwhelming majority of schoolchildren. Adolescents, striving to take a significant place among people, go beyond the scope of educational activities, which act for them as a strict obligation of age, and seek employment in interpersonal communication regarding a variety of matters that are significant to them.

The idea of ​​choosing a life path, choosing one’s value orientations, one’s ideal, one’s friend, one’s profession should become the fundamental goal of adolescence. Adolescents, having understood the deep meaning and value of choice as an independent intellectual and volitional act that affirms their own “I”, their own initiative, acquire self-identity and a willingness to take responsibility for their choice.

Nicole Sinzingr analyzes two types of evidence regarding clitoral excision: the testimony of women who have undergone this operation and explained its meaning to anthropologists, and Western scientific understanding, mainly within the framework of psychoanalysis. The main function of excision of the clitoris, according to the first type, is called preparation for marriage, ensuring conception and fertility. The next function is control over female sexuality: excision of the clitoris is an effective means of maintaining the chastity of a woman “who by nature lacks self-control in the sexual field.” In personal testimonies one can find mention of a third function, which consists in the need for a woman to master her sexual role: excision of the clitoris - the removal of a small penis - is aimed at suppressing the masculinity in a woman and asserting her own sexuality.
Scientific discussion of clitoral excision rituals is conducted primarily by psychoanalysts. Marie Bonaparte (Bonaparte, 1948), relying on the Freudian concept of female bisexuality, considers excision of the clitoris as an expression of the social desire for the “overfeminization” of girls, intimidation, suppression of their sexuality, seeing in this rite an analogue of the suppression of female bisexuality, but rejects the idea of ​​​​the harmful nature of this rite (only 12% of educated Guinean girls surveyed regret their initiation). He connects the ritual of excision of the clitoris with a number of positive social feelings with which the testimonies of girls are replete: farewell to childhood, introduction to the world of adults, transition to sexual life and vaginal eroticism
"real woman"
Such ambivalence in scientific research, which insists on both the pros and cons of this rite, indicates, according to Sindzingr, that excision of the clitoris is a polysemantic ritual and that simple and definitive explanations should be avoided in its analysis. Based on its inherent ambivalence, the ritual of excision of the clitoris cannot be considered in itself, outside the specific social conditions of its existence. As for the recent reaction of some Western organizations that demanded the abolition of this “barbaric custom,” Shinjiig believes that the question naturally arises by what right do these organizations judge it and interfere in the lives of other peoples in search of shortcomings that need to be eradicated.
116

3. RITES OF INITIATION AND THE MEANING OF RITES IN OUR CULTURE

The infinite variety complicates any attempt to find common features of initiation rites. One can only be surprised at their diversity among primitive peoples and their absence in Western culture, unless one considers religious holidays (confirmation among Christians or Bar Mitzvah among Jews), as well as some forms of inclusion in youth movements or transition to high school, as such. However, we agree that in these cases we are dealing with very limited phenomena that reflect only private aspects of a person’s life, while initiation rites are addressed to the individual in its integrity - to its body, spirit and social status.

In all ceremonies, initiation rites are strongly sexual in nature. This can be seen in the example of genital operations or the celebration of the first menstruation, but sexual content also permeates the symbolic actions that accompany adolescent initiations. It can be argued that initiation rites serve to more fully accept the sexual roles existing in a given culture and consolidate gender identity in the participant’s body itself through genital operations, tattoos and incisions.
In ethnological literature, using the example of various tribes in which the idea of ​​a second birth occupies a central place in puberty rituals, it is shown how the symbolic reproduction of the birth process becomes a well-developed psychodrama. The variations of initiation rites are endless, but the custom that exists on one of the Indonesian islands can be considered typical. At puberty, boys gather in a special building deep in the forest. As soon as the participants hide in it, a dull noise is heard, a terrible scream is heard and a bloody spear is thrown through the roof. At the sight of him, the mothers weep and lament, declaring that the spirits have killed and carried away their children; they declare mourning and mourn their death. But one day the guardians and godfathers of the participants emerge from the forest, covered in mud, as if they had emerged from the underworld, to announce that their prayers have been heard and that the youths have been resurrected (Frazer, see Bettelheini, p. 138). The transition to a new life at the end of initiation is often accompanied by the assignment of a new name, different from the child's name.
117

Initiation rituals are often the most elaborate of all the other ceremonies that distinguish different stages of life: birth, adolescence, betrothal, wedding, death. They have the most important social significance, publicly announcing the transition of a teenager to adulthood and the birth of a new member of society, accurately defining his sexual status.
. According to Hart (1975), initiation is an extremely important “institution of education” among primitive peoples, who spend a lot of time and effort to transform the adolescent into a socialized adult in a given culture. The rules for conducting the ceremony are very strictly defined, are the same for everyone and must be strictly observed. The initiation rite separates the adolescent from the family in whose care he has hitherto been, and who has been responsible for teaching him the ways of hunting, fishing, etc. With the onset of puberty, outsiders begin to take care of the “initiation school,” as Hart calls it, multiplying the prohibitions and taboos that regulate the forms of behavior learned in the family. The “curriculum” at the initiation school consists exclusively of the knowledge that defines the culture of the tribe - myths, beliefs, social values ​​in order to transform the adolescent into a “citizen”, a socialized being, which he was not previously. Primitive peoples invented an excellent apparatus for "civic education" of adolescents within their culture, essentially abandoning the teaching of survival skills such as food production, mastery of agricultural techniques, hunting and fishing skills. Unlike Western society, primitive peoples, writes Hart, despite the difficult conditions of existence and the frequent threat of extinction, are much more concerned about raising “citizens” who can “fit into” the culture than about “workers” who could learn and increase methods of obtaining food.
Initiation rites introduce a person to the customs of social and cultural life, introducing certain tasks that mark the transition from adolescence to adulthood. Without attempting to resolve the insoluble dilemma of what comes first - the social or the individual, initiation rites through symbolic celebrations bring about the reconciliation of the psychological and social structures of the individual.
Reading ethnographic material on initiation rites evokes two kinds of feelings in the Western reader. Description of some exceptionally severe rites during which
118

the sprouts are subjected to hardships, dangerous trials, sexually mutilated, fed sickening food, etc., arouses in the Western reader an aversion to these barbaric customs and strengthens in him a sense of the superiority of civilized man. According to other evidence, all this makes him nostalgic for a lost paradise: a representative of a primitive culture is inextricably linked with nature, from which civilization has torn Westerners; he knows how to listen carefully to the rhythms of nature and space. One should, however, refrain from falling into both of these extremes - condemnation of barbarism or envy of the “good savage”. Any comparison of these two worlds is futile, for there are many contrasts and irreconcilable contradictions between Western civilization and primitive culture. However, the universality of teenage rituals among primitive peoples and their disappearance in our society again raises the extremely important question of the connection between generations in our culture.
Initiation rites simultaneously ensure the transition of the generation of adolescents to the generation of adults and the unification of generations, and all this within the framework of a single society with established norms, clearly and publicly defined social roles and statuses. Initiation helps a teenager learn cultural and social rules and guarantees acceptance from others. This carries significant psychological benefits, and adolescents everywhere are eager to undergo the trials of initiation, even if the rite is dangerous and painful. Undoubtedly, conformity of behavior also has a strong impact here, since a teenager of a primitive tribe has no other path to adult status other than initiation.
In our society, the transition to adulthood is not institutionalized, and the program regulating it is more vague, more open and, most importantly, more complex, since it is dictated by the rules of vocational education and specialization. Instead of the exciting custom invented by primitive society to ensure the unity of generations, industrial society has created a system in which generations are disunited and divided in their active lives, social activities and leisure. This society, which, in contrast to primitive cultures, extols industrial achievements, has given rise to a way of dividing labor that determines the marginal status of adolescents and old people - those who cannot yet work productively, and those who are no longer capable of this.
119

III. Adolescence in the human life cycle: definition, duration, issues

1. Duration of adolescence in the life cycle

Adolescence is the period of life that lies between childhood and adulthood. This seemingly simple definition contains a problem, especially when it comes to the end point of adolescence. There is no doubt that puberty represents its easily defined beginning, and gradual puberty significantly changes the process of growing up, but with the end of adolescence, which coincides with the inclusion of the individual in adult society, everything is different.

Reaching puberty marks the entry into adolescence, the universal starting point of which is determined by biological maturation: over a relatively short period, an average of 4 years, profound changes will occur in the body - and the body acquires its final sexual characteristics. However, the use of simple and obvious biological criteria provokes a number of difficulties. First, chronological age is not a very accurate indicator of biological
age, especially if we take into account the huge interindividual differences that characterize puberty. Everyone can see these differences: one 13-year-old girl may have the body of an adult woman, while her friend of the same age will have a child's figure.
Further, if for a girl the appearance of the first menstruation is a definite indicator of pubertal maturation, then the establishment of male puberty takes place in the absence of clear signs, since, although the presence of live sperm in the urine can be accurately determined in the laboratory, outside of it one should resort to such signs , such as testicular development or pubic hair growth.
Finally, the period of maturation of the genital organs, responsible for the first menstruation in girls and the production of seminal fluid in boys, is preceded by a period of 1 to 2 years, during which pubertal mechanisms are gradually formed. It is more reasonable to associate the beginning of adolescence with the appearance of these first signs lying at the beginning of puberty.
*
120

But the main problem in establishing the duration of adolescence in the course of individual development is determining its end. Adolescence ends with a person's entry into the world of adults, however, at least in our society,
achieving adult status does not have precise, generally accepted criteria. The transition from adolescence to adulthood is, rather, an increasingly complex process, behind which lies an important period of individual development. We can identify a certain number of events that mark this transition: graduation, inclusion in the labor market, leaving the parental home, finding a partner and starting one’s own family. However, as we already noted in Chapter I, the order of these events and the time of their occurrence change in the course of history. Achievement of adult status also varies across eras and cultures; in our society it is not institutionalized and is defined according to vague, variable and normative criteria.

A. Duration of adolescence: a psychological perspective

The difficulty of finding the end of adolescence is clearly seen in the different definitions of the duration of adolescence,
cited in the psychological literature. “In psychological terms, adolescence is a state of mind, a way of existence that arises from the beginning of puberty and ends when the individual achieves independence in his actions, i.e. when he has matured socially and emotionally and has the necessary experience and motivation to fulfill the role of an adult” (Stone, Church, 1973, p. 217). Horrocks provides some clarity when he states: “Adolescence ends when the individual reaches social and emotional maturity and has the experience, ability and desire to assume the role of an adult, expressed in a wide range of actions, as defined by the culture in which he lives.” (Horrocks, 1978, p. 15).

These definitions rather reflect the confusion of researchers when it comes to a comprehensive definition of the end of adolescence; it is a developmental period between childhood and adulthood that has a biological beginning and a culturally determined end. Adolescence is a universal phenomenon, although, as we noted in Chapter I, it was recognized relatively recently as a specific stage of the life cycle. The idea of ​​​​the existence of a state distinct from childhood and adulthood is characteristic of all known societies and historical periods (Eisenstadt, 1960) . Everywhere, in
121

All cultures have words for this condition (Linton, 1936). However, the length of adolescence varies greatly depending on the cultural context. This period is relatively short among primitive tribes and long in our culture, covering almost the entire decade between 11 and 20 years.

B. The End of Adolescence: A Psychoanalytic Perspective

Nevertheless, Peter Blos (1979) tried to solve the problem of the end of adolescence by identifying four psychological criteria that make it possible to draw the line between the typical structures of adolescent and adult self-awareness.

The first of these criteria is what Blos calls the "secondary process of individuation in adolescence." Its mechanisms are correlated with the mechanism of introjection of the first object of love - the image of the mother, which allows the child to form the first primitive idea of ​​\u200b\u200bhimself and outline the first line between subjective reality and the outside world. The mechanisms of these processes are again activated during puberty. However, at this time, a line will be found between two subjective realities: the idea of ​​oneself and internalized parental images, which is necessarily associated with the distancing or de-idealization of the object of love and which, according to Blos, can cause such destructive consequences for the individual as withdrawal into one’s inner world or into antisocial behavior.
The second criterion is related to the “temporal extension” of self-awareness. For the first time, a teenager is faced with the reality of time, the need to properly understand his past and make plans for the future. The existential anxiety associated with this new experience confronts him for the first time with the tragic aspects of existence. From now on, the young man becomes aware of “residual traumas”, marked by narcissistic scars of nostalgia and forever lost childhood illusions, which are nothing more than the personal drama of each person.
According to Blos, this long process of developing adult identity culminates in the formation of gender. This concept is different from the “gender affiliation” that was formed earlier, when the child was faced with the need to accept the bodily image of a certain gender. This is a more general process because it involves integration
122

inadequate (male or female) components of “clan affiliation” within the framework of a new mental structure - the Self-concept, which leads to a gradual abandonment of infantile attachments and to the formation of stable interpersonal relationships characteristic of an adult.

B. Adolescence and youth: a sociological perspective

At the end of the 60s, Europe and the United States were shaken by numerous social movements: both the May 1968 events in France and the unrest on American college campuses brought young people to the forefront of political and social life. At this time, many sociological works were published that tried to reveal the formation of young people lying behind these movements as a special social group with common attitudes and specific claims. This phenomenon was reminiscent of the “discovery” of adolescence at the beginning of the century.

Keniston (1970), who studied various groups of young dissident Americans in the 1960s, does not hesitate to point out that a new period is now breaking into the human life cycle. The group he designates as youth realized traditional teenage goals: members of this group rebelled against family care with a given and stable sex life, indicating certain moral, ethical and political obligations. These boys and girls, however, remain dynamic; they do not complete their youthful development and strive to oppose themselves to society.
created by adults.
Keniston drew his conclusions from observations of members of the privileged classes - young American students who abandoned the system of paternal privileges to create communes or to become actively involved in more radical political movements (for example, the protest movement against the Vietnam War). However, today the significance of these protest movements seems much more modest: we are not sure that such a concept of youth has a future in the public consciousness and can entail precise theoretical formulations.
However, this particular problem arises again as soon as it comes to determining the stages of a person’s life cycle: what is youth - a continuation of adolescence or the beginning of adulthood?
123

The authors of most works on developmental psychology adhere to the second opinion and distinguish three large stages in the human life cycle: childhood, adolescence, and adulthood. Childhood is divided into three periods: the period of feeding, early childhood<угство и школьный возраст. Взрослый возраст также делится на три периода: молодость, средний возраст и пожилой возраст. На первый взгляд подобное деление может показаться произвольным, но оно оказьша-ется уместным, если обратиться к специфике каждого отрезка жизни в терминах тех задач, которые свойственны каждому этапу развития. Каждый период характеризуется совокупностью социальных и психологических достижений, которые, конечно, несовершенны, но имеют определенное значение для всех представителей данной возрастной группы. Общепринятым является представление о том, что отрочество характеризуется такими психосоциальными потребностями, как освобождение от родительской опеки и установление половой идентичности. Реализация этих задач озиачает завершение отрочества и начало взрослого возраста. Отныне молодой человек сталкивается с другими задачами, связанными в основном с выбором партнера и профессиональной самореализацией - тем, что среди прочего определяет судьбу человека в нашем обществе.

2. ADOLESCENCE AS A PERIOD OF DEVELOPMENT

In general, adolescence is a period of life, the analysis of which requires the use of the concept of development, and the terms “change”, “modification”, “transformation”, etc. are constantly used to describe various aspects of growing up. During adolescence, the body undergoes significant changes that will significantly affect all aspects of biological, psychological and social development: during puberty, profound bodily changes occur; the nature of thinking also changes, undergoing qualitative and quantitative transformations; social development follows two main lines - liberation from parental care and the establishment of new relationships with peers; and finally, the development of self-awareness is characterized by the formation of a new subjective reality, namely identity as a product of sexual, cognitive and social transformations. Thus, changes in adolescence consistently cover four areas of development: body, thinking, social life and self-awareness. Each time these changes represent psychological acquisitions that reflect the content of a given moment of development. Many psychologists (Gesell, Lewin, Erikson,

Blos) used the concept * developmental task * to describe the necessary psychosocial new formations at each stage of development. These new formations are determined by the need for greater sexual and social personal freedom, as well as by the general, or at least widespread, characteristics of a given society.

A. Zones of development and main developmental tasks in adolescence

Pubertal development. Over a relatively short period of 4 years on average, a child's body undergoes significant changes. This entails two main developmental tasks: 1) the need to reconstruct L’s body image and build a male or female “tribal” identity; 2) a gradual transition to adult genital sexuality, characterized by joint eroticism with a partner and the combination of two complementary drives. Cognitive development. The development of the intellectual sphere of a teenager is characterized by qualitative and quantitative changes that distinguish it from the child’s way of understanding the world. The development of cognitive abilities is marked by two main achievements: the development of the ability to think abstractly and the expansion of time perspective. Transformations of socialization. Adolescence is also characterized by important changes in social connections and socialization, as the predominant influence of the family is gradually replaced by the influence of a group of peers, which acts as a source of reference norms of behavior and obtaining a certain status. > changes occur in two directions, in accordance with two developmental tasks: 1) liberation from parental care; 2) gradual entry into a peer group,

Adolescence, adolescence is the period of a person’s life from childhood to adolescence (from 11-12 to 14-15 years). During this period, the teenager goes through another path in his development: through internal conflicts with himself and with others, through external breakdowns and colossal achievements, he gains a sense of adulthood and comes to the threshold of adolescence.

Download:

Preview:

Boyhood

Khobusarov Sofron Romanovich, class teacher of the VII “b” class of the Khorin Secondary School named after. G.N. Chiryaev Verkhnevilyuisky ulus

Developmental psychology as a branch of psychological knowledge studies the facts and patterns of development of the human psyche and the development of his personality at different stages of ontogenesis. Developmental psychology studies: child, adolescent, youth psychology, adult psychology, as well as geronto-psychology. Each age stage is characterized by a set of specific patterns of development: the main achievements of personality development and negative formations accompanying development are highlighted; neoplasms are identified that characterize the features of personality development at a specific stage of development, including the features of the development of the structure of self-awareness.

Adolescence, adolescence is the period of a person’s life from childhood to adolescence (from 11-12 to 14-15 years). During this period, the teenager goes through another path in his development: through internal conflicts with himself and with others, through external breakdowns and colossal achievements, he gains a sense of adulthood and comes to the threshold of adolescence.

Due to the inertia of childhood, most adolescents react sharply to their perceptions, memory, speech, thinking and try to give them shine and depth; they experience the joy of being introduced to knowledge; moral values, personality traits - independence, courage, will, also become the object of self-education for them. Working intensively mentally and just as intensively idle, the teenager gradually realizes himself as an individual.

Adolescence is a period when a teenager begins to re-evaluate his relationships with his family. The desire to find oneself as an individual gives rise to the need for alienation from all those who habitually influenced him from year to year - and first of all this applies to the parental family. Alienation towards the family is expressed in negativism - in the desire to resist any proposals, judgments, feelings of those at whom alienation is directed. Negativism is the primary form of the alienation mechanism, and it is also the beginning of an active search for one’s own unique essence.

Adolescence is the period when a teenager begins to highly value his relationships with peers. Communication with those who have the same life experience as him gives the teenager the opportunity to look at himself in a new way. Friendship itself and service to it become one of the significant values ​​in adolescence. It is through friendship that an adolescent learns the features of high interaction between people: cooperation, mutual assistance, mutual assistance, risk for the sake of another, etc. At the same time, it is in adolescence that a person begins to comprehend how deeply (and sometimes irreparably for friendship) betrayal, expressed in the disclosure of confidential information, hurts. revelations or in turning these revelations against the friend himself in a situation of heated arguments, clarification of relationships, quarrels, friendship, thus, not only teaches wonderful impulses and service to another, but also complex reflections on another, not only at the moment of confidential communication, but also in projection future.

Adolescence, with all the complexity of mental interactions with other people (adults and peers), has a deep appeal for its focus on creation. It is in adolescence that a teenager is focused on finding new, productive forms of communication - with peers, with his idols, with those whom he loves and respects.

Adolescence, thanks to the need to know oneself (identification with one’s own Self) and the desire to discover one’s elusive essence through constant reflection, deprives the teenager of a calm mental life. However, reflection on oneself and others in adolescence reveals the depths of one’s own imperfection - and the teenager goes into a state of psychological crisis. Subjectively, these are difficult experiences. But the crisis enriches the teenager with knowledge and feelings of such depths that he did not even suspect in childhood.

Conditions and lifestyle

§1. Social situation in the life of a teenager.

The social situation as a condition of development and existence in adolescence is fundamentally different from the social situation in childhood, not due to external circumstances, but to a greater extent due to internal reasons. The teenager continues to study at school, but the social situation itself is transformed in his consciousness into completely new value orientations - the teenager begins to intensively reflect on himself, on others, on society. Now the emphasis is placed differently: family, school, peers acquire new meanings and meanings. For a teenager, shifts occur in the scale of values, everything is illuminated by the projection of reflection; and above all those closest to us: family. No matter how life conditions develop during adolescence, family orientation and the need for it during this period of life are extraordinary.

In adolescence, as in childhood, the teenager continues to attend school. However, in adolescence, the internal position in relation to school and learning changes. So, if in childhood, in the lower grades, the child was psychologically absorbed in the educational activity itself, now the teenager is more occupied with relationships with peers. It is relationships that become the basis of internal interest in adolescence.

The teenager, without ignoring his studies, attaches special importance to communication. In communicating with peers, he expands the boundaries of his knowledge, develops mentally, sharing his knowledge and demonstrating mastered methods of mental activity. Communicating with peers, a teenager comprehends different forms of person-to-person interactions, learns to reflect on the possible results of his own and others’ actions, statements, and emotional manifestations.

If in childhood play is a special school of social relations, then in adolescence communication becomes this school itself. It is during this period that a teenager learns to comprehend his conformist and negative reactions to proposed situations, defend the right to make an independent choice of behavior, and learn to suppress impulsive actions.

Since a teenager spends most of his time at school, it is correct to assume that within the walls of the school conditions are created for the development of his personality.

For a boy, another boy is still the most significant; teenagers are eager for each other, they crave communication. And the sweetest hours of their lives, when, finally, they can meet again. This usually happens after school.

Of course, every historical time gives us bright youths who reflect on the meaning of life, on the spiritual in man, on their purpose in life, as well as on everything else valued by humanity at all times.

At the same time, each historical time also creates teenagers who are difficult for themselves and those around them; teenagers who go through life through the dark sides of human existence. They cluster near hot spots, exerting aggressive forms of influence on others. And here they share their experiences with each other.

For some teenagers, it is precisely at this age that fate is already predetermined: opposite polar orientations in adolescence are already towards oneself and others. But life in reality is much more complicated: unexpected disasters can break a boy at one moment or prevent him from coming to his senses for a long time; at the same time, an event may occur in the life of a youth, as a result of which he will see the world anew, a revolution will occur in his consciousness and he himself will become a “different person”,

Of course, the social situation of a youth’s life largely determines his development as a person. But it itself does not contain those specific conditions, specific people and circumstances that would have an exclusively beneficial or exclusively negative influence on the youth. And the youths themselves are extremely rarely unambiguously pure and spiritual or “dirty” and “unchangeable”: no matter how diverse the conditions of life, so many-sided are the youths. A specific time largely determines the orientation of adolescence that is sensitive to it: “as are the ages, so are the people.”

The social situation has such a variety of conditions and all kinds of provocations for a teenager to test himself that an adult, due to already established values, sometimes cannot even imagine them. A teenager can strive for the most beautiful property of the human spirit; for this he goes to a conservatory, an art gallery, travels, etc. He can explore the catacombs, seek contacts with the homeless in anticipation of the unknown, studying the extent of human fall.

We can say that in adolescence there is an extraordinary expansion of the social conditions of a teenager’s existence: both in spatial terms and in terms of increasing the range of spiritual tests. In adolescence, a person strives to go through everything in order to then find himself. Of course, this is a dangerous aspiration for an unformed personality. On this path, without support from an adult friend, a teenager may remain in an asocial space, never rising to the heights of spiritual life.

Social space

§1. Communication is an extremely significant activity in the life of a teenager

For a teenager, social space appears in the reality of communication, as well as in the independently existing reality of responsibilities and rights.

Communication for a teenager is an extremely significant activity and condition of existence that has a special meaning for him.

The content of training is reflected in the specifics of the verbal language of adolescents and in non-verbal language forms. The linguistic culture of adolescents contains a desire for several trends: 1) to master the system of verbal and non-verbal signs that form the language of the subculture; 2) master the system of verbal and non-verbal signs that form the language of the teenage subculture; 3) develop the ability to operate in social space among real people (peers and adults) with the meanings of a modern (and sometimes bygone) system of verbal signs, giving individual meanings uniquely understood meanings, and thereby establishing oneself as a unique personality.

Of course, while mastering language skills, a youth experiences extreme difficulties, which can lead him to despair. However, again and again he breaks through into the reality of social space, expressed by many levels of speech culture. At the same time, some teenagers easily stop trying to penetrate the upper floors of the meanings of language, devaluing the meanings that are unclear to them, others strive to penetrate the diversity of the world of meanings of the spiritual culture of mankind and give them their own individual meanings. It is necessary to specifically point out a certain “stickiness” of some teenagers in idle talk and foul language. Realizing the need for communication, some teenagers, in order to keep the attention of their interlocutors, start vain, meaningless conversations, without controlling the course of their thoughts and without having an ultimate goal for what and for what they are talking. This method of communication through speaking, for the sake of speaking, can become a disgusting habit and remain in the everyday life of an adult.

The speech culture of each new generation of adolescents can be an indicator of the overall development of the spirituality of a nation. This simple thought is accessible to the mind and spiritual structure of teenagers - it is only important to bring it to their consciousness in time.

In addition to expanding the physical living space, adolescence becomes a period when a person begins to consciously formulate his value orientations. The adolescent strives to be socially oriented and to be “like everyone else” in relation to normative behavior. At the same time, he strives to establish his uniqueness in the world, to be “better than others,” and insists that “he” “not be confused with others.” The combination of two tendencies - to be “like everyone else” and, therefore, to be able to follow normative behavior, and at the same time to be “different” than others - creates great tension for a teenager when choosing his behavior. A teenager often becomes a confirmation of associative behavior, which confirms him in his own eyes.

Entering the social space with developed reflection allows the youth to penetrate into the depths of his individuality. Some teenagers begin to gravitate toward existence within a protective group “We,” while others begin to gravitate towards autonomy not only in the external, but also in the internal world. Subtle adolescent reflections reflected in autobiographical documents reveal the diversity of the adolescent’s positions in relation to the normativity of social space and the peculiarities of his inner world. Some youths gravitate towards group conformism, for others adaptation appears as impossible, some can adapt to the world around them and at the same time try to make their own choices in life; others hide from real social space into an imaginary world.

For a teenager, social space only reveals the potential of his future possibilities: ascension or overthrow, mastery of a system of responsibilities and rights, or transformation into a dependent social unit (or an asocial subject).

Adolescence is a period when a person grows from childhood into a new state, experiences the beginning of the formation of himself as an individual. It is in adolescence (between the ages of 12-13 and 15-16) that a tendency towards personal development begins to appear, when the teenager himself, reflecting on himself, makes efforts to develop himself as an individual. During this period, there is a clear intensification of development simultaneously in two directions:

1. The desire to explore and master the entire range of social space (from teenage groups to the political life of the country and international politics);
2. The desire to reflect on one’s inner, intimate world (through self-absorption and isolation from peers, loved ones, and the entire macro-society).

It is important to note that in adolescence there is an even greater gap than in childhood between the path traversed by different adolescents from the natural infantilism of childhood to in-depth reflection and expressed individuality. That is why some teenagers (regardless of the number of years - passport age and height) give the impression of small children, while others - intellectually, morally and socio-politically quite developed people. That is why we observe this typical for our time, for our culture, dividing the range of the age spectrum into two levels, where on the lower are infantile children and adolescents by age, and on the upper are those who symbolize potential opportunities with their mental and socio-political achievements age. It is these teenagers who demonstrate the ability not to be absorbed into society, to enter it with the fervor of adolescence and not allow society to dispose of them at its discretion. Receiving from society mass patterns in the assessment of national, political, religious or atheistic ideas, such a teenager can quite successfully navigate these values ​​and, having developed reflection, consciously look for his own solution to any socially significant problem situation.

During adolescence, many adolescents begin to strive to establish themselves as a leader. Teenagers who are ready for socio-political reflection become practical leaders, they act as a model for their infantile peers and positively influence their orientation and progress in the learning process. Essentially, these teenagers are the leaders.

Youth is the period of life from adolescence to adulthood. During this period, a person can go from an insecure youth aspiring to adulthood to actually growing up. In his youth, a young man faces the problem of choosing life values. Youth strives to form an internal position towards itself; in relation to other people, as well as to moral values, in youth a young man expands the range of good and evil to the maximum and tests his mind and his soul in the range from the beautiful, sublime, good to the terrible, base, evil. It is significant for the young man himself and for all humanity if he chose for himself the path of spirituality and prosperity, and was not seduced by vice and opposition to social virtues.

No matter how passionately youth is aimed at finding its place in the world, no matter how intellectually ready it is to comprehend everything that exists, it does not know much - there is still no experience of real practical and spiritual life among loved ones and other people.

Literature

1. Mukhina V.S. "Psychology of childhood and adolescence." M., 1998
2. Reader on developmental psychology. (Tutorial for students).
3. Menchinskaya N.A. “The mental development of a child from birth to 10 years. Diaries of a daughter's development."
4. Germogenova M.D. "Social Psychology". Yak., 2000
5. Germogenova M.D. "Pedagogical psychology". Yak., 2000
6. Germogenova M.D. "Human psychology". Yak., 2000
7. Friedman L.M. "Psychopedagogy of general education." M., 1997
8. Lishin O.V. "Pedagogical psychology of education." M., 1997
9. Lebedev V.I. "Psychology and Management". M., 1990

(1) Once upon a time in Russia there was such an age: adolescence. (2) It is not for nothing that Leo Tolstoy named the three parts of his trilogy: “Childhood”, “Adolescence”, “Youth”. (3) In our most important Academic Dictionary it is written that adolescence is “the age between childhood and adolescence.”

(4) In my opinion, this is a rather unclear explanation. (5) When does childhood end? (6) It’s different for everyone. (7) For some, at the age of six: they are already babysitting the younger ones, helping their parents in the garden and in the yard like an adult. (8) And I have also met those for whom it has not yet ended even at the age of 40.

(9) But this age - adolescence - still exists. (10) And he is perhaps the most important in a person’s life.

(11) At this time, habits develop. (12) Good or bad, but for life. (13) Noble deeds are performed - because the craving for good has not yet been suppressed, not corrected by selfish or other calculations. (14) Important decisions are made. (15) And some people follow what they decided in adolescence all their lives.

(16) During this important but short time, some books are either read - or never read again. (17) Because there are three laws of reading, and two and a half of them were derived by me personally.

(20) And third: it is in adolescence that you need to make a list of books that you must have time to read in life. (21) Compile - and then refuse to read all the nonsense that is now everywhere - in bulk.

(22) Let me explain the first law. (23) No one will tell you in advance what exactly it is too early for you to read. (24) Because it’s different for everyone! (25) For one it’s early, but for the other it’s just right. (26) And his peer will be early until old age: he reads - and cannot understand what’s what.

(27) If it’s too early for you to read this book, you yourself will be the first to notice it. (28) And put it off until better days. (29) So if the book is not for your age, not for your mind, it’s okay, come back to it later. (30) But this can be established, it seems to me, only by experience - by starting to read. (31) I know for sure that some people devoured Dostoevsky’s “Crime and Punishment” at the age of 15; for others, reading the brilliant novel was a true punishment.

(32) With the second law the situation is more serious.

(33) Yes, there are books that you should read exactly at the age of 12, at 14. (34) Firstly, only at this age will you get one hundred percent pleasure from it. (35) And secondly, create a foundation for yourself (that is, the necessary reserve) for the future. (Z6) It’s great to re-read “The Adventures of Tom Sawyer” someday on vacation! (37) I know people who re-read this book from their childhood - with familiar illustrations! - several times: at 25 years old, then about forty years old and so on. (38) But I have not met anyone who sat down to read it for the first time at 40 years old. (39) First of all, there is no time. (40) Secondly, it wouldn’t even occur to me. (41) And thirdly, even if you pick it up, you’re unlikely to read it avidly. (42) So, look through it with a slight smile. (43) “It’s a pity,” you say, “that I didn’t get caught in childhood...”

(44) In general, I was lazy at one time - I lost for life.

(45) As for the third law, many will think: what’s wrong with reading empty books that came to hand by chance or are simply fashionable at that moment? (46) Some people think so - so what? (47) Nothing special. (48) Mura, but you can read it.

(49) But the main point is that a bad book forever deprives you of the opportunity to read a good one. (50) Time is not dimensionless.

(51) When I was in the sixth grade and continued to read, as they say, voraciously, I suddenly read somewhere that a person can read, it seems, no more than 7 thousand books in a lifetime. (52) It doesn’t matter whether this is an accurate number or not. (53) The important thing is that I was horrified by the thought that the second-rate books I was reading, absorbing the hours allotted to a person for reading (there aren’t very many of them left anyway - from other things), were clearly depriving me of something. (54) First of all, the opportunity to read some other books - the very ones that you need to read in life. (55) I didn’t really know which ones yet. (56) But I already knew for sure that they existed. (57) The shelf (sometimes called the golden shelf) on which these very books stand, which you need to have time to read before the age of 14-15 (well, at least until the age of 17), has one property: not everyone sees those books who stand on it. (58) Some people will never see many of them in their entire life and, of course, will not read them.

(59) Not reading them is as offensive as never seeing, for example, other countries. (60) If someone says, “Just think, I won’t read some book!..” - it’s the same as saying: “Just think, I won’t see some of your Paris!”

(61) You won’t rush to explain to such a person why you need to see Paris or, say, Rome in your life. (62) Just shrug your shoulders, that’s all. (63) Someone might even twirl their finger at their temple - think about what you’re talking about.

(64) And when a friend says to you: “Are you planning on reading a book? Why do you need this?!”, then keep in mind: it’s unlikely that millions of people were stupid, and he was smart. (65) Quite the contrary, that’s what I think.

(According to M. Chudakova *)

* Marietta Omarovna Chudakova (born in 1937) - Russian literary critic, historian, Doctor of Philology, critic, writer, memoirist, public figure. Author of more than 200 scientific works and articles in the field of philology, literary history and literary criticism.

Show answer

Statement 1 contradicts the content of the first paragraphs of the text.

Statement 2 contradicts sentence 20.

Statement 4 contradicts sentences 49-50.

124

What is preparation for the Unified State Exam/Unified State Exam at the Tetrika online school?

👩 Experienced teachers
🖥 Modern digital platform
📈 Progress tracking
And, as a result, a guaranteed result of 85+ points!
→ Sign up for a free introductory lesson ← in ANY subject and assess your level now!

V. A. SUKHOMLINSKY

BIRTH OF A CITIZEN

From the compilers

About the pedagogical heritage of V. A. Sukhomlinsky (N. P. Kuzin, A. G. Dzeverin)

BIRTH OF A CITIZEN

What happens to a child during adolescence?

“It’s as if someone breathed a new soul into the boy...”

It all depends on your upbringing in childhood

Two sources of education in childhood and adolescence

Discipline and self-discipline. Responsibility to the team and to oneself

So that a person sees himself through the eyes of people

The spiritual world of man of our time and methods of education in childhood and adolescence

The contradictions of adolescence

Physical and mental culture of a teenager. It’s as if a person is reborn...

Personality formation

Birth of a man, birth of a woman

Boys and girls - men and women

Physical Culture

Diet, work and rest schedule

Our work and rest during the holidays

Dexterity, plasticity, beauty of movements

Take care of your teenager's nervous system!

Psychic culture

Mental training and education of a teenager

Unity of pedagogical views and beliefs of teachers

Worldview and Conviction

How we managed mental work in the classroom

Hand and mind

"Sources of Knowledge"

Two mental education programs

"Room of Thought"

Self-education

Exchange of spiritual values

Memory, thinking and learning ability

The formation of morality. Birth of a citizen

From the world of things to the world of ideas

Spiritual culture, morality and atheism

Elementary moral culture

Moral Habits

Ideas become beliefs

Person and team

Love

Pioneer and Komsomol romance

Moral Strength

Emotional and aesthetic education

Unity of emotional and moral education

Culture of sensations and perceptions

Word and human emotional culture

Cognition of ideas

Emotional stimuli in the spiritual life of a teenager

Emotional sensitivity of ideological and moral ideas, principles, truths

Emotions and civic dignity

Common features of emotional situations

Major Emotional Situations

Sources of aesthetic feelings

Nature and beauty

Art

Painting

Creativity is a powerful stimulus for spiritual life

Work in the spiritual life of a teenager

Work in the comprehensive development of personality

The habit of working

Labor and intellectual development

Civil origin of labor

Labor and beauty

Labor and education of will

On the threshold of youth

Notes

Index of names

BIRTH OF A CITIZEN

WHAT HAPPENS TO A CHILD IN ADOLESCENCE

"IT'S LIKE SOMEONE BREATHED A NEW SOUL INTO THE BOY..."

Teenagers... How much anxiety mothers and teachers experience when they say this

word! How many books have been written about the mysterious soul of a teenager, how many

dissertations on adolescence are on library shelves! I listened to

worries and concerns of teachers, looked closely at those teenagers whom he knew

small children. I read and reread books about teenagers. Over the years in my

the library has accumulated dozens of notebooks and notebooks; each of them was

a kind of chronicle of the life of a little citizen, his fate - from the first

days at school until adulthood, often until that exciting day when

the one who was mischievous, a daredevil, brings his son or daughter to school and

says: “Accept, this is me in a different form... But the content is probably the same

most." Most of all they were concerned and worried about the problems of the spiritual life of man in

period of adolescence. Long-term observations of the life and work of schoolchildren

groups led to the conclusion: in adolescence,

such profound changes in the spiritual life of a person that many facts of his

cognition, mental work, behavior, relationships with comrades,

emotional, aesthetic and moral development seem to the educator

incomprehensible and mysterious. Experienced teachers often complain: it’s difficult

work with teenagers; something mysterious, incomprehensible is happening to them. IN

third or fourth grade boy - you don't need anything better: calm,

balanced, attentive, helpful, sensitive, capable

experience high, noble feelings available to a person at this age;

and already in the fifth, especially in the sixth and seventh grades - it seems that this is no longer him:

self-willed, uncontrolled, often rude and impudent, painful

proud, intolerant of both the teacher’s demands and weaknesses

comrades, sharp and straightforward in his judgments about the world around him, especially about

behavior of elders. Sometimes this is what catches your eye: the feelings that excite

soul in childhood, over time they seem to be unable to master it at all. If before,

It happened that the grief of a loved one or a stranger evoked in a child’s heart

deep feelings, then a teenager may sometimes not notice people’s grief.

“It’s as if someone breathed a new soul into the boy,” he says at the meeting

Pedagogical Council, class teacher of sixth-grader Vitaly. (And I

I listen and think: “In two or three years, will Vitya Bezverkhy or

Volodya Beskrovny? Indeed, in the third and fourth grades, Vitaly was exemplary in

teaching and behavior.) “And now,” the cool guy continues his story

head, - the quarter is over... I’m holding a parent meeting, I say

about academic performance. I decided to talk about Vitaly’s indiscipline. Thought:

the presence of the parents will affect the boy. I’m telling you, but with one eye

I look at Vitaly. Sits motionless, not a trace of anxiety or remorse.

Suddenly I see: he opens a textbook on my subject, takes a pencil and something

draws on the title page. There are sparks of gloating in the eyes. And he sits on

the last desk, no one sees what he is doing. My chest felt hot. What

do? I know I can’t start a conversation about this new thing here, in front of my parents.

prank. I'm afraid the boy will burst into flames. I feel like he's just waiting for me

appeals to him. He is the one who deliberately spoils the textbook on my subject...

to annoy me. I switch the conversation to something else, but it comes to mind:

a conflict that happened with him, Vitaly, a few days ago. Was

political information. A tenth-grader Komsomol member spoke about life in our

country and abroad. The conversation turned to the selfless work of the collective farmers of the neighboring

collective farm The women grew a large crop of sugar beets. Honor and glory

people who work in a communist way! Vitaly raised his hand: - I want

say a word. “Speak,” I allowed. - My mother sat on the ground for a month,

“cleaning beets,” Vitaly said excitedly. “She got sick, now in the hospital.”

lies. Why are women given hard work? - What do you think you're talking about? -

I got angry. “What kind of pioneer are you?” - What kind of teacher are you? - quiet,

damp ground? You teach us to fight for the truth. These words stunned me

Vitaliy,” the class teacher finished his story. “Is this demagoguery or

thirst for truth? Maybe we're giving our teens too much and asking too little.

from them? Maybe in our time the soul of a person, before which the world opens,

differs in some features unknown to us? Maybe for teenagers

Some facets of the world are revealed differently than they are revealed to us. What

to prevent certain shortcomings in our lives from being perceived in such a way

painful?" There was a hot, frank conversation in which the truth was born,

excited our entire teaching staff: yes, we sometimes forget about

some things; often we do not strive to look at the world through the eyes of those we

educate; it happens, we admit surprising and unforgivable

inconsistency - we teach our students to be truthful, to tell the truth

and only the truth and at the same time trying to extinguish the hot impulse of the young soul,

caused by intransigence towards injustice. Teenager as opposed to child

begins to generalize both good and evil; in individual facts he sees a phenomenon;

and on what thoughts and moods this phenomenon generates in his soul depend

his beliefs, views on the world, thoughts about people. Yes, the years of adolescence and

differ from childhood in that a person at this age sees, feels,

experiences differently than he saw, felt and experienced in childhood. I do a lot

I thought: what is the difference between a teenager’s vision of the world and a child’s vision of the world?

I tried to put myself in the place of my students. Led pedagogical

observations, recording in a separate notebook. It had a special section “I -

through the eyes of a teenager." Mentally, I put myself in the place of the same Vitaly,

considered and assessed his actions from his point of view; tried to convince

myself that I am some kind of person with whom my attentive, inquisitive,

a balanced, demanding student - this unrestrained, self-willed,

an arrogant teenager - meeting as if for the first time. Now that a lot has passed

years, re-reading this unusual diary, I again experience that same feeling

the surprise that I experienced then. An amazing, incomprehensible thing: my

demanding, arrogant, rebellious, harsh and straightforward in judgment

the teenager noticed a hundred times more flaws in me than he could even think

about myself. I can't resist quoting a few notes from this

document, which may cause some of my fellow educators to

a condescending smile.

1. “My teacher suffers from “thick skin” when perceiving the phenomenon

the surrounding world. Before his eyes, the boy offended the girl. He looks at

the offender calmly, indifferently. He tells the girl: "I'll have to talk to

offender. I'll talk tomorrow. Let him repeat the words with which he offended you."

A day passes, then a second, and somewhere in the depths of his consciousness the teacher keeps the thought that

that you need to talk to the offender... but this is only lazy, like a sleepy cat,

thought. And the offender at this time says to the girl: “Nothing will happen to me.” Teachers

forget about the actions of their students. They, teachers, get tired of fiddling with

them..." 2. "A week ago my teacher put a book on the table that he

is taken for something else. And yesterday I put it on the shelf." 3. "At my

a teacher has a piece of ice in his heart. After a lecture he gave to livestock farmers, one

the collective farmer told him about his invention. For more than a year now he has been thinking about

how to make work easier - mechanize manure removal without construction

large and expensive buildings. Tomorrow the teacher is going to the district - tell

in the party committee about a valuable invention. Let the engineers come and help

a person to translate an idea into simple mechanisms. A day passed, then two, three days.

The burning desire to go to the region has cooled. A week later he met by chance

with the secretary of the district committee. Yes, he is talking about an interesting idea from an inventor. But how

speaks? Instead of a passionate, excited story - a soft, viscous

chewing gum: it would be nice to do it like this, it would be nice to think about

facilitating the work of livestock breeders..."

In the diary of observations of difficult teenagers there are also strange things.

This is not a record of actions. This is the world as teenagers see it. I

imagined myself in the place of these boys and girls, looked at their world

eyes. At every step I saw amazing, sometimes incomprehensible things that

caused surprise, often anger and indignation. The teenager sees something else

the child does not see; he sees what he often no longer sees, or rather, does not

an adult notices because many things become more than

familiar. A teenager's vision of the world is one of a kind,

a unique, inimitable human condition that we, adults, often

we don’t understand at all, which we pass by calmly. Teen takes

what he sees is close to the heart. There's a caterpillar on an apple leaf. He

I wonder: why are there so many caterpillars in the school (or collective farm) garden? What

what will happen if the pests are not destroyed? Why doesn't anyone pay attention to

the fact that caterpillars destroy material assets? Depending on

what conditions a teenager is brought up with, what sources of knowledge,

thinking, vision of the world fed his thoughts and feelings in childhood, his or

outrages the evil that is happening before his eyes and pleases the good, or he

indifferent to both evil and good. Difficult reflections on sharp, burning

problems of education led me to the thirty-fourth year of teaching

work to the conclusion: the difficulty of parenting in adolescence consists of both

the point is that the child is not taught enough to see, understand, feel himself as

a piece of the collective, society, people. Why do you hear so often:

the student was good as a child, but during his adolescence he fell under bad influence

and became a bad person? What is this - a bad influence? Where does it come from?

The basis, the main thing in educational work is not to protect

teenagers from bad influences, but to make them immune to

something bad, immoral. How to do it? This is how - skill and

the art of education. I’ve been praising you for four years, but I couldn’t boast enough about my

children, primary school teacher. A year and a half passed, and she was in tears

told about her pupils, now sixth graders: at the entrance to

cinema they almost knocked the old woman off her feet. Listening to bitter words

a good, hardworking teacher, I thought: after all, her students really

They were kind, polite, diligent, and self-possessed. And these were not features

given by nature. No, this is a consequence of painstaking educational work. How

then explain that in the years of adolescence difficulties arise inherent

only this age? Maybe it's just talking about difficulties

generated by old views on the time of adolescence as a time of inevitable

disasters? I began to study the offenses and crimes committed by people

from 12 to 30 years of age, first on a district scale, then on a regional scale.

Facts are impartial things; It was found that between the ages of 12 and 15 years

there are twice as many delinquents and criminals as among boys and girls in

aged from 15 to 18 years.

I studied the investigation materials on 460 criminal cases. In each family,

which gave society an offender or a criminal, something was

something's wrong. Sometimes the parents themselves seemed to be quite good people, but

they didn’t know how their children lived. In many families, spirituality dominated

the wretchedness of human relationships, and in schools, in classroom groups,

where these teenagers studied, no one was interested in what their interests and

needs, in which they find the joys of life. For example, I’ll tell you about

a tragic event that happened in a small quiet town.

A fourteen-year-old teenager was skating. Seeing an eight year old

boy, he called him over and said: “Skate over there - the ice is good,

smooth," and pointed towards the ice hole. The boy fell into the hole, died, and

the teenager, after driving around for another hour, returned to the city and told his friends about

how he managed to deceive the baby. The boy's heartbroken parents

they asked: “You knew where you were sending the child, didn’t your heart really

trembled?" The teenager calmly answered: "I didn't push him into the hole. Himself

went there. I just advised him to skate there - the ice there is smooth..." -

“Why didn’t you immediately come running to us? The boy could have been saved...” To this

the teenager replied: “It’s not my business to run. Everyone is responsible for themselves...” I

I talked with the teenager, with parents, teachers, and with the pioneer leader.

A depressing picture emerged. Neither the parents nor their only son -

no spiritual interests. The boy knew only two feelings:

satisfaction or dissatisfaction. In the family, the inferiors were above all

needs: eat well, sleep. The teenager did not know what joy was

thirst for communication with a person, the joy of doing good was inaccessible to him,

happiness for other people. The school was pleased that the boy studied without

two and did not show himself as a violator of discipline. When I asked

teacher, what spiritual needs she fostered or intended

raise a teenager, she couldn't say anything. I didn't hear a word

answer to the question of what they were given for, in the name of what they were spent

the spiritual strength of this person during childhood and adolescence. Basically at school

They did not think about the most important, fundamental issues of human upbringing.

EVERYTHING DEPENDS ON UPBRINGING IN CHILDHOOD

The more I analyzed the difficulties of upbringing during my adolescence, the more

became more deeply convinced of the truth of a simple but important pattern: very

it is difficult to raise teenagers where education was too easy in

childhood. I studied the lives of those 460 families in which they were raised

teenagers who committed delinquency and crimes, and saw this

picture. The more serious the crime, the more inhumane it is,

cruelty, stupidity, the poorer the intellectual, aesthetic, moral

interests and needs of the family. Not a single family of teenagers who committed

crime or misdemeanor, there was no family library, at least

small. And in the family of the teenager whose crime I told about, there is no

There wasn’t a single book except textbooks, which were tattered and dirty. In

in all 460 families I counted 786 books (without school textbooks), including

picture books for preschoolers. None of those who committed a crime

or an offense, could not call a single work symphonic,

opera or chamber music. No one could name a single composer -

classic or contemporary. All 460 teenagers were asked to listen

two musical pieces: "Dance of the Little Swans" from the ballet "Swan"

lake" II. I. Tchaikovsky and "Dance of the Elves" by E. Grieg. Understanding, feeling

the beauty of these works is a sign of elementary aesthetic

teenager's culture. None of these teenagers could tell which paintings

created by the composer with musical images. I saw in the eyes of the teenagers: neither

which of them the musical melody did not awaken any feelings, did not evoke

no memories. Studying the spiritual world of adolescent delinquents and

criminals, - I became interested and g.from what question: do teenagers have

infinitely dear people (persons) to whom they would give a piece of their soul, in

whom you would see, as in a mirror, your spiritual impulses? I analyzed there were

or at a school where difficult teenagers studied (or rather, people with spiritually poor

childhood and adolescence), such relationships, the essence and content of which

is the giving of spiritual strength, the creation of happiness by one person for another,

anxiety of one person for the fate of another, comprehension by the mind and especially

the heart of the highest human joy - the joy that I give happiness

to another person. And then it turned out that neither in the family nor at school there was

this, the most important thing. There was no precisely this clear plan, clear idea and

goals of educational work, it was not that already in childhood every person

invested his strength in another person, gave away the riches of his heart

to another, knew with his mind and heart (and therefore deeply experienced, accepted

close to the heart) the subtlest movements of another person’s soul - grief, joy,

anxiety, despair, sadness, confusion... I became more and more anxiously convinced

that in childhood, many - even the best - educators

(pupil) shows himself to be extremely one-sided: about whether he is good or

bad pupil, the teacher draws a conclusion only on the basis of how he

fulfills the norms and requirements of order: is he obedient, does he not break the rules?

behavior. In obedience and submission, many educators see the inner

kindness, but this is far from the case. In the years of adolescence this is very

poor identification of a person is not enough: he longs to prove himself in a complex

civic, social activism. And that's because he's not there

taught to invest their spiritual strength in another person, because he does not

learned to understand, feel, evaluate myself, giving my strength

doing good for another person, during his adolescence he seems to stop

notice what lives among people. The reader may wonder why

criminals? What does this give for clarifying the essence and patterns

education during adolescence? The fact is that in offenses and

Crimes most clearly reflect the dependence of effects on causes. my

It has always been our cherished dream that no teenager would become

offender or criminal. Gradually the essence of the myth about

fatal inevitability of difficulties inherent in adolescence due to some

congenital age-related characteristics beyond the control of education. I'm more and more

was convinced that the moral face of a teenager depends on how he was brought up -

a person during his childhood years, which is embedded in his soul from birth to 10-11 years.

By its nature, childhood cannot present to parents and educators

the difficulties that adolescence presents. A teenager is, figuratively,

speaking, a flower whose beauty depends on the care of the plant. Take care of

A flower needs beauty long before it begins to bloom. Confusion

surprise at the “fatal”, “inevitable” phenomena of adolescence are similar to

the confusion and surprise of a gardener who planted a seed in the ground without knowing

firmly, what kind of seed it is - a rose or a thistle, and then after a few years

I came to admire the flower. His surprise would seem funny if instead

The rose turned out to be a thistle. And it would be even funnier to see the manipulations

gardener, if he began to tint, paint a thistle flower,

trying to make a rose flower out of it, if he, watering the thistle with perfume,

tried to give it the smell of a rose. And in those who value beauty, such a gardener

would cause a feeling of indignation. Why is it not indignant that

thousands of similar gardeners, having given life to man, consider their mission

complete, and what will come of him, the man, let him take care of that

someone else, let nature take care? The beauty of a flower cannot fall from

sky. It needs to be created over the years, grown, protected from heat and frost,

carefully water and fertilize the soil. In creating the most beautiful and most

the tallest thing on earth - Man - is incomparably greater than the monotonous,

tedious, often unpleasant work than work that would only give

satisfaction. The truth “children are the joy of life” has a deep meaning, but also

deep contradiction. A child in itself cannot be a source of joy;

in a person who repeats his father and mother on a new basis, by the present

The source of joy for father and mother is, first of all, that they

managed to invest in it. Love for children reveals the highest humanity

quality - self-esteem. The closer I took to my heart

anxiety of adolescence, the clearer it became that in childhood there was no

education can be easy and hassle-free. It is laid down in childhood

human root. Nature does not polish a single human trait

She only lays it down, and it’s up to us - parents, teachers, to polish it.

to society. Critical phenomena of adolescence - moral breakdowns, offenses,

crimes - all this, to put it in the words of L. N. Tolstoy, is a magnifying

glass of evil Evil, inconspicuous to us, evil at first glance seemingly innocent,

tiny, but in reality very unsafe, because in the heart

a person who looks at the world with wide open eyes and does not know how

live, these tiny pieces of ice become huge blocks of ice. Getting ready for

raising kids in my School under the blue sky, in the primary classes, I

I thought anxiously about the time when my students would approach the border,

where childhood ends and adolescence begins. Much of what I've tried

to do in the childhood years of my pupils, of course, there would be no need to do,

if a person remained a child all his life. From our own bitter experience

comrades, and from my own numerous mistakes, I was convinced: one

One of the great evils of school education is forgetting that the child

stops being a child. Educators need to keep in mind that the child

someday she will become a husband, wife, and repeat herself in a new person. And I had it in

mind, although he very rarely told the children that they would be fathers and mothers.

Anyone who carefully read the first book of my notes could not help but notice how

a lot was done in childhood in order to form in the child

subtlety and emotional culture of perception of the surrounding world - knowledge

people, the ability to experience, emotional sensitivity, warmth and

at the same time, in parallel with this - self-esteem,

human pride, inviolability of everything personal and intimate.

A lot has been done to ensure that the child in the team is in many

labor, moral, intellectual, aesthetic relations. Everything was done

this is not only for today, but also with an eye to the future. baby never

is never a criminal, never knowingly commits a crime

(pathological cases require special study), but I tried to do

as much as possible so that each of my pupils, upon becoming a teenager, does not

allowed himself to commit a crime. There was a lot of educational work

specially created, provided, “built” human relationships,

which had as their goal to establish in the souls of the pupils respect for

to a person as the highest value, so that from childhood a person is a friend, comrade,

a brother to another person. This is, first of all, the creation of joy for the child

for other people and the experience of personal happiness and pride in connection with this. I

strived to ensure that the heart of every child is the most joyful, the most dear,

the most sacred were mother, father, brothers and sisters, friends. So that the child is ready

was to give everything for the good and joy of the people dear to him, so that this return,

creation was the most important spiritual need. I strived to

the child’s relationships with other people both at home and at school were built on duty and

responsibility. The child’s understanding and experience of his duty to

mother, father, teacher - this is where a child’s learning should begin

human world. Secondly, the creation and preservation of beauty in all its

multifaceted manifestations. The more strength and ability a person has to

active activity, the more important role in the formation of his moral

appearance will be played by the creation of beauty, heartfelt care for beauty, especially in

human relationships, in serving high ideals, in ideological

life. Thirdly, the civic ideological richness of the child’s activities

in a team, relationships between children and others, non-school

teams. To ensure that the pupil is already concerned in childhood

present and future of the Fatherland is one of the most important prerequisites for preventing

moral breakdowns during adolescence. Civil thoughts, feelings, worries,

civic duty, civic responsibility is the basis of feeling

human dignity. The one in whom you have formed these soul qualities,

will never manifest himself in something bad, on the contrary, he will strive

to express oneself only in good, worthy of our ideas, our society.

Fourthly, the cultivation and development of sympathy, pity (let’s not

be afraid of this word and those noble feelings that it carries!) to everything

living and beautiful, developing heartfelt sensitivity to the beauty in nature.

This is, finally, the cultivation of pity for a person. We firmly remember the words

M. Gorky: “Pity humiliates a person”1. But in our society, where there is no

no reason for social evil and associated grief, suffering,

pity is needed precisely for the exaltation and moral support of a person.

Only contemptuous pity humiliates a person. And when, regretting, the pupil

longs to help a person - such pity ennobles. You need to be able to regret

person. Fifthly, the development of a high intellectual culture - thoughts,

feelings, experiences that excite a person’s soul when he learns

the surrounding world, the past and present of humanity, material and spiritual

the riches of the Fatherland, the soul of its people, the values ​​of art, especially

fiction. I am firmly convinced that one of the most important

reasons for spiritual primitiveness, emotional wretchedness, moral instability

individual people in the years of adolescence and early youth are limited,

low culture of thoughts, inability to find satisfaction of one’s spiritual

book needs. Now that we are on the verge of fulfillment

universal secondary education, the problem of the intellectual culture of the worker

and a peasant who will have a secondary education not for entering

university, but in order to be a real person, the problem is high

intellectual culture becomes especially important. Young

A person should be attracted not by a glass, but by a book. The book is that mighty

a force that can overcome the evil power of a glass - a great misfortune that,

like a tick, it clings to a body poor in spiritual needs and

interests. The child ceases to be a child, becomes a teenager, a young man,

bride, father, mother... But it would be very good if in years

adolescence and early youth, separate children's memories have been preserved in the human soul

traits - spontaneity, strong emotional reaction to events and phenomena

the surrounding world, heartfelt sensitivity to the inner spiritual movements of people,

with whom you have to work together and learn to overcome difficulties. I still

I will return to this most important problem of education more than once, now

I emphasize only that side of the issue that is related to the preservation and

development of all the good things acquired in childhood. It's about subtlety

the complexity of the child’s spiritual world. It is not given by nature, it is only

brought up. In the first book of notes many pages are devoted to education

subtleties of sensations: sensations of the beauty of words, musical melody,

artistic image, a sense of beauty and nobility of life phenomena

or ideas for a work of fine art, fiction.

I was very worried about the conversations of parents and teachers about the fact that in the years

adolescence inevitably coarsening of sensations, some kind of incomprehensible emotional

"thick-skinned": a teenager breaks a branch on a tree and immediately forgets about it

this; with equal indifference he aims his slingshot at glass and at sparrows,

carves his initials and entire aphorisms on his desks. I started looking closely at

such teenagers. It turned out that they all took part in childhood

tree planting Sundays, but not one of them grew a tree, not

experienced the joys of creating beauty. Life has convinced me: if a child doesn’t know

labor inspired by the idea of ​​​​creating beauty for people is alien to his heart

subtlety, sensitivity, sensitivity to subtle, “gentle” ways of influencing

human soul, he becomes coarsened and perceives only primitive

"educational techniques": shouting, coercion, punishment. Hence the rudeness

destructive instincts of teenagers. That's why I tried to make sure that in children's

years, my future teenagers experienced inspiration, admiration for beauty,

so that the source of this feeling is their personal work. It was a concern (then I

convinced of the validity of his hopes) about sensitivity, receptivity

teenager, boy, girl to the word of the teacher - to his advice, subtle

reproach. Subtlety and richness of experiences in childhood (admiration for beauty,

created with one's own hands, intolerance to rudeness, vulgarity,

destruction of beauty) were the basis on which the emotional

teenage culture. My special concern was that the child’s heart would not

coarsened, did not become embittered, did not become cold, indifferent and cruel in

as a result of physical methods of “education” - with a belt, slaps on the head,

with cuffs. I have always convinced my parents that physical punishment is

an indicator not only of weakness, confusion, powerlessness of parents, but also

extreme pedagogical lack of culture. Belt and cuff kill in children's room

the heart is subtle and sensitive, primitive instincts assert,

They corrupt a person, stupefying him with the poison of lies and sycophancy. Children,

brought up with a belt, they become soulless, heartless people. On your own

schoolmate, only the one who has learned and continues to raise his hand

learn the “delights” of Domostroevsky education. Crimes and

juvenile delinquency is also largely a consequence

"fist" education. Belt and cuffs in education... Shame and shame on us,

teachers - shame and disgrace because to school, to this holy place of humanity,

goodness and truth, a child is often afraid to go, because he knows: the teacher

will tell his father about his bad behavior or failures in school, and the father will

beat. This is not an abstract scheme, but a bitter truth; this is often written about in

in their letters to mothers and even children themselves. Writing in a student’s diary: “Your

son doesn’t want to study, take action,” the teacher, in fact, often puts

a student's bag, a whip with which a father whips his son. Let's imagine:

a complex surgical operation is underway, a wise man is bending over an open wound

surgeon - and suddenly a butcher bursts into the operating room with an ax in his belt,

he grabs an ax and thrusts it into the wound. This dirty ax is a belt and

cuffs in education. Remember, teacher, if I know that my father is Gritsko

or God gifted Peter with the only talent - to give birth to children, and at the same time

I call this wise parent to school and tell him: “Your Gritsko is a quitter, don’t

wants to study,” then something elementary happens - I hit Gritsko with my father’s hand.

I humiliate human dignity. I become an accomplice to the crime.

The child hates the one who hits. He very subtly understands and feels that