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• Content
• Introduction
• 1. Concept and specificity of interest
• 2. Features 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 that lives and develops from himself. He is connected with the world around him and needs it. To maintain his existence, a person needs substances and products outside of him; for the continuation of oneself and a kind of 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, a person's need for something outside of him determines the person's connection with the world around him and his dependence on it.

Experienced or realized by a person his dependence on what he needs or what he is interested in, generates an orientation towards the corresponding object. In the absence of what a person has a need or interest in, a person experiences more or less painful tension, anxiety, from which he naturally seeks to free himself. From this, at first, a more or less indefinite dynamic tendency arises, which turns into an aspiration when the point to which everything is directed is already somewhat clearly outlined. As trends become objectified, i.e. the object to which they are directed is determined, they become more and more 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, it is usually associated with emerging, but inhibited motor moments, which enhance the dynamic, directional nature of the tendencies.

The problem of directionality is, first of all, the question of dynamic tendencies, which determine human activity as motives, themselves, in turn, determined by its goals and objectives.

1. Concept and specificity of interest

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

The word "interest" is ambiguous. You can be interested in something and be interested in something. These are different things, although they are undeniably related to each other. 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, public interests - interests in the sense in which we speak of interests in the social sciences - determine "interest" in the psychological sense, determine its direction, are its source. Being in this sense derived from public interests, interest in its psychological meaning is not identical either with public interest in general, or with its subjective side. Interest in the psychological sense of the word is a specific orientation of a person, which is only indirectly conditioned by the awareness of her social interests.

The specificity of interest, which distinguishes it from other tendencies that express the orientation of the personality, lies in the fact that interest is concentration on a certain subject of thought, causing the desire to get to know it more closely, to penetrate deeper into it, not to let it out of sight. Interest is a tendency or orientation of a person, which consists in the concentration of her thoughts on a certain subject. By thought, we mean a complex and indecomposable formation - directed thought, thought-care, thought-participation, thought-participation, which also contains a specific emotional coloring within itself.

As the direction of thoughts, interest differs significantly from the direction of desires, in which the need is primarily manifested. Interest affects the focus of attention, thoughts, thoughts; need - in drives, desires, will. The need evokes a desire in a sense to possess an object, interest - to get acquainted with it. Interests are therefore specific motives of cultural and, in particular, cognitive human activity.

An attempt to reduce interest to a need, defining it exclusively 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 (passing into desire), and not interest. Of course, in a single diverse orientation of the personality, all sides are interconnected. Concentration of desires on some subject usually entails concentration of interest on it, while concentration on the subject of interest and thoughts generates a specific desire to get to know the subject more closely, to penetrate deeper into it; yet desire and interest are not the same.

2. Features of interests

An essential property of interest is that it is always directed towards one or another subject (in the broad sense of the word). If one can still speak of drives and needs in the drive stage as internal impulses reflecting an internal organic state and initially consciously not connected with an object, then interest is necessarily interest in one or another object, in something or someone: there are no pointless interests at all.

The "objectivity" of interest and its consciousness are closely related; more precisely, these are two sides of the same; in the awareness of the object to which the interest is directed, and the conscious nature of the interest is manifested first of all.

Interest is a motive that acts because of its perceived significance and emotional attractiveness. In each interest, both moments are usually represented to some extent, but the relationship between them at different levels of consciousness can be different. When the general level of consciousness or awareness of a given interest is low, emotional attractiveness dominates. At this level of consciousness, there can be only one answer to the question of why you are interested in this and that: you are interested because you are interested, you like it because you like it.

The higher the level of consciousness, the greater the role in interest is played by the 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, it cannot exclude the emotional attractiveness of what arouses interest. In the absence of more or less immediate emotional attraction, there will be a consciousness of importance, duty, duty, but there will be no interest.

The very emotional state caused by interest, or, more precisely, the emotional component of interest, has a specific character that is different, in particular, from the one that accompanies or expresses the need: when the need is not satisfied, it is difficult to live; when interests are not nourished or not, life is boring. Obviously, specific manifestations in the emotional sphere are associated with interest.

Driven by emotional attractiveness and perceived significance, interest manifests itself primarily in attention. As an expression of the general orientation of the personality, interest covers all mental processes - perception, memory, thinking. By directing them along a certain channel, 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 - prompts one to the corresponding activity. Thus, interest generates an inclination or passes into it. We distinguish interest as a focus on the subject, prompting us to do it, and inclination as a focus on the corresponding activity. By distinguishing, we at the same time link them in the most intimate way. But still they cannot be recognized as identical. So, in this or that person's interest in technology can be combined with a lack of inclination towards the activity of an engineer, some of its aspects unattractive to him; thus, within unity, a contradiction between interest and inclination is possible. However, since the object to which the activity is directed and the activity directed to this object are inextricably linked and pass 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... For one, interests are directed towards social work, science or art, while the other - on collecting stamps, on fashion; these are, of course, not equal interests.

In interest in a particular object, they usually distinguish direct and mediated interest. They talk about the presence of immediate interest, when a student is interested in the study itself, the subject being studied, when he is guided by the desire for knowledge; speak of an 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 give ... The ability to show interest in science, art, in public affairs, regardless of personal benefits is one of the most valuable human properties. However, it is completely wrong to oppose direct interest and mediated interest. On the one hand, any immediate 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 a business that is not of immediate interest, but is necessary, important, socially significant. Actually, if you truly realize the significance of the work you are doing, then it will inevitably become interesting because of this; thus, mediated interest turns into immediate.

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

The scope of interests is related to their distribution... For some, interest is wholly focused on one subject or a narrowly limited area, which leads to a one-sided development of the personality and is at the same time the result of such one-sided development. Others have two or even more 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 their strength, this bifocality of interests does not cause any complications ... Otherwise, it can easily lead to a dichotomy, which will slow down activity both in 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 possible in which interests, which are quite broad and multifaceted, are concentrated in one area and, moreover, so connected by the essential aspects of human activity that a rather ramified system of interests can be grouped around this single core. It is this structure of interests that is, obviously, the most favorable for the all-round development of the individual and, at the same time, for the concentration that is necessary for successful activity.

Differente coverage 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 be expressed only in a certain preferred orientation, or turn, of the personality, as a result of which a person is more likely to pay attention to this or that object if it arises apart from his efforts. In other cases, the interest may be so strong that the person actively seeks his satisfaction.

There are many known examples (M.V. Lomonosov, A.M. Gorky) when the interest in science or art among people who lived 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 talk about passive, in the second - about active interest.

Pactive and active interests - this is not so much a qualitative difference between two types of interests, as quantitative differences in their strength or intensity that allow for many gradations. True, this quantitative difference, reaching a certain measure, turns into a qualitative one, which is expressed in the fact that in one case interest only causes involuntary attention, in the second it becomes a direct motive for real practical actions. The distinction 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, though not necessarily, combined with its persistence. For very impulsive, emotional, unstable natures, it happens that this or that interest, while it dominates, is intense, active, but the time for 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 basically determined not so much by it as by its depth, i.e. the degree of connection of interest with the main content and personality traits.

Thus, the first prerequisite for the very possibility of a person's existence of stable interests is that a given personality has a core, a general life line. If it does not exist, there are no stable interests, if it exists, the interests that are associated with it will be stable, partly expressing it, partly shaping it.

At the same time, interests, usually linked together 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, and derivatives, more particular ones. The more general interest is usually the more enduring.

The presence of such a common interest does not mean, of course, that this interest, for example, in painting, in music, is always relevant; it only means that he easily becomes such (one can generally be interested in music, but at the moment not feel the desire to listen to it). Common interests are latent interests that are easily actualized.

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

5. Interests and emotions

Interest, i.e. the focus of attention, thoughts, can cause everything that is somehow connected with feeling, with the sphere of human emotions. Our thoughts easily focus on the dear to us, on the person we love.

Being 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 in monkeys, curiosity is clearly manifested, not directly subordinate to food or any other organic need, a craving for everything new, a tendency to manipulate with every object that comes across, which gave rise to talk about an orienting, research 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 satisfying needs.

The monkey's tendency to manipulate any object has turned in humans into curiosity, which over time has taken the form of theoretical activity to obtain scientific knowledge. Interest can evoke in a person everything new, unexpected, unknown, unsolved, problematic - everything that sets tasks for him and requires him to work with thought. Being motives, incentives for activities aimed at creating science, art, interests are at the same time the result of this activity. An interest in technology was formed in a person as the emergence and development of technology, interest in the visual 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 more and more conscious contact with the world around them and, in the process of education and upbringing, master a historically formed 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. Therefore, interests serve, on the one hand, a means that the teacher uses to make teaching more effective, on the other hand, interests, their formation are the goal of pedagogical work; the formation of full-fledged interests is an essential task of education.

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

The blurred and unstable orientation of the child's interests largely reflects the interests of the social environment. Those interests that are associated with the activities of children acquire relatively greater stability. As a result, children of older preschool age develop "seasonal" interests, hobbies, which persist for a certain, not very long period, then being replaced by others. For the development and maintenance of an active interest in a particular activity, it is very important that the activity gives a materialized result, a new product and that its individual links clearly appear in front of the child as steps leading to the goal.

Essentially new conditions for the development of a child's interests arise with his admission to school and the beginning of teaching various subjects.

In the course of educational work, the interest of schoolchildren is often fixed in a subject that is especially well-posed and in which children are making especially tangible, obvious successes for themselves. Much depends on the teacher. But at the same time, at first these are mostly short-lived interests. Some sort of stable interests begin to develop in the middle school student. The early emergence of stable interests that persist for life is observed only in those cases when there is a bright, early determined talent. Such a talent, successfully developing, becomes a vocation; conscious as such, it determines the stable direction of the main interests.

The most significant in the development of the interests of a teenager is: 1) the beginning of the establishment of a circle of interests, united in a small number of interconnected systems, acquiring a certain stability; 2) switching of interests from the private and the concrete (collecting at school age) to the abstract and general, in particular, the growth of interest in questions of ideology, worldview; 3) the simultaneous emergence of interest in the practical application of the acquired knowledge, in questions of practical life; 4) the growth of interest in the mental experiences of other people and especially their own (youthful diaries); 5) incipient differentiation and specialization of interests. The 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 a teenager develops.

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

Interests are not the product of the child's supposedly self-contained nature. They arise from contact with the outside world; people around them have a special influence on their development. Conscious use of interests in the pedagogical process in no way means that learning should be adapted to the existing interests of students. Pedagogical process, choice of subjects of study, etc. are based on the tasks of education, on objective considerations, and interests should be directed in accordance with these objectively justified goals. Interests can neither be fetishized nor ignored: they must be taken into account and formed.

The development of interests is carried out partially by switching them: proceeding from the existing interest, they develop the one that is needed. But this, of course, does not mean that the formation of interests is always the transfer of existing interests from one subject to another or the transformation of one and the same interest. A person has new interests that come to replace the dying, old ones, as he in the course of his life is included in new tasks and in a new way realizes the significance of those tasks that life sets before him; the development of interests is not a self-contained process. Along with the switching of existing interests, new interests can arise outside of a direct successive connection with the old ones, by including the individual in the interests of the new team as a result of new relationships that he has with others. The formation of interests in children and adolescents depends on the entire system of conditions that determine the formation of the personality. Skillful pedagogical influence is of particular importance for the formation of objectively valuable interests. The older the child is, the greater role can be played by his awareness of the social significance of the tasks that are set before him.

Of the interests that are formed in adolescence, interests that play an essential role in choosing a profession and determining a person's further life path are of great importance. Thorough pedagogical work on the formation of interests, especially in adolescence and adolescence, at a time when there is a choice of a profession, admission to a special higher educational institution that determines the further life path is an extremely important and responsible task. There are significant individual differences in the direction of interests and the ways of their formation.

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

7. Interest as the main factor of personality orientation

Unlike intellectualistic psychology, which deduced 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 resolving it with the currents of modern foreign psychology, which seek a source of motivation only in the dark "depths" of trends 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. The needs and interests of man are therefore historical; they develop, change, rebuild; 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 personality is expressed in diverse, ever expanding and enriching tendencies, which serve as a source of varied and versatile activity. In the process of this activity, the motives from which it emanates change, rebuild and enrich itself with new content.

Conclusion

The individuality of a person - his character, his interests and abilities - always in one way or another reflects his biography, the life path that he passed. In overcoming difficulties, the will and character are formed and tempered, in the pursuit of certain activities, the 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 the formation of certain mental properties in him depends on these social conditions.

The first thing that characterizes a person from the mental side is his interests, in which the orientation of the personality is expressed.

The very fact that our consciousness is directed at a given moment to some particular object is called attention.

Interests are the most important motivating force for the acquisition of knowledge, for expanding a person's horizons, for enriching the content of his mental life. Lack of interests or poverty, their insignificance make a person's life gray and meaningless. For such a person, the most characteristic experience is boredom. He constantly needs something external to entertain, to amuse him. Left to himself, such a person inevitably begins to get bored, because there is no such object, such a matter, which by itself, regardless of external entertainment, would attract him, fill his thoughts, ignite his feelings. A person with rich and deep interests knows no boredom.

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

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

The full development of the personality presupposes a wide breadth of interests, without which the 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 the stability of interests, strength and effectiveness.

Bibliography

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

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

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

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

5. General psychology: Textbook. manual for ped students. institutes / Ed. V.V. Bogoslovsky, etc. - M .: Education, 1981.

6. Rubinstein S.L. Fundamentals of General Psychology. - Peter, Moscow-Kharkov-Minsk, 1999.

7. Stolyarenko L. D. Fundamentals of Psychology: Workshop. - Rostov n / a, 2003.

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In the Russian language there are many words that have different meanings. One of them is the word "interest".

We use it quite often in our everyday speech. But it's worth understanding what interest is in terms of various dictionaries.

Meaning of the word

The very concept of "interest" has many meanings. To summarize, you can derive one explanation that involves all aspects of the concept. So, interest is a positive emotional process, which is associated with the desire to learn new things for oneself about a certain object.

Often this word can describe a strong desire to grasp the essence of the matter, to learn something, to understand, to pay special attention to something. With this meaning, you can often find such an expression in everyday life: "Strong interest in something new." To show interest is to pay special attention to something or someone.

"Interest" reflects the special significance and amusement of any business. For example, this word can reflect a special part of a particular story - "the interest of the story - in the culminating part of the plot."

Sometimes interest refers to what a group of people needs. Many people know such expressions: "I protect my interests" or "It is not in my interests." This explanation may include the concepts of property interest and national.

The word "interest" can also hide some kind of self-interest or benefit. For example, many are familiar with the concept of economic interest, it just emphasizes the process of using incentives for the activities of certain subjects in economic relations.

For example, the interest of a specific project for us consists of its, expediency, etc. See Interest as a lens

Since in the field of practical psychology, interest is most often understood as interest as a state of mind, this article is devoted to this. The correct, more accurate title of this article is Interest as a state of mind.

Interest as a lens and interest as a state of mind

Interest as an objective lens can differ from interest as a state of mind: a person caught fire with something, then went out - his state of interest changes, although nothing has objectively changed. The project objectively remained interesting for him, a person understands this with his mind, but the soul is not there ...

Interest as a state of mind - more

Interesting - what you want to do, what "caught fire". An interesting person is someone with whom you want to communicate.

The interesting thing is that to which we in the field of consciousness assign a bright, light tone and in connection with which we increase our energy, vitality and vitality.

Interest can be involuntary (interesting in itself, without our efforts and attitudes), arbitrary (it is necessary - that's what made it interesting for itself) and post-arbitrary (everything that is needed is interesting in itself).

How to make interest

Conditions of interest

More often, interest arises where there is: a new, new or new opportunity.

To make interest arise, grow and grow stronger (turn into), it helps:

• create comfortable. In particular, to do a new business, and new material -

interest