Почуття провини та моральний розвиток особистості: психолого-педагогічні аспекти

Abstract

(uk) У статті розглянуто психологічну природу переживання почуття провини. Висвітлено функції провини, зовнішні та внутрішні критерії здатності до її переживання. Акцентовано увагу на значенні феномену провини в моральному розвитку особистості. Зазначено, що молодший шкільний вік є найбільш сприятливим для розвитку почуття провини. Розкрито роль почуття провини у формуванні особливостей подальшої поведінки і вчинків дитини та розвитку її моральної сфери.

(ru) В статье рассмотрена психологическая природа переживания чувства вины. Освещены функции вины, внешние и внутренние критерии способности к ее переживанию. Акцентировано внимание на значении феномена вины в нравственном развитии личности. Указано, что младший школьный возраст наиболее благоприятный для развития чувства вины. Раскрыта роль чувства вины в формировании особенностей дальнейшего поведения и поступков ребенка и развития его моральной сферы.

(en) The role of the phenomenon of guilt in the moral development of the individual is explored in the article. Blame is seen as an adaptive mechanism that participates in the processes of self-regulation and performs a control and evaluation function in them. The psychological nature of the guilt experience is characterized as a feeling that arises in the process of realizing the discrepancy between the moral norms assigned to the indiv dual and his or her actions. It is emphasized that guilt is a regulatory mechanism that ensures the harmonization of external behavioral and internal psychological structures, while fulfilling an integrative function, as well as the function of self-control through the awareness of the inconsistency of one’s own actions with appropriated moral standards. Guilt performs the following basic functions: acts as a moral regulator in maintaining norms of prosocial behavior; participates in the formation of self-esteem; contributes to the prevention of mental disorders. The feeling of guilt gives the person information about his behavior, reflects on the successful interaction with the external environment, the process of socialization and adaptation in society. In the educational process, you can use only the positive function of guilt, the occurrence of which depends on the individual characteristics of the child, features of his experience, as well as features of physiological development. In order to develop a sense of guilt, it is necessary to fulfill three psychological conditions: acceptance by the person of moral values; assimilation of sense of moral responsibility and observance of these values; sufficient capacity for self-criticism as a condition for perceiving contradictions between real behavior and accepted values. At the end of younger school age, children gradually develop the ability to regulate their own volitional behavior, the ability to control their actions and, in general, to obey them. This period is the most favorable for the development of guilt. The child’s sense of guilt is at the heart of the formation of features of further behavior and actions and the development of its moral sphere.