Closed interests You and I will interpret this term in our own way. These are rare interests and hobbies that most people don't pursue. For example, how many people practice hypnosis? In hypnosis trainings - yes, in average statistics - no. Or

interest

Why is this topic so important?

According to psychologists, the cognitive need is inherent in the child by nature itself. Being developed, it begins to play the role of a motive, constantly encouraging the child to expand his knowledge.
Preschool age is especially favorable for the formation of cognitive needs. It is during these years that the transition from knowledge of the immediate environment to knowledge of the entire surrounding world occurs. How a child experiences this world: he plays, designs, sculpts, draws - he acts. The process of formation of children’s cognitive interests takes place in activities.

It is especially important to actively support any manifestations of the natural craving of children 4-5 years old for knowledge, since a distinctive feature of this age is cognitive activity. At the age of 5 years, children begin preparing for school, which is not limited to obtaining specific knowledge, skills and abilities. The ability to read and count, draw, and physical skills will undoubtedly contribute to the success of school. A child can learn all this through play. The main thing is to awaken the child’s curiosity, interest in solving problem problems, and participating in research games, inviting him to construct numbers and letters from paper, thread, cubes, and model words and sentences in the game.

Essence of interest

As the etymological dictionary of the Russian language indicates, this word was borrowed through the Polish language from German or directly from the German language in the Petrine era. Until the middle of the 18th century it originally meant "benefit, business". The modern meaning is interpreted as “attention to someone, something; entertaining, exciting; importance, significance, benefit, benefit" and arose under the influence of the French interet.
In the 18th century Russian language dictionary, in addition to this definition, an explanation of interest as a property appears: “Interest, a property that binds and forces you to take part in a person, in a business or in an essay”.

Definition of “interest” in pedagogy, psychology and other sources:

The concept of “interest” has many meanings!

As you can see, the concept of “interest” has many meanings. “Interest” also denotes any form of the subject’s orientation toward mastering one or another type of activity, or denotes those forms of activity that are associated with the process of cognition. Sometimes the concept of “interest” is narrowed to the following concepts: attention, curiosity, stimulus and so on. In determining interest there are emotional and volitional aspects - emotion and effort.
Modern philosophy and psychology consider interest not as an isolated psychological phenomenon, but in close connection with the needs and motives that influence all spheres of social life and human life. The content of these concepts is revealed in the works of B.G. Ananyev, E.P. Ilyin, A.N. Leontyev, S.L. Rubinstein and other authors. .
With all the diversity of judgments about the phenomenon of “interest,” there are several main approaches to determining the psychological characteristics of this concept. Interest is understood:

• as an attitude;
• as a need;
• as a cognitive orientation.

In addition, interest is considered as curiosity, attention and positive emotion.

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• Content
• Introduction
• 1. Concept and specificity of interest
• 2.Peculiarities of interests
• 3 Types of interests
• 4 Strength and stability of interest
• 5 Interests and emotions
• 6 Development and role of interests in learning and personality formation
• 7 Interest as the main factor of personality orientation
• Conclusion
• Bibliography

Introduction

Man is not an isolated, closed being who lives and develops from himself. He is connected to the world around him and needs it. To maintain his existence, a person needs substances and products located outside him; To continue oneself and one's kind, a person needs another person. In the process of historical development, the circle of what a person needs expands. This objective need, reflected in the human psyche, is experienced by him as a need. Thus, the need experienced by a person for something that lies outside of him determines the person’s connection with the world around him and his dependence on it.

The dependence experienced or perceived by a person on what he needs or what he is interested in gives rise to a focus on the corresponding object. In the absence of something for which a person has a need or interest, a person experiences more or less painful tension, anxiety, from which he naturally strives to free himself. From here, at first, a more or less indefinite dynamic tendency arises, which turns into aspiration when the point towards which everything is directed is already somewhat clearly visible. As trends become objectified, i.e. the object to which they are directed is determined, they become increasingly conscious motives of activity, more or less adequately reflecting the objective driving forces of human activity. Since a tendency usually causes activity aimed at satisfying the need or interest that caused it, emerging but inhibited motor moments are usually associated with it, which enhance the dynamic, directed nature of the tendencies.

The problem of direction is, first of all, a question of dynamic tendencies that, as motives, determine human activity, themselves in turn being determined by its goals and objectives.

1. Concept and specificity of interest

In ever-expanding contact with the outside world, a person encounters ever new objects and aspects of reality. When, due to certain circumstances, something acquires some significance for a person, it can arouse interest in him - a specific focus of the personality on him.

The word "interest" has many meanings. You can be interested in something and be interested in something. These are different things, although undoubtedly related. We may be interested in a person in whom we are not at all interested, and we may, due to certain circumstances, be interested in a person who is not at all interesting to us.

Just as needs and, together with them, social interests - interests in the sense in which we talk about interests in the social sciences - determine “interest” in the psychological sense, determine its direction, and are its source. Being in this sense derived from public interests, interest in its psychological meaning is not identical either with public interest as a whole, or with its subjective side. Interest in the psychological sense of the word is a specific orientation of the individual, which is only indirectly determined by the awareness of its social interests.

The specificity of interest, which distinguishes it from other tendencies that express the orientation of a person, lies in the fact that interest is a concentration on a specific subject of thought, causing a desire to become more familiar with it, to penetrate deeper into it, and not to lose sight of it. Interest is a tendency or orientation of a person, which consists in the concentration of his thoughts on a specific subject. By thought we mean a complex and indecomposable formation - a directed thought, a thought-care, a thought-participation, a thought-involvement, which contains within itself a specific emotional coloring.

As an orientation of thoughts, interest differs significantly from the orientation of desires, in which the need primarily manifests itself. Interest affects the direction of attention, thoughts, thoughts; need - in drives, desires, will. A need causes a desire to, in some sense, possess an object; interest causes a desire to become familiar with it. Interests are therefore specific motives of cultural and, in particular, cognitive activity of a person.

An attempt to reduce interest to a need, defining it solely as a conscious need, is untenable. Awareness of a need can arouse interest in an object that can satisfy it, but an unconscious need as such is still a need (transforming into a desire), and not an interest. Of course, in a single, diverse personality orientation, all sides are interconnected. Concentrating desires on an object usually entails concentrating interest on it, while concentrating thoughts on an object of interest gives rise to a specific desire to become more familiar with the object, to penetrate deeper into it; but still desire and interest do not coincide.

2.Peculiarities of interests

An essential property of interest is that it is always directed at one or another object (in the broad sense of the word). If we can also talk about drives and needs in the drive stage as internal impulses that reflect the internal organic state and are initially not consciously associated with an object, then interest is necessarily an interest in this or that object, in something or in someone: There are no such thing as pointless interests.

The “objectivity” of interest and its consciousness are closely related; more precisely, they are two sides of the same thing; It is in the awareness of the object to which interest is directed that the conscious nature of interest is manifested first of all.

Interest is a motive that acts due to its perceived significance and emotional appeal. Each interest usually represents both aspects to some extent, but the relationship between them at different levels of consciousness may be different. When the general level of consciousness or awareness of a given interest is low, emotional attraction dominates. At this level of consciousness, to the question of why one is interested in something, there can be only one answer: one is interested because one is interested, one likes it because one likes it.

The higher the level of consciousness, the greater the role in interest played by awareness of the objective significance of the tasks in which a person is involved. However, no matter how high and strong the consciousness of the objective significance of the corresponding tasks is, it cannot exclude the emotional appeal of what arouses interest. In the absence of more or less immediate emotional attraction, there will be a consciousness of significance, obligation, duty, but there will be no interest.

The emotional state itself caused by interest, or, more precisely, the emotional component of interest, has a specific character, different, in particular, from the one that accompanies or in which the need is expressed: when the need is not met, it is difficult to live; when interests are not fed or there are none, life is boring. Obviously, specific manifestations in the emotional sphere are associated with interest.

Being conditioned by emotional appeal and perceived significance, interest manifests itself primarily in attention. Being an expression of the general orientation of the individual, interest covers all mental processes - perception, memory, thinking. By directing them along a certain direction, interest at the same time activates the activity of the individual. When a person works with interest, he is known to work easier and more productively.

3. Types of interests

Interest in a particular subject - science, music, sports - encourages corresponding activities. Thus, interest gives rise to inclination or turns into it. We distinguish between interest as a focus on a subject, prompting us to engage in it, and inclination as a focus on a corresponding activity. While we differentiate, we at the same time connect them in the most intimate way. But still they cannot be recognized as identical. Thus, in one person or another, interest in technology may be combined with a lack of inclination towards the activities of an engineer, some aspect of which is unattractive to him; Thus, within the unity, a contradiction between interest and inclination is also possible. However, since the object to which the activity is directed and the activity directed at this object are inextricably linked and transform into each other, interest and inclination are also interconnected and it is often difficult to establish a line between them.

Interests differ primarily in content; it most of all determines them public value. One's interests are directed toward social work, science or art, another's interests are toward collecting stamps or fashion; these are, of course, not equal interests.

Interest in a particular object is usually distinguished direct And mediated interest. They speak of having direct interest when a student is interested in the study itself, the subject being studied, when he is driven by the desire for knowledge; they talk about indirect interest when it is directed not at knowledge as such, but at something related to it, for example, at the advantages that an educational qualification can provide... The ability to show interest in science, art, and public affairs, regardless of personal benefit is one of the most valuable properties of a person. However, it is completely wrong to contrast direct interest and indirect interest. On the one hand, any direct interest is usually mediated by the consciousness of the importance, significance, value of a given object or matter; on the other hand, no less important and valuable than the ability to show interest, free from personal gain, is the ability to do something that is not of immediate interest, but is necessary, important, and socially significant. Actually, if you truly realize the significance of the work you are doing, then it will inevitably become interesting; thus, indirect interest turns into direct interest.

Interests may further vary by levels of design. The amorphous level is expressed in diffuse, undifferentiated, more or less easily aroused (or not aroused) interest in everything in general and nothing in particular.

The scope of interests is related to their distribution. For some, their interest is entirely concentrated on one subject or a narrowly limited area, which leads to one-sided development of the personality and is at the same time the result of such one-sided development. Others have two or even several centers around which their interests are grouped. Only with a very successful combination, namely when these interests lie in completely different areas (for example, one in practical activity or science, and the other in art) and differ significantly from each other in strength, this bifocality of interests does not cause any complications . Otherwise, it can easily lead to duality, which will hinder activity in both one and the other direction: a person will not enter into anything entirely, with genuine passion, and will not succeed anywhere. Finally, a situation is also possible in which interests, quite broad and multifaceted, are concentrated in one area and, moreover, so connected by the most essential aspects of human activity that a fairly branched system of interests can be grouped around this single core. It is this structure of interests that is obviously most favorable for the comprehensive development of the individual and at the same time the concentration that is necessary for successful activity.

Variousecoverage and distribution of interests, expressed in one or another of their breadth and structure, are combined with one or another of their strength or activity. In some cases, interest can only be expressed in some preferential direction, or turn, of the personality, as a result of which a person is more likely to pay attention to a particular object if it arises apart from his efforts. In other cases, the interest may be so strong that the person actively seeks to satisfy it.

There are many examples (M.V. Lomonosov, A.M. Gorky) when the interest in science or art among people living in conditions in which it could not be satisfied was so great that they rebuilt their lives and went to the greatest sacrifices, just to satisfy this interest. In the first case they speak of passive interest, in the second - of active interest.

Ppassive and active interests- this is not so much a qualitative difference between two types of interests as quantitative differences in their strength or intensity, allowing for many gradations. True, this quantitative difference, reaching a certain measure, turns into a qualitative one, expressed in the fact that in one case interest arouses only involuntary attention, in the second it becomes a direct motive for real practical actions. The difference between passive and active interest is not absolute: passive interest easily turns into active, and vice versa.

interest emotion learning personality

4. Strength and stability of interest

The strength of interest is often, although not necessarily, combined with its persistence. With very impulsive, emotional, unstable natures, it happens that one or another interest, while it dominates, is intense and active, but the time of its dominance is short-lived: one interest is quickly replaced by another. The stability of interest is expressed in the duration during which it retains its strength: time serves as a quantitative measure of the stability of interest. Associated with strength, the stability of interest is fundamentally determined not so much by it as by depth, i.e. the degree of connection between interest and the main content and characteristics of the personality.

Thus, the first prerequisite for the very possibility of a person having stable interests is the presence of a core, a general life line, for a given individual. If it is absent, there are no stable interests; if it is present, those interests that are connected with it will be stable, partly expressing it, partly shaping it.

At the same time, interests, usually interconnected in bundles or, rather, in dynamic systems, are arranged as if in nests and differ in depth, since among them there are always basic, more general ones, and derivative, more specific ones. A more general interest is usually also more stable.

The presence of such a general interest does not mean, of course, that this interest, for example in painting or music, is always relevant; it only means that he easily becomes so (one can be generally interested in music, but at the moment have no desire to listen to it). Common interests are latent interests that are easily actualized.

The stability of these common, generalized interests does not mean their rigidity. It is precisely because of their generalization that the stability of common interests can be perfectly combined with their lability, mobility, flexibility, and variability. In different situations, the same general interest appears as a different interest in relation to changed specific conditions. Thus, interests in the general orientation of the individual form a system of mobile, changeable, dynamic tendencies with a moving center of gravity.

5. Interests and emotions

Interest, i.e. the direction of attention and thoughts can be caused by everything that is in one way or another connected with feeling, with the sphere of human emotions. Our thoughts easily focus on the matter that is dear to us, on the person we love.

Formed on the basis of needs, interest in the psychological sense of the word is in no way limited to objects directly related to needs. Already among monkeys, curiosity is clearly manifested, not directly subordinated to food or any other organic need, a craving for everything new, a tendency to manipulate every object that comes across, which gives rise to talk about an indicative, exploratory reflex or impulse. This curiosity, the ability to pay attention to new objects that are not at all related to the satisfaction of needs, has biological significance, being an essential prerequisite for the satisfaction of needs.

The monkey's tendency to manipulate any object turned into curiosity in humans, which over time took the form of theoretical activity to obtain scientific knowledge. A person can be interested in everything new, unexpected, unknown, unsolved, problematic - everything that poses tasks for him and requires his work of thought. Being motives and incentives for activities aimed at creating science and art, interests are at the same time the result of this activity. Interest in technology was formed in a person with the emergence and development of technology, interest in fine arts - with the emergence and development of visual activity, and interest in science - with the emergence and development of scientific knowledge.

In the course of individual development, interests are formed as children come into increasingly conscious contact with the world around them and, in the process of learning and upbringing, master the historically established and developing culture.

6. Development and role of interests in learning and personality formation

Interests are both a prerequisite for learning and its result. Education is based on the interests of children, and it also shapes them. Interests therefore serve, on the one hand, as a means that the teacher uses to make teaching more effective, on the other hand, interests and their formation are the goal of pedagogical work; the formation of full-fledged interests is the most essential task of learning.

Interests are formed and consolidated in the process of activity through which a person enters a particular area or subject. Therefore, young children do not have any established stable interests or channels that would determine their direction for any length of time. They usually have only a certain mobile, easily excited and quickly fading direction.

The blurred and unstable direction of the child’s interests largely reflects the interests of the social environment. Those interests that are associated with children's activities acquire relatively greater stability. As a result, children of senior preschool age develop “seasonal” interests, hobbies that last for a certain, not very long period, then being replaced by others. To develop and maintain active interest in a particular activity, it is very important that the activity produces a materialized result, a new product, and that its individual links clearly appear to the child as steps leading to the goal.

Significantly new conditions for the development of a child’s interests arise when he or she enters school and begins learning various subjects.

During educational work, the interest of schoolchildren is often fixed on a subject that is especially well presented and in which children make especially tangible, obvious successes to themselves. Much here depends on the teacher. But at first these are mostly short-lived interests. A high school student begins to develop somewhat stable interests. The early emergence of stable interests that last a lifetime is observed only in cases where there is a bright, early-determined talent. Such a talent, successfully developed, becomes a vocation; realized as such, it determines the stable direction of basic interests.

The most significant thing in the development of a teenager’s interests is: 1) the beginning of establishing a range of interests, united in a small number of interconnected systems that acquire a certain stability; 2) switching interests from the private and concrete (collecting at school age) to the abstract and general, in particular the growth of interest in issues of ideology and worldview; 3) the simultaneous emergence of interest in the practical application of acquired knowledge, in issues of practical life; 4) growing interest in the mental experiences of other people and especially one’s own (youth diaries); 5) beginning differentiation and specialization of interests. Focus of interests on a certain field of activity, profession - technology, a certain scientific field, literature, art, etc. occurs under the influence of the entire system of conditions in which the adolescent develops.

The dominant interests are manifested in predominantly readable literature - in the so-called reader's interests. Teenagers have a significant interest in technical and popular science literature, as well as in travel. Interest in novels, and in fiction in general, increases mainly in adolescence, which is partly explained by the interest in inner experiences and personal moments characteristic of this age. Interests at the stage of their formation are labile and more susceptible to the influence of environmental conditions. Thus, the interest in technology usually inherent in teenagers has especially increased in connection with the industrialization of the country.

Interests are not a product of the child’s seemingly self-contained nature. They arise from contact with the surrounding world; The people around them have a special influence on their development. Conscious use of interests in the pedagogical process in no way means that teaching should be adapted to the existing interests of students. Pedagogical process, choice of subjects, etc. are based on the objectives of education, on objective considerations, and interests must be directed in accordance with these objectively justified goals. Interests cannot be fetishized or ignored: they must be taken into account and formed.

The development of interests is accomplished partly by switching them: based on an existing interest, they develop the one that is needed. But this, of course, does not mean that the formation of interests is always a transfer of existing interests from one subject to another or a transformation of the same interest. A person has new interests that replace dying, old ones, as he becomes involved in new tasks in the course of his life and realizes in a new way the significance of the tasks that life sets for him; The development of interests is not a closed process. Along with the switching of existing interests, new interests can arise without a direct successive connection with the old ones, by including the individual in the interests of the new team as a result of the new relationships that he develops with others. The formation of interests in children and adolescents depends on the entire system of conditions that determine the formation of personality. Skillful pedagogical influence is of particular importance for the formation of objectively valuable interests. The older the child, the greater the role that his awareness of the social significance of the tasks that are set before him can play.

Of the interests that develop in adolescence, the interests that play a significant role in choosing a profession and determining a person’s future life path are of great importance. Careful pedagogical work on the formation of interests, especially in adolescence and youth, at the time when a profession is being chosen, admission to a special higher educational institution, which determines the future path of life, is an extremely important and responsible task. Significant individual differences are observed in the direction of interests and the ways of their formation.

From interest, as a specific focus on a particular subject, inclination, as a focus on the corresponding activity, is separated. Thus, a branched system of personality manifestations and their psychological concepts is revealed, thanks to which the personality itself, from a dead scheme, as it is often depicted in psychology courses, turns into a living being with its own needs and interests, its own demands and attitudes.

7. Interest as the main factor of personality orientation

In contrast to intellectualistic psychology, which derived everything from ideas, from ideas, we put forward, giving it a certain place, the problem of tendencies, attitudes, needs and interests as diverse manifestations of personality orientation. However, we disagree in its resolution with the currents of modern foreign psychology, which seek the source of motivation only in the dark “depths” of tendencies inaccessible to consciousness, no less, if not more, than with intellectualistic psychology, which ignored this problem.

The motives of human activity are a reflection of the objective driving forces of human behavior more or less adequately refracted in consciousness. The very needs and interests of the individual arise and develop from the changing and developing relationships of a person with the world around him. Man's needs and interests are therefore historical; they develop, change, restructure; the development and restructuring of existing needs and interests is combined with the emergence, emergence and development of new ones. Thus, the orientation of the individual is expressed in diverse, ever expanding and enriching trends, which serve as a source of diverse and versatile activities. In the process of this activity, the motives from which it comes change, are restructured and are enriched with ever new content.

Conclusion

A person’s individuality - his character, his interests and abilities - always, to one degree or another, reflects his biography, the life path that he has passed. In overcoming difficulties, will and character are formed and strengthened, and in engaging in certain activities, corresponding interests and abilities are developed. But since a person’s personal life path depends on the social conditions in which a person lives, then the possibility of developing certain mental properties in him depends on these social conditions.

The first thing that characterizes a person from the mental side is his interests, which express the direction of the personality.

The very fact of directing our consciousness at a given moment to a specific object is called attention.

Interests are the most important motivating force for acquiring knowledge, expanding a person’s horizons, and enriching the content of his mental life. Lack of interests or poverty, their insignificance makes a person’s life gray and meaningless. For such a person, the most characteristic experience is boredom. He constantly needs something external to entertain and amuse him. Left to himself, such a person inevitably begins to get bored, because there is no such object, such a thing, which in itself, regardless of external entertainment, would attract him, would fill his thoughts, would ignite his feelings. A person with rich and deep interests does not know boredom.

When characterizing a person’s orientation, we, first of all, pay attention to the content and breadth of his interests.

If a person’s orientation is limited to just one isolated interest, which has no support either in a worldview or in a genuine love for life in all the richness of its manifestations, then no matter how significant the subject of this interest is in itself, neither normal development nor a full life is possible personality.

Full development of personality presupposes a greater breadth of interests, without which a rich content of mental life is impossible. The abundance of knowledge that amazes us, which distinguishes many outstanding people, is based on such a breadth of interests, as well as stability of interests, strength and effectiveness.

Bibliography

1. Gamezo M.V., Domashenko I.A. Atlas of psychology. - M.: Education, 1986.

2. Gippenreiter Yu., Romanova V. Psychology of individual differences - M: Moscow University, 1982.

3. Krutetsky V.A. Psychology - M: Education, 1988.

4. Leontyev A.N. Activity. Consciousness. Personality. - M., 1975.

5. General psychology: Textbook. manual for pedagogical students. institutes / Ed. V.V. Bogoslovsky and others - M.: Education, 1981.

6. Rubinshtein S.L. Fundamentals of general psychology. - Peter, Moscow-Kharkov-Minsk, 1999.

7. Stolyarenko L.D. Fundamentals of psychology: Workshop. - Rostov n/d, 2003.

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