In article on the example of growing number of the conflicts between adherents of Christian and Muslim values, and also the ethno-religious nature of terrorism the psychological reasons of understanding of foreign person not as friend, and as enemy are analyzed. Proved that in understanding of the stranger an important role plays not only conscious rational knowledge of the subject, but also unconscious and everyday concepts. The emphasis is placed on research of the cognitive and affective unconscious — extra conceptual irrational components of understanding of the stranger. It is proved that there are such spheres of human life which at all don’t accept rational knowledge. In similar spheres there is a radical contradiction between rational knowledge, an explanation and deep emotions, experiences. Deep attitudes and prejudices can’t be overcome logical arguments: they don’t rely on reasonable judgments and therefore they can’t be destroyed usual logic. The main issue on which attempt to answer is made, consists in the following: why at recognition of the fact of burning of the Koran or an act of girls from “Pussy Riot” group not only conscious rational explanations, but also unconscious components of behavioral reactions of the people speaking different languages and living in the different countries, are very similar? The explanation of this phenomenon in article develops in three directions. First, data that the subject makes many moral and religious decisions automatically, intuitively, unconsciously are provided. Secondly, from J. Piaget’s research follows that some operational schemes of actions can contradict ideas which the subject consciously already formulated. These ideas take higher place, than action schemes, and block their integration into conscious thinking. Thirdly, with reference to results of psychophysiological researches existence of filters locates in consciousness, making the appearance at correlation of the ancient and recently created cultural phenomena with less and more differentiated brain systems.
Tasks of the study: 1) Analysis of dynamics of subjects’ professional making (SPM) as evolutions in the aspects of professional development, professional destructions and professional burning out. 2) Isolation of intra-subject resources and extra-subject, combined with the dynamics SPM. Hypotheses: 1) Professional destructions and professional burning out are more expressed in teachers, than in other representatives of socionomic professions (educators). 2) Scarcities in the updating of intra- and extra-subject resources come out as the determinants of destructions and burning out. 3) Destructive processes in subjects grow from 35—45 years. 4) The initial phases of destructions and burning out are reflected adequately. Sample: 1) the teacher of secondary schools — 51 women at the age from 28 to 65 years (M=46.2; SD=8.6), with the length of employment from 7 to 42 years (M=23.9; SD=9.1); 2) the educators of children’s pre-school establishments — 34 women at the age from 26 to 65 years (M=46.4; SD=10.4), with the length of employment from 2 to 43 years (M=24.1; SD=10.3). Method is quasi-measurement. Basic conclusions: The dynamics SPM of teachers can be characterized as non-optimal; the using of resources — limited, fragmentary, partial; the dynamics SPM of educators — optimum; the use of resources, their mismatch with PSS are combined the increase of destructive processes from 35—45 years and with strengthening on the boundary of 55 years; with molding of professional outsider, or type of specialists, who support professionalism with the price of psychophysiological overvoltage. Teachers are more subjected to professional destructions and professional burning out, than educators. The first stages of burning out and destructions are reflected adequately by them.
professionally important qualities;
Available Online: 31.03.2014
To the 60th anniversary of Alexandr Georgiyevich Shmelyov.