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PSYCHOLOGICAL STRUCTURE OF ABILITIES
Abdullajonova Nargizaxon
Tashkent State Pedagogical University named after Nizami
2nd year graduate student, majoring in "Music Education and Art".
Trigulova Adelya Khusainovna
Candidate of Pedagogical Sciences PhD
Associate Professor of the Department of “Theories and Methods of Teaching
Music” TSPU named after Nizami
https://doi.org/10.5281/zenodo.10800251
Annotation:
This article examines the psychological structure of abilities. An
analysis of leading theoretical concepts is given and the main methodological
guidelines that contribute to the targeted identification, study and development
of abilities are revealed.
Key words:
structure of abilities, components, abilities of the individual.
Pri obraschenii k sovremennym issledovaniyam it is necessary to
under¬cherknut, chto novye podkhody ne protivorechat vajnomu pozheniyu
otechestvennoy teorii, kotoroe zaklyuchaetsya v primenenii principle obshchego,
osobennogo i edinichnogo k analizu kobnostey. The use of the ego (T.I. Artemeva)
allows you to see the psychological structure of abilities, which includes:
— the general component, the social structure and the social structure of the
society;
- osobennyy, spetsialnyy component, obuslovlennyy sp¬tsificheskimi
chertami togo ili inogo screw deyatelnosti;
— edinichnyy, individual component, raskryvayushchiy ka-chestvennoe
svoeobrazie kobnostey dannogo individa.
Obraschayas k voprosam sootnoshenia sotsialnogo i individual¬nogo v
hulovecheskikh kobnostyakh, sleduet otmetit znachitelnyy klakad v etu problemu
nauchnykh trudov K. A. Abulkhanova-Slavskoi. Development idea S.L. Rubinstein
and A.N. Leonteva, ona podcherkivaet, chto individ kak obshchestvennoe
sushchestvo lish v obshchest¬ve i posredstvom obshchestva mojet razvivat i
sovershenstvovat svoi svoi svetnosti. Poetomu razvitie individualnykh kobnostey
vklyuchaet svoim nepremennym usloviem prisvoenie produktov kul¬tury,
vyrabotannyx obshchestvom. However, human culture, which has reached the
level of cultural development, affects the development of the individual's abilities,
and does not directly and indirectly determine that level, just as the development
of the ability is determined only by the available products of human culture, and
before that, all the actions of the individual are prisvoeniyu. Prichem sam chelo-
vek and etom procese ne passiven, chto nelzya upuskat iz vidu pri ana¬lize ego
fonbostey. Bessporno i to, chto "psychicheskaya deyatel¬nost, ne proizvodya
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zneznogo dlya oshchestva product, doljna imet svoy, oblettvoryayushchi ee
result, iz kotorogo mother draws dal¬neysuyu activity"
1
In this regard, the ability
itself can be considered as an active principle, as “activity in a not yet developed
form.”
The author explores under what conditions activity actually develops an
individual's abilities. Depending on the way of consuming products of human
culture, an individual can:
a) to develop within the framework of those achievements that are recorded
in cultural objects, and then it is more correct to talk not about abilities, but about
knowledge, abilities and skills, considering the development process as the
reproduction by an individual of what is already available in the general fund of
cultural values;
b) develop your abilities as such, as a result of which something new is added
to what is recorded in a given period of time. In this case, we can talk about
abilities in the true understanding of their meaning as creativity - going beyond
the boundaries of a given type of activity. This is designated by the author as the
principle of concreteness and individuality in the analysis of abilities.
Returning to the initial principles that the human individual has certain
potential properties and mental characteristics, but the latter can arise, be
realized and develop only under certain social conditions, Abulkhanova-
Slavskaya emphasizes that their influence does not at all go in the direction of
equalizing individuals , their standardization. The above approaches take the
formulation of the problem of developing abilities beyond the traditional limits of
their connection only with a special type of activity, and make it possible to
consider a broader (than just activity) set of prerequisites for individual abilities.
At the same time, mental activity is considered as a “regulator of life activity” of a
given, specific individual, and differences in mental characteristics and abilities
are explained not only by the laws of the psyche itself, but also by the place the
individual occupies in society.
To summarize all of the above, it can be argued that familiarity with leading
theoretical concepts is undoubtedly useful both for teachers and for students -
future teachers of any specialty (including music). It convinces them that the
problem of abilities is of a universal nature, that special abilities should be
considered as part of the whole, that the study of the psychological mechanism of
abilities, the general laws of their formation provides the main guidelines for their
1
Абулъханова-Славская К. А.
Некоторые особенности эстетического переживания // Взаимосвязь
методологической и методической подготовки учителя музыки. — М., 1994.стр 22
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development in specific types of activities, and finally allows us to develop the
basic methodological settings that promote targeted identification, study and
development of abilities.
Abilities are complex formations in which natural inclinations, individual
psychological characteristics of a person and the social component interact -
socially developed knowledge and methods of action. All these components are
fused into ability only in appropriate activity and as a result of communication.
Abilities manifest themselves and develop in conditions of active and
adequate activity. At the same time, the relationship between abilities and
knowledge, abilities, skills is important: abilities are, on the one hand,
prerequisites for mastering knowledge, abilities, skills and, on the other hand,
they develop themselves in the process of this mastery.
Abilities are not only the result of a person’s own activities - they are also
formed as a result of social influence - communication, training, education. At the
same time, it is necessary to keep in mind that abilities cannot simply be
implanted from the outside - each person has his own internal conditions for their
functioning, which must be taken into account in his work. One cannot ignore the
active principle in a person, his own activity, when mental activity becomes the
regulator of the entire life activity of the individual.
Each activity places certain demands on both special and general abilities.
Therefore, it is not enough to develop a personality narrowly professionally - only
its comprehensive development will ensure the identification and formation of
both general and special abilities in their unity. Hence the two-sided tasks of
taking into account the specifics of the profession and adjusting general and
special development.
Abilities are not an isolated manifestation of personality; they are in organic
unity with other qualities in the holistic makeup of mental life. On the other hand,
each individual ability is a complex of different properties connected by complex
interactions. This requires the teacher to understand their role in the “ensemble”,
and, first of all, to pay close attention to the interests and inclinations of the
person. Paying attention to inclinations and determining the abilities behind
them, one must not lose sight of the formation of other internal prerequisites for
the development of abilities - such characterological traits as determination and
organization, efficiency and self-demandingness.
Theoretical analysis of abilities and pedagogical practice bring to the fore the
problem of differences in the mental activity of people; these differences are
associated not only with physiological characteristics, but also with different
SCIENCE AND INNOVATION IN THE
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ways of their life. At the same time, qualitative differences in abilities lead to
different ways of performing the same activity and provide opportunities for
“compensation of abilities.” Thus, successful creative performance of activities
can be achieved in different ways. This presupposes an individual approach to the
development of each person.
Abilities as general qualities of a person are part of its structure and are
closely related to the character, will, and goals of a person. Therefore, it is possible
to understand, and therefore develop, abilities only in connection with the study
of the personality as a whole. This confronts the teacher with the task of bridging
the gap between abilities and other human properties. On the other hand, the
main goal of abilities is precisely the formation of the student’s personality,
including the development of such qualities and properties that are necessary for
various types of activities and can even become decisive in his entire life. This goal
opens up prospects for the teacher’s personal and creative influence on the
student and turns education into “the process of purposefully creating an
atmosphere of life in which ... all the musical and, more broadly, spiritual values
accumulated by humanity are realized.”
Following this path is of particular importance for teachers - it raises their
activities to a higher methodological level, which allows them to see the entire
development process as a whole. At the same time, issues of practical pedagogy
are closely linked with philosophical, aesthetic, psychological and pedagogical
problems.
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