Intellectual function of a productive social character

Abstract

The humanistic-psychological aspect of the problem of the totalitarianism psychological basis, in particular racism, is the formation of resistance to totalitarian ideas among the citizens of those states that have chosen the path of social progress. It is shown that this basis is formed by conscious and unconscious conformists and individuals who are unable to understand socio-political and socio-economic realities on their own due to a low IQ level. Thus, it has been proven that the formation of psychological resistance to totalitarian ideas should be based not on the development of the intellect, but on character education. If intelligence is not only the IQ level, but also a derivative of a person’s independence and courage, and stupidity and dullness – from fear and subordination, then what is needed is not an increase in “intelligence”, but the education of a productive social character of citizens, which is characterized by independence, persistence, love of life in all its healthy and beautiful manifestations. Therefore, the intellectual function of a productive social character is its constant focus on solving socio-political tasks, solving social problems from the standpoint of humanistic spiritual values. The primary condition of formation of such a character is the development of the ability to love, which is born in the process of communication with a child, saturated with generous manifestations of sincere love, from its birth. Then there is a full-fledged gaming activity (“fair game”). Satisfaction the benevolent self-regulation in such a game corresponds to the emotion-motivational center of decency as an essential component of a virtuous social character, therefore, which accelerates its development. he age-related transition of the leading developmental function from communication to play does not reduce the power of sincere love for a child in terms of enriching his biophilia. A sufficient condition for a child’s full-fledged development is his cognitive activity, which requires significant mental and volitional efforts, which are most effectively motivated by the curiosity of the learning process. Students should be primarily got interested by the content of the subjects of the artistic-aesthetic cycle, because a full-fledged artistic-aesthetic activity is interesting, exciting, creative, and because their main task is precisely the education of a spiritual orientation of a personality. Self-actualization is a person’s work on himself, which powerfully develops biophilia. Personalities who are self-actualized love their work, enjoy their professional competence and self-realization, which is a significant component of biophilia. A set of self traits is developed in them, that perfectly correspond to a productive social character.