Подход Л.С. Выготского как пространство для диалога современных теорий развития личности
The peculiarities of the development of schoolchild personality in the conditions of the modern school are regarded in the article taking to account his or her migratory history. The sociological analysis of external factors and content elements of migrants' children adaptation, contradictions, that arise in the process of school adaptation, the opportunities of the personal development of children at school are underscored in the article.
The paper treats the issue of identity of the ego, which constitutes the central problem of personology. The skeptical approach to this problem, which sees it as not being subject to be resolved by means of science, began with D. Hume's work. Contemporary personologists (P. Ricoeur and others) approach this problem through study of culture, which imparts the ego with «narrative identity». Cultural historic psychology is a «Bridge of interpretations», upon which philosophy of culture meets psychology, and psychological data associated with «personality» are interpreted on the basis of some specific cultural philosophic theory. The «conflict of interpretations» plays and essential role in personology, which participates in the processes of emergence and overcoming of the cultural crisis. Philosophical and methodological problems that define the near term perspective development of personology are formulated: whether there are any «ego invariants» that remain regardless of any possible cultural determination; whether the ego possesses any rigidity in relation to cultural determination and, if it does, what is the nature of this rigidity; whether ego identity is destroyed when cultural determination diminishes or ceases, etc.
The understanding of the personality crisis as an internal resource for self-development is reasoned. A comparative analysis of personality crisis, crisis situation and features of psychological assistance was performed. A model of psychological support in the short-term counseling is proposed that facilitates the constructive resolution to the personality crisis. The question of psychological sense of the crisis becomes the basis for intervention. The importance of the phenomenological method as a basis for counseling is underlined and the concepts of intervention and understanding psychology are compared.