THE ABILITY OF THE SUBJECT OF KNOWLEDGE TO SELF-ORGANIZATION OF ACTIVITY AS AN INDICATOR OF SUBJECTIVITY

Marina Pakhmutova¹, Svetlana Bakhtina², Andrey Rybakov³*, Mariya Paatova^4
1PhD in psychology, Mari State University, RUSSIA, quora2011@yandex.ru
²Associate professor, Mari State University, RUSSIA, basvet56@mail.ru
³Associate professor, Mari State University, RUSSIA, andrrrryb@rambler.ru
⁴Associate professor, Adygea State University, RUSSIA, mpaatova@mail.ru
*Corresponding author

Abstract

One of the urgent problems of modern psychology of education is the question of the psychological factors of the formation of the subject of knowledge in the educational environment of the university. Since the educational environment of different universities does not always meet the needs of a developing subject of knowledge, its psychological qualities play a special role. Therefore, in the modern education system, there is a need to move from the paradigm of "competences" to the anthropological principle of education, based on the concept of "subjectivity".
"Subjectivity" in the tradition of Russian psychology is associated with the ability to self-development and self-education (S.L. Rubinstein, S.N. Kostromina, V.I. Slobodchikov). An important factor in the development of subjectivity is the ability to self-organization. In modern studies there is no description of the relationship between self-organization of the individual and his subjectivity, which is partly due to the inaccuracy of the existing definitions. Many scientists (A.D. Ishkov, V.M. Latushkina, V.I. Morosanova and others) consider self-organization as a set of behavioral traits, such as responsibility, self-control and foresight. However, we understand the self-organization of the subject at the stage of vocational training from the standpoint of a systematic approach, namely, as an integral system of personal qualities of different nature. The integral system is formed on the basis of the dominant personal qualities of the subject, which are included in the activity and are used to achieve certain goals, changing in accordance with the value attitude to the world. In behavior this system is manifested as a subject position regarding the activity and its organization.

The purpose of the study was to identify the relationship of the ability of the subject to self-organization with the development of his subjectivity. The study involved students of the Volga State Technological University (N = 100). The cross-sectional method allowed us to establish differences concerning the organization of the activities of students enrolled in different courses. It is established that self-organization of the personality of senior students is characterized by the presence of specific integral properties. Integral properties associated with the value setting of students in research activities. Senior students, as subjects of knowledge, are focused on the performance of independent research, which indicates the development of their subjectivity. Self-organization of the personality of second-year students is associated with the presence of qualities that can potentially be involved in research activities and develop in it. However, only to the senior courses the structure of the integral properties manifests itself most clearly, which indicates the formation of students' subjectivity. So, we concluded that the self-organization of the individual is a manifestation of the integrity of the individual and is associated with the formation of the subjectivity of the future professional. Research activities of students can act as a condition for the formation of subjectivity.

Keywords: Psychology of students, Personality, Self-organization, Activity, Subjectivity.