Activity definition. Types of human activity and their forms Activity, its types and definitions

a category of social philosophy that expresses a specifically human way of relating to the world, affirming a person in being through the transformation of the natural and social conditions of his existence. In the process of D., not only nature and society are transformed, but all the social properties and abilities of a person are created. The concept of D. presents diverse forms of human activity in various spheres of public life (economic, political, legal, cultural D.), as well as various aspects of human life (mental, physical, internal, external, creative, creative, constructive, free, destructive D., etc.). In addition, D. is subdivided into spiritual and material, theoretical and practical. Spiritual (mental, theoretical) D. is a purposeful production of social ideals, values, ideas, concepts, and ideas. The world is explained and constructed through spiritual D., goals are formed, the means for achieving them are chosen, and an ideal plan for D. is created. In the process of D., the creative creation of culture is carried out. The structure of D. is expressed by the relationship of its structure-forming elements: goal, means, result, subject, object. In the goal, the subject recognizes an unsatisfied need, creates an ideal image of the necessary object, determines the choice of the object, means and methods of action of the subject. The goal, thus, becomes the system-forming principle of D. D. is a complex integral system of diverse connections and relationships in which a single scheme (structure) of D. is realized, the subject-object relationship of a person to the world, an objective attitude to the world is formed as an object of subjective transformations, the most important defining characteristics of human subjectivity arise and are confirmed. In D., social life appears as an objective-active interdependence of the life of individuals, and a person - as a subject of knowledge and practice, the measure of subjectivity of which is the objective world created by him. The goals and norms of D. are perceived by the individual as the most important social values and are experienced by him as his own meaningful life guidelines and motives for actions, thereby acquiring personal meaning. In the objective world created by man, the basic social characteristics of individuals are imprinted, their most important properties and abilities are manifested. D., thus, becomes a space for the self-realization of individuals. However, in the conditions of an antagonistic society, the objective world created by man is alienated from him and his D. , enslaves its creator, defining the goals, norms and forms of its actions. The nature of the attitude of the subject of D. to its results is the most important characteristic of the development of society. In D., a special relation of a person to another arises - a relation of use, which has become a kind of substance of specific forms of social and individual existence. The appropriation of the world through D. forms in the individual a value orientation to possession, which Marx defined as an alienated and transformed form of human sensibility. D. not only satisfies the needs of a person, but also establishes and functions regulating individual behavior, the basic social relation "dominance - submission", which manifests itself in all specific types and forms of organization of D. Various forms of D. are ways of socializing an individual, becoming a personality, identification of the individual. Social identification is carried out by identifying an individual with a certain socio-cultural role that ensures his entry into the system of social relations and their stability. In the process of socialization, two opposing tasks are solved: the self-preservation of society, which implies the maximum adherence of individuals to given patterns, and the self-preservation of the individual, who asserts his own uniqueness and freedom by refusing leveling standards. However, in activities oriented towards possession, freedom is possible only as a recognized and applied in practice natural and social necessity. Acting according to the logic of the object and according to the logic of the subjective goal*, the individual manifests his subjectivity as a “cunning” of the mind that connects and separates, controlling the laws of a different plan, due to which the activity not only satisfies, but also creates and develops a special socio-cultural need - the need for power. The category D. in social science acquires the most important methodological significance; it is a research method for understanding and explaining the essence of the social existence of individuals, their separation and interdependence.

Any D. includes a goal, a means, a result, and the process of D., and, therefore, an integral characteristic of D. is its awareness. D. is real driving force societies. progress and a condition for the very existence of society. At the same time, the history of culture proves that D., as such, is not an exhaustive basis for human beings. existence. If the basis of D. is a consciously formulated goal, then the basis of the goal itself lies outside D., in the sphere of man. motives, ideals and values. Modern scientific and technical development more and more demonstrates that not only D. in the field of art or morality, but also scientific, cognizant. D. gets its meaning in the final analysis, depending on its morals. orientation, from its influence on human. existence. On the other hand, the dependence of D. itself on other social factors is expressed in the fact that in different types of culture it occupies a significantly different place, acting as a carrier of the highest meaning of human. being, then as a necessary, but by no means respected condition of life.

There are diverse classifications of forms of D. - the division of D. into spiritual and material, industrial, labor and non-labor, etc. With t. sp. creative D.'s role in social development Of particular importance is its division into reproductive (aimed at obtaining an already known result by known means) and productive creativity, or creativity associated with the development of new goals and means corresponding to them, or with the achievement of known goals with the help of new means.

In the history of knowledge, the concept of delusion has played and continues to play a dual role: firstly, as an ideological principle, an explanatory principle, and secondly, as a methodological principle. the foundations of a number of social sciences, where human D. becomes the subject of study. as a worldview. principle, the concept of D. was established starting with it. classical philosophy, when in Europe. culture, a new concept of personality, characterized by rationality, diverse areas of activity and initiative, triumphed, and the prerequisites were created for considering D. as the basis and principle of all culture. Kant took the first steps towards this point of view. Fichte was the first to raise D. to the rank of the universal foundation of culture, considering the subject (“I”) as pure amateur activity, as free activity, which creates the world (“not-I”) and focuses on ethical. ideal. But since Fichte introduced a number of non-active factors (contemplation, conscience, etc.) as decisive criteria for D., he thereby undermined the unity of his concept.

The most developed rationalist. the concept of D. was built by Hegel. From the standpoint of objective idealism, he interprets D. as a pervasive characteristic of the abs. spirit, generated by the immanent need of the latter in self-change. Ch. he assigns a role to spiritual D. and its highest form - reflection, i.e., self-consciousness. This approach allowed Hegel to build an integral concept of D., within the framework of a swarm center. the place is occupied by the clarifying and rationalizing work of the spirit. In the concept of Hegel, the situation is subjected to analysis, the dialectic of the structure of D. (in particular, the deep interdetermination of goals and means), a number of profound remarks are made on the socio-historical. conditionality of D. and its forms.

In the post-Hegelian bourgeois philosophy, the concept of D., developed by German. classical idealism is sharply criticized, while the emphasis shifts from the analysis of the rational components of goal-setting to the deeper layers of consciousness that are found in human life. Kierkegaard opposed the Hegelian concept. He opposes the will to the rational principle in man, and D., in which Kierkegaard sees functioning detached from true being, opposes life, man. existence. Voluntarist and irrationalist. the line (Schopenhauer, Nietzsche, E. Hartmann, etc.), which considers the will as the basis of world and individual existence, puts impulse and experience in place of rational goal-setting (i.e., D.). This trend has been continued in modern existentialism. However, in con. 19th century implemented and other philosophies. a line that emphasizes the interpersonal (general human) components of culture, which act as regulators of D. and its orientation (the Baden school of neo-Kantianism with its doctrine of values, Cassirer and his concept of the role of sign structures). Husserl's phenomenology denied self-sufficiency to the forms of dialectic that had developed in modern Europe. culture, and put these forms in a wider context (expressed, in particular, in the concept of "life world").

The tendency to refuse to consider D. as the essence of man and unities. foundations of culture is enhanced in the west. philosophy at the turn of the 19th and 20th centuries. This is due not only to the loss of bourgeois. civilization of social optimism, but also with criticism of technist activism carried out by certain areas of non-Marxist philosophy.

The principle of D. as a source of origin for the diverse products of culture and forms of social life played an important methodological role. role in the formation and development of a number of social sciences. For example, in the cultural and historical theory of L. S. Vygotsky thinking was considered as a result of the internalization of practical. actions and their inherent logic. The concept of dialectic played an important role in the development of linguistics, psychology, ethnography, and others.

At the same time, the principle of D., when deployed in specific studies, required an in-depth analysis of the mechanisms of D. and the factors that form it. This led to the isolation of other components that lie outside the boundaries of the D. proper, although they are associated with it and influencing it. The theory of social action (M. Weber, F. Znanetsky), along with an analysis of the rational components of goal-setting D., emphasizes the importance of value attitudes and orientations, D. motives, expectations, claims, etc., which, however, leads to the psychologization of the concept of D.

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Incomplete definition ↓

Activities can be divided into stages. Can be classified as stages

the process of involvement in activities,
goal setting process
action design process,
the process of taking action,
the process of analyzing the results of actions and comparing them with the goals set.

The first in Soviet psychology the author and developer of the multi-level concept of the organization of behavior, the Psychology of activity, the psychology of personality and the psychological theory of the development of the subject in activity and in communication, which was later developed by S. L. Rubinshtein, V. S. Merlin and A. N. Leontiev, was M. Ya. Basov].

Participants of the Moscow logical circle and the Moscow methodological circle (G.P. Shchedrovitsky and others) developed a system-thought-activity methodology (SMD-methodology) - a categorical apparatus for researching, organizing and managing systems of thinking and activity. =)

Notes

Types of activity in relation to the subject to the implemented object

Types of activity are distinguished according to the types of relationship of the subject to the world of objects implemented in these forms of activity:

Practical activity is aimed primarily at transforming the world in accordance with the goals set by man.
Cognitive activity serves the purpose of understanding the objective laws of the existence of the world, without which it is impossible to perform practical tasks.
Aesthetic activity associated with the perception and creation of works of art involves the transmission (transmission) of meanings, which are determined by the value orientations of a particular society and individual.

Literature

Gulyakhin VN Logical-philosophical analysis of some conceptual problems of the theory of activity // Bulletin of the Volgograd State University. Series 7. Issue. 3. 2003. S. 23 - 28.
Petrovsky A. V. Personality. Activity. Collective. Moscow: Politizdat. - 1982. - 255 p.
Podolets VV Social activity as the highest form of self-organization of material systems//Self-government in society: origin, essence, development. Dis. …cand. philosophy nauk.- L.: Leningrad State University - 1988. - 179 p.
Podolets VV Self-organization, activity and human problems // New understanding of philosophy: problems and prospects. - M.: RAN. −1993. - S. 116-118.
Podolets VV Activity as a social form of self-organization//The Russian Idea and the Idea of Globalization. - 1993 .
Podolets VV The Russian Idea and the Idea of Globalization//Philosophy, Man, Civilization: New Horizons of the 21st Century. Part I. - Saratov: Scientific Book publishing house LLC. - 2004. - S. 171-175.

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Synonyms:

Antonyms:

Radzinsky, Edward Stanislavovich
Holy Bible

See what "Activity" is in other dictionaries:

activity- purposeful activity that realizes the needs of the subject. As an explanatory principle of the psyche, the category of D. is used in the study of various areas of mental reality (the psychology of cognitive processes, mo ... Great Psychological Encyclopedia

ACTIVITY- specifically human. a form of active attitude to the surrounding world, the content of which is its expedient change and transformation. D. of a person involves a definition. opposition of subject and object D.: man ... ... Philosophical Encyclopedia

activity- to direct the action, the activity, to begin the action, the beginning of the activity, the action is carried out, the liability is on, the continuation of the activity is related to engage in commercial activities, the action, the indirect object to engage in ... ... Verbal compatibility of non-objective names

Activity- an intermediary (financial broker) is to perform agency (intermediary) functions in the purchase and sale of securities at the expense and on behalf of the client on the basis of a commission or commission agreement. The work of an investment adviser ... ... Financial vocabulary

activity- Cm … Synonym dictionary

activity- ACTIVITY - a type of transformation of reality specific to a person, one of the central categories of philosophy. Unlike behavior, D. is not determined by biologically or socially given programs. She is typical... Encyclopedia of Epistemology and Philosophy of Science

ACTIVITY- ACTIVITY, activities, pl. no, female (book). Work, the systematic application of one's strength in some area. Social activity. Medical activity. Explanatory Dictionary of Ushakov. D.N. Ushakov. 1935 1940 ... Explanatory Dictionary of Ushakov

activity- A process or system of processes carried out by an organization to produce one or more products, provide or support services. Note An example of such processes are accounting, provision of information (IT) ... Technical Translator's Handbook

ACTIVITY- a specific human form of attitude to the surrounding world, the content of which is its expedient change in the interests of people; condition for the existence of society. The activity includes the goal, means, result and the process itself ... Big Encyclopedic Dictionary

Activity- active interaction of a living being with the surrounding world, during which it purposefully influences an object and thereby satisfies its needs. Already at a relatively early stage... Psychological Dictionary

ACTIVITY- one of the most important attributes of human existence, associated with a purposeful change in the outside world, the person himself. It is through D. that the essence of man is revealed. Depending on the needs of people, D. is traditionally divided into: 1) ... ... The latest philosophical dictionary

Books

Activities of Empress Catherine II for the benefit of women's education in Russia, Sokolov. The activities of Empress Catherine II for the benefit of women's education in Russia: Pupils of the senior classes of the Odessa mountains. 2 women's gymnasiums. Oct 6 1896 / [Sun. Sokolov] R 8/1142: Odessa:…

Human activities- a rather subjective concept, since, if desired, they can be described on more than one page, but most psychologists and sociologists have decided on three main specific types: learning, play and work. Each age has its own main activity, but this does not mean that adults do not play, and schoolchildren do not work.

Labor activity.

Labor activity ( work) is the transformation by a person of both material and intangible objects, in order to use them in the future to meet their needs. By the nature of the applied actions, labor activity is divided into:

practical activities(or productive activity - changing objects of nature, or changing society);
spiritual activity(intellectual, creativity, etc.).

It is this type of activity, according to most anthropologists, that is the driving force behind the evolution of people. Thus, in the process of labor, the purpose of which is the production of a product, the worker himself is formed. Perhaps labor is one of the main types of activity, but there would be no effective labor activity without one more of its types - teaching, or training.

Educational activity.

Learning activities ( training, education) is an activity aimed at obtaining knowledge, skills and abilities. The value of this type of activity is that it prepares a person for work. Teaching is a broad concept that has many varieties. This is not necessarily sitting out your pants at school at your desk. This includes sports training, and reading books, and movies, and TV shows (not all TV shows, of course). Self-education as a type of learning can take place in a passive, unconscious form throughout a person's life. For example, you were flipping through channels on TV and accidentally heard a recipe on a cooking show, and then it suddenly came in handy for you.

Game activity.

Game activity ( a game) - a type of activity, the purpose of which is the activity itself, and not the result. The case when the main thing is participation, that is, the process itself is important. This is the classic definition. Nevertheless, the game, in my opinion, is, if not a kind of training, then its offshoot, because it, like training, is a preparation for work. A sort of spin-off of study, if you will. A game of dice, Cossack robbers, "Call of Duty" or "Who wants to become a millionaire" - all these games, to one degree or another, teach some kind of mental or physical activity, bring some skills, knowledge, skills. Develop logic, erudition, reaction, physical condition of the body and so on. There are many types of games: individual and group, subject and story, role-playing, intellectual, etc.

Variety of activities.

The above classification of human activity is generally accepted, but not the only one. Sociologists single out some types of activity as the main ones, psychologists others, historians the third, and culturologists the fourth. They characterize activity in terms of its usefulness/uselessness, morality/immorality, creation/destruction, etc. Human activity can be labor and leisure, creative and consumer, creative and destructive, cognitive and value-oriented, and so on.

Report on social studies on the topic:

What is an activity?

Pupils 10 "D" class

"MOU SOSH No. 3"

Krivonogova Elena.

Plan:

1. The concept of "activity"

2. Activity classification

3. The history of the concept of "activity"

4. The multidimensionality of the category "activity"

5. Man as a subject of activity

The concept of "activity"

Activity is a specifically human form of an active relationship to the surrounding world, the content of which is its expedient change and formation. Unlike the actions of an animal, human activity involves a certain opposition of the subject and object of activity: a person assumes for himself the object of activity as a material that resists the impact of a person on him and must receive new form and properties, turn from a material into a product of activity.

Any activity includes a goal, means, result and the process of activity itself, and, therefore, its awareness is an integral characteristic of activity. Activity is the driving force of social progress and a condition for the very existence of society. At the same time, the history of culture shows that activity as such is not the exhaustive basis of human existence. If the basis of activity is a consciously formulated goal, then the basis of the goal itself lies outside the activity, in the sphere of human ideals and values. Modern scientific and technological development more and more demonstrates that not only activity in the sphere of art and morality, but also scientific knowledge, and technical-instrumental activity, ultimately receives its meaning depending on its moral orientation, on its influence on human existence. On the other hand, the dependence of activity itself on other social factors is expressed in the fact that in different types of culture it occupies a significantly different place, acting either as a bearer of the highest meaning of human existence, or as a necessary, but by no means respected condition of life.

Activity classification

There are various classifications of types and forms of activity - the division of activity into spiritual and material, industrial, labor and non-labor, etc. From the point of view of the creative role of activity in social development, its division into reproductive (aimed at obtaining an already known result by known means) and productive activity, or creativity, associated with the development of new goals and new means corresponding to them, or with the achievement of goals with the help of new means. In connection with the scientific and technological revolution, creative activity is becoming more and more massive, which gives rise to a number of social problems, ranging from the need for a radical restructuring of the education system and ending with the problem of the well-known "devaluation" creative activity individual in the conditions of its inclusion in the industrial forms of organization of spiritual production. The development of this process emphasizes that the personality is irreducible to expression only in the forms of activity and that the harmony of personality and activity is possible only on the basis of filling the activity with a truly human meaning. Otherwise, a purely instrumental interpretation of a person is inevitable as only an instrument of activity above him, and this serves as an ideological prerequisite for totalitarian forms of organizing social life. The question of the relationship between activity and personality can be solved only as part of a broader problem of man.

The history of the concept of "activity"

In the history of cognition, the concept of activity has played and is playing a dual role: firstly, as a worldview principle, and secondly, as an ideological postulate posited in a number of social sciences. As a worldview principle, the concept of activity was established starting with German classical philosophy, when a new concept of personality, characterized by rationality, diverse areas of activity and initiative, triumphed in European culture, and the prerequisites were created for considering activity as the basis and principle of all culture. I. Kant took the first steps towards such a point of view. In his epistemology, the subject was considered not as contemplating external reality, but as creating forms of objectivity. Kant put forward the problem of two principles governing the relationship of the subject to the object - cognitive and moral, the first determines the forms of activity and what can be called its operational structure, and the second determines the direction, meaning and evaluation of activity. These two principles were interpreted by Kant as fundamentally different and mutually irreducible. I. G. Fichte was the first to raise activity to the rank of the universal foundation of culture, considering the subject (“I”) as pure amateur activity, as a free activity that creates the world (“not I”) and focuses on the ethical ideal. But since Fichte put forward a moral criterion (conscience), he introduced an inactive factor. He thus undermined the unity of his concept. The most developed rationalistic concept of activity was built by G. Hegel. From the standpoint of objective idealism, he interprets activity as an all-penetrating characteristic of the absolute spirit, generated by the immamentary need of the latter for self-change. main role he assigns spiritual activity and its highest form - reflection, that is, self-consciousness. This approach allowed Hegel to build a whole concept of activity, in which the clarifying and rationalizing work of the spirit occupies a central place. In this concept, a detailed analysis of the structure of activity (in particular, the deep interdetermination of goals and means), a number of profound remarks are made about the socio-historical conditionality of activity and its forms.

The principle of activity as a source of origin for diverse products of culture and forms of social life played an important methodological role in the formation and development of a number of social sciences, for example, in the cultural-historical theory of L. S. Vygodsky. Thinking was considered as the result of the internalization of practical actions and their inherent logic. The concept of activity played an important role in the development of linguistics, psychology, ethnography, etc.

At the same time, the principle of activity during its deployment required an in-depth analysis of the mechanisms of activity and the factors that form it. This led to the isolation of other components that lie outside the actual activity, although associated with it and influencing it. The theory of social action (M. Weber and F. Znamensky), which is associated with the development of bourgeois sociology of the twentieth century, is not limited to the analysis of the universally rational components of goal-setting activity, but reveals the significance of value attitudes and orientations, motives for activity, expectations, claims. As a result, there has been a significant expansion of the original principle in these sciences.

The description of the psychological multidimensionality of a person, various images of human subjectivity presupposes a preliminary clarification of the question of the way of life (being, existence) of a person, the conditions and prerequisites for the formation of his inner world.

Let us fix the first rather obvious, but fundamental basis of human ontology: a child is born and lives in a system of real-practical, albeit heterogeneous, ties with other people (initially with his mother, then with relatives, later with distant ones). Reinforcing this idea, we can postulate: nowhere and never can we see a person before and outside of his connection with others - he always exists and develops in and through the community. Cases of his social isolation and isolation confirm this rule - in their extreme expression they are simply disastrous for a person.

Another circumstance, which can be easily discovered empirically, is that man is a conscious and active being. Conscious activity is a form of being and a way of human existence. S. L. Rubinshtein, mentioned above, wrote: "The presence of consciousness and action is a fundamental characteristic of human existence in the world."

But a person also lives a social life, which means that human activity is a joint activity, during which people enter into communication and interaction with each other. The joint nature of the activity forces individuals to exchange information, agree on individual goals and action plans, subordinate them common tasks to achieve mutual understanding.

Consistency (communication and interaction with others), activity, consciousness constitute the ontological foundations of the human way of life. These bases mutually support each other, but are not reducible to one another, each of them has a specific content. Activity from the very beginning presupposes consciousness as its necessary moment (for example, setting a goal), and consciousness, in turn, presupposes social connection as its prerequisite (in particular, consciousness is unthinkable without language, and language is originally a social phenomenon). Thus, all three aspects of integral human reality (subjectivity) or the way of being of a person (community, activity, consciousness) are both consequences and prerequisites here. Therefore, psychological analysis must initially be focused on the integrity of the human way of being or type of life activity.

In common usage, activity refers to any kind of human activity. This meaning is fixed in explanatory dictionaries: "activity" is work, occupation in any area.

English activity; German Tatig-keit) - active interaction with the surrounding reality, during which a living being acts as a subject, purposefully influencing an object and thus satisfying. your needs. Due to the extreme complexity and continuous variability of external conditions, already at relatively early stages of phylogenesis, a vital need is created for the emergence of mental forms of control over the practical interaction of a living being with environment. Of particular importance is the development of orienting-exploratory D. (see Orienting activity), which consists in examining the environment and in forming an image of the situation, on the basis of which the orientation and regulation of the animal’s motor behavior is carried out in accordance with the conditions of the task facing it (see Psyche, Development psyche).

In the process of evolution of animals, their practical interaction with the surrounding reality, and at the same time their orienting-exploratory activity, become more and more complex and varied. However, at all stages of its development, the instinctive nature of animals retains, for the most part, a narrowly adaptive nature, and they are able to focus only on the external, directly perceived (or visually represented) side of surrounding objects and phenomena (see Animal Instincts).

The main type of human activity, which played a decisive role in the origin and development of the physical and spiritual properties of man, is labor. Other types of human activity (play, learning, etc.) are genetically related to labor. On the basis of labor in the course of social historical development mental labor arises as a special, socially necessary theoretical labor.

An analysis of the structure of both material and spiritual D. reveals a trace. the main elements that make up its approximate content: the motives that induce the subject to D.; goals - images of the results that D. is aimed at achieving; means (see. Mediator), with the help of which D. is carried out. In accordance with this, in the very process of the interaction of the subject with reality, the motivated D. as a whole, the purposeful actions included in it, and, finally, the automated components of these actions are distinguished - operations that ensure the use of available means and conditions to achieve the desired result.

As research has shown, psychologists (L. Ya. Leontiev, S. L. Rubinstein, A. A. Smirnov, B. M. Teplov, etc.), the course and development of various mental processes essentially depend on the content and structure of D., on its motives, goals and means of implementation.

At the same time, studies conducted (Ya. Ya. Galperin, D. B. Elkonin and others) found that on the basis of external material actions, through their successive changes and reductions, internal, ideal actions are formed that are performed mentally and provide a person with a comprehensive orientation. in the outside world (see Mental actions).

In the course of historical development, the content and technical means of human consciousness change, which also determines the formation of his consciousness. Throughout childhood, D. changes due to the growth of the child's psychophysiological capabilities, the expansion of his life experience, and the need to fulfill the increasingly complex requirements of the people around him. At every step age development certain D. (for example, a game of preschool age, teaching - at school) acquires a leading role in the formation of new mental processes and personality traits of the individual (see Leading activity, Children's activity). See also Activity as a methodological problem in psychology, Activity approach in psychology, Psychology.

ACTIVITY

a dynamic system of interactions between the subject and the world, during which the emergence and embodiment of a mental image in the object and the realization of the relations of the subject mediated by it in objective reality take place.

ACTIVITY

1. A generic term used as a synonym for action, movement, behavior, thought process, physiological functions, etc. Due to its high generality, "activity" is usually used together with a defining adjective, for example, purposeful activity, spontaneous activity, task-solving activity, etc. 2. One of the three hypothetical universals of the semantic space in Ch. Osgood's theory of the meaning of words. See semantic differential.

Activity

the system of purposeful activity of the subject included in social relations; a process in which there is a mutual transition between the poles "subject-object". Its main characteristic is objectivity.

Activity

a system of multidimensional and multifaceted objective interactions of an individual with objective reality, in a broad sense, with the surrounding world, as a result of which the production and reproduction of material and spiritual values by the subject is carried out. As a general scientific category "activity" is the subject of study of various branches of knowledge. Thus, the social sciences are focused on the study of the social essence of activity, physiology - on the physiological mechanisms of its implementation. It is clear that psychology is aimed at analyzing the actual psychological side of the activity process. In principle, the use of the concept of "activity" as a substantive-basic category is characteristic of domestic psychology, which is largely due to the undivided dominance in Soviet science Marxist-Leninist methodology. As M. G. Yaroshevsky wrote, “Marx took as a starting point, like previous materialism, the real, and not the ideal world and the real individual, and not pure consciousness, but the interaction between them was revealed in a fundamentally different way, namely as objective activity, transforming both external nature and the very author of the activity - man. Thus, for the first time in the theory of materialistic thought, the doctrine was put forward that consciousness is a product of indirect (and not direct) interaction between man and nature. The mediating factor is socio-historical practice, the process of production. The area of the mental now appeared not as a set of phenomena of consciousness, but as a set of human essential forces developed and embodied in objective activity. The transformative impact of objective, that is, historical, and not organic, activity captures not only the highest cognitive level of attitude to the world, but also the most fundamental sensual foundations of the individual's existence. Such an approach made it possible, by putting forward the proposition about the unity of the psyche and activity, to overcome the limitations of the introspective and Gestalt psychological approaches that consider and study the psyche outside the behavioral activity of the individual, and also to avoid the obviously simplified logic of analyzing the behavioral activity itself outside the psyche, which is characteristic of the behaviorist vision of the problem. In addition, the concept of "activity", acting as an explanatory principle of the psyche, "is used in the study of various areas of mental reality (the psychology of cognitive processes, motivation, will, emotions, personality, intra-group processes) and in the construction of various branches of psychology (general, social, age, pedagogical, medical, engineering psychology, labor psychology and zoopsychology). The use of the category "activity" as an explanatory principle led to a change in the principles of analysis of the psyche in general psychology (the principle of the unity of consciousness and activity, the principle of the unity of the structure of external and internal activity, the principle of internalization - exteriorization) and to the development of provisions on the systematic formation of mental actions, on the leading activity as the basis for the periodization of the development of the psyche, on the microstructural analysis of cognitive and executive activity ... ”(A.V. Petrovsky). If we talk about social psychology, then as a principle of analysis of the psyche, similar in importance, we should designate the principle of activity mediation interpersonal relationships. Traditionally, “in the analysis of activity, three plans for its consideration are distinguished: genetic, structural-functional and dynamic. In genetic terms, the initial form of any human activity is social joint activity, and the mechanism for the development of the human psyche is internalization, which ensures the development of socio-historical experience by transforming social joint activity into individual activity. In the course of internalization, there is also a transition of an activity that is external in the form of the flow of activity into internal activity. The structural-functional consideration of the structure of activity is based on the principle of analysis “by units” (L. S. Vygotsky), in which this or that activity is decomposed into “units” containing the main properties inherent in this reality as a whole. Hierarchical relationships between the "units" of activity are mobile. Depending on the place of the reflected object in the structure of activity, the content of mental reflection, the level of reflection (conscious, unconscious) and the type of regulation of activity (voluntary, involuntary) change. When considering activity on a dynamic level, the mechanisms that ensure the movement of activity itself are studied: supra-situational activity ... determining the self-development of activity and the emergence of new forms, and an attitude that determines the stable nature of purposeful activity in a constantly changing reality ”(A. V. Petrovsky). And there is one more point to stop. The concept of "activity" in modern domestic social psychology is used so widely in many respects also because it is rather rigidly tied to the concept of "communication", not to mention the fact that the question of the psychologically meaningful correlation of these terms is still not fully clarified. True, the original generally accepted position already exists. At the present stage of developing the problematics of activity, this process is no longer perceived as a subject - object, but is assessed as a subject - subject - object activity, an integral part of which - "subject - subject" - is a communal act. In turn, communication in this paradigm, being a subject - object - a subjective act, includes the subject - object contact - activity - as the most important, but still only a component.

The concept of "Activity" was introduced into the everyday life of the domestic psychological science S. L. Rubinshtein. Note that in the works of this scientist, who is considered one of the classics of Russian psychology, the problem of activity, however, is considered primarily from a philosophical standpoint. This is connected, first of all, with the attempt of S. L. Rubinshtein to overcome the contradiction between positivist attitudes and subjective idealism, the essence of which is that “... the content of knowledge is either objective - and then it exists in addition to cognitive activity subject, or it is a product of this activity - and then it is only subjective. Trying to solve this problem, in 1922 S. L. Rubinshtein formulated the principle of the unity of consciousness and activity, which became one of the fundamental principles in traditional Soviet psychology. According to this principle, “... the subject in his deeds, in the acts of his creative amateur activity, is not only revealed and manifested, he is created and determined in them. Therefore, by what he does, you can determine what he is: by the direction of his activity, you can determine and shape him. ... The creator himself is created in creativity. There is only one way - if there is a way to create a great personality: great work on a great creation. Personality is the more significant, the larger its sphere of action, the world in which it lives...”2.

Later, developing and detailing his theory based on this principle, S. L. Rubinshtein singled out a number of characteristic features, defining activity in his understanding: “... 1) it is always the activity of a subject (that is, a person, not an animal and not a machine), more precisely, subjects carrying out joint activities; 2) activity is the interaction of the subject with the object, i.e., it is necessarily subject, meaningful; 3) she is always creative and 4) independent”3.

If we try to evaluate this interpretation of activity, then it is necessary to take into account that, being, apparently, a completely convinced, but by no means an orthodox Marxist, S. L. Rubinshtein, while developing the theory of activity, tried to overcome not only the above-mentioned contradiction between objective and subjective idealism, but also some "restrictive rigidity" of Marxist philosophy and methodology. It is this, in our opinion, that explains, at least, the controversy, primarily of the first (and main) of the signs that he formulated that determine activity.

From the point of view of modern, at least socio-psychological approaches to the problem of subjectness, the latter is by no means determined solely by species. It is quite obvious (and proven in many studies) that in a number of cases, both an individual person and social groups are an object, and by no means a subject in the context of social interaction. Moreover, one can cite fairly common everyday examples (a woman leaves household chores, guests, etc. to feed or just pet a meowing cat, a man’s plans for the day off are primarily due to the condition and “needs” of his car, etc. d.), where animals and even inanimate objects, although, of course, are not subjects in the full sense of the word, nevertheless actually act as such, from the point of view of their impact on a person who consciously or unconsciously renounced his own subjectivity in relevant context.

Nevertheless, consideration of the problem of activity through the prism of the totality of features identified by S. L. Rubinshtein allows not only to objectify and concretize this concept, but also to overcome a number of contradictions, including the one just noted. Unfortunately, during the period of domination of an ideology based solely on the ideas of K. Marx in their at the same time simplistically harsh Leninist interpretation, in many pedagogical work it was the first of the signs formulated by S. L. Rubinshtein that was elevated to the absolute, while the rest were actually ignored. As a result, the concept of activity was interpreted unjustifiably broadly and, at the same time, dogmatically, which often led to the substitution of meaningfully full-fledged studies of psychological reality by the creation of largely speculative concepts of a frankly opportunistic nature and orientation.

In this regard, it is impossible not to notice that the fundamental principle of the theory of activity of S. L. Rubinshtein was also interpreted too dogmatically. In the dialectical unity of the subject and activity, it was the activity component that was absolutized, with a peculiar understanding of it. On this basis, in combination with some of the ideas of L. S. Vygotsky, psychological and pedagogical doctrines were formed, in fact, ignoring the needs personal development and distorting mental and socio-psychological reality. This is clearly seen if we analyze a favorite example in traditional Soviet psychology, which allegedly confirms the validity of the thesis that the formation of personality occurs exclusively within the framework of a specially organized activity.

This example illustrates the age-old problem of the relationship between genetic and social determinants of development from a “dialectical” point of view: “Some people from birth already have strongly pronounced inclinations, say, of an ear for music, which, being genetically fixed, initially exist before and regardless of the activity of this person. newborn baby and therefore only appear in it, but are not yet formed. Such inclinations are necessary, essential, but completely insufficient conditions for the formation of genuine abilities (musical, etc.) on their basis. The main condition for the development of the latter is precisely the activity (playing, educational, labor, etc.) that a child, adolescent, adult performs in communication with other people, under the guidance of teachers and mentors. In this sense, a person and his psyche are not only manifested, but, above all, are formed in activity.

It is quite obvious that this example shows how, ideally, the abstract development of an abstract personality should proceed from the point of view of the rigidly interpreted principle of the unity of consciousness and activity. At the same time, in practice, attempts at a mechanistic implementation of this scheme (for example, according to “objective indications” - the presence of appropriate inclinations - parents send the child to a music school, completely disregarding his subjective desires) often lead by no means to the development of abilities and self-realization of the individual (in this case in the musical sphere), but to a directly opposite result - the formation of a stable idiosyncrasy for a similar active sphere.

At the same time, if the principle of the unity of consciousness and activity is realized in all dialectical completeness and the content of activity meets all the criteria formulated by S. L. Rubinshtein, this scheme becomes flexible and really functional. An example is the story of one of the greatest composers of our time, E. Lloyd Webber. Being endowed with absolute pitch, the boy wrote his first piece of music at the age of six solely in order to get rid of the unenthusiastic cello lessons that his father, a music teacher, gave him and his brother. It is easy to see that this active act of the child fully meets all four criteria of S. L. Rubinshtein. At the same time, we must give credit to the boy's father, who, having appreciated his attempt, did not insist on continuing to study the cello (as well as on the systematic and purposeful professional mastery of any other musical instrument), while encouraging the desire to compose music. Otherwise, it is very likely that the world would never have heard either "Jesus Christ Superstar", or "Phantom of the Opera", or the famous "Requiem".

In the course of further development of the theory of activity, S. L. Rubinshtein, and then A. N. Leontiev, developed a scheme for analyzing activity, including such constituent components as motives, goals, subject matter, structure, and means.

The most significant contribution to the development of the theory of activity in the socio-psychological context was the concept of activity mediation of group development by A. V. Petrovsky, also known as the stratometric concept. Within the framework of this concept, the group structure consists of three layers (strata), “... each of which is characterized by a certain principle, according to which ... relations between group members are built. In the first layer, first of all, direct contacts between people are realized, based on emotional acceptability or unacceptability; in the second layer, these relations are mediated by the nature of the joint activity; in the third layer, called the core of the group, relationships develop based on the acceptance by all members of the group of the common goals of group activity. It is the last two strata, directly "tied" to joint activities, that, from the standpoint of the concept of A. V. Petrovsky, are decisive in terms of the level of group cohesion, functionality, and, ultimately, the level of group development. As G. M. Andreeva notes, the stratometric concept “...allows us to see the prospects of applying the principle of activity in social psychology. The hypothesis that the group can act as the subject of activity is now acquiring experimental confirmation. Subject to the acceptance by all members of the group of the goals of group activity, the presence of value-oriented unity among all members of the group, the mediation of all relations in the group joint activities one can fully raise the question of the mechanisms for the formation of such attributes of any subject of activity as a group need, a group motive, a group goal. Thus, the description and analysis of the most developed form of the group provides the key to the study of all other types of groups.

A practical social psychologist, regardless of what type of groups or organizations he professionally works with, must have deep theoretical knowledge, including the structural and dynamic features of activity, without which he will simply not be able to plan or implement psychological support for any really functioning community, or predict the results of his work.

ACTIVITY

active interaction of a living being with the surrounding world, during which it purposefully influences an object and thereby satisfies its needs. Already at relatively early stages of phylogenesis, a psychic reality arises, represented in orienting-research activity, designed to serve such an interaction. Its task is to examine the surrounding world and form an image of the situation in order to regulate the animal's motor behavior in accordance with the conditions of the task facing it. If it is characteristic for animals that they are able to focus only on external, directly perceived aspects of the environment, then for human activity, due to the development of collective labor, it is characteristic that it can be based on symbolic forms of representation of objective relationships. In the structure of activity, there are: motives that prompt the subject to activity, goals as the predicted results of this activity; operational, with the help of the activity is implemented.

ACTIVITY

we will understand it as a form of an active attitude of the subject of activity to reality, aimed at achieving consciously set goals related to the creation of socially significant values ("use values") and the development of social experience.

Activity, as we have already noted, is the object of study of many sciences. The task of the psychological study of activity is to develop a true psychology of action without turning action and activity into a psychological formation. What is the subject matter of the psychological study of activity? Considering this issue, the outstanding Soviet psychologist S. L. Rubinshtein wrote: “Analysis of the mental mechanisms of activity leads to functions and processes that have already been the subject of our study. However, this does not mean that the psychological analysis of activity is entirely reduced to the study of functions and processes and is exhausted activity expresses a concrete relationship of a person to reality, in which personality traits that are more complex, concrete in nature than functions and analytically identified processes are actually revealed. Thus, we see that a specific aspect of the psychological study of activity is the need systems approach to this object of knowledge.

ACTIVITY

as a methodological problem of psychology, it is a philosophical and general scientific category, a universal and ultimate abstraction, in the sense that D. is a synonym for creativity and therefore cannot receive a final rational definition: “D., by its very essence, is incomprehensible to rationalism, because D. there is creativity, that is, the addition to the given of what is not yet given, and, consequently, overcoming the law of identity "(Ya. A. Florensky). In the most general sense, D. can be represented as a specifically human form of relationship to the surrounding world, the content of which is the expedient change and transformation of this world on the basis of the assimilation and development of existing forms of culture (E. G. Yudin). D. also changes and transforms the acting individual.

In the context of scientific thinking, the concept of D. is multifunctional. Yudin singled out 5 of its functions: 1) D. as an explanatory principle, the universal foundation of the human world; 2) D. as an objective subject scientific research, i.e., as something dissected and reproduced in the theoretical picture of a certain scientific discipline in accordance with the specifics of its tasks and the totality of its concepts; 3) D. as a subject of management - something that is subject to organization into a system of functioning and / or development on the basis of fixed principles; 4) D. as a subject of design, that is, the identification of methods and conditions for the optimal implementation of predominantly new types of D.; 5) D. as a value in various systems culture.

D. in one way or another appears in psychology in all the hypostases listed by Yudin. In the owls Psychology was dominated by the consideration of D. as an explanatory principle of all mental life, which significantly limited the space of psychological thought: the problems of man and the world, being and consciousness, soul and spirit, contemplation and feeling, free action and free will were only partially affected. Immersion in this space will help to say a new word about D.

The general structure of D. includes the goal, the means, the result, and the process of D. The expedient nature of D. leads to the fact that one of its main conditions and foundations is consciousness, understood in the broadest sense - not only as a combination of the most diverse forms of consciousness , but also as a set of its internal regulators (needs, motives, attitudes, values, etc.). Only with t. sp. characteristics of the general structure of D. makes sense of the so-called. methodological principle unity of consciousness and D. In the diagrams of D. given below, it is precisely its more or less conscious regulators and the general goals and meanings set by consciousness that are the variables.

Psychologists suggested big number conceptual schemes of D. that go beyond the classical triad: goal, means, result; and beyond the scheme of L. N. Leontiev, in which D., action, operation are put in correspondence with a motive, goal, condition. S. L. Rubinshtein's scheme contains: motive, goal, means, social situation, result, assessment; in the scheme of V. V. Davydov - need, motive, task, mode of action. At the same time, different components carry different functional loads at the levels of action, action, and operation. In the scheme of G. P. Shchedrovitsky, who analyzed mental activity, there are: goal, task, source material, means, procedure, product. In the scheme of O. A. Konopkin, who studied the self-regulation of D., there are: a goal, a model of conditions, a program, a success criterion, information about the results, a decision on correction. The scheme of V. D. Shadrikov is ring: motive, goal, program, information basis, decision making, professionally important qualities. In the scheme of G. V. Sukhodolsky: need, orientation, motive, goal, result, assessment. Finally, V. E. Milman, who has considered many schemes of D., offers his own version: need, motive, object, goal, environmental conditions, means, composition, control, evaluation, product.

The listed schemes are not given in order to give space for choosing one of them. They are difficult to distinguish, although they are essentially incomplete. They only indirectly contain affective-personal components, states of tension, anxiety, measures of significance, meanings, values, etc. Motivational-target and operational-technical components of D.T. substantially incomplete. The explanation is that it was not D. who was studied as a whole, but its main unit: the actions that were part of D. and taken out of context for the purpose of studying D. Yudin rightly noted that the quintessence of the psychological theory of D. turned out to be knowledge about actions. The correctness of it is also evidenced by the fact that the reflections of its creators about action are much more interesting and meaningful than about D. The foregoing applies not only to the study of D. as such, as some invariant, but also to the study of certain types of D., for example, communication, games, exercises, work. They are rarely considered in their entirety. The study of the components prevailed. And the very situation of the study of D. imposes such restrictions on it and on the subject that D. ceases to correspond to its original semantic image as a free D., i.e., when there is freedom in setting goals, choosing or creating means, etc.

Psychology and psychologists deal with imposed or given, forced forms of D.; even more often - with embryonic types of D., its embryos, for example, when it comes to the leading D. of communication in an infant or the leading D. of teaching in junior schoolchildren. They rather deserve the name "practice" (B. G. Meshcheryakov). The foregoing does not detract from the real achievements available within the framework of the activity approach. However, it is too early to talk about the psychological theory of D.. It is more adequate to talk about the psychological projection of the category of D. on psychology. At the same time, only one of the variants of this category is taken - Hegelian-Marxian - and other variants are left aside, for example, praxeology, pragmatism, philosophical anthropology (A. Gehlen).

Psychologists have so far gone from D. to the psyche, to consciousness and personality, trying to understand them, attracting the category of D. But the latter itself needs to be understood and explained from the v. sp. psychology. And on the way from consciousness, personality, soul and spirit to D. psychology takes only the first timid steps. It is necessary to overcome the well-established schematism of the consciousness of psychologists that objective D., allegedly devoid of a mental mode, plunging from the outside inward gives rise to the psyche or becomes mental. At one time, Ch. Sherrington was looking for a place for memory and foresight in action, and not in the brain, not inside. Likewise, Rubinstein assumed that action contains in its infancy all the elements of psychology, including emotions. D. and action are saturated with cognitive and affective-personal components, which are poorly reflected in the above schemes.

The poverty of D.'s psychological interpretation is not harmless. The point is not even that with the help of one abstract and meager concept in content, others, more meaningful, are explained. The seeming simplicity of D. creates the illusion of the ease of its design, programming and management: set a goal, provided means, set a result, created an appropriate social situation, or context, to achieve the goal, set rules-normal, organized a community, divided responsibilities between participants, inspired "deceptions guiding", promised a reward (or intimidated) - "motivated", called the organized community a group, collective, order, party, class, "cathedral with everyone" - and success is guaranteed. Of course, success also requires a talented director, leader, leader, manager, whose secrets, however, remain his secrets. The illusion of simplicity is also aggravated by the presentation of the participants in such an enterprise as impersonal functionaries who do not have their own ego, who are organs of the D. From here, one step to the subjectless D., to the "human factor", "human material", "cannon fodder", etc. such a "trifle" as the free D. of a free person can be ignored. Only non-free D. m. object of design, therefore, it should be spoken about more correctly and carefully, so that administrative enthusiasm does not outstrip knowledge about the designed, programmed, controlled object. It is human nature to protest when it is used stupidly. Life, the living, the personal stubbornly resist not only conceptualization and schematization, but also design. D. is an organic system, and, as such, it itself creates the organs it lacks and rejects artificial ones when the latter contradict its organics, its internal form. S. L. Frank distinguished the external organization of social life (D. is one of its forms) from internal organicity. He wrote that everything organic, living, living by internal unity cannot be. organized. Unity and formality are not imposed on the fragmentation and formlessness of the parts from the outside, but act in them themselves, penetrating them from the inside and immanently present in them. inner life. We can say that this is a maximalist perspective, but nothing more than an externally imposed, assigned, for example, unity of consciousness and D.

It should be recalled that totalitarian regimes have accumulated extensive experience in external organization and "designing" the life and culture of the masses, manipulating their consciousness, but even they could not achieve success. These regimes (for example, in the USSR and Germany) had no complaints about the psychological research (theories) of D. Their aggression was provoked by the psychological research of consciousness.

Thus, the study of free action and free action is a challenge to psychology. Of course, accepting it, she must use everything valuable that has been accumulated within the framework of the activity approach. At the same time, it is necessary to facilitate the explanatory functions of the category D. and shift the center of gravity to its study. In what happened with psychological theory D. had a certain logic. Any idea, whether it be the idea of the mind, consciousness, attitude, etc., that is turned into a means of explaining another reality (including psychic), as Marx wrote, undergoes evaporation by turning it into an abstract definition. These abstract definitions are necessary, because on their basis it is possible to reproduce the concrete by way of thinking. The second part of the work was done, and even then only partially, only empirically. When it is done methodologically and theoretically, it will be possible to talk about the theory of D. (V. P. Zinchenko.)

ACTIVITY

a dynamic system of active interactions of the subject with the outside world, during which the subject purposefully influences the object, due to which he satisfies his needs; there is the appearance and embodiment in the object of a mental image and the realization of the relations of the subject mediated by it in objective reality. Already at the relatively early stages of phylogeny, a psychic reality arises, represented in the activity of orienting-research, designed to serve such an interaction. Its task is to examine the external world and form an image of the situation for the implementation of the animal's regulation of motor behavior in accordance with the conditions of the task facing it. If it is characteristic for animals that they are able to focus only on external, directly perceived aspects of the environment, then for human activity, due to the development of collective labor, it is characteristic that it can be based on symbolic forms of representation of objective relationships. In activity, from the position of its structure, it is customary to single out movements and actions. In the content of activity, one can distinguish such psychological components as cognitive (including perceptual, mnemonic and mental), emotional and volitional. So, the psychological analysis of activity, including mental activity, makes it possible to classify it from the position of structural elements, the nature of the functions performed and the qualitative features of the results obtained. The structure of activities includes:

1) motives - prompting the subject to activity;

2) goals - as the predicted results of this activity;

3) operations by means of which the activity is carried out. The use of the category of activity is a distinctive feature of Russian psychology. For domestic psychology, two points are characteristic:

1) the provision on the unity of the psyche and activity, opposing domestic psychology both various variants of the psychology of consciousness that studied the psyche outside of behavior (-> introspective psychology; Gestalt psychology), and various naturalistic currents of behavioral psychology that explore behavior outside the psyche (-> behaviorism; neobehaviorism);

2) the introduction of the principles of development and historicism, the embodiment of which in specific studies necessarily implies an appeal to activity as the driving force behind the development of reflection of the mental. According to A. N. Leontiev, activity is a form of activity. Activity is motivated by need, that is, the state of need in certain conditions of the normal functioning of the individual. The need is not experienced as such - it is presented as an experience of discomfort, dissatisfaction, tension and is manifested in the search activity. In the course of the search, the need meets its object - fixation on an object that can satisfy it. From the moment of the "meeting" activity becomes directed, the need is objectified - as a need for something specific, and not "in general" - and becomes a motive that can be realized. Now we can talk about activity. It correlates with the motive: the motive is that for which the activity is performed, and the activity is the set of actions that are caused by the motive. Thus, activity is a set of actions caused by a motive. The unit of activity analysis is the action. Activity should be distinguished from behavior. The success of the subject's activity depends on the interaction of three components: knowledge, skills and motivation. As an explanatory principle of the psyche, the category of activity is used:

1) when studying various areas of mental reality - the psychology of cognitive processes, motivation, will, emotions, personality, intragroup processes;

2) in the construction of various branches of psychology (general, social, developmental, pedagogical, medical, engineering, labor and zoopsychology psychology). The use of the activity category as an explanatory principle has led to:

1) to change the principles of analysis of the psyche in general psychology: a) the principle of the unity of consciousness and activity; b) the principle of the unity of the structure of external and internal activities; c) the principle of internalization-exteriorization as a mechanism for the assimilation of socio-historical experience (the principle of the dependence of mental reflection on the place of the reflected object in the structure of activity), etc.;

2) to the development of provisions: a) on the systematic formation of mental actions; b) about the activities of the leader as the basis for the periodization of the development of the psyche; c) on microstructural analysis of cognitive and executive activities; d) on the mediation of interpersonal activity relations, etc. The main characteristics of activity are objectivity and subjectivity. The specificity of the objective certainty of activity lies in the fact that the objects of the external world do not directly affect the subject, but only when they are transformed in the course of activity, due to which a greater adequacy of their reflection in consciousness is achieved. Phylogenetic prerequisites for objectivity are manifested in the activity of animals as its conditionality by the properties of objects - key stimuli that serve to satisfy biological needs, and not by any influences from the outside world. In a developed form, objectivity is characteristic only of human activity. It manifests itself in the social conditionality of human activity, in its connection with the meanings fixed in the schemes of action, in the concepts of language, in values, in roles and social norms. The subjectivity of activity is expressed in such aspects of the activity of the subject as the conditionality of the mental image by past experience, needs, attitudes, emotions, goals and motives that determine the direction and selectivity of activity; and in the sense of personal "meaning for oneself" attached by motives to various events, actions and deeds.

When analyzing activities, three plans for its consideration are distinguished:

1) genetic - in it, the initial form of any human activity is joint social activity, and internalization acts as a mechanism for the development of the psyche, during which there is a transition from external in form of activity to internal activity;

2) structural-functional - the basis of such a consideration of the structure of activity is the principle of analysis "by units": the decomposition of reality into "units" containing the main properties inherent in it as a whole; hierarchical relationships between units of activity are mobile, and depending on the place of the reflected object in the structure of activity, the content of mental reflection, the level of reflection (conscious or unconscious) and the type of regulation of activity (voluntary or involuntary) change;

3) dynamic - here, when considering the activity, the mechanisms that ensure the movement of the activity itself are studied: supra-situational activity, which determines the self-development of the activity and the emergence of its new forms; an attitude that determines the stability of purposeful activity in a changing reality. Activity is carried out on the basis of psychophysiological mechanisms studied in line with the physiology of activity (-> the concept of levels of construction of movements), the theory of functional systems (-> acceptor of the results of action) and ideas about the systemic organization of higher mental functions.