The donkey says eeyore. Donkey and his influence on the cultural development of mankind - We go to the city of Emerald along a difficult road

Information on the topic:

In 2010, the Ministry of Education of the Russian Federation approved Federal state educational standards 3rd generation (FSES) in the direction of training 050400 “Psychological and pedagogical education”. Provisions of the standards of Federal State Educational Standard-03: in the direction of “bachelor” and in the direction of “master”.
Article “Professional competence of a teacher-psychologist as the basis for the successful development of psychological services in the context of modernization of education” by the head of the laboratory of psychological support of the educational process of the Tambov Regional Institute for Advanced Training of Education Workers V.M. Chernysheva.
Provisions of the Code of Ethics of the Russian Psychological Society, which reflects the key points of ethics of a professional specialist in the field of psychology, which are in demand when certifying a young psychologist.
One of the important European documents international level, defining the criteria professional quality for psychologists is the Euro Psy diploma, offered to the European professional community of psychologists in 2005, which sets out the standards for the training of psychologists in Europe.
International requirements for the competence of specialists - International Competence Baseline (ICB). They can be found on the official website.

The work of a psychologist, belonging to the “person-to-person” sphere, is one of the creative professions, therefore the effectiveness of this activity is difficult to unify and evaluate. The lack of standard criteria for assessing the activities of a teacher-psychologist determines the inadequacy of expectations regarding his work in an educational institution and is a problem that often leads to disappointment in this profession.

On the other hand, it is known that the work of a teacher-psychologist includes a number of components such as: diagnostic, developmental, therapeutic, correctional, advisory, as well as what relates to the analytical, control and evaluation components of professional activity. These elements are presented in the work of a psychologist in various combinations and variations. It depends on the specific request educational institution with his specific tasks, and on the individual characteristics of the psychologist, his personal qualities. The effectiveness of a specialist’s activities ultimately depends on the level of his professionalism. The latter is interpreted in different contexts. When they say “this work requires professionalism,” they mean the regulatory requirements of the profession for a person’s personality. Professionalism is a high level of readiness to perform the tasks of a given activity, which makes it possible to achieve high-quality results at lower physical and mental costs based on the rational use of skills and abilities. The concept of “competence” - the degree of compliance with the requirements of the profession - is defined as a combination of mental qualities that allows one to act independently and responsibly (effective competence), as a person’s possession of the ability and ability to perform certain job functions. Factors of competence and incompetence are: level of professional training, adaptation in the workplace, personal states, including emotional stability or instability, good or poor health, etc.

Each employee is competent to the extent that the work he performs meets the requirements for the final result of this professional activity. Assessing or measuring the end result is the only way to determine competence. It is wrong to judge competence by what goes into achieving a result, for example, by a person’s efforts. A number of authors studying the problems of professionalism use the concept of “professiogram” - an analytical description of a person in a profession, revealing generalized normative and morphological indicators of the professional structure. The construction of a professiogram is easier to carry out where the result and composition of professional actions are strictly defined (for example, in engineering professions), but in creative professions, “with a floating result,” which includes psychological ones, it is difficult to compare evaluation criteria and activities.

In developed European countries striving to form a unified educational space, the Russian term “qualification characteristics” is identical to the concept of “International Competence Baseline (ICB)”. They present the requirements for knowledge (Knowledge), experience (Experience) and personal qualities (Personal Attitude) that form the basis of certification programs. They have adopted a three-phase system of training and issuance of professional diplomas and supplements to them (bachelor's, master's and postgraduate practical training). The same structure of higher education operates in the United States.

The third phase (postgraduate practical training) helps to increase the effectiveness of the professional activity of a young specialist and is, in our opinion, a decisive criterion for the quality of higher education. How can one find out how effectively an educational psychologist works and what evaluation criteria to apply?

Young specialists, educational psychologists, who begin independent work after graduating from university, have the ability to to a greater extent only theoretical training, so it is often difficult for them to avoid disappointment when, due to lack of experience, they are unable to carry out activities that would attract recognition from others. In this situation, for faster professional development important point is certification, that is, official confirmation of not only knowledge, but also practical skills in specific types of activities. Receiving a certificate will indicate a fairly high special qualification of a specialist and this will be a kind of pass to the world of professionals.

Over a certain amount of time (2–3 years), a psychologist can accumulate materials that can be used to assess the level of his professional readiness for independent and productive activity, the actual level of professionalism. We believe that it is quite possible to make the collection of these materials systematic and structured, so that their assessment is more objective. A new method of certification for the primary level of readiness of a specialist educational psychologist for independent activity is an individual cumulative assessment of professional achievements. Structuring the collection of assessed material makes it possible to identify clearer criteria for assessing the professional competencies of a psychologist, which in in this case and is our goal.

An example of foreign experience in using a similar approach to assessing a specialist’s professionalism is the issuance of a professional career passport – “portfolio” (Portfolio/Career Passport). It is issued to graduates of universities in the United States and is an individual “portfolio” of official documents reflecting the graduate’s knowledge, skills and abilities that may be in demand in the labor market. The main purpose of a portfolio is to help graduates make the transition from study to work and provide employers with information about the qualifications of young specialists. It should be especially noted that attention in the portfolio is paid to the assessment of the so-called “Employability Skills”, which are common to all professions and represent the general labor and socio-psychological characteristics of the graduate. Psychologists and university graduates must demonstrate a high level of knowledge and skills in the following competencies.

Diagnostic assessment of the need for psychological activity in an institution. Knowledge of group and individual diagnostic methods and the ability to competently interpret the received diagnostic materials that determine the need for certain psychological activities in an educational institution. Compliance of the setting of goals and objectives of the specialist’s activities with the needs of the institution. The ability to analyze conditions and factors in the problems being solved, draw appropriate conclusions, determine an action plan, optimize your activities, highlighting the main and secondary. Theoretically scientifically based selection of methods and programs.
Interpersonal communication, cooperation, deliberation, defining the boundaries of competence. Ability to establish effective relationships with teaching staff, parents, and children. Demand for psychological services among participants in the educational process. The ability to determine the boundaries of one’s competence, adequately assess opportunities and interact with specialists in related professions (defectologist, social educator, doctor, etc.).
Psychological and educational principles, organization of system structure psychological activity in an educational institution. Confident knowledge of the key aspects of the development of the child’s body in normal and pathological conditions, social and psychological influences on children’s behavior, understanding of learning theory and structure educational activities. Organization of system psychological assistance at all levels educational process. Competent use of applied methods and technologies in accordance with set goals and objectives.
Preventive and corrective interventions that help improve the psychological and social competence of children. Reasonable selection and confident use of preventive and corrective programs and technologies in accordance with the age, problem, and individual characteristics of students. Providing timely and high-quality advisory assistance to students experiencing difficulties in learning, behavior, adaptation, etc.
Reflection and performance assessment. Constructive attitude towards one's own activities. The ability to evaluate the effectiveness of ongoing psychological activities, mastery of statistical methods, self-analysis, and self-correction. Having a professional and personal position, a desire to grow and develop personally and professionally.
Knowledge of special terminology, logic, speech, formulation of recommendations. Developed speech, a high level of logical thinking, the ability to analyze and summarize information, and draw appropriate conclusions. Adequate use of special terminology, formulation of psychological recommendations in an accessible and in clear language taking into account the client's characteristics.
Compliance with legal and ethical principles. Knowledge and application of all necessary legal documents regulating the activities of a psychologist. Strict adherence to ethical principles in work and confidentiality in working with information. Building work on respect for the client’s personality, regardless of age, status, social status, nationality, religion and other characteristics of the client.

These competencies represent a conglomerate of standards, requirements for the level of training of educational psychologists and the practical activities they carry out. Although they are listed separately, these competencies are closely intertwined during the professional training of a psychologist and in his practical activities.

It is assumed that educational psychologists starting their activities already have the necessary amount of knowledge in the field of modern technologies necessary for them to perform their professional duties, and are able to use modern technologies to ensure its activities and carry them out at the proper level. At the same time, for high marks in these competencies, the educational psychologist needs to have some practice and it is better if this practice takes place under the guidance of an experienced mentor-supervisor.

At the Moscow City Psychological and Pedagogical University, a system of primary advanced training for young specialists has been successfully tested. It includes three years of training in practical skills under the guidance of a mentor and systems approach in collecting methodological material for the young specialist’s portfolio.

The portfolio includes both formal documents (copies of professional diploma, work book, certificates of advanced training courses, diplomas of participation in competitions, etc.), and a collection of works of a young specialist demonstrating his efforts, progress or achievements in a certain area, namely a set of cases (descriptions of work situations and their professional solutions). As illustrations, video materials on individual work activities (diagnostics, consultation, correctional and developmental classes) can be attached to the described work situations. The video materials are accompanied by comments that demonstrate the ability to analyze work and reflect facts about the effectiveness of the work being carried out.

To evaluate the presented material, criteria have been identified, evaluation sheets and evaluation rules have been created. In this regard, we are solving the problem of creating a comprehensive model of primary certification in the form of certain tasks, the solution of which will make it possible to judge the level of professional competence of a specialist. For such assessment, we propose three levels of specialist activity that determine his professional development:

conducting a separate psychological event (consulting session or correctional and developmental session);
description and analysis of a working psychological situation that is being solved by a specialist over a period of time (the situation is selected based on a real case from the specialist’s practice);
analysis of the organization of the system of psychological activity in an educational institution.

Let us take a closer look at these three components for assessing (examination) the activities of a teacher-psychologist.

We propose an algorithmic approach for assessing the result of a specialist solving problems presented in the form of problematic psychological situations, the content of which is short description case from the practice of an educational psychologist.

To do this, the main stages of the activity of a teacher-psychologist in the process of solving a situation are highlighted:

formulation of a hypothesis for solving a problem;
studying the problem, clarifying the hypothesis;
choosing a psychological assistance program;
implementation of a psychological assistance program;
reflection on the work of a specialist in the process of providing psychological assistance;
formulating recommendations for further work.

For each stage, the most important criteria of competence are identified, for example, the correctness of setting goals and objectives, the adequacy of the use of practical techniques, the ability to interpret received materials, highlight performance indicators, give recommendations in an accessible way, etc. The level of proficiency in terminology, completeness descriptions and its logic, the ability to generalize and draw conclusions, respect for the boundaries of competence, etc.

Identification and formulation of the problem work situation includes a professionally competent “translation” of the primary request into the actual content of the psychological problem and the construction of hypotheses.

Studying the problem, i.e. clarifying it using additional procedures, includes the selection of tools, to assess the adequacy of which we ask the specialist to justify the choice made, as well as describe how these methods were used (conditions, features, etc.). Also at this stage, the specialist must indicate the diagnostic results. Here attention is drawn to such a parameter as collecting information from different sources. When describing this stage, the specialist needs to summarize the data obtained and draw appropriate conclusions to justify the choice of a correctional development program. As an example of the ability to maintain professional documentation, psychological reports for 1-2 children must be attached. The problem-solving program can be short or long, depending on the problem being solved and the goals and objectives set. It can be built both on the basis of ready-made known technologies, and using proprietary techniques. If the technologies are known, then it is enough to indicate them. If the program is built for an individual case, it is necessary to describe the techniques used and justify their need. In any case, you need to submit outline plans for 1-2 typical classes and specify the conditions for their implementation.

In the process of conducting correctional and developmental classes, it is important for the educational psychologist to monitor the dynamics of the manifestation of the problem. Intermediate diagnostic procedures are possible, which need to be described and the result indicated. Based on the diagnostics, it is possible to adjust the program itself. Then these changes should be made to the description and compared with the initial goals and objectives.

The evaluation criteria also include what characterizes the final stage of a specialist’s work:

performance indicators;
his ability to reflect on his own activities, that is, to analyze not only the changes that occurred in the process of working with the problem, but also an internal analysis of professional activity, showing the ability to see the reasons for success and difficulties in work;
the nature of recommendations for further constructive interaction of the social environment (teachers, parents, peers) with the child, group, class (in particular, clarity in their presentation, accessibility for use by the client, etc.).

Psychological event is presented as an illustration to the general description of a specialist’s activities in an institution to determine his professional readiness. It is advisable that the open event presented be part of working with the problem described in the “work situation”. The specialist himself determines the topic and age of the event participants. The analysis of the event and its evaluation is carried out by a methodologist or mentor who is directly present at the lesson or through video recording.

As open event may be represented:

correctional and developmental activities with children;
psychological consultation session;
lesson with a group of parents and teachers.

The event plan should reflect the following points:

theme of the event and date of its holding;
the number of participants in this event;
goals and objectives of the event and their rationale;
event plan;
methods and techniques used in preparing and conducting the event;
description of results (planned or received).

In the process of reflecting on the event, it is necessary to assess the levels of competence of the young specialist in various aspects: communicative, organizational, analytical and others.

Communication skills include active listening, establishing rapport, being interested in receiving feedback and responding appropriately to it.

Organizational: ability to create motivation, interest, favorable psychological climate; the ability to navigate in time (planning and observing the length of the main stages), flexible behavior in a non-standard situation.

TO analytical skills include: the ability to critically comprehend the results of one’s activities (see advantages and disadvantages, determine their causes and outline possible ways for further work); the ability to competently, freely and clearly formulate one’s thoughts, draw conclusions and generalizations.

The use of the proposed criteria for analyzing activities when certifying young specialists shows that they experience the greatest difficulties in carrying out analytical and forecasting activities, interpreting the data received, and reflecting on their own activities (the ability to identify performance indicators, self-analysis and self-correction).

The next most difficult aspect is carrying out group correctional and developmental work, which, as a rule, is associated with insufficient skill in using practical techniques and inability to manage a children's team. There are often difficulties in conducting consultations with adults: parents and teachers, which is also explained by the lack of proper experience.

Descriptions of professional cases, lesson plans and analytical annual reports show the progress of a young specialist through the levels of professional excellence.

All teaching materials are stored in a “Portfolio” folder, which is given to the young specialist at the end of the internship. Creating this product requires a specialist to be methodical and time-consuming, but this promotes a conscious attitude towards his professional development. A young educational psychologist will feel confident much faster, since he will have evidence of his professional competence. These materials confirm the specialist’s self-image as a necessary and capable person. They show that some life plans have been successfully implemented, and there are also things worth striving for in the future. Consequently, the very fact of having such a methodological folder is an incentive for the self-development of a specialist and his professional competencies in various fields of activity. As a rule, having sufficient methodological knowledge, in this case a portfolio, a specialist can submit a request for an increase in qualification category, counting on higher wages.

Competence is the ability to apply knowledge, skills, and act successfully on the basis of practical experience in solving general problems, also in a certain broad area.

Professional competence is the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems of a professional activity.

Competence is understood as a set of personal qualities, as well as professional knowledge, skills and abilities.

Competencies are the requirements of the external and internal environment of an organization, formulated taking into account the needs (expectations) of society and employers for specialists with a certain set of characteristics. And competence is a complex of already formed competencies, manifested in a specialist’s ability to solve problems and readiness to fulfill his role in a particular field of activity.

Competence: awareness, experience, ability to make informed decisions in some area of activity.

Professional competence is a quality, property or state of a specialist that ensures, together or separately, his physical, mental and spiritual compliance with the needs, requirements, requirements of a certain profession, specialty, specialization, qualification standards, occupied or performed official position.

Consequently, the concepts of “competence” and “competence” are in a relationship in which competence is ensured by a certain set of competencies.

Professional competence is an integral characteristic that allows one to judge the level of preparedness of a psychologist and his ability to perform job functions.

A professional specialist is a person who has achieved high level performance of his duties in the main area of functioning of the institution in which he works. Thus, professionalism is a special property of people to systematically, effectively and reliably perform complex activities in a wide variety of conditions. Having understood the essence of professional competence practical psychologist and his professionalism, we can move on to the question of how to achieve its desired level?

To solve this problem, the authors propose an approach, for the implementation of which one should use the acmeogram of a practical psychologist. The developed acmeogram is a model of a practical psychologist as a professional and reflects the system of requirements placed on him, compliance with which ensures the productive performance of his functions in real conditions, and also contributes to the constant development and realization of his creative potential.??????

The acmeogram of a practical psychologist presents objective and subjective characteristics of his work. Objective characteristics include goals and objectives. To implement them, it is objectively necessary to perform certain functions. Consequently, functions also refer to the objective characteristics of a psychologist’s work. The subjective side of this work is presented in the acmeogram through knowledge, skills, professional positions, psychological qualities and acmeological invariants. Let's look at the subjective characteristics in more detail.

Professional knowledge how objectively necessary information about all aspects of the work of a practical psychologist is made up of general and specific components required by practice. They form the basis for the formation of a psychological and pedagogical culture and directly the technology for achieving the desired results of work by a psychologist. Knowledge of a practical psychologist common features, features and specifics of one’s professional activity, its structure, content and practice is a necessary prerequisite for its successful implementation.

Professional skills represent the actions and methods of work of a psychologist used by him to implement responsibilities and functions in the process of activity. He needs to be able to objectively and comprehensively analyze the real conditions and factors, goals and objectives of the client’s work and life; plan and effectively carry out socio-psychological work in accordance with scientific recommendations, laws and interests of an individual, group, society; systematically study and objectively evaluate the results of socio-psychological activities, as well as implement measures to optimize them. It is equally important to have the ability to effectively implement primarily those activities that play a decisive role in achieving the intended goal. At the same time, it is very important to acquire skills of an increasingly higher order.

The basic components for developing skills are skills. Among the important skills are the ability to regulate one’s mental activity and mental states, mobilize opportunities and psychological resources, carry out the entire complex of activity elements that form an integral technology for the productive professional work of a psychologist.

The psychological qualities of a practical psychologist are a set of active elements of a psychological resource, each of which is uniquely manifested in his activities. They cover the features of professional thinking and consciousness, reflection and self-esteem, goal setting and motivational sphere, interconnections, relationships and practical actions. The most significant psychological qualities of a practical psychologist are: analytical-constructive way of thinking and independence of judgment; sensitivity and insight; emotional-volitional stability and patience; resistance to stress and the ability to adapt to various conditions and factors in performing duties both in the single context of the client’s work and life, and when conducting independent targeted activities; empathy and reflection; general psychophysical activity.

The professional position of a psychologist determines his orientation, place and role in the process of his assigned activity. As a stable system of relationships, it expresses his self-esteem, level of professional aspirations, motivation for activity and understanding of his purpose. This general side is complemented by specific situational elements that are preferable when performing activity functions of a diagnostic, developmental, therapeutic, corrective, consulting, analytical, control-evaluative and other nature.

The acmeological invariants of a practical psychologist are constant involvement in the decision-making process, foresight, insight, personal aspirations, achievement motivation, self-regulation and others previously unclaimed professionally important qualities and individual characteristics.

It should be noted that the use of the acmeogram as the most complete systematic description of the professional competence of a practical psychologist allows not only to highlight its desired components, but also to identify those that interfere with productive activity.

Thus, analysis of professional activity using acmeogram indicators allows us to obtain a comprehensive assessment of his professional competence.

It is quite obvious that professional competence is a core component of specific activities and work in general. It is this that is the determining factor in achieving the desired results.

A teacher-psychologist, as a specialist, is presented with a number of requirements that he must meet. A teacher-psychologist must be prepared to:

1. Carrying out professional activities aimed at psychological support of the educational process, personal and social development students;

2. Promote socialization and formation general culture personality, conscious choice and development educational programs;

3. Promote the protection of individual rights in accordance with the Convention on the Rights of the Child;

4. Promote harmonization social sphere educational institution;

5. Implement measures to form psychological culture students, teaching staff and parents;

6. Develop correctional and developmental programs taking into account personality characteristics;

7. Conduct psychological diagnostics of various profiles and purposes and the necessary psychological and pedagogical correction;

8. Provide psychological support for creatively gifted students.

In addition, the educational psychologist must know:

1. The Constitution of the Russian Federation.

2. Laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on educational issues.

4. Convention on the Rights of the Child.

5. Regulatory documents regulating issues of labor protection, health care, career guidance, employment of students and their social protection.

6. General, educational psychology, general pedagogy, personality psychology and differential psychology, child, developmental, social, psychology, pathopsychology, basics of psychotherapy, career guidance, vocational studies and occupational psychology, psychodiagnostics, psychological counseling, MASPO, etc.

It is important for an educational psychologist to observe ethical principles in his work.

Professional ethics– a set of norms and rules (principles) governing the behavior and communication of people in a certain area of professional activity.

The following most general professional and ethical principles can be identified:

1. The principle of professional competence - an educational psychologist must solve only those issues in which he is professionally knowledgeable, for which he is theoretically and practically prepared;

2. The principle of consumer well-being – protecting the rights of those who resort to psychological services;

3. The principle of confidentiality - information obtained by a teacher-psychologist in the course of work must remain confidential and not be passed on to other people without the consent of the person concerned, unless the information does not pose any threat to another person;

4. The principle of necessity and sufficiency of the information provided – providing only that information that is necessary and sufficient to solve certain problems;

5. The principle of scientific validity and objectivity lies in the use of only valid and reliable methods and techniques;

6. The principle of responsibility - the educational psychologist is responsible for the organization, progress and results of a psychological examination, for any decision made regarding the client;

7. The principle of ensuring the sovereign rights of the individual – voluntary participation in a psychological examination, the right to know the results of the examination;

8. The principle of attitude and respect towards the client is accepting the client as he is;

9. The principle of no harm to a person (do no harm!) - the activities of an educational psychologist should not harm the client’s personality.

For some reason, it is customary to delve into the psychology of a melancholy dandy, tired of having beautiful nails and gone to the village - to mope further (so as not to spoil the mood of other dandies who are still not tired of Didelot). We are often taught to think that being dull means being smart. Onegin was moping and told us to! And also, to feel sad and write poems about death (and not about pole vaulting) is a sign of a high organization of consciousness. From the series - homo sapiens cannot be happy, because all around is one continuous merde. Stop the Earth - I'll get off. And turn off that stupid Sun! Luckily, I have the opportunity to filter my circle of acquaintances, and as soon as Eeyore flies in, he is immediately politely denied communication. I am not Doctor Kurpatov to dry all these highly spiritual tears. “You rejoice because you don’t know the whole truth!” or “You are happy because your standards are too low!”

A dull wise guy comes to life only when a bunch of people take care of him.

In my opinion, such a position does not reveal intelligence, but crystalline, unclouded stupidity. Dejection is the disease of a fool who does not know what to do with himself. An intelligent person will always find a reason, if not for joy, then for creation or for thoughts. But not for snot. Ladies' magazines often write about depression. I understand that this is a real disease, a lack of something in the brain. Serotonin or something? I'm not a doctor, I won't talk. But again, real depression is one case in 1000 cases of the so-called " bad mood". Just a little: "Ahhh! I'm depressed! Treat me seven!" But in reality, this is banal laziness of the soul and body. Eat some chocolate and buy yourself some roller skates. What does Eeyore need? To have an endless round dance around him. Like planets around the “dumb” and eternally joyful Sun. Eeyore needs everyone to praise him, give him gifts, and tell him what a masterpiece and unique he is. He himself will never compliment you. Why, since you yourself generously told him that he is a Genius with capital letters"ge"? There cannot be two "ge" on one hectare. At moments of such round dances, Eeyore comes to life a little and begins to show off stupidly. He immediately remembers how nice he is and how loved he is everywhere.

You are good for him when you cry too!

Eeyore - creature with very low self-esteem. For various reasons, he hates himself and therefore aggressively demands increased attention and love. He wants from you what he denies himself. And since this desire is insatiable, in principle, the dance around the Donkey should be permanent. This group of people includes unrecognized poets, artists and old maids (potential and real - well, those who are clearly over 50). Sometimes these categories coincide and the textbook Spiritually Rich Virgin (abbreviated DBD) is revealed to the world. Fate save you from encounters with DBD! Her spirituality is a mixture of disdain for the crowd and personal show-off, and her knowledge is limited to a few books. DB-Donkeys and Donkeys (like them) unbearably selfish- they view the world as a testing ground for their suffering. Moreover, they get a kick out of it when (sometimes!) something goes wrong with you. They literally “bathe” in your temporary difficulties, making you their ally. "Yes, yes! All men are like that! Yes, yes! All children sooner or later become losers and boors! Yes, yes! I, too, am constantly bitten by bull terriers!" Eeyore generalizes everything bad and imposes on you bad as normal. For you this is an episode, for him it is life.

...So the rednecks go party without him!

Oh yes, our Donkey does not tolerate loneliness and is terribly sociable. And this is the most paradoxical thing, at first glance. But in fact, he perfectly vampirizes your energy and gets terribly upset when yesterday’s acquaintances ignore him. However, this is another reason for suffering - fortunately, the world is big and there will always be a free vest. At school, such Donkeys always find themselves in the position of stuffed animals - after all, since childhood they are accustomed to contrasting themselves with cattle, and children do not like this. With age, stuffiness develops into selfish “yaking”, into an awareness of personal elitism and persecution. Fortunately, adults are not prone to bullying. Donkey Eeyore enjoys not being like everyone else, but at the same time they demand that these same despicable “everyone” run around and fuss with him. Eeyore clearly keeps track of who called him with encouragement and who forgot. He scrupulously makes sure that he is invited to all companies and to all parties. Yes Yes! He despises the crowd, but the crowd is obliged to invite him! He hates happy people, but it’s the happy ones who give him their energy! He defiantly does not go to see “Avatar” and just as defiantly adores the Silver Age...

And here’s what I also want to say: Eeyore cultivates his donkey-ness himself, believing that all his autumn blues and high spirituality are a sign of a great mind. In fact, Eeyore only pushes away the most different people- Winnie the Pooh, Rabbits, Piglets and Wise Owls who, shrugging their shoulders, go to the Bridge to Play Trivia or at least scare the bees with balloons.

One of my school friends even wrote a poem for such Ya, which ended like this:

When you're in a bad mood
Came to the center of cheerful bustle
Without sharing this opinion,
Think about whether you're shit.

Why is Donkey called Donkey?

The issue is resolved and closed.

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7 (25196) 3 12 33 9 years

What do we live for if we don’t try to make life easier for each other? if every soul that touched my soul with even the lightest touch would find something good for itself: even a tiny joy; at least one good thought; hitherto unknown inspiration; at least a particle of courage in front of the darkening sky; at least a glimmer of faith to resist the gathering shadows of evil; the only one Sunbeam, capable of clearing away the fog and making life beautiful.

Donkey, Khoja and others

Nasreddin's first law
One day the donkey got confused about who was riding whom and sat on Khoja Nasredin.
- if Khoja Nasreddin can be saddled, then a donkey can be made to talk! - Khoja Nasreddin understood

Nasreddin's second law
- Is it you, Khoja Nasreddin, who gives such bad advice to donkeys? - the Emir was indignant and passed a law prohibiting giving advice to donkeys

The wisdom of Khoja Nasreddin
One day Khoja Nasreddin’s donkey confused who was riding whom and sat on the Emir.
- Is it you, Khoja Nssreddin, who gives such bad advice to donkeys? - Emir was indignant
Since then there has been fame about the wisdom of Khoja Nasreddin.

Nasreddin's third law
One day Khoja Nasreddin asked his donkey to understand the meaning of what the Emir was saying. But the donkey never understood the meaning of Emir’s words.
Then the Emir passed a law obliging him to build a special entrance for donkeys before every word he spoke.

Non-skater
Once Khoja Nasreddin was asked if he could teach a donkey to skate.
- I'm not going to learn to skate! - the donkey was indignant
Since then, there has been a rumor that Khoja Nasreddin taught his donkey to talk.

Experience exchange
Once a donkey taught Khoja Nasreddin to say “ia”. Then Khoja Nasreddin decided to teach the donkey to talk.

Sly Nasreddin
- how did you teach your donkey to fly? - Emir asked Khoja Nasreddin
“But my donkey can’t fly,” admitted Khoja Nasreddin

Ungrateful
- Why did Khoja Nasreddin teach us to talk? - the donkey asked his mother

Those who don't understand
- Why did Khoja Nasreddin teach us to speak like humans? - the donkey asked his mother
“He was a fool,” my mother answered.

The glory of Khoja Nasreddin
- Do people really think that they speak better than us? - the donkey asked his mother
“Yes, one fool even taught a donkey to talk like a human,” my mother answered

Donkey without Khoja, but with others

* They say that among animals the lion is the highest, and the donkey is the lowest; but a donkey that carries a burden is truly better than a lion that tears people apart.
* A donkey that has been to Mecca is still a donkey. (Saadi, Muslihaddin)

* The donkey is ready to endure all the hardships and sorrows. And anyone who himself lacks endurance and patience calls him stubborn. (Leonardo da Vinci)

* The energy of a donkey is fully manifested only when it does not move. (Iorga, Nicolae)
* Why do you need a donkey if there is nothing to carry.
* A dead donkey is a holiday for wolves. (Tajik proverbs)

* The donkey, listening to the playing of the lyre, just flaps his ears. (Lucian)

* “The donkey was the most fair rules:
I am unfamiliar with neither rapacity nor theft,
He didn’t profit from the owner’s leaf
And, it’s a shame to tell the birds to give some treats...”

* “And I will say, not to stand up for the Donkey;
He is definitely to blame (and the calculation has been made with him),
But it seems that he is also wrong
Who instructed the Donkey to guard his garden.”

(Krylov, Ivan Andreevich: “Donkey and Man”, fable, 1818-1819)

* A donkey is a kind of horse, only small like a donkey. (Club of the Cheerful and Resourceful)

"Donkey" is a word that girls throw at guys. "Donkey" is also pronounced, but rarely.

What is the difference between a donkey and a donkey? Absolutely nothing. The fact is that both of these names refer to the same animal, more precisely to a male donkey (the female is called a donkey).

The donkey is one of the first domesticated animals. The Egyptians domesticated donkeys more than 5,000 years ago.

Due to their exceptional utility, these animals are bred all over the world. There are many varieties of donkeys. For example, in Somalia and other parts of Africa live wild Somali donkeys, cautious animals that live in groups of 5 to 20 individuals, feeding on dry grass and bushes in the desert. Most local tribes hunt Somali donkeys for their skins and meat, or capture them for sale, so the animal is quite rare today.

Several species of wild donkeys live in Asia. One of them, the Syrian donkey, once native to Syria and other areas of the Middle East, is now likely extinct. The donkey is adapted to life in the desert and can go without water for some time. During the birth of their offspring, donkeys gather in large herds, but soon break up into small groups and scatter throughout the country.

Modern donkeys are descendants of Nubian donkeys from northeast Africa, once found throughout the area from the Nile to the Red Sea. But most species of wild donkeys have already been exterminated, and now people are trying to protect the few remaining species from a similar fate.

In many areas of Mexico and Central America, the donkey is common vehicle, replacing a horse or car.

A donkey usually hides in the shadow of another domestic animal. Most often, the donkey is not even named among the first people who come to mind as a human companion: “The dog was wild, the horse was wild, the cow was wild, the sheep was wild, the pig was wild, and these wild animals roamed the damp wild forest. But the wildest of them was the cat." That is why the undoubted powerful influence of the donkey on the development of human culture requires some special coverage.
Donkeys have shown themselves a lot in science - it’s not for nothing that the persistent expression “learned donkeys” arose: “If you are in the company of proud, learned donkeys, try to pretend to be a donkey without words.” One of the most famous among them was the well-known Buridan donkey, who set himself and humanity an important theoretical and practical problem, the correct solution of which has not yet been found.
But even more significantly than in science, the donkey showed itself in art. Musical achievements donkey are undeniable. For example, many people still mistakenly think that a rock band “ The Bremen Town Musicians"organized by Troubadour. I was in Bremen and saw the monument there. Nothing of the kind, of course, actually happened: “The donkey answers him: “Come, cockerel, with us to the city of Bremen and become street musicians there.” You have a good voice, you will sing and play the balalaika, the cat will sing and play the violin, the dog will sing and beat the drum, and I will sing and play the guitar.” It is important to note that the donkey can both sing and play the musical instrument. Yes, she sang the song perfectly own composition“Tweet-chirp-chirp, tyurlyu-tyurlyu-tyurlyu, it’s me, it’s me, it’s me, Mafin, singing!” animal of the same name. Complex art music game owned by another donkey: “The Naughty Monkey, the Donkey, the Goat and the club-footed Bear started to play a Quartet. We got sheet music, bass, viola, two violins...”
Poetry is no stranger to the donkey. The songwriter Mafin has already been mentioned, but another donkey has sunk to the true depths of poetry: “Hitherto, as I have already said, hitherto all Poetry in the Forest was created by Pooh, the Bear with a sweet character, but a striking lack of intelligence. However, the Poem that I intend to read to you now was created by Eeyore, that is, by me, in my leisure hours.” Being not an amateur, but a true professional of this difficult craft, the donkey often performs as a subtle literary critic: “The donkey, staring at the ground with his forehead, “Pretty much,” he says, “it’s not false to say, you can listen to you without getting bored; It’s a pity that you are unfamiliar with our rooster; You would be more alert if you learned a little from him.”
Donkeys gave mankind great orators (Balaam’s donkey) and philosophers: “The old gray Eeyore stood alone in a corner of the Forest overgrown with thistles, his front legs spread wide and his head hanging to one side, and thought about Serious Things. Sometimes he thought sadly: “Why?”, and sometimes: “For what reason?”, and sometimes he even thought: “What conclusion follows from here?”
Famous donkeys came from politicians- one donkey even performed the divine duties of Aslan himself.
The donkey often dictates trends in the development of fashion and lifestyle: “And at this time, demands began to come from stores to the factory to send wide yellow-green trousers, jackets with narrow sleeves and colorful berets."
In the development of intellectual and other gambling The donkeys also made a noticeable contribution with their best players: “Khoja Nasreddin, growing cold, took the dice and was about to throw them, but suddenly stopped. - Turn around! - he said to the donkey. “You managed to lose on three points, now manage to win on eleven, otherwise I will immediately take you to the knacker!” - He took in left hand the tail of a donkey and hit himself with this tail on his right hand, in which the bones were clutched. A general scream shook the teahouse, and the teahouse owner himself grabbed his heart and sank to the floor in exhaustion. There were twelve points on the dice."
Man has long secretly envied the powerful potential of the donkey and, in his legends and fantasies, dreamed of his own transformation into this noble and intelligent animal. Ancient texts reflect this age-old dream of humanity. Sometimes even a person, through long training, symbolically, ritually carried out his impossible transformation into a donkey, while remaining, of course, the same person on the outside - but ennobling from the inside: “The thief gnashed his teeth, began to writhe, from his mouth, along with foam, The donkey's trumpet roar burst out again. And to Agabek’s complete horror, he, rotating his fiery yellow eye, began to quickly move his ears - a skill that he mastered in childhood.”

Bibliography.

1. Rudyard Kipling “Like a cat, he walked wherever he pleased.”
2. Omar Khayyam “Rubai”.
3. Brothers Grimm “The Town Musicians of Bremen”.
4. Anne Hogarth "Muffin and His Merry Friends."
5. Ivan Krylov “Fables”.
6. Alan Milne “Winnie the Pooh and all-all-all.”
7. Clive Lewis "The Last Battle".
8. Nikolay Nosov “Dunno in the Sunny City.”
9. Leonid Solovyov “Troublemaker.”
10. Apuleius “Metamorphoses, or The Golden Ass.”
11. Leonid Solovyov “The Enchanted Prince”.