THE ESSENCE OF HUMAN AS A PROBLEM OF PHILOSOPHY MBOU secondary school No. 12 Novosibirsk teacher VKK Stadnichuk T.M. GREAT MYSTERY - MAN
Our ancestors believed that human life is endless.
They believed that a person should know his essence during his entire earthly life, and after death - beyond its borders, in another world. And indeed, all attempts by strictly scientific methods to know the essence and depth of the inner world
people were unsuccessful. The man was too
difficult subject for the study of exact science.
"Man is an eternal problem that is always being solved and that will never be solved." (A. Losev)
GREAT MYSTERY - MAN
“What greatness is a man! What nobility in his mind, infinity in abilities, charm in forms - this is the spirit of heaven, the adornment of light, an example of the rest of nature.
“Man is a wild, terrible animal, whose instincts are civilization, but which shows its true face when the chains of law are weakened and anarchy sets in”
GREAT MYSTERY - MAN
Man is the object of study of many sciences, up to 200 disciplines can be counted.
- As a biological substance - anatomy, biochemistry, physiology, primatology, genetics, paleontology, etc.;
- Human sciences - demography, sociology, ethnography, political science, economics, etc.;
- Man and his interaction with nature and space - ecology, biogeochemistry,
- Man as an individual
- Man as subject
space medicine, etc.;
pedagogy, ethics, psychology,
aesthetics, etc.;
activities - engineering
psychology, heuristics, etc.).
There is an invisible boundary between the great apes and Homo sapiens:
- The main generic difference of a person is tool activity.
- The ability to think abstractly, i.e. be aware of the links between the ultimate goal and intermediate operations of labor activity.
- A person is able to continuously master culture with
with each new generation
those. socialization takes place.
Philosophical anthropology is a philosophical doctrine of the nature and essence of man, a specific difference in the way of existence of man and animals.
The philosophical approach to the study of man is that man is regarded as the pinnacle of the evolution of the living, as the disclosure of creative potential.
nature and society as a creator
spiritual world. The beginning of the philosophical
anthropology is associated with the emergence
classic works by Max Scheler
"The position of man in space"
(1928) and Helmut Plesner "Steps
organic and man" (1928)
MAX SCHELER (1874-1928) - GERMAN PHILOSOPHER AND SOCIOLOGIST
GREAT MYSTERY - MAN
Philosophical anthropology arose in the 19th century. as an independent direction of research into the problem of the essence of man - his rationality, tool activity, the ability to create symbols, etc. The reaction to the question: what is primary in human activity, nature or society?
A person is an end, not a means for another person (I. Kant)
Man is the universal and highest subject of philosophy. Essence
of a person - the world of emotions, the life of the mind and heart, body and soul (L. Feuerbach)
GREAT MYSTERY - MAN
The concept of philosophical anthropology:
- The initial biological insecurity of a person gives rise to his activity, connection with the world, his own kind.
- A person is doomed to an eternal search, wandering, striving for self-improvement.
- Man is a multidimensional being, incomprehensible, in need of others.
- Man is the center of the intersection of two principles - "impulse" and "spirit".
- Their unity forms the essence of man.
Philosophical anthropology has had a significant impact on the development of:
- Psychoanalysis is a complex of hypotheses and theories explaining the role of the unconscious in human life.
- Existentialism - the philosophy of existence, considers the hallmark of man to be his freedom.
The essence of a person is a complex process of acquiring a human being, allowing not only a progressive, but also a regressive line of development.
(M. Scheler)
Man is a complex
multilevel system, here
interconnected biological,
social and spiritual principles,
consciousness and the realm of the subconscious.
- Subject - active
- Subjectivity is an important aspect of the individual being of a person, his connection with social being.
- Human subjectivity is the world of thought, will, and feelings inherent in man.
man with his knowledge, experience and
the ability to change the objective situation of one's being and oneself in the process of socially significant activity.
Possesses consciousness, articulate speech, moral qualities and the ability to make tools.
Subject of socio-historical activity and culture
biosocial creature
- Activity involves activity, which can be mechanical, physical, biological, social, etc.
- Activity is the interaction of a person or a group of people with the environment, the world.
- Activity involves the process of conscious and purposeful change by a person of the world and himself.
Activity is a specific human form of active attitude to the surrounding world, its expedient change and transformation.
SOCIAL ESSENCE OF ACTIVITY
A person is not conceived out of touch with society, therefore any human activity is of a social nature.
ACTIVITY
The subjective aspect of activity, i.e. human dependent
The objective aspect of activity, i.e. independent of man
CREATION
CREATION
DESTRUCTION
SOCIAL ESSENCE OF ACTIVITY
Activity is the basis of human existence. In activity, a person not only earns a living, but also develops as a person, is formed as a social being, realizes his abilities and expands opportunities.
THINKING AND ACTIVITY
Walk straight!
There was once a woodcutter who was in a very distressed situation. He subsisted on the paltry amounts of money earned from firewood, which he brought to the city on himself from the nearest forest.
One day, an old man who was walking along the road saw him at work and advised him to go further into the forest, saying: “Go ahead, go ahead!”
The woodcutter heeded the advice, went into the forest and went on until he came to a sandalwood tree. He was very pleased with this find, cut down the tree and, taking with him as many pieces of it as he could carry, he sold them in the market for a good price. Then he thought: why did the good old man advise you to definitely go forward?
The next day he went further and found copper deposits. He sold it at the market, got even more money. The next day he went even further and found the silver deposits. A day later, he found gold, then diamonds, and finally acquired enormous wealth.
This is precisely the position of a man who strives for true knowledge: if he does not stop in his movement after he achieves some efforts, then he will eventually find the wealth of truth.
How do you understand the meaning of the parable?
THINKING AND ACTIVITY
Thinking is a function of the human brain resulting from its nervous activity. Thinking is the interaction of the subject with the surrounding world, during which an indirect and generalized reflection in the human brain of essential properties, causal relationships and regular connections of things is carried out.
THINKING AND SPEECH
Speech is a universal means of formation and expression
thoughts. Thinking takes place on the basis of language, which is actively involved in the very process of thinking. Thus, speech is an instrument of thought.
Inner speech is speech devoid of sound design, internal pronunciation.
External speech is a system of sound signals and symbols for transmitting information, the process of materialization of thought.
THINKING AND SPEECH
A person calls, designates this phenomenon in his speech with words. As a result, an idea or a concept, a thought about this phenomenon arises in the head of another person.
I. Requirements for the results of studying the topic
The study of this topic is intended to contribute to the achievement of results
personal:
Awareness of the significance of the problem of the essence of man as a key in the course of social science;
Formation of modern ideas about the essence of man;
metasubject:
The ability to reveal the specifics of the mutual influence of two worlds - social (human) and natural, its key role in understanding the nature of man and his worldview;
Understanding the interdisciplinary nature of the human problem;
subject:
Possession of the concepts of "man", "individual", "personality", "individuality"; the ability to distinguish between the interpretation of the concepts of "human nature" and "human essence";
Awareness of the one-sidedness of a number of interpretations of the essence of man, put forward in the course of historical development by science, philosophy and religion;
Understanding the direct influence of the social environment, the nature of social relations on the formation of the essential qualities of a person, his self-determination as a person.
Lesson objectives:
1) to form in students adequate knowledge about a person, justifying the predominance of his spiritual and moral qualities;
2) to show the inseparable connection and interdependence of the biological and social nature of man.
II. The place of the topic in the system of training sessions
This topic is a key one in the social science course. It closes on all sections of the textbook without exception, has access to the current problems of Russian society and the global problems of our time.
The topic is especially closely connected with the subsequent paragraphs of the textbook: “Activity is a way of people's existence”, “Cognitive and communicative activity”, “Freedom and the need for human activity”. Further deepening of students' knowledge about the essence of man occurs when studying § 11 "The spiritual world of the individual."
The basis for understanding the topic can be the material of § 1 “What is society” (the role of human activity; the manufacture of tools; goal-setting and collectivity as the basis of human life; man as the creator of culture and its result).
III. Literature and equipment
Literature for the teacher
Vezklubaia S. A. Man and culture // Culturology / ed. B. A. Erengross. - M., 2007.
Yudin B. GBorzenkov V. G., Malkov S. M. The multidimensional image of a person: on the way to creating a unified science of man: an anthology. - M., 2007.
Bryzgalina E. V. Interdisciplinarity as a basis for studying a person in the school course of social science // Teaching history and social science at school. - 2012. - No. 8-10.
Equipment
Handout: a fragment from the work of Academician A. A. Huseynov for the motivational part; an excerpt from the work of T. Hobbes "Human Nature" for the debate; blackboard (recording the form of the table "Biological and social in man") and the scheme "Sociobiological path of man."
IV. Organization of educational activities
Options for organizing work
1st option. Two combined lessons with a sequential study of the issues of the plan, the work of students with the text of the paragraph and the implementation of educational tasks (No. 1, 3 from the heading "Assignments").
2nd option(for advanced students). 1st hour: school lecture "Continuity of views on the essence of man in philosophy" with the coverage of questions from the rubric "Questions for self-examination". 2nd hour: initial study of the content of the paragraph, followed by drawing up a detailed plan and working with the document - a fragment of the work of S. L. Frank. 3rd hour: debate "Does human nature change?" (according to an excerpt from the work of T. Hobbes "Human Nature").
Motivational stage
The features of the topic under study are reported: its complexity and versatility, depending on the contexts in which a person acts and is considered; the main idea of the lesson is formulated: neither society is possible without a person, nor a person is unthinkable outside of society.
A logical transition to the study of the issues of the lesson plan may be to clarify the list of sciences that study a person. During the discussion, it is established that the disciplines related to various branches of knowledge - humanitarian, social, natural - deal with the problems of the nature and essence of man. Students are led to the idea that almost all sciences are to some extent connected with the problem of man. From the fact that a person is a subject of knowledge, an important consequence follows: a person is always more than what he knows or can know about himself. Students are asked to find a place in the text under discussion that indicates this circumstance.
It turns out that this is indicated by the ending of the first sentence of the fragment: "... the only subject of research, its limiting condition."
Students are explained that scientific knowledge is objective knowledge (knowledge about an object). It is always knowledge about something that exists on its own, independent of the subject, and is brought to the judgment of the subject. Scientific knowledge as objective, i.e., independent of the will and ideological aspirations of the researcher, can take place only because the epistemological (cognitive) subject is taken out for the object of knowledge. In the case of a person, when he simultaneously acts as an object and subject of cognition, everything is much more complicated (“either a person as a subject of research - or a person as freedom” (K. Jaspers).
The stage of learning new material
Plan for learning new material
1. What is a person?
2. The nature and essence of man.
3. Individual. Human. Personality.
Important terms and concepts: man, human nature, human essence, anthropogenesis, individual, individuality, personality.
1. This stage of the lesson is designed to contribute to a deeper understanding by students of the concept of "man", the correlation of natural and cultural factors in human behavior, in human nature itself. In the study of such a phenomenon of life as a person, the problem of its origin is especially important. And although the title of the paragraph unequivocally focuses on the social aspect of the problem, nevertheless, without referring to anthropogenesis, it is difficult to answer a number of important questions: what turned out to be significant in the development of man in the world that he creates? How are social qualities formed, what and who contributes to this? What discoveries did man make, overwhelmed by fear and courage? How did the relationship between the sexes develop? What are the features of a person's relationship to mother and father, life and death, his destiny in this world? What was the time spent free from getting food (hunting and gathering) filled with?
Before offering students these questions for reflection, it is logical to find out how they answer the question "What is a person?" (taking into account knowledge from the courses of natural science and social science, as well as starting from the analysis of the text of the scientist). It can be recommended that students work with different definitions in a textbook paragraph, in a school dictionary and other publications (the most reliable option is to use handouts for comparative analysis).
After that, we can proceed to the discussion of the first of the questions formulated above: what turned out to be essential in the development of man in the world that he creates? Having commented on several students' answers, you can tell them the succinctly expressed position of K. Jaspers. What he considers essential here is the following:
"1. Use of fire and guns. A living creature that does not have either one or the other, we would hardly consider a person.
2. The appearance of speech. A radical difference from the mutual understanding of animals through the spontaneous expression of their sensations is the ability inherent only in man to express the meaning of the objective world that is realized in speech and transmitted by it, which is the object of thinking and speech.
3. Ways of self-forming violence against oneself, for example, through taboos. In the very nature of man lies the fact that he cannot be only a part of nature, on the contrary, he forms himself through art. The nature of man is his artificiality.
4. Formation of groups and communities. The human community is fundamentally different from the instinctively-automatically created states of insects. The main difference between the human community and the groups and relations of domination and subordination formed by primates lies in people's awareness of its semantic meaning.
5. Life shaped by myths, the formation of life through images, the subordination of all existence, family structure, social structure, the nature of work and struggle to these images, which in their endless interpretation and deepening, in essence, are simply carriers of self-consciousness and awareness of their being, give a feeling of shelter and confidence, all this is indistinguishable in its origins. At the beginning of history and later, man lives in this world.” (Jaspers K. The origins of history and its purpose. M., 1991. - Ch. 4. “What happened in the prehistoric period”).
An element of clarity in the issues under discussion will be introduced by referring to the table “Human activity (Differences between human activity and animal behavior)” from § 1 of the textbook. Students are invited to fill in the table based on the textbook, knowledge in other subjects and personal experience:
Biological and social in man
Biological properties of a person |
Sociocultural qualities of a person |
bipedalism; Large and developed brain; The peculiarity of the bodily organization; Genes (heredity); Musculature and versatility of a developed hand; The presence of developed facial muscles (the ability to laugh); Ability to articulate speech; Sexual differentiation; Racial differences; end of life, etc. |
gun activity; Labor and collective activity; Consciousness; Language, speech, communication; Moral; Ability for spiritual creativity and fantasies; Designing your life activity (goal setting); Improving your biological nature; Ability to adapt to different climatic conditions; Responsible attitude to their actions and behavior; Awareness of one's mortality |
The students are divided into two groups. The first group works to identify the biological properties of a person, the second group determines the socio-cultural qualities of a person. Upon completion of the work, the results are discussed: representatives of each of the groups alternately act as experts and make adjustments. It is appropriate to invite students to think about the presence of negative features in a person (adherence to superstitions and prejudices; ruthless attitude towards nature and cruelty towards their own kind, which is not observed in the animal world).
2. A logical continuation of the study of the biological and socio-cultural characteristics of a person is an appeal to the semantic differences of such important concepts of the topic as “human nature” and “human essence”. Considering the complexity of the problematics, it is possible to advise the teacher to conduct this part of the lesson in the form of a message, having previously clarified the interpretation of these system-forming concepts by the students themselves.
It is noted that the concepts of "human nature" and "human essence" are often found in the literature as synonyms. Human nature in philosophical anthropology is understood as a set of unchanging features, common inclinations and properties that express the characteristics of a person as a living being, which are inherent in a reasonable person at all times, regardless of biological evolution and historical process.
When considering the concept of “human essence”, it is important to take into account in what context a person is considered, within what parameters and scales of his being, his essence is studied.
For example, science in this matter proceeds from the fact that a person, although he completes the ladder of living beings, arises and exists in the world in accordance with the laws of evolution.
Philosophy proceeds from the rationality, freedom, autonomy of the cognizing person, who masters the real world, first in consciousness, and then practically.
You can draw the attention of students to the fact that the definitions of the essence of man that exist in the history of philosophical thought suffer from one-sidedness. The essence of a person in them is reduced mainly to some one quality or some part of human life, which is not characteristic and comprehensive for a person. For example, tool activity, human consciousness, the absolute spirit, the divine absolute, the totality of social relations, human life. From some of these interpretations of the essence of man, it follows that it (the essence) is, as it were, separated from the person himself (be it an almighty God or a set of social relations in Marxism). The fact that the problem of human essence has not lost its relevance so far is evidenced by attempts to expand the range of its system-forming concepts (for example, “a person is a biopsychosocial being”, “a person is a biosocial-moral being” or “a person is a culture-creating being”).
On the basis of comparison of these approaches to the definition of the essence of a person, followed by a reasoned definition of the most preferable, it is advisable to build a training task.
Recently, a different approach to understanding the essence of man has been established in philosophical anthropology. It is considered as a process, as a continuous interaction, a comprehensive relationship between a person and the social world. It (essence) personifies the continuous creation of the social world by man, his, man, incarnation in it with the subsequent transformation of the social world in man. Such an understanding of the essence of man as a general relationship, the mutual transformations of man and his social world indicates the invariably fundamental role of man in the complex, variable process of the relationship between man and society.
3. The study of the third paragraph of the plan is advisable to carry out in the context of the work of students with a textbook (subtopic "Social qualities of the individual"). Students are invited to compare the concept of "personality" with the concepts of "individual", "individuality", "man" that are similar in content and, using logical reasoning and the knowledge gained during the lesson, prove that the concepts of "individual", "individuality" and "person" are indeed social concepts.
Such work is of great importance not only for deepening the concept of "personality", but also for the systemic perception of the fundamental social and humanitarian concept of "person".
The concepts of the individual, individuality and personality are interrelated essential characteristics of a person. The students' understanding of their semantic features will allow them to better understand socio-humanitarian processes and phenomena in the future, to understand the semantic differences in the use of these concepts in texts and communication situations of different content (for example, personality as a result of socialization; child as a personality; personality of a criminal).
It seems that successful assimilation of these concepts by students can be achieved in the context of the formula of A. G. Asmolov: “The individual is born. They become a person. Individuality is upheld."
The formula is good. However, a person appears to have "dropped out" of it. Students may be asked to reflect on the following apparent paradox. In some life situations, when it is necessary to call someone to perform an important action or duty, the appeals are used: “Be a man!”, “You are a man!”. Why is it not used more socially prestigious - "personality"? And in what category to put "Man with a capital letter"? We believe that when organizing this work with students, it is advisable to use a scheme that will give it visibility:
Consolidation stage
As a material for consolidating the acquired knowledge, it is advisable to use positions 1, 3 from the heading "Assignments".
Social science test The social essence of a person Grade 10 with answers. The test consists of 3 parts (in part 1 - 15 tasks, in part 2 - 4 tasks, in part 3 - 1 task).
Part 1
1. Man is a product of evolution
1) spiritual and biological
2) biological and social
3) biological and cultural
4) biological and socio-cultural
2. The saying "I think, therefore I am" is
3. The meaning of human life with moral quest associated
1) the philosophy of the Renaissance
2) German classical philosophy
3) the philosophy of Marxism
4) the philosophy of hedonism
4. The process of historical and evolutionary formation of the physical type of a person is called
1) evolution
2) gender studies
3) genesis
4) anthropogenesis
5. Labor was declared a decisive factor in the evolutionary transformation of the ancient ancestor of man into a social being in the works
1) Ch. Darwin
2) F. Engels
3) Aristotle
4) G. Hegel
6. The idea of transmigration of souls was put forward
1) ancient Chinese philosophy
2) ancient Indian philosophy
3) ancient Greek philosophy
4) the philosophy of the Renaissance
7. The notion of man as "the image and likeness of God" is characteristic of
1) ancient Greek philosophy
2) ancient Chinese philosophy
3) the philosophy of Christianity
4) ancient Indian philosophy
1) G. Hegel
2) I. Kant
3) O. Comte
4) I. Fichte
9. The philosophy of Jean Paul Sartre, who believed that the objective, deterministic world is opposed to human activity, which is free and does not depend on objective laws, refers to such a direction in philosophy as
1) existentialism
2) empiricism
3) empirio-criticism
4) statism
10. The specific features inherent in an individual, organism due to a combination of hereditary and acquired properties are called
1) individual
2) individuality
3) personality
4) there is no correct answer
11. The set of stable mental qualities of a person that determines his actions in relation to other people is called
1) abilities
2) emotions
3) temperament
4) character
12. Individually stable properties of a person that determine his success in various activities are called
1) abilities
2) emotions
3) temperament
4) character
13. A stable system of socially significant features that characterize an individual as a member of a particular society is one of the definitions
1) human
2) individual
3) individuality
4) personality
14. The state of an organism's objective need for something that is a necessary condition for its normal functioning is called
1) emotions
2) temperament
3) need
4) character
15. What concept is not used in the classification of human needs?
1) biological
2) spiritual
3) social
4) priority
Part 2
1. In the definition of a person given by S.I. Ozhegova, fill in the missing words. "A living being with the gift of ___________ and speech, the ability to create ___________ and use them in the process of social work."
2. Establish a correspondence between terms and definitions: for each position given in the first column, select the corresponding position from the second column.
Terms
A) thinking
B) abilities
B) an individual
D) temperament
Definitions
1) individually stable properties of a person that determine his success in various activities
2) a set of mental properties of a person, on which his reactions to other people and social circumstances depend
3) the highest stage of human knowledge
4) a single instance among many others, with specific properties
Write the chosen numbers under the corresponding letters.
3. Finish the phrase: "The source of personality activity is the diverse personal and public ___________."
4. Immanuel Kant characterizes such a phenomenon as follows. Firstly, it is the ability to create something that does not exist in nature, which cannot be learned, that is, its originality is the main feature. Secondly, the works of this person should be exemplary, and not be nonsense, albeit original. Thirdly, such a person cannot explain how he creates his works, his work is largely unconscious. What is such a person called?
Part 3
Essay Topics
1. “Man is the only animal that blushes or, under certain circumstances, should blush” (Mark Twain).
2. "The most entertaining surface on earth for us is the human face" (G. Lichtenberg).
3. "You can't always be a hero, but you can always be human" (I. Goethe).
4. “A person outside of society is either a god or a beast” (Aristotle).
Answers to the social science test The social essence of a person Grade 10
Part 1
1-4
2-1
3-2
4-4
5-2
6-2
7-3
8-2
9-1
10-2
11-4
12-1
13-4
14-3
15-4
Part 2
1. Thinking, tools
2. 3142
3. Needs
4. Genius
The social essence of man
Arisova Anastasia M-10-1
The definition of the essence of man is inseparable from the disputes about his origin. The problem of man was the subject of discussions and a mystery that worried the minds of sages, artists, thinkers, scientists of all times. "What is a man?" was and still is one of the main questions of philosophy. Karl Marx, a German philosopher, considered the essence of man in the totality of social relations that form a different attitude of man to the world in different historical periods.
Human nature is dual. Firstly, a person is the result of biological evolution, and secondly, a product of the development of society. Man is a biological being, as it is a part of living nature, his brain and body are the result of the activity of nature; a person has biological needs - to breathe, sleep, eat, etc., there are also instincts. Man is a social being, since he can suppress his instincts, he has articulate speech, the ability to think, skills that are formed in society. Man cannot live without society, does not think of himself outside of it. That is, man is a biosocial being. It is the physiological and psychological characteristics that influence the development of human skills and abilities. However, any natural predisposition of a person is carried out in social (public) circumstances. For the formation of a person as a member of society, the conditions in which it takes place are important.
Man as a person. Social qualities, properties of a person are most often defined by the concept of "personality". What is a personality? A personality is an individual endowed with social qualities acquired in the process of socialization. A person is not born, but becomes in society in the course of interactions with other people through the acquisition and acquisition of various social qualities.
In science, a person is considered from 2 sides: role expectations - what is expected from a particular role of a person, and role behavior - what a person actually performs within the framework of his role. On the one hand, a person as a person is considered, compared with the norms and rules established in society. On the other hand, a person is considered through a set of roles. A person is able and must perform different roles at the same time - for example, the role of an employee, a family man, a citizen, etc. A person performs various actions, shows, manifests himself in social actions. The set of roles (functions) and their performance are connected both with the social, social structure, and with the individual skills and qualities of the person himself. For example, in a tribal system, relationships in a family are required from its members to be unconditionally subordinate to elders, a strict delimitation of economic functions associated with traditions and customs. And in modern society, family members are required to be ready for equal interaction, care, love, mutual understanding, etc.
In its role manifestations, the personality is formed, developed, improved, changed. It is the person who has the personality, and not the personality itself, who loves, hates, gets angry, fights, mourns, acts, and yearns. Through a person, only in his own way, forming his activities, relationships, the individual appears as a Man.
In addition to the external conditions of human behavior in society, the implementation of its various social relations and the development of social qualities, self-consciousness and self-realization of a person are important.
Self-awareness is most often understood as a person's complete understanding of himself as a person, his meaning, his role in life and society. That is, a person is able to make his own decisions and enter into certain relationships with other people and nature. Self-realization is understood as the process of the most complete identification, development and implementation by a person of his personal capabilities, achievement of goals. For example, Henry Ford, the legendary businessman of the twentieth century, who was obsessed with the goal of creating a car accessible to everyone, and made his dream a reality. Currently, the company he created is the fourth in the world in terms of car production for the entire period of existence. Abraham Maslow, an American scientist, believed that the need for self-realization is one of the highest human needs.
Plan: 1. Man as a result of biological and socio-cultural evolution. 2. The difference between man and animal. 3. Human ancestors. Genus Homo. Biological evolution of man since the Lower Paleolithic. 4. The role of labor in anthropogenesis. 5. Origin of thinking and speech. 6. Sociogenesis. 7. Changes in the social organization of a person in the Middle Paleolithic and in the Cro-Magnon era 8. The emergence of exogamy and tribal organization as the final stage of sociogenesis. 9. Cultural genesis 10. The emergence of mythological ideas. 11. Mythology as a primary form of spiritual production 12. Binary human nature. 13. The problem of nature and culture
1. Man as a result of biological and social evolution The problem of man is one of the main ones in philosophy. Of great importance for understanding the essence of man, the ways of his development is the clarification of the question of his origin. The theory of human origin, the essence of which is to study the process of its emergence and development, was called anthropogenesis (from the Greek anthropos man and genesis origin).
There are several approaches to solving the question of the origin of man. Religious theory Paleovisit theory Natural-science (materialistic) theories Ch. Darwin () English naturalist, creator of evolutionary theory F. Engels () social thinker, politician Divine origin of man. The soul is the source of the human in man. Man is an unearthly creature, aliens from outer space, having visited the Earth, left human beings on it. Man as a biological species has a natural origin and is genetically connected with higher mammals. The main reason for the appearance of man is labor. Under the influence of labor, specific qualities of a person were formed: consciousness, language, creative abilities
Man is essentially a biosocial being. Biological and social in man are merged into one, and only in such unity does he exist. The biological nature of man is his natural prerequisite, the condition of existence, and sociality is the essence of man.
Absolutization of one of the aspects of human essence leads to biologizing or sociologizing. Biological approach: Emphasizes only the evolutionary and biological prerequisites of human nature. Sociologizing approach: Explains the nature of a person, based on socially significant factors. A person is a “blank slate” on which society writes the necessary words.
2. The main differences between man and animal Man has thinking and articulate speech. A person is capable of conscious purposeful creative activity. A person in the process of his activity transforms the surrounding reality, creates the necessary material and spiritual benefits and values. Man is able to make tools and use them as a means of producing material goods. A person reproduces not only his biological, but also his social essence, and therefore must satisfy not only his material, but also his spiritual needs.
3. Human ancestors. Genus Homo. Biological evolution of man since the Lower Paleolithic. The theory of anthropogenesis is based on the simial (from the Latin "simia" - monkey) hypothesis of Charles Darwin about the origin of man from the ancient anthropoid ape. It is believed that the hominid (human) line of evolution separated from the stem common with monkeys 7–8 million years ago, and the oldest representatives of the human genus (“Homo”) appeared no later than 2 million years ago. Usually there are 4 stages of human development: Australopithecus, archanthropes, paleoanthropes, neoanthropes.
4. The role of labor in anthropogenesis. The most important factor in human evolution is labor. The ability to make tools is unique to man. Labor activity contributed to the consolidation of morphological and physiological changes in human ancestors, which are called anthropomorphoses. Joint labor activity contributed to the rallying of the members of the team, necessitated the exchange of sound signals.
8. Emergence of exogamy and tribal organization as the final stage of sociogenesis. Exogamia prohibition of marriage relations between members of a kindred (clan, phratry) or local (for example, community) team, which existed both in the era of the primitive communal system and at a later time. Numerous theories of the origin of exogamy are combined mainly into 3 main groups, which suggest that the transition to exogamy is due to: the need to avoid harmful consequences from marriages between blood relatives (L. G. Morgan and others); the desire to expand social contacts and establish relationships with other teams (E. Tylor, A. M. Zolotarev, K. Levi-Strauss); the need to establish social peace in the team, since sexual relations and the conflicts that accompany them were taken out of it (S. P. Tolstov, Yu. I. Semyonov). The term was introduced by the English researcher of marriage and family relations in primitive society J. McLennan. The position of women.
9. Culturogenesis Culturogenesis: formation of culture in a primitive society. Characteristic features of primitive culture: Syncretism as the main characteristic of primitive culture. Formation of cultural universals. The initial unity of material and spiritual activities and their subsequent separation. The evolution of material culture. Formation of primitive beliefs and their significance in people's lives. Totemism, fetishism, magic, the cult of ancestors, animism - general and special. The birth of morality. Taboos and rituals as the first regulators of social relations. The impersonal nature of primitive morality. Evolution, main types and functions of primitive art.
Art is such an image of the world that excites people, awakens deep feelings and experiences in their minds. First, art is hard work. All beautiful things are created by the mind and hands of people. Secondly, art is constant reflection on how the world works, how nature and society change. Thirdly, art teaches people to understand what goodness and beauty are. Fourthly, art is a way for people to exchange feelings and experiences with each other.
10. The emergence of mythological ideas. In a primitive tribal community, a person not only lived and worked side by side with his relatives. Art was also created by all together. As property was common, so art belonged to everyone. Of course, in a friendly and close-knit community, people's consciousness was unified and indivisible. And painting, and oral legends, and music were associated with faith in the gods, with the education and upbringing of young people. Scientists have called all this together a myth.
11. Mythology as a Primary Form of Spiritual Production Mythology (from the Greek mifos - legend, legend and logos word, concept, teaching) is a form of social consciousness, a way of understanding the world, characteristic of the early stages of social development. In the spiritual life of primitive society, mythology dominated and acted as a universal form of social consciousness. In the sociocultural and intellectual development of mankind, a significant role was played by spontaneously born legends, fanned by legends and colored by fantasy, what we call myths. They served as a necessary stage in the natural evolution of human consciousness.
11. Mythology as a primary form of spiritual production Myths - ancient legends of different peoples about fantastic creatures, about the deeds of gods and heroes are diverse. Myth - the earliest form of the spiritual culture of mankind, combined the rudiments of knowledge, religious beliefs, political views, various types of art, philosophy. Mythology consolidated the system of values accepted in a given society, supported and encouraged certain forms of behavior.
12. The binary nature of man. The binary nature of man. The dual (binary) nature of man is manifested in the fact that each member of human society can be viewed from two sides. First, man is a biological being with natural needs for food, drink, procreation, and security. A person, considered from this point of view, has innate instincts, qualities that create his uniqueness and individuality are genetically embedded in him. From this point of view, a person differs from an animal only in that he is able to learn, change his behavior through interaction with other people. On the other hand, a person constantly develops his thinking, individual character, knowledge of the environment through communication with other people. Without the influence of other people, the individual remains at the level of the animal, cannot become a full member of human society. Consequently, a person can also be considered as a social being, which is formed through being in a human society, through connections with other individuals.
Correlation of the concepts individual, individuality, personality. Personality 1) a person as a subject of social relations and conscious activity; 2) the systemic quality of the individual determined by involvement in social relations, which is formed in joint activities and communication. The most common concept is the individual. Therefore, using the concept of "individual", we emphasize impersonality, we believe that it can be any person. An individual (from Latin individuum indivisible, undivided) is a single representative of the human race, a specific carrier of all social and psychological traits of humanity: mind, will, needs, interests, etc. (a person as a separate individual among other people). Individuality is a unique originality of a person's manifestations, emphasizing the exclusivity, versatility and harmony, naturalness and ease of his activity (a person as one of many, but taking into account his personal characteristics: appearance, demeanor, character, etc.). Personality (from Latin persona persona) is a human individual who is the subject of conscious activity, possessing a set of socially significant features, properties and qualities that he implements in public life (a person with socially significant qualities).
