The influence of public culture on a person. The influence of culture on a person

16.04.2019

The influence of culture on personality development.

Sveklin Andrey Petrovich, Sveklina Yulia Aleksandrovna

Culture never remains motionless: it arises, develops, degrades, it spreads from one country to another, and is transmitted from past generations to future ones. Culture describes changes or modifications in the characteristics of a society over time and space. This is a complex process that occurs continuously. Let's look at the influence of culture on the development of a person's personality.

A little bit of history. Culture, inextricably linked with socialization, gave impetus to the development of humanity. Between 100,000 and 75,000 years ago, a more “modern” species of homo sapiens appeared, which evolved into homo sapiens sapiens by 40,000 years ago. The body and brain have not advanced significantly since then. Gestures and behavior patterns, language and speech etiquette, forms of clothing that cover the body, and hairstyles that adorn the human head. And these are just a few touches that indicate how far we have come human culture from the very moment when man ceased to improve biologically.

Culture has greatly influenced the development of humanity, but it also had a noticeable influence on the development of a person’s personality, because culture and personality are inextricably linked. On the one hand, culture shapes one or another type of personality. A common historical past, historical memory, space-time concepts, group conscience, mythology, religious doctrines, generally accepted rituals - this is not a complete list of those factors that influence the formation of personality in a culture. On the other hand, personality recreates, changes, discovers new things in culture and gives it dynamics.

Of course, culture is the engine of human development, but here its dual effect on a person’s personality is manifested. Thus, the famous Austrian psychologist and founder of psychoanalysis S. Freud said that a person suppresses the original principle within himself, observes laws, accepts moral norms and rules, and hides the signs of the unconscious within himself. Freud views culture as a repressive mechanism. Part inner world The super-ego with its strict limitations is the result of the cultural process, of those new prohibitions in the sphere of drives that are generated by the specifics of human society. People become neurotic as a result of pressure from cultural and moral norms. However, by generating restrictions, culture creates opportunities for the transformation of forbidden drives, which Freud calls sublimation, meaning sublimation, “sublimation,” putting desires rejected by culture into an acceptable, approved form. Such types of sublimation are religion and art.

K. Horney had a similar opinion. She pointed out that the living conditions in every culture give rise to some fears. She says that a person can be subject to fears, that they are imposed on every individual living in a given culture, and that no one can escape them. Also, motivational forces and conflicts are not the same across cultures.

However, without culture it is difficult to imagine the full development of a person’s personality, since through the transfer of cultural experience a person’s socialization, mastery of language, behavioral patterns, etc. can be carried out. Thus, the great Russian psychologist L. S. Vygotsky said that in the process of his development, a child learns not only the content of cultural experience, but the techniques and forms of cultural behavior, cultural ways thinking. Cultural development consists in the assimilation of such methods of behavior that are based on the use and use of signs as means for carrying out one or another psychological operation; consists precisely in mastering such auxiliary means of behavior that humanity created in the process of its historical development, and such as language, writing, the number system and others.

Positive influence culture is considered by sociology. Atsociological approach culture is interpreted as a social institution that gives society a systemic quality, allowing it to be viewed as a stable integrity, distinct from nature. Here the functioning of public institutions and subsystems of culture (material, political, spiritual) is largely identified. Culture is considered from the point of view of its functioning in a specific system of social relations and institutions that determine the roles and norms of behavior of people in society.

A number of concepts emphasize the role of culture as a source of information in unity with its processing, interpretation and translation. Culture is also considered as a mechanism for the transmission of social experience, different from precultural.

It should be noted that cultural elements are actively used in providing psychological assistance, and fairytale therapy can serve as an example. Even in ancient times, a fairy tale acted not only as a measure of readiness for initiation, but also as a kind of “career guidance test”: according to the reaction to certain stimuli contained in it, “divine affiliation” to a particular field of activity was revealed. Until now, fairy tales are a means moral education, as they suggest behaviors that may be most appropriate at different stages cultural development society.

Let's look at everyone as an example of fairy tale therapy famous fairy tale“Kolobok” and get acquainted with its interpretation.

So, each of us has known the content of the fairy tale “Kolobok” since childhood. AND,Probably everyone has thought about its meaning at least once. And most often the thoughtstopped at what is on the surface, that is, on the moral side.The moral meaning of this tale is often used by children's educators. In suchinterpretations: Kolobok is a small child who wants to quickly learn the structure of life. His path in the forest along which he rolls is nothing more than a life path with trials. The most important lesson of this tale is that Kolobok, without askingpermission from adults, left home.For an older child, for example a primary school student, a new one is added to these first lessons. It lies in the fact that the time will come when you yourself will go to explore the world, and on the way you will meet different types of people. The fairy tale warns that there are hare people, wolf people, bear people, and then there are the most difficult ones - fox people. Be attentive, study people, take a closer look at them, change your positions when communicating with each of them, but keep your core, your zest within yourself.So,children will see the metaphorical plot of a fairy tale and feel the life of its main character; this is closer and clearer to them than just the words of an adult.

To summarize, we can say that culture has a huge impact both on society as a whole and on a person’s personality. It is important to note that culture can provide us with resources for solving problems, in particular psychological ones. However, there is a question about the correctness of their use. Also, culture is a mirror human soul, reflecting all his activities, all the good and all the bad. A good example of this is the novelOscar Wilde's "The Picture of Dorian Gray". Where the cultural embodiment of the human soul is a portrait of a young man, which reflects all his actions. Taking all this into account, to make the world a better place, what needs to be impacted: the individual, the culture, or both?

Literature

Berdnikova A, psychologist - Magazine “Mom and Baby” No. 11, 2006.

Vachkov I.V. Introduction to fairy tale therapy. – M. Genesis, 2011

Vygotsky L. S. The problem of the cultural development of the child (1928) // Vestn. Moscow un-ta. Ser. 14, Psychology. 1991.N4. pp. 5-18

Kravchenko A. I. Culturology: Tutorial for universities. – 3rd ed. M.: Academic Project, 2002.- 496 p.

Culturology: Textbook / Ed. Prof. G.V. Dracha. – M. – Alfa-M, 2003, - 432 p.

Horney K. Neurotic personality of our time. – M., 1993.

Personality is one of those phenomena that is rarely interpreted in the same way by two different authors. All definitions of personality are determined in one way or another by two opposing views on its development. From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, and the social environment plays a very insignificant role. Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that personality is a certain product, completely formed in the course of social experience. In our work we will proceed from the fact that a person is created and becomes a person as a result of communication and activity, and this process is called socialization. (Vygotsky L.S., A.N. Leontiev, D.B. Elkonin, etc.)

Methods of socialization of the individual in each culture are different. Turning to the history of culture, we will see that each society had its own idea of education. Socrates believed that to educate a person means to help him “become a worthy citizen,” while in Sparta the goal of education was considered to be the education of a strong, brave warrior. According to Epicurus, the main thing is independence from outside world, "serenity".

First of all, it should be noted that a certain cultural experience is common to all humanity and does not depend on what stage of development a particular society is at. Thus, each child receives nutrition from elders, learns to communicate through language, gains experience in the use of punishment and reward, and also masters some other most common cultural patterns. At the same time, each society provides almost all of its members with some special experience, special cultural samples that other societies cannot offer. From social experience, common to all members of a given society, a characteristic personal configuration arises, typical of many members of a given society. For example, a personality formed in a Muslim culture will have different traits than a personality raised in a Christian country.

General cultural values are clearly visible in the personality modality. Modal personality is understood as the most common type of personality, which has some features inherent in the culture of society as a whole. Thus, in every society one can find individuals who embody the average generally accepted traits. They talk about modal personalities when they mention “average” Americans, Englishmen or “true” Russians. The modal personality embodies all those general cultural values that society instills in its members in the course of cultural experience. These values are contained to a greater or lesser extent in every individual of a given society.

Cross-cultural psychology deals with the influence of culture on human behavior. This is a relatively old area of psychological science; unfortunately, it is little studied by domestic psychologists, unlike Western psychologists.

Both the development of a person’s higher mental properties and his personal characteristics are subject to the influence of culture. Cross-cultural research has tested the doctrine of “mental unity,” which holds that human mental processes are the same, universal, and common to the entire species. Homo sapiens. This doctrine arose in the 19th century, and then doubts about its truth arose. Thus, in the works of O. Comte, E. Durkheim and other sociologists, the decisive importance of the social community for the properties and behavior of the individual was emphasized. L. Lévy-Bruhl, having studied primitive thinking from the same position, came to the conclusion: in order to study thinking, one should analyze the culture to which the individual belongs. Any culture can be characterized by the totality of common views, or “collective ideas”, that exist within it. It is in them, L. Levy-Bruhl believed, that the reason for the “pre-logical” nature of primitive thinking, in contrast to the thinking of a normal European.

Criticism of L. Lévy-Bruhl's explanatory concepts did not prevent other researchers from confirming his data. Thus, the modern American psychologist J. Bruner, known for his work on perception and thinking, tried to create a theory connecting culture with the development of cognitive processes.

According to his theory, thinking is the result of the internalization of “tools” developed in a given culture, to which he includes not only technical tools, but also symbolic systems. Cultures differ not only in the tools they create, but also in the social institutions that transmit knowledge and skills in using tools.

A discussion of the concepts put forward that explain the influence of culture on the psyche is not included in the tasks to which this chapter is devoted. Therefore, we turn to other data indicating cross-cultural differences in cognitive processes. There are known studies by W. Hudson, in which it was discovered that Africans from traditional societies do not understand the conventions of representation when perceiving paintings and photographs, which are natural from the point of view of Europeans. These include the use of foreshortening to convey perspective - European children adequately perceived the image of a man climbing the stairs, and African children believed that he was crippled, since he had one leg shorter than the other. A number of researchers note that the natives do not recognize familiar objects or terrain in photographs, and do not even recognize themselves and their family members. When completing the task of drawing a cow in profile, an African child draws all four hooves, two horns and two ears, i.e. everything that he knows, although he does not see. A European child draws what he sees when looking at the animal in profile - one ear, one eye, etc.

Evidence has been obtained that there are differences in depth perception even if a person observes natural real scenes rather than paintings. Thus, K. Turnbull, in his ethnographic study of pygmies living in the Iturbi forests, describes an incident when he and a pygmy came out of the forest. Cows grazing could be seen in the distance. The pygmy mistook them for ants, although he had seen cows before, but had never observed them from afar.

Along with perception, the features of memory were studied. Many studies have found that social significance and interest in what is being remembered influence the success of memorization. Thus, the African shepherd had an excellent memory for cows and plants, but almost did not remember information related to time, since everyday life a villager's life depended little on time, flowed according to its own rhythm and did not obey a strict schedule. Thus, the selectivity of memory is its universal property, manifested in representatives different nations and cultures. But there is evidence of the presence of special methods of memorization among peoples who do not have a written language. Since their knowledge is stored in living memory, and not in books, for better preservation cultural experience, special auxiliary means are used, such as rhyme, rhythm, repetition, etc.

J. Piaget's tasks for understanding the principle of conservation were often used in studies of non-European cultures (P. Greenfield, P. Deissen, etc.). Psychologists everywhere discovered the same stages and the same sequence in the development of understanding of the principle of conservation of weight, volume, length and quantity, which were described by J. Piaget in his work with Geneva children. However, the pace of development of such understanding in non-Western cultures was slower than in the West. However, it should be noted that the pace of development of other mental characteristics is not the same among representatives of different cultural communities. The researchers explained this by the action of three factors associated with the characteristics of culture: the nature of the activities of members of a particular culture, the nature of learning and participation in social interaction with people at a higher level of development

This is proven by studies comparing educational systems in different cultures, as well as those skills, abilities and knowledge that are primarily transmitted to the younger generation. Cross-cultural studies on infants using the Bayley and Gesell scales have shown that African children in the first year of life have higher rates of mental development than Europeans. K. Super, having reviewed these results, did not find evidence of earlier neurophysiological development in African children,

which could explain their advanced mental development. Therefore, he turned to the peculiarities of upbringing, observing the behavior of African mothers and babies, talking with Africans. In particular, he found out that in Kenya it is customary to start teaching children to sit and walk very early, for which special techniques have been developed. Thus, K. Super observed how a baby in the second month of life is taught to sit: he is placed in a specially made hole in the ground, and a blanket rolled up around it is placed around it, providing support for the child. He stays in this sitting position every day. long time until he learns to sit on his own. Also, already in the second month, the child is taught to walk, supported by his hands and forced to move by jumping.

Summarizing his observations and the results of other researchers, K. Super concluded that the faster motor development of Africans in the first year of life compared to the British is associated with the peculiarities of their education system. This, however, does not mean that African children are ahead of their English peers in other areas of the psyche. For example, they later learn to crawl, since they spend three times less time on the floor than English children. Traditions of caring for a baby are also reflected in the development of its sensory skills. Thus, the more often he is in a supine position, the faster his spatial and manipulative skills develop; The more often he is picked up and held in an upright position, the better his visual skills develop.

Differences in learning among older children also affect their development. For example, R. Serpell found that the perceptual characteristics of children from Zambia are much less developed than those of their European peers, since they are not taught drawing and design at school; they simply do not exist in the culture of this people.

But even in cases where visual activity is supported cultural traditions, the content and technique of the drawing reflect cultural factors. “Whether a child draws a wide panoramic view or small scenes from life, individual objects or pictures, whether his images are fictional or realistic - all this largely depends on the culture around him. In certain groups, action predominates in the drawings, in others - stationary objects and figures. The arrangement of objects in the picture also differs in different groups Oh"

All these works show that cultural differences related to traditions and methods of teaching and upbringing determine the characteristics of the development of representatives of different cultural communities, changing the relative importance and priority of individual indicators of mental development. Differences between representatives of different cultures arise not due to the specifics of the cognitive processes themselves, but due to different developmental conditions (different “context”). Depending on the experience acquired in a particular area, on the nature and methods of training, representatives of different cultures will have certain knowledge, skills and abilities that allow them to cope with those problems that arise in the life of a particular society and require resolution from its members.

Thus, anthropological and psychological studies indicate that differences in cognitive processes are due to the action of specific cultural and subcultural factors. The cultural factor influences every person, giving a special shade to the way in which a person develops from the very beginning. Therefore, a personality with all its inherent properties is also dependent on belonging to a particular group.

As an example, let us consider how the uniqueness of national cultures influences the formation of certain personality traits. University of Southern California professor N. Imamoto compared the behavior of American and Japanese mothers caring for infants. Observations were carried out daily for 4 hours for three years. He found that Japanese women immediately respond to every child's demand. If a child begins to cry, they immediately pick him up and rock him to sleep. The child feels peace and security through the mother's hugs and touches. The same model of behavior is used by other adult family members, repeating the actions of the mother. The Japanese baby is not familiar with the feeling of loneliness; he is constantly among people. As a result, he develops the ability to fit into a group, subordinate his interests to it, compromise, respect and veneration for elders. Seclusion and the need for autonomy are not encouraged in Japanese society.

An American mother behaves differently with her baby. She tries to influence him mainly with words, talks to him, tries to distract him, switch his attention to something in the environment if the child is crying. Thus he develops cognitive interest, curiosity, the ability to keep oneself occupied, to be autonomous, independent.

One more example. Cross-cultural studies of frustration reactions have shown that Japanese children aged 6-9 years are more likely to exhibit self-criticism, self-blame and remorse than European and Indian children. This is associated with authoritarianism in Japanese families. At the same time, the peculiarities of family education in India lead to greater independence of children, who, when difficulties and problems arise, rely mainly on their own strengths and almost do not turn to the adults around them for help.

Thus, the nature of educational influences, features of maternal care and child-parent communication vary in different cultures and contribute to the formation of different types of personalities. It is important that these personality traits, specific to each culture, correspond to the nature of the requirements cultural group to its members, ensuring their adaptation to their environment. The idea of the existence of the so-called “national character” is not a myth inherent in ordinary consciousness, but a reality confirmed by psychological research.

The life activity of society is multi-sphere (labor, politics, economics, ethics, aesthetics, law, family, religion, etc.) Each sphere of society’s life corresponds to a certain level of culture achieved by it as a qualitative characteristic of its life activity. Culture plays an important role in human life and society, which consists, first of all, in the fact that culture acts as a means of accumulation, storage and transmission of human experience. It is culture that makes a person an individual. An individual becomes a member of society, a personality as he socializes, i.e. mastering knowledge, language, symbols, values, norms, customs, traditions of one’s people, one’s social group and all humanity. The level of a person’s culture is determined by his socialization - familiarization with cultural heritage, as well as the degree of development of individual abilities. Personal culture is usually associated with developed creative abilities, erudition, understanding of works of art, fluency in native and foreign languages, accuracy, politeness, self-control, high morality, etc. All this is achieved through the process of upbringing and education.

Culture brings people together, integrates them, and ensures the integrity of the community. But while uniting some on the basis of some subculture, it contrasts them with others, separating wider communities and communities. Cultural conflicts may arise within these broader communities and communities. Thus, culture can and often does perform a disintegrating function. During the socialization of values,

ideals, norms and patterns of behavior become part of the individual’s self-awareness. They shape and regulate her behavior. We can say that culture as a whole determines the framework within which a person can and should act. Culture regulates human behavior in the family, school, at work, at home, etc., putting forward a system of regulations and prohibitions. Violation of these regulations and prohibitions gives rise to certain sanctions, which are established by the community and supported by the force of public opinion and various forms institutional coercion. Culture, which is a complex sign system, transmits social experience from generation to generation, from era to era. Apart from culture, society does not have other mechanisms for concentrating the entire wealth of experience that has been accumulated by people. Therefore, it is no coincidence that culture is considered the social memory of humanity.

Culture, concentrating the best social experience of many generations of people, acquires the ability to accumulate a wealth of knowledge about the world and thereby create favorable opportunities for its knowledge and development. It can be argued that a society is intellectual to the extent that it fully utilizes the wealth of knowledge contained in the cultural gene pool of humanity. All types of society that live on Earth today differ significantly, primarily on this basis. In the sphere of work, everyday life, and interpersonal relationships, culture, one way or another, influences the behavior of people and regulates their actions, and even the choice of certain material and spiritual values. The regulatory function of culture is supported by such normative systems as morality and law.

Representing a certain sign system, culture presupposes knowledge and mastery of it. Without studying the corresponding sign systems, it is impossible to master the achievements of culture. Thus, language (oral or written) is a means of communication between people. Literary language acts as the most important means of mastering national culture. Specific languages are needed to understand the world of music, painting, and theater. Natural sciences also have their own sign systems. Culture as a certain value system forms very specific value needs and orientations in a person. By their level and quality, people most often judge the degree of culture of a person. Moral and intellectual content, as a rule, acts as a criterion for appropriate assessment.

Thus, the cultural system is not only complex and diverse, but also very mobile. It is a living process, the living destiny of peoples, constantly moving, developing, changing. Culture is an integral part of the life of both society as a whole and its closely interconnected subjects: individuals, social communities, social institutions.

Bibliography

Andreev A.N. Culturology. Personality and culture. - M., 1998.
Arnoldov A.I. Introduction to cultural studies. - M., 1993.
Markova A.N. Culturology.-M., 1995.
Revskaya N.E. Culturology. Lecture notes. - M., 2001.
Sokolov E.V. Culturology. - M.: Interprax, 1994.

Introduction

2. Ethno-cultural component

7. Genes are information carriers

Conclusion

Social development humanity has been well studied, and its laws are formulated by historical materialism. The spontaneous development of social forms through socio-economic formations is inherent only to a person in a group, and is in no way connected with his biological structure. There is not a single person on Earth outside the ethnic group. Ethnicity in the human mind is a universal phenomenon.

The norms and values of individual groups or microcultures are called ethnic models, which affect many areas of life, including the sphere of education, including creative ones.

Ethnicity is the process of identifying oneself and others using ethnic labels. For example, subjective attributes reflect a person's ethnic self-identification. An objective definition of ethnicity is based on sociocultural criteria.

The goal facing us in this work is to consider the ethno-cultural component - as an opportunity to realize the child’s creative abilities in musical education.

The objectives of the work are to study the problem of the influence of the social environment on a person; consider what the ethno-cultural component is and how it affects the development of the child’s creative abilities.

1. The problem of the influence of public culture on a person

One of the first researchers to pay attention to the influence of culture and emphasize its importance was B. Simon in 1958. B. Simon especially sharply emphasized that the assessments of the subjects that the researcher receives primarily reflect not their true capabilities, but the social conditions in which they were born and raised. As an example, a number of verbal tests are given using words that the child must know the meaning of in order to answer the test questions well. The words used in the tests are better known to some children, worse to others, and for others they are not known at all. Thus, children who did not have the opportunity to read extensively or develop spoken language were at a disadvantage.

B. Simon's research applies only to English children, that is, children brought up in one national culture, despite all its diversity. Naturally, these properties of tests become brighter when representatives of different ethnic groups, different national cultures, as well as people from a different social environment become the objects of diagnosis. IN last years Diagnostic research is expanding to include children and adults who have been raised and formed in environments different from what is generally referred to as European culture, such as some African ethnic groups.

The formation of individual psychological differences between people is influenced by socio-economic and cultural factors. The role of heredity cannot be ruled out either. The identified characteristics of people are considered as a product of the joint action of the environment and heredity.

Now let's look in more detail at how social culture influences a person and his development.

It must be said that culture includes both abstract and material elements. Let's look at their differences. Abstract elements are understood as values, beliefs, ideas, personality types, and religious ideas. Material components include books, computers, tools, buildings, etc.

Culture gives a person awareness of himself as an individual and an understanding of acceptable patterns of behavior. The most important ideological and behavioral aspects formed under the influence of culture are:

Awareness of oneself and the world;

Communication and language;

Clothing and appearance;

Food culture;

Concepts of time;

Relationships;

Values and norms;

Faith and beliefs;

Thought processes and learning;

Work habits.

Values are beliefs or social norms that unite individuals. Norms are rules of behavior developed by a group based on the consent of all its members.

Culture is passed on from generation to generation, primarily through social institutions such as family, school, and religion. Previous experiences and interactions with peers are also sources of cultural values. So, three institutions - family, religion and school - make a huge contribution to the transmission and assimilation traditional values and prepare the ground for a harmonious perception of new realities.

2. Ethno-cultural component

People constitute a separate ethnic group depending on how common the members of the ethnic group are to have features of worldview and worldview that are different from the views of other ethnic groups. Just as human behavior is determined by culture and social environment, it is also determined by a sense of one’s own ethnicity.

The concept of ethno-cultural component distinguishes between such cultures as, for example, the culture of the indigenous inhabitants of a country; culture national groups; culture of religious and ethnic groups. And then there are multicultural societies, such as the United States, Russia and Singapore, where cultural diversity and equality are highly valued.

Microcultures form around nationality, religion, and geographic location. Some ethnic groups contribute more to a country's cultural diversity than others, but the variables that are important to success are generally the same for everyone, regardless of ethnicity.

The influence of the ethno-cultural component on the development of people’s creative abilities is enormous. Each ethnic group has its own cultural characteristics and creative achievements in art, literature, and music.

Since the purpose of this work is to consider the ethno-cultural component as an opportunity to realize creative abilities in the musical education of a child, we should consider the relationship between the ethno-cultural component and the psychology of the creative education of a child.

3. Children's creativity

Sometimes the creative abilities of children border on genius, especially if they provide the opportunity to get ahead of their time and comprehend new areas of knowledge and experience.

If we take a point of view that has a pronounced social overtones and agree that talent is not a lucky gift given by nature, but the result of special optimal conditions of learning, hard work and curiosity, then the statement that an individual who has not received an education cannot be considered talented, far from true. It has long been proven many times that even in the most democratic society people are not born with the same abilities.

The main question that interests us in this work is the question of whether the environment can have a serious impact on the development of a child’s creative abilities? Today there is debate in psychology about this. Many scientists believe that the environment and external environment are important only for the disclosure and application of natural talent.

Others, on the contrary, are convinced that every child is influenced by his environment and, accordingly, is a product of his environment. Consequently, creative abilities are formed under the influence of psychodynamic influences, that is, under the influence of an environment that can be benevolent or hostile to it.

It should be said that the practical implementation of our innate inclinations increases the functional capabilities of the body, and beneficial influence environment makes this process more productive.

The development of innate abilities is possible only if there is an environment conducive to their development, and the environment helps the development of abilities only if there is a good hereditary basis. If there is no such basis, then the environment is powerless. If the environment does not have its beneficial effect, then the best inclinations may be unclaimed.

The interaction of good hereditary material and the favorable influence of the environment creates optimal conditions for the development of creative abilities.

Regarding the influence of the ethno-cultural component on the development of children's creative abilities, numerous studies have shown that in terms of development and talent, all people of different ethnic groups are equal.

Let us give an example of such an equality. The young violinist takes the stage. Behind her is one of the most famous symphony orchestras in the world. At only 12 years old, she already enjoys well-deserved authority among musicians and critics who highly value her performing skills. When the famous American conductor first heard the young talent play, she impressed him so much that he invited the girl to be a soloist in a concert of the New York Philharmonic Orchestra. She delighted the audience with her performance of Paganini's Concerto No. 1. The name of this violinist is Sarah Chang, she was born in America in a family of Korean immigrants. The public, having learned about Sarah Chang's Asian-American origin, was very surprised. Since many psychologists have proven that the level of intelligence and creativity is lower than that of whites.

Let us say once again that people experience a weak or, conversely, a serious influence of the ethnic models of the microculture in which they were raised. Each person is susceptible to these influences to varying degrees. In addition, an individual may simultaneously belong to several ethnic groups, the level of exposure of which is not the same.

4. Musical education of children

Not in any area creative activity nature has not endowed people with talents as generously as in music, which is explained by the properties of music itself, which conveys the deepest emotional states of a person. The ability to transform notes into rhythmically organized sounds is common to many of us. Otherwise, there would not be so many wonderful orchestras and instrumental ensembles, there would be no bright soloists-musicians playing various instruments.

Due to the complexity of the art of music, the abilities of musically gifted children begin to develop and manifest themselves under the guidance of experienced teachers. Parents are usually the first teachers.

What is most important in the musical education of a child and the development of his creative abilities in this area? Here are some examples in musical development famous musicians different eras and the influence of the environment and ethno-cultural component on their abilities.

It must be said that the ancestors of many gifted musicians were peasants, artisans, and small artisans, which was typical of those times.

Being the son of a French emigrant, F. Chopin loved Poland very much and considered it his homeland. As a child, he was particularly interested in the history of Poland's struggle for independence. Chopin tried to express the freedom-loving mood of the Polish people in music.

F. Mendelssohn was born in Berlin into the family of a Jewish banker. His father, by converting to Christianity, “gave himself access to European culture.” F. Mendelssohn began studying music at the age of 7; music was the boy’s passion.

Musically gifted children must demonstrate their abilities throughout their lives by demonstrating the ability to feel and understand the piece being performed.

It's impossible to say. That the realization of creative abilities in music is something unknowable. The creative process in music is realized in complex, winding ways. The process of educating young musicians is so different from one teacher to another; the role of transcendental things plays a great role in it.

Music, as they used to say, is the art of time. This expression implies the fact that when performing and perceiving music, its interpreter, as well as the listener, experiences the process of constructing a musical work. IN Lately Problems of creative education of the individual in science are increasingly moving to the forefront of psychology. The process of musical education is an extremely complex and multifaceted area. However, it is in musicology that education is particularly acute.

However, no matter what aspects of musical education we are talking about, the main condition is the following: any, even the most particular and narrow problem must be solved based on the fullest possible realization creative process this teacher.

5. Realization of musical abilities in different cultures

The historical certainty of the existence of not a single and common for all nations and peoples, classes and social groups culture, and the multitude of unique cultures with their subcultures deprives of any scientific significance the position that representatives of various cultures supposedly have equal opportunities when they realize their abilities in creativity. It took a lot of economic, ideological and political upheavals for the role of national cultures to become understood and taken into account. The peculiarities of culture penetrate not only into the psychological content of creative education methods; culture also affects the very procedure for realizing a person’s creative potential.

The values and norms of ethnic microculture are in conflict with the values of macroculture.

Let's consider the features of the national culture of France. Since within the framework of this work we are interested in musical culture, then we will proceed from the fact that French songs are very diverse. They are narrative, lyrical, sad, comic, descriptive, gallant. The variety of manifestations of the French “chanson” is characteristic. These melodies are bright, fresh, and memorable. They are, as a rule, more or less related to folk songs. Musical basis The folk song genres of France are extremely heterogeneous. National self-awareness and deep feelings of patriotism for their native country serve as the development of the creative potential of the French.

Spain has produced a large number of musical figures. Creation outstanding composers Spain was based on folk song and dance. Precisely because the musical art of Spain was created by the people, it gained great strength and was able to therefore go beyond the country and spread to other countries.

As for the realization of creative abilities in the musical education of children, vocal polyphony is developed in Spain. But what is most valuable is folk art and realism.

American culture. IN in a certain sense, the true American culture is that of the Native Americans, although many ethnographers and psychologists see them as one of the ethnic minorities that are part of the majority culture.

The term African-American, or "black", culture does not refer to skin color, but to a shared cultural heritage. Its roots are in the history of America, which began with slavery, discrimination and suffering, restrictions on many rights, exclusion from many areas cultural life. Poverty of schools and, accordingly, low levels of education hinder the development of creative potential. Since school does not provide enough skills to develop the creative abilities of African-American children, they get them on the streets. Today we know the music of “blacks” - rap, or street music.

Asian culture is traditionally characterized by hard work, strong family ties, deep respect for education, as well as other values that become the key to success in any field of science and art.

As for the Germans, the German people are one of most musical peoples peace. During the 18th – 19th centuries, Germany put forward a whole galaxy of classics, whose art played a huge role in the subsequent development of German and world culture. Many tunes that sounded during the campaign, in battle, and on vacation were borrowed from folk art, became entrenched in the musical life of wide sections of the population of the village and city and infused fresh intonations into German musical life.

6. Identification, development and improvement of young talents

In recent years, the task of identifying and developing talented children has been identified as a priority, although it is too early to talk about success. In Germany, for example, this is due to special reasons. Even in the recent past, under Nazism, in Germany the theory of racial inequality, of “elitism,” a special historical mission of the German race, called upon to command other, “inferior” races, was vigorously promoted.

Under these conditions, the education of a “strong personality”, a true Aryan, was the main goal of all educational institutions.

If we proceed from the Marxist teaching, according to which “man was created by labor,” then the personality of a young man should accordingly be formed in the process of study. Under Stalin, all intelligence tests were strictly prohibited. Georg Lukács, one of the most educated and sensible Marxist philosophers, was critical of all attempts by the Stalinists to prove the rationality and fairness of the egalitarian approach. He, without hiding his irony, said that “talent is already a deviation from the norm.” The changes that took place in the life of society after the death of Stalin could not but affect the public education system. In the Soviet Union and other socialist countries, schools began to open for especially gifted children.

Each talent is unique and therefore requires especially careful and delicate handling. A talented person is more prone to introspection and self-esteem.

Having traced the life path of so many famous people, the American scientist Benjamin Bloom came to the conclusion that their talent developed and improved with the caring participation of parents and teachers. However, neither parents nor teachers should ever forget that a talented child is just a child who is especially vulnerable and susceptible to the influence of the adult world. It is worth saying a few words about general abilities children, not only musical ones. Abilities, according to a far from complete classification, without taking into account some transitional forms, can be divided into four types:

Artistic ability is that a brilliant musician, for example, can also be a brilliant mathematician;

Psychomotor abilities, that is, the ability to control their body, children with such abilities become athletes and dancers;

Social abilities - this means the ability to quickly find contact with people of different types, characters, and inclinations; children with such abilities become psychologists, salesmen, managers, conductors;

Intellectual abilities general, which are implemented in various spheres of human activity.

It must be said that when a child’s abilities are underestimated, his behavior pattern changes dramatically. He becomes demanding, aggressive, irritable, and may suddenly stop communicating with everyone or react violently to even the most harmless remark.

To work with gifted children, in addition to special knowledge, tact, patience, and special delicacy are required. Special tests are being developed to help parents and teachers. The accuracy of assessing a child's abilities largely depends on how attentive and observant parents and teachers are.

How can family and school promote the creative development of a child? In a family where books and newspapers are read, political and other issues are discussed, the child develops faster than in specially designed programs.

As for the musical development of a child in the family, for development it is necessary to create an appropriate microclimate. A child should grow up in a calm, friendly environment and feel protected. Musical activities contribute to the development of the child's senses.

After the parental home, school occupies an important place in the development and upbringing of a child. A wise, experienced, attentive teacher will definitely help talented child in its development. The development of a child’s abilities is also possible within the framework of a comprehensive school, subject to the organization of extracurricular activities. additional classes. Gifted children, collected in special classes and schools, may find themselves isolated from other children. If capable child for some reason he has to leave a special school and go to a general education school, this usually causes him severe mental suffering, which can lead to depression and even mental illness.

Intelligence is the power that helps you penetrate into the depths of things. The main task of a society of any type of culture is not only the formation of a highly moral personality, but also to reveal the creative abilities of each child.

7. Genes are information carriers

Previously, the outstanding abilities of gifted children caused only general surprise and admiration; they wrote about them, but did not try to study or scientifically explain this phenomenon.

A gifted child, according to scientists, is a direct “hit of genes on target.” In some families, talent in a certain area is passed down from generation to generation. In particular, in families of actors, children show acting abilities early, and they follow in the footsteps of their parents. The musical talent in the Bach family, German musicians from Thuringia, was inherited by several generations for more than 200 years. Great-grandfather Johann Bach, a famous musician, had three sons who were gifted with brilliant musical abilities, and several grandchildren who played the organ, harpsichord, and cello beautifully. Great-grandson Johann Sebastian Bach, whose talent was especially clearly revealed in his mature years, was already composing musical plays at the age of 6.

The inheritance of musical abilities indicates the genetic nature of talent. Research scientist Revezh noted that 85% of musically gifted children had parents who also had musical abilities. Musical talent was usually inherited from the father. Bach, Beethoven, Bellini, Bizet, Vivaldi, Weber, Liszt, Mozart inherited talent from their father. And only Gounod, Grieg, Mendelssohn and Rubinstein are from their mother.

Scientists do not yet have enough scientific data to explain why musical talent is more often inherited on the paternal side and why mathematical talent is often inherited after musical talent.

Heredity refers to the ability of an organism to reproduce certain parental characteristics in subsequent generations. However, they are not inherited ready quality and properties, but only prerequisites, makings for them. How these inclinations develop will largely depend on the environment, on whether it will promote or inhibit their development.

From a genetic point of view, the secret of early giftedness no longer seems so mysterious. The information contained in the genes, or, better said, the gene commands that control the development of the brain, is very important.

This ensures mental activity a person, the level of his intelligence increases, which in turn makes it possible to judge the degree of his talent.

Let us give examples of musical talents. One of the most bright examples early - in childhood– Wolfgang Amadeus Mozart was a manifestation of musical genius. He was a musician of universal talent. The life and work of this great composer fully reflected the brilliance and poverty of a musical genius. Much of what Mozart had to experience also befell other great composers, perhaps in a milder or slightly different form.

As for the ethno-cultural component as the source of Mozart’s musical talent, his ancestors lived in the Bavarian part of Swabia. Mozart's father, a strict and reserved man, had a great sense of responsibility and peasant ingenuity. U little Mozart He had a phenomenal ear for music and a rare musical memory. At the age of four, a boy could tell a professional musician that his violin was out of tune by a quarter tone. Mozart's music has outlived its creator for centuries. His music became part of the divine world, pristine nature. The rigor and precision of construction are surprisingly combined with melodiousness and melody. Mozart's work is genius in the true meaning of the word.

8. Diagnosis of children's creative abilities

In modern conditions special meaning acquires the creation of psychodiagnostic techniques that allow us to identify and evaluate various aspects of the child’s psyche. In a variety of types of creative activity, important qualities include such mental characteristics as selectivity of perception, observation, working memory, flexibility of thinking, speed of generalization and assessment of the situation, and decision-making.

It is obvious that the child’s creative abilities should be manifested and developed in play and learning activities. School plays an important role in the creative development of a child. In the process of assimilation of knowledge, skills, abilities, children develop. Currently, the school puts forward one of the main tasks: the development of such qualities of a child’s personality that provide him with the opportunity to independently acquire new knowledge, flexibly and quickly use it in situations not directly specified by training. The implementation of this task involves not only the special construction and organization of the process of acquiring knowledge, skills and abilities, but also the purposeful formation of various aspects of the child’s personality. And this is due to the need to determine the content and structure of creative development, to develop scientifically based methods for identifying and assessing its various aspects for more effective formation in the learning process.

The complexity of the nature of creative formations, the variety of factors influencing their formation and development, determine many difficulties in the creation and use of methods. The main core of creative development, as already mentioned, is the development of the child’s intellect.

Emphasizing special role intelligence in the holistic system of human mental and creative development, some researchers attribute it, along with social adaptation and performance, to the main resources of the individual. In the totality of human creative potential, intellectual development ranks leading place, since it directly determines the degree of readiness to assimilate and process knowledge and skills, provides the ability to adapt to new conditions, actively transform them, plan and evaluate one’s actions, set goals and predict their intermediate and final results, and organize past experience into systems.

There are many different definitions of intelligence, among which the following three are the most famous:

Ability to learn;

Ability to operate with abstract relationships;

Adaptation to a new situation.

In psychology, problems of the creative development of a child are being studied very intensively. In studying this problem, psychologists proceed from general theoretical principles related to the development of the child as a whole. Various research schools and directions are trying to determine the content of this concept and explore the formation creative features and intelligence under the influence of the cultural component, its manifestation at various stages of age and individual development. Research showing the enormous role of education in the creative and intellectual development of children has acquired a wide scope; various systems of educational influences have been identified; a close connection was discovered between the level of intellectual development and the content of training, which ensures the formation of theoretical generalizations of a truly scientific nature.

9. Cultural analysis modern education

The sphere of pedagogy, psychology and education is, on the one hand, a specialized area of culture that ensures the transmission of socially significant experience accumulated in society; on the other hand, it is a special, relatively independent subculture.

The implementation of the idea of education in organizational and other aspects leads to the formation of a social institution of education and a corresponding educational subculture. Their functioning and development are supported by a system of norms, governing bodies, a system of reproduction of functional roles, and means of communication. In the culturally advanced countries of Germany, Russia, England, France, and the USA, the social institution of education took shape in the second half of the 19th century. Within the framework of this institute, the idea of education was not only fully realized, but also received further development.

Research within the framework of educational psychology, as well as innovative teaching practice, lead to a new image of a person. It is on the ideas and ideals of man that the concepts of education ultimately rest. Content and purpose pedagogical activity are to introduce a young person into life, equipping him with all the necessary knowledge, skills, and abilities.

The goal of training and education in any ethno-cultural formation is the formation of creative activity in the child, which will open up the opportunity for a specialist to generate new methods and types of activities himself, to enter into professional spheres that are new to him, and will allow him to short term reorient the focus of his work. Today this thesis has been reinterpreted as a requirement not just to broadcast information, but to teach generalized methods of activity, thinking itself.

Culture is the totality of the existing material and spiritual living conditions of people, the established ways of their activities, customs, social institutions, including the education system itself, a totality that forms a kind of living organism, an equilibrium and at the same time dynamic system. Finally, culture is also the conscious, purposeful, creative activity of individuals and communities, the desire to maintain traditions, improve and streamline life, make any changes, and resist destructive, inhumane tendencies.

The new idea of education should come not so much from the idea of preparing a growing person for maturity, preparation that involves the assimilation of knowledge, but from the idea of involving a person in the active process of discovery and mastery of the world. The teacher must open up new realities for the student, help him enter them, and share his own experience of immersion in these worlds of mastering them. Not so much to teach, but to charge with interest, captivate, help, share experience. In turn, the student, discovering new worlds for himself, entering them, mastering them, must consider education as a fundamentally two-way process. Not only directed to the world, but also addressed to the student himself. Education involves work aimed at oneself, at one’s own change. In the new idea of education, the discovery and mastery of the world is inseparable from the discovery and mastery of oneself; the path to the world is at the same time the path to oneself, discovering oneself, “listening” to one’s nature and spirituality, cultivating new strengths, abilities, sensations and experiences.

A necessary requirement of modern education is the ethical orientation of human development. An educated person is a person of culture, a well-mannered person who contributes to the preservation of culture and strengthens it. An educated person is precisely a person, and not a specialist or an individual, and a cultural person, prepared for life. Prepared not only for normal life and well-functioning production, but also to tests, to a change in lifestyle, to changes. It cannot be assumed that in an era of a general crisis of culture, the painful formation of elements of a new culture, global transformations and shifts, children will avoid changes, problems, and painful metamorphoses. Just as the educational requirement associated with the ability to learn and relearn has become natural, it should become a natural requirement for an educated person to be ready for challenges, for repeated changes in his ideas, worldview, and attitude. In particular, therefore, the content of modern education cannot be reduced to knowledge and subjects, and educational technology cannot be reduced to teaching knowledge and its passive assimilation.

It is equally important to take into account the requirement arising from the very spirit of our time, namely: educational influences must be individual from a certain period, i.e. provide the individual with freedom to choose an educational path. Starting from adolescence, a person’s personality develops, which is characterized by the desire for independent behavior, the formation of a self-concept, an individual attitude, a program life path, some work on yourself. From this period, a person can no longer perceive education simply as something given to him from birth, like food, air or living conditions, he develops to it own attitude. Moreover, it can begin to form itself. A similar step, occurring earlier in some and later in others, marks the merging of education with self-education.

It is no less important that the transition to self-education is associated with a different type of psychological change: education through self-education is subordinated in this case to the goals of personal growth and improvement, it becomes a moment of a person’s mental activity, a form of his cultural existence.

10. Reforms creative education children in various ethno-cultural formations

Perhaps the most impressive thing in the field of education at present is the permanent reforms of education. One might even say that we live in an era of permanent pedagogical experiment. For example, it is known that to replace the Russian classical school and gymnasium late XIX- the beginning of the 20th century, first came the proletarian school of the 20-30s, then the Soviet classical school with a unified program and a stable composition of academic subjects. But since the 70s, various experiments have been carried out at the school and the movement of innovative teachers has been gaining strength; both new training programs and new organizational forms of the school have been proposed. Today we are seeing individual attempts to revive the pre-revolutionary school on a new basis.

Western pedagogy and school naturally developed somewhat differently than Soviet ones, but a similar pattern can be traced here: pedagogical reforms and experiments have practically been going on since the beginning of the century. Alternative pedagogy is also developing.

In most plans for the development of children, the problem arises of the feasibility of what was planned and calculated. It is known that many reforms of creative education in our country and in Europe did not achieve their goals, although they had a certain impact on the development of education.

A factor that impedes the implementation of reforms is noted, such as inconsistency or contradiction in the goals of the reform. If we bring together all the requirements for creative education imposed by the philosophy of education, we have to admit that many of them are not consistent with each other. Indeed, a number of these requirements are ideals formulated in normative form, and their feasibility has not been discussed; other requirements for education are guidelines for modernization, but the program and resources for such modernization, as a rule, are not specified. In addition, it must be taken into account that different requirements for education are put forward by different subjects acting on behalf of different groups of the population, different spheres of culture and economics.

Today there is a pluralism of cultures and heterogeneity of culture. As a consequence, there are many subjects and heterogeneous requirements for creative education. Currently, we are not dealing with a single practice of creative development of the child; on the contrary, as a response to multicultural civilization and freedom of educational choice, different, significantly different types of pedagogical practices are being formed.

The ethno-cultural approach to the innovative creative activities of teachers has come a long way in many countries and ethnic groups.

For example, most of the cultural regions of the Earth have become the field for ethnographic research by American scientists. The first studies were carried out to study the cultures of the indigenous population of North America, then the sphere of interest of American researchers included Latin America, Africa, Oceania and Asia. A voluminous and unique material on the history of culture was collected and systematized, which served as a source for sociocultural analysis.

A feature of the American school of cultural and creative development of children, in addition to the peaceful coexistence and mutual enrichment of various methodological approaches, is the use of the creative heritage of predecessors, which allows us to talk about the continuity of traditions in the American school of development.

Later in the American school there was a change in orientation from the study of non-Western, preliterate cultures to the study of cultures of all types, including post-industrial society. US culture is becoming one of the objects of careful study. External habitual working conditions have changed - the field of ethnographic research has sharply narrowed with the disappearance of many local cultures from the face of the Earth.

It should be said about the emergence of a racial-cultural school of creative research. The main idea is the decisive influence of the racial factor on the development of a child’s creative abilities. This school was formed in conditions of the struggle for existence and natural selection, the dominance of the biological approach in sociology, the widespread use of all kinds of anthropometric measurements and attempts to biologically classify races. Of course, all this could not but affect the peculiarities of the development of racial culture and the development of creative abilities of children of this ethnic group.

A special place is occupied by the spiritual school for the creative development of children. The basis of this school was the consideration of stories of “experience” in musical works many great composers. Types of “life” were considered to be of equal value.

Let us say once again that in psychology, culture is a sociological designation for learned behavior, that is, behavior that is not given to a person from birth, is not predetermined in its innate form, but must be learned anew by each new generation, through learning from adults.

The ethno-cultural component is the forms of habitual behavior common to a group, community or society. It consists of tangible and intangible elements.

Conclusion

In conclusion, we will conclude that culture in the broad ethnographic sense is composed in its entirety of knowledge, beliefs, art, morality, laws, customs and some other features, abilities and habits acquired by man as a member of society.

It should be said that all studies of the creative development of children with early age are associated with the general progress of scientific knowledge developing at the intersection of the sciences about man, his spiritual activity and creativity. In this work, we examined issues such as gifted or brilliant children, as well as the nature of talent.

In this work, our goal was to consider the ethno-cultural component as an opportunity to realize creative abilities in the musical education of a child. We looked at various examples of how the abilities of children of a certain ethno-cultural component are realized. Using examples of various famous figures of musical art of the past and present. We also looked at the origins of children’s genius in music. We studied the working methods of various schools working to develop the creative potential of children. Thus, the goal set for us has been achieved.

In the process of work, we examined such concepts as culture, ethno-cultural component and its influence on the creative abilities of children, and studied the influence of the environment on the development of a child. Thus, we achieved the tasks set for us at the beginning of the work.

Bibliography

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4. Meisner T. Realized and unrealized abilities. – Moscow: “Kron-press”, 2000. – 289s.

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Introduction

2. Ethno-cultural component

4. Musical education of children

5. Realization of musical abilities in different cultures

6. Identification, development and improvement of young talents

7. Genes are information carriers

8. Diagnosis of children's creative abilities

9. Cultural analysis of modern education

10. Reforms of creative education of children in various ethno-cultural formations

Conclusion

The social development of mankind has been well studied, and its laws are formulated by historical materialism. The spontaneous development of social forms through socio-economic formations is inherent only to a person in a group, and is in no way connected with his biological structure. There is not a single person on Earth outside the ethnic group. Ethnicity in the human mind is a universal phenomenon.

The norms and values of individual groups or microcultures are called ethnic models, which affect many areas of life, including the sphere of education, including creative ones.

The goal facing us in this work is to consider the ethno-cultural component as an opportunity to realize the child’s creative abilities in musical education.

1. The problem of the influence of public culture on a person

B. Simon's research applies only to English children, that is, children brought up in one national culture, despite all its diversity. Naturally, these properties of tests become brighter when representatives of different ethnic groups, different national cultures, as well as people from a different social environment become the objects of diagnosis. In recent years, diagnostic research has expanded to include children and adults who were raised and formed in environments different from what is generally referred to as European culture, such as some African ethnic groups.

Now let's look in more detail at how social culture influences a person and his development.

Awareness of oneself and the world;

Communication and language;

Clothing and appearance;

Food culture;

Concepts of time;

Relationships;

Values and norms;

Faith and beliefs;

Thought processes and learning;

Work habits.

Values are beliefs or social norms that unite individuals. Norms are rules of behavior developed by a group based on the consent of all its members.

Culture is passed on from generation to generation, primarily through social institutions such as family, school, and religion. Previous experiences and interactions with peers are also sources of cultural values. So, three institutions - family, religion and school - make a huge contribution to the transmission and assimilation of traditional values and prepare the ground for a harmonious perception of new realities.

2. Ethno-cultural component

The concept of ethno-cultural component distinguishes between such cultures as, for example, the culture of the indigenous inhabitants of a country; culture of national groups; culture of religious and ethnic groups. And then there are multicultural societies, such as the United States, Russia and Singapore, where cultural diversity and equality are highly valued.

3. Children's creativity

Sometimes the creative abilities of children border on genius, especially if they provide the opportunity to get ahead of their time and comprehend new areas of knowledge and experience.

If we take a point of view that has a pronounced social overtones and agree that talent is not a lucky gift given by nature, but the result of special optimal conditions of learning, hard work and curiosity, then the statement that an individual who has not received an education cannot be considered talented, far from true. It has long been proven over and over again that even in the most democratic society, people are not born with the same abilities.

The main question that interests us in this work is the question of whether the environment can have a serious impact on the development of a child’s creative abilities? Today there is debate in psychology about this. Many scientists believe that environment and external environment are important only for the discovery and application of natural talent.

It should be said that the practical implementation of our innate inclinations increases the functional capabilities of the body, and the beneficial influence of the environment makes this process more productive.

The interaction of good hereditary material and the favorable influence of the environment creates optimal conditions for the development of creative abilities.