ПравообладателямМотивированный мозг, Симонов Павел
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Монография содержит естественнонаучный анализ ключевых понятий общей психологии: потребностей, эмоций, воли, поведения, индивидуальных (типологических) различий, сознания и неосознаваемых проявлений высшей нервной деятельности человека.

Этот анализ осуществлен с позиций предложенного автором потребностно-информационного подхода и опирается на данные этологии, физиологии высшей нервной деятельности и психофизиологии человека. В заключительных главах рассматриваются вопросы художественного творчества, теории и практики воспитания.

DJVU. Мотивированный мозг. Симонов П. В.
Страница 268. Читать онлайн

ousness thus protects the arising hypotheses («psychic mutations апд recombinations») from the conservatism of consciousness, from the extreme pressure of previously acquired experience. Consciousness however retains the function of selecting these hypotheses by means of iogical analysis and with the help of criterion of practice in à broad context. The neurophysiological basis of superconsciousness is provided by the transformation and recombination of the traces (engrams) stored in the subject's memory, by initial closing of new temporary connections; whether they conform to the reality or not is defined only later on. Superconsciousness is always oriented at satisfaction of the dominant need, its specific contents channelling the direction of «the psychic mutagenesis». The actual controversy between determinism and freedom of choice may be removed only by the complementation principle. Man is not free (determined) from the point of view of an external observer, who considers the determination of by genetic factors and educational conditions. However — and at the same time— шап is free in his choice from his reflecting consciousness' point of 4ем. In choosing the action superconsciousness may suggest as material for the decision-making such trace recombinations of the previously acquired experience that never occurred neither in the subject's activity, nor in the experience of preceding generations. In this and only in this sense we may venture to speak of à specific «selfdetermination» of behaviour as à particular сазе of the process of self-propulsion and self-development of the living nature.

Unlike instruction and training, addressing almost exclusively the child' s consciousness, education (as also art) is impeled to affect the subconsciousness and superconsciousness. Genuine good education presupposes not only the knowledge of moral norms, obeying the rules in order to be awarded or to escape punishment, but impossibility to violate the principles, which have become internal controls of human acts and actions. The subjective unconsciousness of the objective advantages of à socially favourable behaviour is the essence of moral dialectics.

Peter I.. Papitsa wrote in his «Experiment. Theory. Practice». (1981): «No doubt that the developing science of the higher nervous activity will establish even тоге close ties with social sciences... Only on this scientific basis institutions for correct education and training are feasible. Only on this scientific basis it is possible to look for the correct forms of human labour and human leisure. And above all, only on the scientific basis it is possible to create à healthy and efficient structure of the society».

This book is dedicated to broad sections of readers: biologists, physiologists, psychologists, psychoneurologists, teachers and students of art. This «Motivated Вга(п» is à second book after «The Emotional Brain» (1981) and the author hopes to write in future à third — «The Creative Brain: Evolution of Noosphere»

DJVU. Мотивированный мозг. Симонов П. В. Страница 268. Читать онлайн