Modern problems of science and education. The cultural and historical concept of L.S. Vygotsky. The concept of higher mental functions. HMF laws, appropriation, interiorization, mediation

French interio-risation - transition from outside to inside, from lat. interior - internal), the formation of internal. structures of the human psyche through the assimilation of external. social activities. I. is not reduced to receiving "from the outside" for subsequent processing and storage "inside" the psyche of sign information through the mechanisms of perception and memory. The concept of I. was introduced by the French. sociologists, a school to designate borrowing DOS. categories of individual consciousness from the sphere of societies. representations. Into the cut. psychology, the role and mechanisms of I. are interpreted in different ways. E. Durkheim associated I. with the socialization of the individual. According to J. Piaget, I. occurs along with the formation of speech (the meanings of the words "are" in the mind). Concepts similar to I. are used in psychoanalysis to explain the formation of the unconscious under the influence of interindividual relations.

In father. psychology I. is considered as a transformation of the structure of objective activity in the structure of internal. plane of consciousness. According to L. S. Vygotsky, every truly human form of the psyche is initially formed as an external social form communication between people and only then, as a result of I., does it become psychic. process dep. the individual. Vygotsky considered the formation of forms verbal communication as a process of formation of higher, specifically social, tool-mediated psyche. functions. It has been shown experimentally (A. N. Leont'ev) that this process occurs in the course of ontogenetic. child development, between 5 and 11-12 years. The stages of I. are traced in works devoted to mental actions (in particular, P. Ya. Galperin's theory of the stage-by-stage formation of mental actions). Initially developed material action in the process of I. is generalized, reduced, and not concluded. its stage (mentally) acquires the character of a psychic. process.

Lit .: Vygotsky LS, Thinking and speech, Sobr. cit., t. 2, M., 1982; his e, History of the development of higher. mental. functions, in the same place, t. 3, M., 1983; Galperin P. Ya., To the doctrine of interiorization, VP, 1966, No. 6; Leontiev A.N., Problems of the development of the psyche, M., 1981.

The child was born, and he immediately begins to contact the world, to know it. He, like a sponge, greedily absorbs a huge amount of information coming from the environment. Sounds, colors, light and darkness, sensations of cold and warmth, taste - all this is new and incomprehensible. Memory, thinking, perception, emotions - all mental functions are in their infancy. The impetus for their rapid development is the process of interiorization.

Interiorization: what is it?

The concept of interiorization was first used by a group of French sociologists to denote the elements of socialization. Individual development a person as a member of society depends on his acceptance of the values of society. The formation of consciousness directly depends on the borrowing of cultural, ideological, moral values of society.

Interiorization is a process of becoming human psyche through the assimilation of activities, the integration of social experience and full-scale development. The term was formed from two words: lat. interior - "internal" and fr. intériorisation - "transition from outside to inside".

Interiorization in psychology

In psychology, interiorization is the formation of mental processes through the assimilation of activities adopted in society. For the first time, the French psychologists J. Piaget, P. Janet, A. Vallon spoke about this phenomenon in psychology. The Soviet psychologist L. S. Vygotsky was also closely involved in this issue. According to his theory, the formation of the psyche occurs through the introduction of external social factors. Initially, there is an acceptance of the mechanism of relationships and the life of society, which, thanks to the process of interiorization, become components of the psyche.

Formation of personality according to P. Ya. Halperin

Work in this direction was continued by the Soviet scientist P. Ya. Halperin. His merit lies in the fact that he continued the line of studying this phenomenon, set by L. S. Vygotsky, which differed from the opinion of foreign scientists. J. Piaget assigned interiorization of secondary importance in the formation of the psyche up to a certain age, in the foreground was logical thinking... The transition from the non-mental to the mental (i.e., as a material action) becomes an internal process, not illuminated.

On the contrary, L. S. Vygotsky, and then P. Ya. Halperin insist that interiorization is the key mechanism for transferring an external impression into an internal plane at all stages of development. The question of the transition of the non-psychic plane to the psychic one is deeply studied.

Transformation of activities

The psychological mechanism of interiorization consists in the transformation of external activity into components of the psyche. This happens in the process of communication and learning.

Meaningful actions are performed as a result of the experience of interacting with the world, since interiorization in psychology is a transition "from outside to inside", which becomes the basis for the formation of mental activity. Halperin deduced the following parameters of the transformation of activity: the level of performance, the measure of generalization, the number of operations, the degree of mastering the skill.

The formation of mental activity

The formation of mental actions, according to Halperin, goes through several stages:

Motivational. The best basis for motivation is natural cognitive interest.
Indicative. The teacher's manipulations are monitored, a diagram of future actions is drawn up.
Material. Direct action is carried out with the object.
External speech. On this stage actions are spoken aloud.
External speech to myself. Here, what was previously spoken out loud is pronounced to oneself, which significantly reduces the duration of the action.
Mental action. All actions take place in the mind, with great speed at the level of automatism, which speaks of mastering the skill.

Start

The interaction of the born child with the world occurs with the help of the close environment. An example of interiorization at this age can be observed in the games of the mother with the baby, in the way of communicating with him, in the manner of speech.

Mom showed the baby a rattle for the first time. The child looks, he is interested: what is it so bright and noisy there - and the motivational stage is turned on based on cognitive interest. The toddler constantly observes how the mother rattles the rattle and names the object - an indicative stage in action. Next, the mother puts the toy in the child's hand, and this process continues until the baby learns to hold the object in her hands - the stage of actions with the object. Mom constantly pronounces the name of the toy and the way of acting with it, the child tries to repeat after it - the stage of external speech. Repetition of actions to oneself leads to a mental operation - the baby sees a rattle, takes it, rattles, receiving a positive emotional charge. Actions that have reached the stage of automatism indicate a learned skill. The child will act this way not only with a specific toy, but with other rattles too. Thus, the process of transforming external actions into internal mental activity takes place. Throughout preschool age the formation of the child's psyche occurs through the interiorization of actions in interaction with various objects and concepts directly in the game.

School adaptation

School education is based on mental activity. The study of subjects such as physics, mathematics, history, chemistry, etc. at school assumes that certain requirements will be put forward for the student, one of which is the ability to perform actions not only on objects and paper, but also in the mind, with great speed, and better automatically. The mechanism of personality internalization will also depend on the type nervous system(someone grasps everything on the fly, while for someone this process proceeds at a very slow pace), such as temperament, from motivation. And here the division of children into those who master the school curriculum and those lagging behind is very clear. As can be seen from the stages of development of mental activity, motivation is an impulse for external action.

Lack of cognitive interest, which is the basis of school motivation, leads to poor assimilation of school material and low academic performance. Not only the features of the nervous system play an important role here, but also social adaptation- a measure of a person's entry into society.

Social adaptation

Social interiorization also begins at birth. The following levels of the relationship between the individual and society are distinguished here:

close social circle (parents, brothers, sisters and other relatives);
middle circle (neighbors, Kindergarten, school, friends, etc.);
far circle ( small homeland and country of birth as a whole).

In communicating with relatives, the child adopts, that is, internalizes, family values - this is the type of parental relationship, family interests, behavior patterns with others, religious preferences and attitude to the world as a whole.

Moving beyond the family, the child observes the patterns of relationships adopted by people with whom he often contacts, and can adopt their ways of acting.

Being born in a certain country also leaves a special imprint on a person's self-determination: cultural and religious traditions, the language of communication, National cuisine, moral values and personalities that society has chosen as its heroes. For example, in Soviet society in the 1930s and 1940s, the heroes were pilots, Stakhanovites, party leaders, and the younger generation wanted to be like them. Then the heroes were cosmonauts, "new Russians", oligarchs, etc. Success in society will depend on the level of a person's compliance with the external ideals currently accepted in society.

The role of communication

Communication in the process of interiorization plays an important role. It determines consciousness: with whom a person communicates and accepts his authority, he is able to adopt those values. For example, at the initial stage of life, parents are an indisputable authority for a child, and everything that parents say is perceived as truth in the highest instance. As they grow up, the child compares the values that parents cultivate with the priorities of society.

Here a person can choose any direction, depending on his nature. As a rule, a person prefers life familiar from childhood.

The role of communication has another aspect in interiorization. Hospitalism has revealed an important component of speech and tactile contact during infancy. There are known cases of refuseniks (children left by their parents in maternity hospitals after birth) who have lived in hospitals for up to three years. Communication with the world of such children was limited by a medical framework. After that, the children ended up in orphanages, where it turned out that although they understand their native language and have a sufficient passive vocabulary, but they prefer to communicate in their invented language, many did not have hygienic skills (they did not know how to brush their teeth, wash their hands with soap, etc.). Staying in a shelter with peers and the pedagogical influence of adults corrected the personality of these children for the better.

Assimilation of experience

It is difficult to overestimate the importance of experience in the process of interiorization. Thanks to him, a person chooses one or another value system that will determine the worldview and ways of relationships with others. Despite popular belief, experience cannot be conveyed. You can transfer knowledge, secrets of skill, certain nuances of activity, but the experience will always be individual. Different people will learn different lessons in the same situation. Therefore, it is a priori impossible to save a child from mistakes. You can teach him to predict situations to some extent, but no more. In addition, the acquisition of negative experiences leads to the development of a stronger and more stable personality.

The process of transforming social experience in human development is of great importance, since interiorization is not only the acquisition of new knowledge, but also the transformation of the personality on the inner mental plane.

The psychological term interiorization was coined by French scientists. The concept meant instilling ideology in the individual. That is, the transfer of social consciousness to the individual. In modern English-language dictionaries of psychological terms, internalization is replaced by internalization. For psychoanalysts, this is a mental process that denotes a relationship with a real or imaginary object, transformation external factor to the internal one. The problem of interiorization in psychoanalysis remains controversial. Until now, it has not been clarified whether the processes of absorption, identification, introjection are identical, or they are carried out in parallel to each other.

V Russian psychology the meaning of the word interiorization was given by Vygotsky as the concept of "rotation" - the transformation of external activity into the internal plane of consciousness. The development of the human psyche, according to Vygotsky's theory, is initially formed from the outside, depending on external social factors adopted in society. External collective forms of activity, through internalization, are built into the consciousness of a person and become individual.

Interiorization process

Higher mental functions develop at first as external forms of activity, and only in the process of internalization do they turn into mental processes the individual. Research at the Vygotsky school made it possible to formulate the main fundamental provisions:

Building mental functions is revealed only in the process of genesis, when they are formed, the structure becomes indistinguishable, goes deep;
The formation of mental processes reveals the essence of a phenomenon that did not originally exist, but as a result of interiorization it was born;
The emerging essence of the phenomenon cannot be explained by ordinary physiological processes and logical schemes, but is a process that does not stop even after the cessation of the action of one or another phenomenon.

Through interiorization, there is a transformation external signs into internal mental activity. Such a process cannot take place on its own. The correct mental development of a child is possible only in terms of communication with people around him.

With the help of interiorization, a person learns to make mental plans, develop options. In other words, he gains the ability to think in abstract categories.

Interiorization of activities

Any concept is a product of activity, therefore it is impossible to teach it. However, it is possible to organize the learning process in such a way that the interiorization of the activity will occur in stages and progressively. The mental function in the originally material action, undergoing interiorization, becomes a part of the mental process. The mental plane is not some empty vessel that can be filled with something. The inner plane is an ongoing process in a state of formation. Each new mental action is based on the experience that is acquired through the interiorization of activity, and the transition "from outside to inside", according to Halperin, is the main mechanism for the formation of the mental plan. Halperin deduced the main parameters of the transformation of an action:

Execution level;
Generalization measure;
Completeness of performed operations;
A measure of mastering a skill.

The levels of execution can vary in complexity, depending on the tasks. A task can be performed at three sublevels. These are the following actions:

With material objects;
With the help of speech, both oral and written;
In the mind.

The highest level of internalization of activity is the ability to perform certain actions "in the mind" without using additional tools: a book, a calculator and so on.

Stages of development of mental activity

The formation of mental actions, according to Halperin's concept, goes through the following stages:

Building a scheme for future action. Familiarization with the materials and requirements for the final result;
Practical development when using material objects;
Mastering a given action without relying on material objects, that is, the process of interiorization, as a result of which the visual action is transferred to the inner plan. At this stage external speech replaces specific items;
Complete transfer of external speech action into mental activity... The person performs the task, thinking "to himself";
The final stage of interiorization means activity “only in the mind”.

The child goes through all these stages in sequence, developing thinking.

Social interiorization

In Russian psychology, interiorization means the process of transformation interpersonal relationships in a relationship with oneself. The acceptance, processing and storage of sign information "inside" the psyche, based on memory, does not belong to the phenomenon of social interiorization. In the development of the highest nervous activity a person is distinguished by the following stages:

An adult acts on a child with a word, prompting one or another activity;
The child learns a new type of address for him and begins to influence the adult by word;
The child acts on himself with a word.

All people, without exception, go through the stages of social interiorization. The child is accustomed to mental activity without the use of specific objects.

In the theory of activity, internalization is the transfer of certain external actions to the internal, mental plane. External activities as a result of internalization undergo some changes, especially in the operational part.

Psychoanalysis explains the processes of influence of interindividual relations, the formation of the structure of the unconscious: individual and collective, which determines the structure of consciousness.

Interiorization[lat. interior - internal] - the formation of structures of the human psyche due to the assimilation of the structures of external social activity. The concept of I. was introduced by French psychologists (P. Janet, J. Piaget, A. Vallon, and others). In a similar sense, I. was understood by representatives of symbolic interactionism. In cultural-historical theory mental development developed by L.S. Vygotsky, I. ("rotation") is considered as a general mechanism for the formation of higher mental functions, which fundamentally distinguish the human psyche from the psyche of animals. In psychoanalysis, a concept of the process of introjection, close to the concept of I., is developed. It is used to explain how, in ontogeny and phylogeny, the structure of interindividual relations goes "inside" the psyche. Thanks to this process, the structure of the unconscious (individual or collective) is formed, which in turn determines the structure of consciousness.

L.A. Radzikhovsky

Definitions, meanings of a word in other dictionaries:

A large dictionary of esoteric terms - edited by Dr. med. Stepanov A.M

(lat. internal), transition from outside to inside, that is, mental processes that develop, as a rule, outside a person, through internalization become attributes of his internal mental life. The term belongs to the French sociologist Dyurheim.

Psychological encyclopedia

(from Lat. interior -inner) - letters: transition from outside to inside; psychological concept, meaning the formation of stable structural and functional units of consciousness through the assimilation of external actions with objects and the mastery of external sign means (for example, the formation ...

Psychological encyclopedia

(lat.interior - internal). 1. In psychiatry - the experience of the mentally ill of the circumstances of his excitement is hidden from those around him. 2. In psychology - formation internal structures psyche by assimilating the structures of external social activity. In psychoanalysis, the concept of I ...

Psychological encyclopedia

A transition as a result of which processes external in their form with external material objects are transformed into processes occurring in the mental plane, in the plane of consciousness; at the same time, they undergo a specific transformation - they are generalized, verbalized, reduced and ...

Psychological encyclopedia

German: Verinnerlichung. - Franz: int? Riorisation. -Engl .: internalization. - Spanish: interiorisaci? N. - Ital .: interiorizzazione. - Portuguese .: interioriza ?? o.o A) A term commonly used synonymously with introjection *. B) In a narrower sense, the process by which ...

The article deals with the problem of interiorization of knowledge in psychological and pedagogical science. The author analyzed the scientific and pedagogical literature, which allows to conclude that the result of this process is not just the acquisition of new knowledge, but the transformation of the personality structure. The author defines the interiorization of professionally oriented knowledge social educators in the process of studying at a university as a process and result of assimilation and transformation of knowledge into professionally oriented, characterized by a specific transformation of cognitive objects into internally assigned, personally significant, allowing to solve professional tasks of future activities, the acquisition of social experience, which are not only generalized, formed, but in the future they are used in the process of professional activity, while the educational environment of the university and modern requirements for vocational training determine the content of professionally oriented knowledge, and their assignment ensures Professional Development social educators.

social teacher

professionally oriented knowledge

psychological and pedagogical science

interiorization

1. Ananiev B.G. Man as a subject of knowledge // Selected works on psychology. - St. Petersburg: Publishing House of St. Petersburg University, 2007.

2. Belyanin V.P. Introduction to Psycholinguistics. - CheRo, 1999 Russian Pedagogical Encyclopedia / Ed. V.V. Davydova. In 2 volumes - Moscow: Great Russian Encyclopedia, 1993.

3. Golubintsev B.O., Dantsev A.A., Lyubchenko B.C. Philosophy. - M .: "Phoenix", 2007.

4. Zeer EF, Shakhmatova ON. Personality-oriented technologies for the professional development of a specialist. - Yekaterinburg: Ural. state prof.-ped. un-t, 1999.

5. Klimenko I.F. Genesis value orientations, study of attitudes towards the norm social behavior at different stages social development person // On the problem of the formation of value orientations and social activity personality. - M., 1992 .-- S.3-12. // http://www.rusnauka.com/Pedagog/84.html.

6. Levkovich V. P. Moral norms- regulators of personality behavior // Sov. pedagogy. - 1976. - No. 3. - P. 96 - 107.

7. Leontiev A.N. Problems of the development of the psyche. - M .: Publishing house of APN RSFSR, 19 Goncharov V.S. Interiorization as a central mechanism of cognitive development. Psychology of Cognitive Development Design: Monograph. - Kurgan: Publishing House of Kurgan State University, 2005. - 235 p.

8. Mushkirova A.N. On the formation of value orientations of the younger generation // http://www.rusnauka.com/Pedagog/84.html.

9. Nureyev RM The theory of public choice. - SU HSE, 2005.

10. Pedagogical encyclopedic Dictionary/ Ed. B.M.Bim-Bada. - M .: Great Russian Encyclopedia, 2002 - 528s.

11. Petrovsky A.V., Yaroshevsky M.G. A Brief Psychological Dictionary. - M .: Politizdat, 1985.

12. Petrovsky A.V., Yaroshevsky M.G. The basics theoretical psychology... - M .: INFRA-M, 1999 .-- 528s.

13. Developmental psychology. Dictionary. / Ed. Petrovsky A.V., editor-compiler L.A. Karpenko - M., 2005

14. Rubchevsky K.V. Socialization of personality: interiorization and social adaptation // Social Sciences and modernity. - 2003. - No. 3.

15. Senyushchenkov S.P. The problem of interiorization in the history of Russian psychology: Dis. ... Cand. crazy. sciences. - M., 2009 .-- 306s.

16. Talyzina N.F. The theory of the planned formation of mental actions today // Questions of psychology. - 1993. - No. 1. - P.92-101.

17. Shotter John, Bakhtin MM, Vygotsky LS: interiorization as a "phenomenon of the border" // Questions of psychology. - 1996, no. 6. Pp. 107-117 // http://psyberlink.flogiston.ru/internet/bits/ shotter01.htm.

18. Yadov V.A. On dispositional regulation of social behavior of a person // Methodological problems social psychology... - M .: Nauka, 1975 .-- S. 89 - 105.

The purpose research was the study of the problems of internalization of knowledge in psychological and pedagogical science.

Material, methods and research results

The development of the problem of internalization of knowledge is associated with the traditional issue of psychological and pedagogical science - the issue of external and internal determination. In construction theoretical foundations to solve this problem, as shown by comprehension modern approaches that have developed in the psychological and pedagogical literature, the concept of personality development as a special integrity, which is carried out only with the unity of two processes: external - social and internal - personal, has significant advantages.

In pedagogy, interiorization (fr. Intériorisation - transition from outside to inside, from Latin interior - internal) is considered as the formation of internal structures of the human psyche through the assimilation of external social activity, appropriation life experience, the formation of mental functions and development in general.

Internalization consists not of a simple transfer of external activity into the internal plane of consciousness, but in the formation of this consciousness itself. Thanks to interiorization, the human psyche acquires the ability to operate with images of objects that are currently absent in his field of vision.

A.V. Petrovsky, M.G. Yaroshevsky gives the concept of interiorization through the formation of the internal structures of the human psyche due to the assimilation of the structures of external social activity. We find similar definitions of the concept of "interiorization" as the formation of the structures of the human psyche due to the assimilation of the structures of external social activity in other psychological dictionaries.

The term "interiorization" is used by representatives of different directions and schools in psychology - in accordance with their understanding of the mechanisms of development of the psyche.

The concept of "interiorization" was introduced into scientific circulation by representatives of the French sociological school (E. Durkheim and others). E. Durkheim presented interiorization as a process when a child borrows concepts, ideas, categories from public consciousness, which then form the structure of his personal views.

The first psychologist to consider interiorization as a psychological principle was Pierre Janet. The concept of "interiorization" meant the grafting of elements of ideology to the initially biological consciousness of the individual: ideology, public consciousness was transferred "to" individual consciousness; the location changed, but not the nature of the phenomenon; it was as it was and remained perfect.

J. Piaget in his operational theory of the development of intelligence emphasized the role of interiorization in the formation of operations, a combination of generalized and abbreviated, reciprocal actions. For J. Piaget, interiorization is a secondary phenomenon from logical development thinking and means creating a plan of ideal, actually logical structures. The question of the transition from the non-mental to the mental was not touched upon. Representatives of symbolic interactionism understood interiorization in a similar sense.

The concept of interiorization occupies an important place in the system of concepts of a number of Soviet psychological theories, since it acts in them as one of the main means of solving such key theoretical problems, how:

objective method problem psychological research,
the problem of social determination of the human psyche,
psychophysical problem (in the modern interpretation - the problem of the nature and origin of the mental), which are relevant in modern psychology.

That is why we turned to the study of the concept of interiorization - to clarify its content and delimitation different meanings term, comparison of theoretical positions and empirical data, identification of connections of this concept with other concepts, the prospects for its application to solve modern theoretical problems of psychology.

In Russian psychology, the process of interiorization is understood as the transformation of the structure of objective activity into the structure of the internal plane of consciousness. A large group of Soviet psychologists (L.S.Vygotsky, A.N. Leontyev, P.Ya. Halperin and their collaborators) answered the word "interiorization" to the question: how are social mechanisms human psyche? The content of the process of interiorization itself was understood by these scientists in many ways in many ways. The positions of these scientists on the problems of interiorization were critically assessed by other Soviet psychologists - S.L. Rubinstein, B.F. Lomov, A.V. Brushlinsky.

The concept of "interiorization" acquired a fundamental significance in the cultural-historical theory of L.S. Vygotsky, where it is viewed as the transformation of external objective activity into the structure of the internal plane of consciousness. At the same time, L.S. Vygotsky mainly used the term "rotation" (a synonym for interiorization), by which he understood the transformation of external means and methods of activity into internal ones, the development of internally mediated actions from externally mediated actions. In his opinion, any human form of the psyche initially takes shape as an external social form of communication between people, as a labor or other activity, and only then, as a result of interiorization, it becomes a component of the psyche of an individual individual.

These theoretical constructions of A.N. Leontiev received a concrete psychological reflection in the understanding of the processes of teaching and upbringing. According to A. N. Leontiev, in order to build a mental action in a child, initially its content should be given in an external objective (or exteriorized) form, and then, by transforming it, generalizing and reducing it with the help of speech (i.e., through interiorization), turn it into action in the proper mental.

P.Ya. Halperin distinguishes two main parts in action: indicative and executive. The control and correction part is a derivative from them. In the theory of P.Ya. Halperin's approximate part of the action, or the approximate basis of the action, takes the leading place. The scientist emphasizes: "It is the approximate part, and not the whole action, which is the subject of psychology."

S.L. Rubinstein criticized the position of A.N. Leontyev on the prerequisites for interiorization. Based on the principle of Marxist philosophy - external causes act through internal conditions, S.L. Rubinstein considered it absolutely necessary to recognize the internal (phylogenetically and in the prenatal period, formed) prerequisites for the assimilation process; assimilation cannot go "into emptiness." The question is: how to substantively characterize these prerequisites (and not just state their existence)? The last problem rests, in the end, on the famous problem of the "beginning" and is far from being solved in psychology today. At the same time, some, albeit intermediate, solution to the problem of preconditions is necessary: after all, if one states the existence of prerequisites, but does not indicate how preconditions differ from the results of interiorization, then the very concept of interiorization turns out to be simply meaningless.

Thus, while mastering and fulfilling professional roles, a person first internalizes (translates the external into inner world) social values existing in society, that is, as if they "appropriates" themselves, and then in the process of their own creative activity multiplies them.

The psychological mechanism of interiorization makes it possible to understand the dynamics of the spiritual needs of an individual. The activity carried out by a person under certain conditions creates new objects that cause a new need. The personality, internally comparing its actions and deeds with future activities, predicts it in accordance with social requirements and transforms them into internal states. The selected object turns into a need, i.e. the mechanism of interiorization is triggered.

The internalization by a person of universal human values in the process of a student's assessment activity helps him to design a new activity in accordance with social standards and the tasks that arise in front of him in the process of self-education and self-education, and to implement it in practice.

The emotional nature of the process of interiorization is confirmed by numerous studies. They show that social values are perceived not only by consciousness, rational thinking, but above all by feelings.

A.N. Mushkirova believes that the formation of value orientations proceeds through interiorization, identification and internalization. ...

The interiorization of socially significant values, according to I.F. Klimenko, occurs through the assimilation of social norms both verbally and behaviorally.

Interiorization and social adaptation, according to K.V. Rubchevsky, are the main forms of personality socialization. Interiorization should be understood as a process of borrowing from external environment certain information and their assimilation as knowledge, skills, norms, patterns of behavior, values.

R.M. Nureyev proposed to study the interiorization of the individual in three dimensions. Measuring the degree of rationality of an individual: from routine to varied and from orientation towards an average opinion to orientation towards a satisfactory result. Measuring the degree of pursuit of personal interests: from individualism to the principles of collectivist ethics, as well as the degree of orientation of activities on market relations: from "market" to "anti-market" behavior.

In the study of the problems of interiorization of practices, B.C. In Lyubchenko, practical knowledge and skills come to the fore. The interiorization of relations, according to the author, is based not on the theoretical knowledge of the individual, but on practical knowledge.

P. Berger developed an integral approach to the process of interiorization of the social world, investigated the mechanisms of implementation different forms social control and their relationship with the formation of personality self-identity when changing the social context.

V.P. Belyanin investigated the processes of interiorization of the meanings of words in communication and activity, as the basis for the construction of the semantic matrix of society by an individual.

B.G. Ananiev compared two approaches to interiorization social roles, and through them attitudes and motives: sociological and psychological.

John Shotter, in a study on the possibility of a specific utterance's place in the chain of verbal communication, in a certain social group, I fully agree with L.S. Vygotsky and M. M. Bakhtin, "we form our inner life through the opportunities provided to us by the" others "around us, as well as by the" audience "internalized by us, thanks to functioning in various spheres of communication or speech genres."

As noted by V. P. Levkovich, "norms are external requirements of a society or a group in relation to a person, which are imposed on her behavior in a given situation." Internalized norms are not felt by the individual as coercive, they merge together with his rules and norms. In this case, they represent an internal regulator of behavior, that is, such an imperative that is accepted by a person forms an attitude.

A.N. Leont'ev defines the internalization of actions as a gradual transformation of external actions into internal, mental actions. He emphasizes that this process necessarily takes place in the ontogenetic development of a person.

According to V.S. Goncharov, for the interiorization of the concept by the student, the action must be previously exteriorized by the teacher. In other words, the teacher must design the process of its assimilation in accordance with the system of planned-stage-by-stage formation.

NF Talyzina also distinguishes three components of the process of interiorization: the transitions "external-internal", "social-individual", "material-ideal".

Thus, the analysis of various scientific approaches to the definition of the term "interiorization", showed that the result of this process is not just the acquisition of new knowledge, but the transformation of the structure of the personality.

Thus, we define the interiorization of professionally-oriented knowledge by social teachers in the process of studying at a university as a process and result of the assimilation and transformation of knowledge into professionally oriented, characterized by a specific transformation of cognitive objects into internally assigned, personally-significant ones, allowing to solve professional tasks of future activities. , the acquisition of social experience, which are not only generalized, formed, but also further used in the process of professional activity, while the educational environment of the university and modern requirements for professional training determine the content of professionally oriented knowledge, and their assignment ensures the professional development of social teachers.

The interiorization of professionally oriented knowledge by social teachers in the process of studying at a university is determined by the changing social, economic and cultural conditions of the development of Russian society, which are significant for the system of higher pedagogical education, as well as by the principles reflecting the specifics of the professional activities of social teachers.

In the process of professional training, the student, internally comparing his actions and deeds with the future professional activities, predicts it in accordance with social requirements and transforms them into internal states. The selected object turns into a need, i.e. the mechanism of interiorization is triggered. The value acquires the motive power of the motive of activity when it is internalized by the personality, represents a necessary moment of inner existence, when a person can clearly formulate the goals of his activity, see its humanistic meaning, find effective means their implementation, correct timely control, assessment and adjustment of their actions.

Internalization of professional knowledge in the implementation process learning activities carried out in stages: the formation of value knowledge; comprehension and acceptance of social experience in the process of reflection and interpretation; semantic comprehension of social experience, and, as a result, the appropriation of social experience as personal.

Reviewers:

Zhog V.I., Doctor of Philosophy, Professor, Head. Department of Social Pedagogy and Psychology FSBEI HPE "Moscow Pedagogical State University", Moscow city;

Levanova E.A., Doctor of Pedagogical Sciences, Professor of the Department of Social Pedagogy and Psychology, Federal State Budgetary Educational Institution of Higher Professional Education "Moscow Pedagogical State University", Moscow.

Bibliographic reference

T.V. Pushkareva THE PROBLEM OF KNOWLEDGE INTERIORIZATION IN PSYCHOLOGICAL AND PEDAGOGICAL SCIENCE // Contemporary problems science and education. - 2015. - No. 1-1 .;
URL: http://science-education.ru/ru/article/view?id=17247 (date of access: 03/02/2019). We bring to your attention the journals published by the "Academy of Natural Sciences"