Fostering a culture of communication among students in literature lessons. Creative communication with art, literature, science, relevant scientific sources
- Category: Essays on the Russian language
Before talking about the essence and limitless variety of manifestations of the phenomenon of human communication, it is necessary to identify its most important aspects in terms of meaning, meaning and significance of the place occupied in people’s lives, for society and the individual.
Communication is a factor in human life. Related to this is the idea of an individual’s susceptibility to certain influences of people (the effect of group pressure, etc.), and the recognition of the variety of methods of psychological influence or pressure of people on each other (infection, rumors, suggestion, hypnosis, persuasion, leadership, fashion and etc. Communication is a need, a motive for behavior and activity, the purpose and meaning of relationships with other people, it is a source of knowledge and understanding of other people.
Communication permeates the entire mental life of a person. But activity and communication depend on the mental state of a person. Full communication between people creates a state of elation. Conversely, poor communication, an unrealized need for communication, has a destructive effect on a person’s general mental state. Communication forms interpersonal and business relationships between people and influences the system of social relations. The importance of communication is thus obvious and indisputable.
Communication is a source of mental and psychological satisfaction, states of joy and happiness, the joy of motherhood, the joy of friendly, creative, loving communication, the joy of communication with nature and art. Communication is a source of negative emotions and personal drama. Without him, there would be no dramatic genres in literature, theater and art in general. Communication is neutral, everyday, and ordinary; an alternative to it is festive communication.
Despite the types and distribution into any category, communication is the most important thing in the life of every person, the most important thing in the life of modern society.
Description of the presentation Psychology of COMMUNICATION Literature What is communication? by slides
The concept of communication Communication as an aspect of activity Communication as an independent form of activity Communication is a process of interaction between at least two subjects, aimed at mutual knowledge, establishing contact and developing relationships, and implying mutual influence on the state, views, behavior and regulation of joint activities
Functions of communication 1. Professional and business 2. Cognitive and diagnostic 3. Pedagogical 4. Informational 5. Managerial 6. Self-affirmation 7. Expressive
2. Types of communication goals: content: means: Biological Social: (personal, business, formal-role, instrumental, goal-oriented, primitive) Material Cognitive Active Conditional Motivational. Nonverbal Verbal Direct Indirect Mass Interpersonal
3. 1. Communication side exchange of information of an emotional and intellectual nature Features: 1) Feedback 2) Communication influence 3) Communication barriers: barriers of misunderstanding; (phonetic, semantic, stylistic, logical) barriers of socio-cultural differences; barriers of a psychological nature (subjective interpretation, emotional, relationship to the communicator)
3. 2. The perceptual side is the process of perception, cognition and understanding by people of a friend... Mechanisms of perception: Identification is the mental process of likening oneself to a communication partner in order to know and understand his thoughts and ideas Empathy - -//- in order to “understand” experiences and feelings of the person being cognized Reflection is the individual’s understanding of how he is perceived and understood by his communication partner. Attraction is the appearance, when a person perceives the attractiveness of one of them for another.
Effects of perception: Structuring effect - Halo effect - Primacy effect - Novelty effect - Projection effect - Stereotyping effect -
3. 3. Interactive side - exchange of actions... Mechanisms of interaction: Imperative - an authoritarian, directive form of influence on a communication partner in order to achieve control over his behavior and internal attitudes. Manipulation is a hidden psychological influence on a communication partner in order to achieve beneficial behavior from him. Actualization is the perception of a partner as an equal who has the right to his own opinion and his own decision.
Mechanisms of interaction Imperative Actualization Manipulation Main contrasting features 1. honesty, transparency, sincerity 2. awareness, adequacy 3. freedom, spontaneity, openness 4. trust, faith, conviction 1. lie, falsity, fraud 2. unawareness, “tunnel vision” » 3. control, closedness, intentionality 4. cynicism, lack of faith
List of example manipulative phrases 1. This is my first time meeting a person like you! 2. Don’t listen to them, you’re so good! 3. Everything will be the way you want! 4. I understand you so much! 5. We are made for each other! 6. I will prove to you that I love you! 7. I can’t live without you!!! 8. You see, I feel good only with you. 9. You are the only one who understands me and who can help me. 10. Where were you from seven to ten? 11. If you love me, then. . . 12. Don't you love me at all? ? ? 13. Let's remain friends. 14. What will people say? ? !! 15. Who needs you but me! 16. Not goodbye, but goodbye!!! 17. I have done so much for you, and you. . . ! 18. I gave you the best years!!!
4. Conflict - lack of agreement between two or more parties
Causes of conflicts 1. Objective reasons: natural collision of significant material and spiritual interests of people in the process of their life; poor development of legal and other regulatory procedures for resolving social contradictions that arise in the process of interaction between people; lack of material and spiritual benefits that are significant for the normal life of people; Lifestyle; fairly stable stereotypes of interpersonal and intergroup relations that contribute to the emergence of conflicts.
Causes of conflicts 2. Organizational and managerial - circumstances related to the creation, development and functioning of organizations, teams, groups: Structural and organizational - discrepancy between the structure of the organization and the requirements of the activities in which it is engaged. Functional-organizational - suboptimal functional connections of the organization with the external environment, between various structural elements of the organization, between individual employees. Personal-functional - inconsistency or incomplete compliance of an employee in terms of his qualities with the requirements of the position held. Situational and managerial - caused by mistakes made by managers and subordinates in the process of solving managerial and other problems.
3. Socio-psychological - due to the direct interaction of people, the factor of their inclusion in social groups: Information. Unbalanced role interaction between two people. Differences in ways of assessing a friend's performance and personality. In-group favoritism Psychological incompatibility. Four levels of psychological incompatibility: psychophysiological, individual psychological, social. Causes of conflicts
4. Personal reasons: Assessment of another's behavior as unacceptable. Low level of socio-psychological competence Insufficient psychological stability Poorly developed ability for empathy Inflated or underestimated level of aspirations Features of temperament and character accentuations. Causes of conflicts
The main styles of behavior in conflict are the degree of focus on the realization of one’s own interests o to the degree of focus on realizing the interests of another Compromise. Confrontation (competition) Cooperation Avoidance Concession (accommodation)
5. Rules and techniques of communication RULES OF COMMUNICATION 1. Speak the partner’s language 2. Emphasize the importance of the partner, show respect for him 3. Emphasize the commonality with the partner 4. Show interest in the problems of the partner COMMUNICATION TECHNIQUES 1. Giving the partner the opportunity to speak out 2. Verbalization of the emotional state 3. Active listening 4. Franklin Technique
6. Transactional analysis is an analysis of interpersonal interaction developed by the American psychologist and psychiatrist Eric Berne (1910 -1970). A transaction is a unit of communication consisting of a stimulus (S) and a reaction (R) between two individuals who are in a certain state of consciousness. The child is dependent, subordinate, irresponsible. The parent is independent, insubordinate and takes responsibility. An adult – adhering to a calm tone, self-control, solidity, able to take into account the situation, take responsibility for his actions, understand the interests of others and maintain equality in communication 21 R S
Parallel transaction Adult - Adult Parent - Child 1. Student: For what day should I prepare an essay? 2. Teacher: For the 4th practical lesson. 1. Teacher: How many times should I say that the essay had to be prepared for the 4th lesson, i.e. today. 2. Student: I couldn’t, I had no time, I was sick, I forgot... R V D 1 2 V D R 1 2 R R V V D DRS R S
Cross Transaction Example #1: 1. Husband: Where are my socks? 2. Wife: Look for it yourself! Where I left it yesterday, there they are! Example No. 2: Employee 1: Didn't they call me from the housekeeping department? Employee 2: You need to take smoke breaks less often, then there will be no questions! R V D 1 2 S R
Hidden transaction 1. Buyer: How much does this TV cost? 2. Seller: Of course, this model is better, but it is intended for wealthy and business people, and is quite expensive! 1. Buyer: I’ll take it! 1 2 R R V V D D S R R ` C`
Practical task Describe the factors that, in your opinion, influence effective communication Brief description of Rustem: Rustem is an industrial electronics specialist. Works at a large software development company. Age just over thirty years old. From the questionnaire of an employee of the organization, one can conclude that he is highly qualified. He graduated from Moscow State Energy University. He has five years of commercial experience. Rustem is the personification of a scientist. He is short, bearded, often sloppily dressed, and his eyes behind thick glasses glow with intelligence. The company values him for his sharp mind and excellent analytical skills. He has the gift of quickly and accurately delving into the essence of the most complex problems, offering non-standard solutions to seemingly unresolved problems. At the same time, Rustem stammers, mumbles and stutters, interspersing any phrase with endless “ums” and “uhs”. His voice rarely rises to a barely audible monotone mutter, and he can hardly force himself to look his interlocutor in the eyes. He gets worried, loses the thread of the conversation and goes too deep into unimportant details, behind which the main idea is lost. Even when the subject of the conversation is of interest to the listeners, Rustem manages to cause boredom in them or bring them to a state of irritated indifference.
Literature is a huge repository of spiritual and moral values.
It would seem that each of us has long been familiar with the concept of “literature”. But sometimes we don’t even think about how polysyllabic and multi-valued literature is. But literature is a grandiose phenomenon, it was created by the genius of man, is the fruit of his mind.
What is the role and significance of literature in human life?
Literature is a means of understanding the world; it helps us understand “what is good and what is bad,” and points to the origins of universal human conflicts.
Literature helps us see the inner beauty of a person, learn to understand and appreciate it.
Literature is a powerful source of education of the spirit and personality. Through the disclosure of artistic images, literature gives us concepts of good and evil, truth and falsehood, truth and lies. No reasoning, the most eloquent, no argument, the most convincing, can have such an impact on the human mind as a truthfully drawn image. And this is the power and significance of literature.
There is a very important concept in literature - “text”. Proper work on the text by the best wordsmiths and writers is of great importance. It broadens a person’s horizons, teaches him to read thoughtfully, to understand the ideas that the author expresses through images. Competent work on the text enriches a person’s vocabulary, develops the ability to master the literary language and various artistic techniques.
Literature is a powerful weapon that can heal.
Literature shows us ways of self-improvement.
Say a word about Russian literature. Among the advantages of Russian literature there is one, perhaps the most valuable. This is her constant desire to sow “reasonable, good, eternal”, her persistent impulse towards light and truth. Russian literature has never been confined to the area of purely artistic interests. Its creators have always been not only artists describing phenomena and events, but also teachers of life, defenders of the “humiliated and insulted,” fighters against cruelty and injustice, adherents of truth and faith.
Russian literature is extremely rich in both positive and negative images. Watching them, the reader has the opportunity to experience the whole gamut of feelings - from indignation and disgust for everything low, rude, and deceitful, to deep admiration and admiration for the truly noble, courageous, and honest.
Literature erases the boundaries of time. She introduces us to the spirit of a particular era, to the life of a particular social environment - from Tsar Nicholas to the gymnasium teacher Belikov, from the landowner Zatrapeznaya to the poor peasant woman - the mother of a soldier.
The disclosure of artistic images is the main part of literary reading, its basis. Every artistic image, as is known, is at the same time both a reflection of reality and an expression of the writer’s ideology. It is not enough just to familiarize yourself with a literary work. We must try to penetrate the secrets of the plan, to know the background to the creation of the essay.
Literature develops the mind and feelings. She is our teacher, mentor, guide. A guide to the world of the real and the unreal. The ability to express thoughts in words is a distinctive feature of a person. Words are a mirror that clearly reflects the degree of spiritual development. Everything that enters our soul from the outside is imprinted in our feelings, thoughts, and in the very way of their expression.
In the works of one writer we find laughing pictures, picturesque images: this is because his spirit was brought up in the bosom of nature, where she scatters her gifts with a generous hand.
Another sings on the lyre of his battles and battles, the horrors, the sad phenomena of a suffering life: this is because the soul of the creator knew many groans.
In the works of the third, human nature appears in the most pathetic contradiction with the idea of beauty: because, on the one hand, evil, always at war with good, and on the other, disbelief in the high purpose of man, have embittered the owner of the pen.
Literature is multifaceted, its creators are very different. Literature grew up along with Pushkin and Lermontov, Gogol and Chekhov, Blok and Akhmatova. It is still developing now. Her ideas continue to live and fight on our planet, they help rid the world of filth, cruelty, and insignificance.
The main focus of the book is on presenting the idea we have developed about the emergence of communication with people around us and its development in the next 7 years of a child’s life.
But before we begin to consider the genesis of communication, it is necessary to at least briefly inform the reader what meaning we mean by the term “communication”. The definition of communication is necessary, first of all, because the term itself is widely used in Russian everyday speech, where it has an intuitively understood, but not scientifically defined meaning. Such a definition is also required because in the scientific literature the meaning of the term “communication” depends on the theoretical positions of the researchers who use it. That is why we devote this chapter to a brief examination of the question of what communication is.
Definition of communication
In the introduction to the book, we already noted the fact that the field of communication has attracted close attention from researchers over the past two to three decades. The nature of communication, its individual and age-related characteristics, mechanisms of flow and change have become the subject of study by philosophers and sociologists (B. D. Parygin, 1971; I. S. Kon, 1971, 1978), psycholinguists (A. A. Leontiev, 1979a, b ), specialists in social psychology (B. F. Porshnev, 1966; G. M. Andreeva, 1980), child and developmental psychology (B. S. Mukhina, 1975; Ya. L. Kolominsky). However, different researchers put far different meanings into the concept of communication. Thus, N.M. Shchelovanov and N.M. Aksarina (Raising Children..., 1955) call the affectionate speech of an adult addressed to an infant communication; M. S. Kagan (1974) considers it legitimate to talk about human communication with nature and with himself. Some researchers (G. A. Ball, V. N. Branovitsky, A. M. Dovgyallo // Thinking and Communication, 1973) recognize the reality of the relationship between man and machine, while others believe that “talking about communication with inanimate objects (for example, with a computer) has only a metaphorical meaning” (B.F. Lomov // Problem of communication..., 1981. P. 8). It is known that many definitions of communication have been proposed abroad. Thus, referring to the data of D. Dens, A. A. Leontiev (1973) reports that in the English-language literature alone, by 1969, 96 definitions of the concept of communication had been proposed.
And yet, inevitably, everyone, starting to write about this phenomenon, gives another, his own definition of communication. We give this definition too.
Communication– interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result.
We agree with everyone who emphasizes that communication is not just an action, but precisely an interaction: it is carried out between participants, each of whom is equally a carrier of activity and assumes it in their partners (K. Obukhovsky, 1972; A. A. Leontiev, 1979a; K. A. Abulkhanova-Slavskaya // Problem of communication..., 1981).
In addition to the mutual direction of people’s actions during communication, its most important characteristic for us is that each participant is active, that is, acts as a subject. Activity can be expressed in the fact that a person, when communicating, proactively influences his partner, as well as in the fact that the partner perceives his influences and responds to them. When two people communicate, they alternately act and perceive each other's influences. Therefore, we do not include cases of one-sided activity as communication: when, for example, a lecturer addresses an invisible audience on the radio or a teacher gives a lesson on television rather than in the classroom. The importance of this particularity of communication is emphasized by T. V. Dragunova (Age and individual characteristics of younger adolescents, 1967) and Ya. L. Kolominsky (1976).
Communication is also characterized by the fact that here each participant acts as a person, and not as a physical object, a “body.” A doctor's examination of an unconscious patient is not communication. When communicating, people are determined that their partner will answer them and count on his feedback. A. A. Bodalev (1965), E. O. Smirnova (Thinking and Communication, 1973) and other psychologists pay attention to this feature of communication. On this basis, B.F. Lomov argues that “communication is the interaction of people entering into it as subjects” (Problem of communication..., 1981. P. 8), and a little further: “For communication, at least two people are needed, each of which it appears precisely as a subject” (ibid.).
We would like to emphasize that the above-listed features of communication are inextricably linked with each other. The absolutization of interaction in isolation from other features of communication leads to an interactionist position, which sharply impoverishes the idea of communication. With an excessive emphasis on the exchange of information as the essence of communication, the latter turns into communication - a phenomenon that is also much narrower than communication. Let us recall that K. Marx, speaking about the phenomena of communication, did not use the English word communication– “communication”, and German Verkehr- a term that to a much greater extent captures the connection of communication with relationships in human society (Marx K., Engels F. Soch. T. 3. P. 19). 2
Finally, equating communication with relationships, especially relationships, also distorts the term in question; its clear separation from the concept of “relationship” has important fundamental and methodological significance (Ya. L. Kolominsky, 1981). We will return to the last question when considering communication products.
So, in the course of communication, people address each other in the hope of receiving a response, an answer. This makes it easy to separate acts of communication from all other activities. If a child, listening to you, looks into your face and, smiling in response to your kind words, looks into your eyes, you can be sure that you are communicating. But then the child, attracted by the noise in the next room, turned away or tilted his head, interestedly examining the beetle in the grass - and the communication was interrupted: it was replaced by the child’s cognitive activity. Communication can be separated from other types of human activity into a separate episode. This happens, for example, when people concentrate on discussing their relationships, expressing opinions to each other about their own or someone else’s actions. In young children, communication is usually closely intertwined with play, exploration of objects, drawing and other activities and interspersed with them. The child is either busy with his partner (adult, peer), or switches to other things. But even short moments of communication are a holistic activity that has a unique form of existence in children, therefore, as a subject of psychological analysis, communication represents a well-known abstraction. Communication is not completely reduced to the sum of the observed isolated contacts of the child with the people around him, although it is in them that it manifests itself and, on their basis, is constructed into an object of scientific study.
This is not just reading stories, contemplating paintings, but a conscious creative, healing study of works of literature, art, science to search for and clarify your life path.
General therapeutic “mechanisms” of the technique
1. The healing-creative moment here consists in the fact that the patient feels, realizes in communication with the stories, paintings, scientific works that excite him, his uniqueness, finds himself, if not in the creation of creative works, then in consonance with the creators close to him. His favorite paintings, books, musical and scientific works emphasize his personal portrait. A defensive patient who watches the plays of A.P. Chekhov many times essentially goes to the performances of his spirit and, as a result, becomes increasingly clearer to himself. M. Montaigne learned from books only what was consonant with himself, in order to better understand and express it in the “Experiences”. He was “busy with the study of only one science, the science of self-knowledge, which should (...) teach to live well and die well.” E. Gennequin (1892) substantiated the possibility of “making a conclusion based on the properties of the author’s mental organization about the properties of his admirers.” N.A. Rubakin in his work “Among Books,” believing that this position of E. Hennequin is “of primary importance for the entire book business,” proposed to consider it “Hennequin’s law.” “This law of his,” notes N.A. Rubakin, - Genneken was able to express the very essence, the very basis of the book’s influence on the reader" [for "a strong influence (...) a mental affinity between the author and the reader is necessary"].
2. Dissonance with alien creativity also clarifies the concept. It is not necessary to know in detail what is alien; It's enough just to taste it. L. Tolstoy noted: “Learn from teachers and in books only what you need and want to know.”
3. Concrete knowledge of oneself through the experience of human culture makes it possible for a defensive patient to therapeutically understand and feel that “you are not a fool, not an ignoramus” if you do not know something or cannot sincerely admire what others admire, looking at you reproachfully. To each their own. Let us be understanding and lenient towards such reproaches.
4. When the patient brings to the group his favorite poems, stories, records with musical works, artistic photographs, scientific articles, books available to everyone in the group, creative communication occurs with the group members through his own in human culture. These are fruitful healing communications with people and at the same time life in a world that is close to you, understandable to you in art and science. This is how creative people (for example, a writer, a scientist) surround themselves in their office with works of art and exhibits that are in tune with them, in order to feel more deeply themselves.
