History and concept of social communication. Abstract: Social communications. Negative Effects of Mass Communication

As in the late USSR, which was living out its last years, the life of citizens in Putin's Russia still possesses the same psychological inertia. People who are generally accustomed or accustomed to think in certain cliches, to live in a certain system of coordinates and methods set by propaganda, cannot go beyond their barriers, thereby ignoring the perception of impending and already occurring processes that are most difficult for the survival of the state. Moreover, not only global, but also concerning everyone personally.

The chronology of the collapse of the Union among those who survived the six years of Mikhail Gorbachev's rule was mainly fixed in the memory of the culminating events (and media personalities) of 1990-1991. As if they alone and exclusively influenced the course and downfall of Soviet history. The mass of other landmarks, facts, tendencies, and phenomena preceding the Belovezhsky Accord were simply ignored by public opinion.

For example, in 1985 the General Secretary of the CPSU Central Committee M.S. Gorbachev and his supporters began a policy of perestroika. Few of the ordinary inhabitants were agitated by this fact. The USSR, as the propaganda of the time claimed, was at the peak of its power, socialism was built, the state was moving towards building a communist society. Why did something need to be rebuilt? But the people "swallowed" this bait, practically without analyzing and without making any deep conclusions at that time.

What phenomena did perestroika generate? In addition to the fact that the political activity of the people has sharply increased, mass, including radical and nationalist, movements and organizations have formed. The great country reacted rather sluggishly to the intercommunal conflict in Nagorno-Karabakh in 1987, which arose against the background of a sharp rise in national movements in Armenia and Azerbaijan.

Following the outbreak of the war between Armenia and Azerbaijan, followed by ethnic oppression on September 11, 1988, there was the first public call for the restoration of Estonia's independence. And again, Soviet society reacted calmly enough to this fact. As well as the fact that already on November 16 - at the extraordinary session of the Supreme Council of the Estonian SSR, the Declaration of Sovereignty and the Declaration of the Union Treaty were adopted. Lithuania, Latvia, Abkhazia, Armenia, Azerbaijan, Moldova - the parade of sovereignties that had begun just shouted that the process of the country's disintegration was gaining momentum. But how did Soviet society react to it? Absolutely calm, trusting, as is usually the case in Russia, that “the people above know better what they are doing,” “the bosses will figure it out,” “and they didn’t feel that way,” and so on. At the same time, “at the top” - one of the two either really knew what they were doing, or had no idea what to do. The so-called attempts to reform the Soviet system led to a deepening of the crisis in the country.

In psychology, there is such a concept - the inertia of thinking. This is a predisposition to any particular method and way of thinking when solving a problem, ignoring all possibilities, except for the only one encountered at the very beginning. As A.V.Sopelnyak writes, “the greater the amount of knowledge we possess, the stronger the psychological inertia of thinking”. Any information is gnoseologically perceived by a person and society within the framework of the existing or generally accepted system of knowledge.

An example of the inertia of thinking is persisting in upholding a generally accepted point of view or taking on faith the positions expressed by authoritative people, which are characteristic of all times, not excluding our days. Aristotle, the great natural scientist of antiquity, wrote in one of his writings that a fly has eight legs. This was piously believed until someone bothered to count the legs of the annoying insect. There were six of them.

Let us recall how hard it is for the scientific environment to accept fundamentally new directions or original proposals, which is a manifestation of the psychology of inertia of thinking. They can be traced in world literature, in drama and cinema. Around the world in 80 days is impossible. Going out into space is unrealistic. Cloning a human is incredible. Video calls are fantastic. The collapse of the USSR - this cannot be, because it can never be. The people believed in this, as they now believe in the steadfastness and steadfastness of the course of the power group in the Russian Federation.

Have you noticed how often the most difficult, the inevitable, we postpone to the very end: the most difficult is the most disgusting, and at the very thought of it, the brain seizes in inhibition, which physiologists aptly called protective. Like Gorbachev's perestroika, Putin's government in 2014 announced a policy of import substitution in Russia. Three years of unproductive chatter, multibillion-dollar costs of so-called import substitution, juggling with individual numbers in certain sectors of the economy, and in general, an unattractive picture of complete failure.

For example, two thirds of domestic sausages do not meet quality requirements. Instead of pork with beef - soy protein, starch and cellulose. The Rosselkhoznadzor has established that 80% of the cheese produced in our country is a fake, made with the addition of vegetable fats. At the same time, the statistics of the Accounts Chamber as of January 1 of this year stated that the number of cattle amounted to 19.2 million heads, having decreased by 2% over the year. V

The analytical center under the Russian government emphasizes that due to the slippage of the import substitution program, prices for "all key socially significant food products" have increased significantly. This is import substitution! A similar picture is observed in all, without exception, industries of the Russian Federation. How does Putin's "import substitution" differ from Gorbachev's "perestroika"? How do local conflicts on the outskirts of the USSR, the war in Afghanistan, in which thousands of Russian soldiers died, differ from the unresolved conflict in Donbass and the war in Syria? Nothing. And the reaction of the society, encouraged by the "victories" of television propaganda, is similar. Most people continue to follow the course of inertia of thought. Gorbachev, after four years of incompetent management, admitted that there was a crisis in the USSR. In 1989, the beginning of the economic crisis in the USSR was officially announced for the first time (economic growth gives way to a decline). Apparently, Putin is not going to do this, especially since the presidential elections are ahead.

At present, there is no common point of view among historians and political analysts on the reasons for the collapse of the USSR. Possible reasons include the following:

Centrifugal nationalist tendencies that arose as a result of the failure of the USSR leadership to fulfill the tasks of civilizational development, manifested in the form of interethnic contradictions and the desire of individual peoples to independently develop their culture and economy;

The authoritarian nature of Soviet society and gradual, expressed in the lordship of the "elite" - the party nomenklatura, which took shape as an exploiting class and servility of the population, ideological blinkeredness, prohibitions, restrictions, censorship, lack of free and mass discussion of alternatives, but most importantly - in their rejection;

The growing discontent of the population due to deliberately created interruptions in food and the most necessary goods (refrigerators, TVs, toilet paper, etc.), ridiculous bans and restrictions (on the size of the garden, etc.), the lag in the standard of living from developed countries of the West;

Disproportions of an extensive economy (characteristic of the period that began after the coup d'etat of 1953 and the Khrushchev "thaw"), which resulted in a constant shortage of consumer goods, a growing technical lag in all areas of the manufacturing industry (which can only be compensated for in an extensive economy by high-cost mobilization measures , a set of such measures under the general name "Acceleration" was adopted in 1987, but there was no longer any economic opportunity to implement it);

The crisis of confidence in the economic system: in the 1960s – 1970s. the main way to deal with the characteristic shortage of consumer goods was chosen to focus on the mass, simplicity and cheapness of materials, most enterprises worked in three shifts, produced similar products from materials of low quality. After 1953, the quantitative plan became the only way to assess the efficiency of enterprises, and quality control was minimized. The result was a sharp drop in the quality of consumer goods produced in the USSR, as a result, already in the early 1980s. the term "Soviet" in relation to goods was synonymous with the term "low quality". The crisis of confidence in the quality of goods became a crisis of confidence in the entire economic system as a whole;

A number of man-made disasters (plane crashes, Chernobyl accident, crash of "Admiral Nakhimov", gas explosions, etc.) and hiding information about them;

The decline in world oil prices, which shook the economy of the USSR;

Monocentrism of decision making (only in Moscow), which led to inefficiency and loss of time;

Defeat in the arms race, victory for Reaganomics in this race;

The Afghan war, the Cold War, incessant financial assistance to the countries of the socialist camp, the development of the military-industrial complex to the detriment of other spheres of the economy ruined the budget;

The interest of Western states in weakening the USSR;

Subversive activities of foreign intelligence services;

Betrayal by the heads of many departments of state interests and refusal to defend the Motherland in favor of robbing the Motherland in their own interests.

Conceptual uncertainty of the management of the entire Russian civilization, then called the Soviet Union.

Adapting this list to the realities of Putin's Russia, one can conclude that all these processes did not stop in 1991, they were only frozen. Meanwhile, the same authoritarian nomenklatura leaders are in power in the Russian Federation, who, in a state of uncertainty in managing the state - civilization and in the absence of a health-improving recipe, have consolidated their exploitative and predatory status. Than pushed away (scared away, disappointed, betrayed) a whole belt of states and republics friendly to Russia. This is on the one hand. On the other hand, there is a downright “servility” of the population, the same ideological blinkeredness (now the presidential course is presented as an ideology), prohibitions, restrictions, censorship, repression, the absence of free and mass discussion of alternatives. But the main thing is psychological inertia, which brings doubts, cowardice and indecision, and leads away from the answer, responsibility, action.

This is the most harmful manifestation of the inertia of thinking for society - the rejection of fundamentally new ideas and decisions by people, on which, possibly, the viability of the state as such depends. This rejection leads to a delay in the implementation of the idea for years or decades, to the collapse of the destinies and hopes of millions of people.

That is why the ideas of the Party of a new type about the need for the earliest legal transformation of the Russian statehood are so hard to be fixed in the minds of people.

Inertia of thinking! All of us are faced with the enormous task of overcoming it, that is, bringing the majority of people, our relatives, neighbors, colleagues to a different level of consciousness. Where information clichés and political technological blanks are "erased", value judgments change, old and customary values ​​give way to higher values, and beliefs are transformed into knowledge and understanding.

When the inertia of thinking is stopped, the understanding that without the creation of a nationwide political structure in Russia for the opposition power group will become a conviction. And the implementation of fundamental "revolutionary" changes in the country for the benefit of the people and the state will become a recognized necessity.

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Inflexibility, inertia, inertia of thought processes are a significant obstacle to educational work. Starting to study, the student learns many new requirements, rules, methods of action. These rules help him navigate the training material. However, the "clumsiness" of thought, the inertia of thinking often leads to the fact that the student seeks to act in an already established way, despite the change in working conditions.

The inertia of thinking, as psychological studies have shown, also inhibits the development of the student's speech: the necessary words emerge in the student's mind slowly, with great difficulty, the same words and phrases, once learned, are annoyingly repeated.

"Inertia of the mind" leads to the fact that a student who has learned something well, applies this rule even in spite of the obviousness. For example, having learned that insect pollinated plants have a bright color and strong smell, some schoolchildren claim both even about such plants as linden and tulip. Of course, they see that the linden does not have bright flowers, and the tulip does not have a strong scent, but they "taught so"; and the clumsiness of thought prevents them from correlating the general rule and exceptions to it.

It also happens the other way around: visually perceived external signs obscure the essence of the phenomenon being studied for the inert mind. Having assigned a whale or a dolphin to fish by their external characteristics, the child experiences significant difficulties when he needs to understand that these animals are mammals. Often all the teacher's explanations that the whale breathes air and feeds the young with milk seem to pass by the student's ears, and he stubbornly continues to assert that the whale is a fish.

When moving from simple ways of working to more complex ones, almost all schoolchildren experience difficulties at first. But for an inert mind, they also arise in cases where the new method is simpler. The main obstacle here is not the level of complexity, but the fact that this is a new, unusual way of working.

The difficulties of restructuring are felt most acutely where there is a need to move from a direct mode of action to the opposite (we gave such examples at the beginning). Observations of the peculiarities of students' work in solving direct and inverse problems led psychologists to the following conclusions:

“The inverse problem, presented independently and independently of the direct one, was solved better and more confidently in all cases than when it was presented after the first. The pattern noted above was very well revealed in the process of proving direct and converse theorems. The proof of the converse theorem immediately after the straight line always caused very great difficulties. At the same time, the students with noticeable constancy got lost in the line of reasoning they had mastered in the proof of the direct theorem. The same converse theorem, considered independently of the direct one, caused much less difficulties. "

The "trickyness" of many tasks that baffle schoolchildren during tests or exams is often explained by the fact that their conditions are expressed not in the usual physical language, but in ordinary, everyday concepts. Here the student's ability to translate these concepts into scientific ones will be for the examiner undoubted proof of the flexibility of his mind.

Studies by a number of psychologists have shown that the systematic, purposeful development of mental powers, persistent training for mobility and "switchability" is able to overcome the inertia of thinking even in the most obvious "hard-thinking". If homogeneous, "monotonous" exercises (it did not work out - do the same thing a hundred times until it comes out!) "Completely ruin the student's mental activity, then the exercises are varied, specially selected so that it is necessary to vary the ways of working, switching from one on top of the other, make his thinking dynamic, flexible, able to cope with non-standard, unexpected tasks.

What can be done at home to develop the flexibility and mobility of the student's mind? Essential opportunities for this are provided primarily by checking homework. The more inert the schoolchild's thinking, the more distinctly he has a tendency to “memorize” the material verbatim. Teaching the child, when retelling the text, not to reproduce it verbatim, but to express it in his own words, posing questions designed not for simple, mechanical reproduction of what has been learned, but for comprehending the material, establishing relationships and connections in it, “throwing bridges” to other, previously acquired knowledge, we can thus help to ensure that his thought becomes “easy on the rise.” Another opportunity for the development of mobility, flexibility of thinking of a student is to develop his ability to apply old, previously acquired knowledge in new situations, at new stages of educational work. Old knowledge, even firmly assimilated, if the student does not know how to apply it, does not connect with new, dead and motionless. KD Ushinsky splendidly described the picture of such motionless, “not working”, not connecting with each other knowledge: “Concepts and even ideas lie in his head in such dead strings, as, according to legend, swallows, numb from the cold, lie: one a row lies next to the other, not knowing about the existence of each other, and two ideas, the closest, the most related to each other, can live in such a truly dark head for decades and not see each other. " But if you teach a student to constantly correlate new knowledge with previously learned, to quickly extract old knowledge from memory if necessary and actively use it, if, while working on new material, the student gets used to asking himself: “What did I already know about this? And how can what I already know about this be useful? " etc., his knowledge will not be a "dead weight" and his very thought will become more flexible and mobile. It means a lot for the development of flexibility and mobility of thinking and the help that parents provide to children in such types of work as solving problems or proving theorems ... If you do not just solve the problem together with the student (or, as sometimes happens, instead of him), but look for different options for solving it, evaluating and comparing each option found, this will make the immediate results more successful and stable, and provide a constant opportunity for training the child. mind. Activate the mental powers of children and various extracurricular activities, in particular games. Games such as checkers and chess are based on thinking about various options for action, on the need for a quick reaction to the opponent's actions, often unforeseen. These games are useful for developing the ability to think flexibly, quickly adapting to a constantly changing situation. A good tool for developing flexible thinking can also be all sorts of "quick-witted" tasks, that is, those that do not allow standard solutions. At first glance, its other quality is similar to inertia of thinking - slowness. But the resemblance is purely superficial; there is often a profound difference behind it.

However, sometimes adults break off their irritation on the "procrastinators": faster, faster, hurry up! VA Sukhomlinsky wrote about the senselessness of such proddings: “Silent slow-minded people, oh, how they suffer in the classroom. The teacher wants the student to quickly answer the question, he doesn't care much about how the child thinks, take it out and put a mark. He does not even realize that it is impossible to accelerate the flow of a slow but mighty river. Let it flow in accordance with its nature, its waters will surely reach the intended milestone, but do not rush, please, do not be nervous, do not whip the mighty river with a birch rod of the mark - nothing will help. "

Slow isn't necessarily bad. The slowness of mental work can also be caused by the fact that the student thoroughly and carefully performs all the necessary "operations", constantly controls himself. Special studies have shown that many of slowly thinking children delve deeper into the content of what they are studying, strive not to reproduce the text verbatim, but to find their own words to express its main ideas. Slow-thinking children often come up with more creative ways to solve math problems. Slow-thinkers are not uncommon among talented, productive scientists. Here is a statement by one of the mathematicians: “The difference between the two types of mathematical mind: some quickly grasp and assimilate other people's ideas (erudites grow out of them), others think more original, but slower. Among creatively gifted mathematicians, and, moreover, very profound scientists, there are many slow-witted: they are not able to quickly solve even a relatively simple question, but they are able to concentrate and deeply reflect for a long time on very difficult problems. Among the most promising students in math classes there are guys who systematically fail at olympiads, where it is required to solve difficult problems in a short time. And at the same time, they solve much more difficult problems, without being limited by any rigid deadline. ”So far we talked about the“ good ”slowness associated with the fact that the student thinks about his work independently and deeply. But there are also more difficult variants of childish slowness.

Sixth-grader Tanya counts with lightning speed in her mind, quickly understands how to solve a problem, but if she needs to come up with a sentence for some grammatical rule, she gets lost, sad and thinks for a long, long time. She tries very hard, but the sentence "does not come up", "does not go into the head" - that's all. Mom, who sits with Tanya for a long time at lessons, gets angry, "spits" the girl, but this does not go faster. And he cannot go; the fact is that the girl's abilities were formed unevenly: mathematical ones are much more developed than linguistic ones. And of course, the missing ability will not develop from haste, reproaches and reprimands, but you can help the girl. If it is difficult for her to come up with sentences (and this indicates a weak development of speech), then it is better to start work on her development with easier, "intermediate" tasks that require active use of words. This can be "inventing" series of words for a particular rule, the selection of synonyms or antonyms for certain words. If a sentence with the required grammatical structure is stubbornly "not invented", you can suggest the topic of the sentence or its first words, or let the finished sentence be remade so that a sentence with the required grammatical structure is obtained from it. You can train a schoolgirl on specially selected sentences with stylistic mistakes, teaching her to find and correct these mistakes, you can learn to "collect" sentences from "scattered" words or phrases. The more interesting and fun the sentences "in work" are, the faster things will go. Gradually, but persistently, accustoming the girl to various forms of active work with words, you can achieve that she will feel much more confident in the world of words.

So, the reason for the slowdown may be the insufficient development of some of the abilities. By purposefully training it, you can achieve its "alignment" and accelerate the pace of work.

Another unsuccessful variant of the "procrastinator" is the "crammer", a student who works slowly because he spends a huge amount of time rote memorizing the material, not trying to understand it. Educational work takes away from such children much more work and energy than from thinking ones, but the habit and dislike in active mental work, unwillingness and inability to think are so strong that the student prefers to spend a lot of work on memorizing. This type of student is called “intellectually passive”. Research by psychologists has shown that intellectual passivity does not at all indicate that a student is naturally incapable of learning. The passive attitude of children to mental work could have developed under the influence of a variety of reasons: gaps in knowledge, lack of faith in their strengths, negative emotional reactions to the demands of adults, etc.

Such an experiment was carried out with "intellectually passive" children: they began to be taught how to solve problems in a playful way: the student who solved the problem correctly scored a certain number of points. And now the same children who seemed sluggish, inhibited in the classroom, were transformed under the conditions of the game: they were cheerful, active, quick-witted and persistent guys, full of desire to solve the problem and win. And the tasks were of those that were so difficult, reluctant and often unsuccessful to be solved in the lesson. It turned out that now there were three times more correct decisions (for the same children!), While the productivity of their work increased threefold. then gradually this student will think more actively even in "ordinary" teaching, and all his further school activities will proceed easier and more successfully. And faster.

And finally, another version of a slow-working student is a disorganized, uncoordinated child who is distracted during work. And if the reason for the schoolchild's long sitting at lessons is that he is “digging”, distracted, trying to watch TV or read a detective story between two tasks, then just such children can and should be “accelerated”, taught to be collected and organized, to show them exactingness.

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Slide 2

Psychological inertia (inertia of thinking) is the opposite of fantasy, imagination. It lies in the closure of thinking on the existing system, unwillingness to get away from current ideas and beliefs.

Slide 3

From childhood, many rules and habits (stereotypes of thinking and actions) are brought up in us, which we then automatically carry out. The inertia of thinking is useful and necessary in everyday life. Psychological inertia helps a person to perform habitual actions without even thinking.

Slide 4

As soon as it is required to solve a creative problem, to get a qualitatively new idea, the inertia of stereotypes harms a person. Internal censorship puts a barrier on the path of even a timid step away from the usual way of thinking.

Slide 5

F. Bacon believed that for our own benefit the world should be cognized "as it turns out, and not as prompts each of his thinking." That is, in the natural nature of thinking, he saw the obstacles lying on the path of knowledge. He called these obstacles "ghosts of knowledge." At the same time, F. Bacon believed that, having freed thinking from the "ghosts of knowledge", the most rational method for revealing scientific truth is induction.

Slide 6

R. Descartes adhered to the opposite point of view, in his opinion the criterion of truth is intuition. Summarizing the heritage of F. Bacon and R. Descartes in the field of searching for methods of improving thinking with a single formula, we can conclude that in order to increase the productivity and truth of thinking it is necessary: ​​1) to clear the mind of delusions, stereotypes and similar phenomena that inhibit the process of productive thinking; 2) arm the mind with an effective tool - a method that accelerates the process of productive thinking.

Slide 7

TYPES OF PSYCHOLOGICAL INERTIA - PI of the usual function - PI of the usual principle of action - PI of the usual composition of components - PI of the usual properties, states, parameters - PI of the usual form, appearance - PI of the usual value of the object - PI of the usual immutability of the object (pseudo sufficiency) PI source: contact with an object PI source: contact with the environment Inertia of special terms Inertia of unnecessary information PI of a non-existent PI prohibition of a pseudo-similar solution PI of uniqueness of a solution

Slide 8

The most important thing at the beginning of the solution is to get away from the prototype, to bring down psychinertia. There is a good trick for this: the RVS operator (size, time, cost). The DCS operator includes six thought experiments that rebuild the conditions of the problem: the size of the object increases to infinity (P → ∞), decreases to zero (P → 0); the process time (or the speed of the object's movement) increases to infinity (В → ∞), decreases to zero (В → 0); the cost (admissible costs) of the object increases to infinity (С → ∞), decreases to zero (С → 0). Experiments are somewhat subjective - here a lot depends on the strength of the imagination, on the nature of the task, and on other circumstances. However, even the formal performance of these operations sharply knocks down psychinertia.

Slide 9

Challenge: How can the height of a building be measured with a barometer?

Slide 10

TRIAL AND ERROR METHOD