Mental images are products of mental activity, so they contain the features of human psychology, the clarification of which is the task of psychological science and practice.

Mental activities proceed primarily as reflection and knowledge A man of the objects with which he interacts in practice. As a result, we obtain some information about these objects, which allows us to interact with them with knowledge. The mental image contains only the information about the object that we managed to capture through its feeling and perception. It is not captured by all properties of the object, but only a part of them, somehow selected by the perceiving person, which is the riddle of his psychology. Therefore, the mental image in relation to the object is just our idea of \u200b\u200bit.

Mental image - This is what we imagine about the object. Therefore, mental images are the images-representations of a person about the existing and non-existent properties of objects that a person feels, perceives, remembers, thinks, imagines.

Feelings and perception involve direct psychophysical contact with reflection objects. In this case, the mental imaging contains all signs of an object that can make a psychophysical impact on the senses not lower in the thresholds of intensity sensitivity.

Images and presentation of memory, thinking and imagination occur without compulsory psychophysical contact with the reflection object. They may be caused by the reflexive work of our consciousness and are recycled performances.

And in that and in another case, mental images and presentations have an individual peculiarity, which captures the subjective vision of objective reality. Therefore, they are called subjective mental reality.

Mental images and presentation as a subjective mental reality fill the inner world of human consciousness. This world is ideal, since it is not expressed in material forms and therefore unavailable to other people, except for the person himself - the subject of mental activity.

In mental images-presentations, a person reproduces the outside world with which it is constantly in cooperation. Subjective ideas about the outside world are connected and form a holistic picture of the world, in which a person's representation is also located about itself - the image of "I".

Mental activity, as a result of which mental images arise, proceeds in the form of cognitive mental processeswhich relates sensations, perception, memory, thinking, imagination. Consequently, in science it can be about the relevant mental images. All of them are our ideas about themselves, other people, things and objects of interaction.

Of course, a mental representation is not the thing itself in her natural and material form, but only perfect copy Object in our mental activity. It can be said that mental activity creates copies of objects for the person himself. According to these copies, the Last recognizes the natural objects of the outside world, determines their suitability to meet their needs. At the same time, mental images (copies of objects) are information on making a person decisions about their actions, actions, behavior and activities.

A peculiarity of mental images represents is their incomplete in the reproduction of properties and signs of a natural object. In them, a person seeks to capture the most essential signs of the reflection object. But it is not always and not to all subjects of knowledge can be. From here there are subjective differences in the images-representations of a reasonable reality. This is due to the individual characteristics of the human nervous organization and the work of our senses, which are tools for the reflective and cognitive activity of the subject.

The sense organs are constantly under the influence of biophysical and biochemical properties of interaction objects and convert them into signals of neuropsychic properties, which, as a result of analysting the brain, are transformed into images and representing these objects. Images and presentation is a kind of traces of interaction objects worn and saved by man thanks to his memory.

Initially, mental images of sensations and perceptions occur with the direct contact of the senses with a natural object. In this case, the mental image coincides with the object completely by its threshold properties. It is identical to the object as much as sensitivity (sensitivity) of this sense body allows. For example, the sensitivity of the eye of one person allows him to distinguish more shades of color than another person can do. The image of the sense of one person is fully the image of the sensations of the second, and it depends on the biochemical reaction in the nerve endings of the receptor (in this case, the retina of the eye).

However, in the reproduction of traces of this impact in representation images, a person cannot always display all the actually felt shades of color. This arises when a person wants to express the properties of an object perceived in real physical contact. It is at this moment that we move from the mental image of a natural object to the images-ideas about him.

Images and presentation of sensations and perceptions occur after and outside the physical contact of the senses with a natural object. If they are reproduced using memory, not only the loss of some information about the object occurs, but also distorting it by bringing another information from the past perceptual experience. Traces of past sensations and perceptions detect themselves in re-emerging appearances. This phenomenon was called " apperception».

Presentation images may exist in the inner world of human consciousness regardless of objects whose traces of which they represent. This allows you to "get out" from the constant forms of material objects and to operate with their new ideas in the ideal space of mental reality.

New ideas representations are the result of our thinking and imagination. In these processes, the transformation of specifically beneficial representations obtained from sensations and perception of natural objects continues into the abstract logical constructs of thinking objects. These constructs are iconic-conceptual forms and formulas that we replace the natural view of the objects of thinking and imagination. This, there is a danger to break away from the actual content of natural objects so much that it is possible to lose them at all and stay already with any meaningful iconic symbolic surrogates of both material and mental reality.

Between the specific sensual and abstract logical images "pursue" specific logical images and memory presentation, which retain specific information about natural objects in the sign form of logical concepts about them. For example, you see the green object of a certain shape with a red barrel, hanging on the tree, and remember it, denoting the word "apple." This is a specific sensual content encoded in the logical form of the word "apple". Such coding of interaction objects in our memory occurs according to the laws of the Logical Association based on the conditionally reflex activity of the nervous system.

Further, in the processes of thinking and imagination, we can only operate with concepts about objects according to the laws of formal, dialectical and transcendental logic, creating new ideas about reality, which is hidden from specific sensory perception, but the logical insight of our mind is available.

Mental images and presentation as a reflected reality are a "thing in themselves", hidden from foreign surveillance, and therefore mysterious. The owner of the secret is a subject of mental activity, which reveals this secret in the virtual and material forms of expressing its inner world. This means that we will learn about mental images according to his will, his desire and in moderation of his abilities to transform them in the forms of expressive behavior and activity. Only in this case, mental images like "things in themselves" become a "thing for others".

These circumstances suggest that mental images in the rank of representations reproduce the reality of the external world on psychological laws that are included in all the processes of human material interaction with the world of things and people.

Presentation images in virtual forms are associated mental and material reality, turning them from "things for themselves" in "things for all". In the material forms of images, find themselves as natural objects. Virtual forms of mental images are iconic symbolic substitutes for mental reality. They contain a chain of associations, which displays us on the adequate content of the representations. And in that and in another case, a person expresses their Presentation images as it is capable of it. The fact that he materialized or expressed in virtual form is its essence and features of his psychological potential.

Thus, our mental ideas, becoming a "thing for all", find themselves in material reality, affordable psychological knowledge and in science, and in practice.

Each of the cognitive mental processes generates its specific images and presentations, differing from each other by a measure of concreteness and abstractness, completeness and coaling, accuracy and approximation, constancy and variability and other features that are not yet clarified by science. Consider some of the well-known features of images and ideas, perception, memory, thinking, imagination as signs of human psychology.

In our time, the interest in the study of social representations has quite sufficiently. Consideration of the concept of "social representations" to logically begin with an explanation of the concept of "presentation", which is quite often found in the field of general psychology.

Presentations are a visual way of subject or phenomenon (events), which arises due to past experience (that is, these sensations, perceptions) due to its reproduction in memory or in imagination. It is customary to distinguish between the memory representation and the presentation of the imagination, which are considered a transitional step between perception and abstract logical thinking. Representations can be considered images of objects, phenomena, which previously impaired on the senses, but not directly perceived by a certain point.

In the dictionary edited by Yaroshevsky M.G. and Petrovsky A.V., where the ideas are described as "images of objects, scenes and events that arise on the basis of their remember or productive voices that may be generalized."

Thus, in the field of general psychology, the presentation is treated as a kind of image that exists in the consciousness of a person who is based on the past experience and which can be reproduced. In other words, the "performance" is a certain step when moving from perception to thinking.

Social psychology interprets the concept of "presentation" in social context. Presentations are more in the form of meaningful knowledge that are in the current society equivalent to the fact that in traditional societies is considered as myths and beliefs.

Durkheim interprets social ideas as a special form of collective knowledge, capable of assimilated by individual individuals.

According to Moskovichi S., social ideas are ways to interpret and understand everyday reality; A certain form of social knowledge involving the cognitive activity of individuals, groups. "

According to Zhodla D., social ideas are special forms of knowledge of common sense, and their content, functions, reproduction are determined socially.

Shikhev P.N. It describes social views in the widest plan, they can be interpreted as the properties of ordinary thinking, directed primarily to the development and understanding of the social, material and perfect environment. "

According to Andreyeva G.M., social representation plays the role of a factor constructing reality and for a separate individual, and for the group as a whole.

It can be concluded that social representations are a special form of cognition, they are able to reflect the submission (images) that is not a separate individual, but some social community, group.

The main focus of researchers is concentrated on the problems of ideas that are associated with different aspects of reality. And before referring to modern research, it is necessary to identify the concept of social representations in a historical context.

Nowadays, within the framework of foreign psychology, it is possible to designate Moskovichi S. as the main approach to understanding social representations. The valuable source of the modern concept of social representations is the theory of "collective representations" of the French Sociological School (E. Durkheim, L. Levi-Brunel). It is necessary to consider the main provisions of these theories.

E. Durkheim is the first to start writing about collective ideas. According to his opinion, society is a system of relations of individuals. One of the most important objects of this system can be considered social facts or social interaction products. Social facts can play the role of social interaction regulators that force a person to specific behavior, independent of individual choice. As social facts in the theory of Durkheim, norms, standards of behavior and evaluation are standards. The central place among them are collective ideas. Social facts can be considered collective ideas. The main function of collective representations, according to Durkheim, is the implementation of the uniformity of the behavior and mental activity of all members of a particular group, these submissions are mandatory and possess motivating force.

Levi-Bruhl L. also involved in collective ideas. Thanks to his research, it was revealed that the diversity of ideas to the greatest extent depends rather from the type of society, rather than on the sphere of vital activity. Levi-Brull also believed that thanks to the analysis of collective representations, it is possible to study primitive and civilized thinking. Thus, the collective representations of the "primitive" society are ideas that are immersed in the emotional environment, they are a mystical, very closely related to memory (the world of internal images significantly prevails over the world of external and immediate). The collective representations of the "civilized" society are ideas that are based on pragmatic knowledge that can provide freedom of speech, experience, as well as criticism of individuals.

Moreover, Levi-Brulylal characteristics that are peculiar to social ideas. To these characteristics, it ranks:

Holistic, which is any conviction that assumes the presence of a large number of others with which it forms a presentation.

They are spiritual thinking structures correlated with collective emotions that accompany them or created by them.

They cover common beliefs and ideas that relate to practice to reality are not detailed.

They have the same significance. Everything is peculiar and significantly in relation to others.

Based on the ideas of the authors presented above, S. Moskovichi developed its concept of social representations.

According to Moskovichi S. statements, assessments and opinions of social phenomena are in different ways are organized in various cultures, classes, as well as groups. Thus, these categories can be analyzed as characteristics of entire groups, and not their individual members, because they form systems with a special language and based on social life. Consequently, each society as part of his life creates its theory, which affects absolutely different aspects of ordinary consciousness. Thus, one can allocate views that are social in nature. From the point of view of Moskovich S., social representations are a socially ordinary consciousness, within which the interaction at the level of common sense is difficult, views, knowledge and, of course, the science itself; Representations are detected and to some extent constitute social reality. The central is considered to be the social origin of these ideas, the conviction in their justice and their forced nature for the individual. But science does not displacing these ordinary beliefs. It can be said that on the contrary, common sense and scientific ideas to a certain extent are mutually capable of moving into each other. Social ideas can be considered some universal form of ordinary knowledge combining the components of knowledge (cognitive and affective), which allow a person to establish its position in relation to the world around the world and, above all, to himself.

In the theory of social ideas, it is mentioned about the two most important properties: they are considered a group phenomenon, and also have a complex structure.

It is believed that social representations are formed and applied due to everyday communication due to interpersonal and mass communication. They have a rather complicated structure, the elements of which can be different in the degree of centrality - the importance of each element for the social representation system in general, in general. The central elements of this system are responsible for its stability and form its kernel. Moskovichi S. notes only three measurements of social representation:

1. Information (is the sum of information about the object);

2. Presentation field (contains all the diversity of its content, properties organized in the hierarchical system);

3. Specific installation that defines actions and statements regarding a specific representation object.

The process of the formation of social representations is connected, first of all, with the patterns of social development and predeses the overall focus of the social and cultural life of the group, which generates submission data; This process also includes a direct reflection of reality. Thus, the mechanism for the formation of social representations includes the following steps:

1. "Gearing" (at first, any new idea must be consolidated - something specific, which will allow it to be incorporated into the previously existing framework of concepts);

2. Opening (is an attempt to turn any new known image into the most visible, specific). This stage has only two main forms: personalization (that is, an attempt has a new image to bind the concept to any personality) and the figuration (a way to encourage some formula);

3. Naturalization (is considered as the adoption of the "knowledge" as a certain objective reaction).

It is believed that social representations perform specific social functions, for example, the function of the knowledge tool, thanks to which a person describes, classifies, trying to explain the events. And also, social ideas can play the role of a way of mediating behavior that contributes to the direction of communication in the group, designation of values \u200b\u200bthat regulate behavior. It can be said that any concepts that are part of the social representation may be subject to "schematic visualization", and then they are included in the so-called, a kind of "identification matrix". In the future, based on this matrix, capable of identifying and organized new knowledge.

Social ideas are considered as a group phenomenon, and their formation and distribution occurs in the process of everyday communication through the channels of interpersonal and mass communication, therefore, it can be argued about the availability of groups and social representations, on their impact on each other.

According to S. Moskovichi, the Group records specific aspects of the perceived phenomenon (at the same time, the phenomenon is fixed not only by individual consciousness, namely the group is prescribed). The group is able to affect the adoption or rejection of certain information, while establishing specific levels of confidence in various sources of information, as well as determining the sanction to disagree and measure acceptable tolerance to them. Moreover, the Group has a huge impact on the frequency of use of social representation, and specifically to the frequency of application in communication of a certain presentation, and this is considered an indicator of the significance of this presentation in group life.

Social ideas, of course, also have a great influence on the group. Thanks to them, the group may vary ways to manipulate the facts of social life or their interpretation in such a way that it is in favor of the Group's interests when comparing specific interests with the interests of other groups. Moreover, social ideas can play a role in the formation of social identity, that is, the formation of its own "group" self-consciousness, perception of themselves as an element of a system that has a common worldview and a general view of the world.

Social ideas, according to Moskovichi S., exist in general in order to make communication in the group less problematic and reduce the ambiguity of concepts ("uncertainty") through a certain degree of agreement between its members. It is believed that social views cannot be obtained through the study of any belief or a specific knowledge or delivered by special reflection. Social performances are faster than all come from mutual influences, during which individuals oblige themselves to special symbolic models, images and shared values. By doing this, people and gain some common repertoire of interpretations, rules, procedures that are able to apply in everyday life, and available to all speech expressions.

As part of the concept of social representations, several different directions for analyzing social representations have developed:

1) At the level of the individual painting of the world, the social representation is customary to be considered as a phenomenon, which resolves the tension between the usual and new content, which adapts the last to the existing submission systems thanks to the "consolidation models" and which turns unusual to the banal.

2) At the level of the small group, the social representation can act as a phenomenon of reflexive activity in intragroup interaction.

3) As part of intergroup relations, based on the parcels, which are close to the provisions of the theory of social categorization of the city of Teschfel, the social representation is interpreted as an element of reflexive relationships between groups determined by social factors and situational characteristics of interaction.

4) At the level of large social groups, there is an approach to the study of elements of everyday consciousness. Nowadays, a number of submission systems about psychoanalysis (S. Moskovichi) were studied, about the human body (D. Zhodel), about the city (Art. Milgrem), Health and Diseases (K. Herzlish) about a woman and childhood (M. - - Shombar de Lov), etc.

It was the concept of social representations of Moskovichi S. became the starting point for the emergence and dissemination of new studies of ideas. In many ways, the domestic theory of social representations was based on the concept of Moskovichi (K.I. Abulkhanova-Slavskaya, T.P. Emelyanova, G.M. Andreeva, A.I. Donets et al.).

I would like to stay in more detail on the approach K.A. Abulkhanova-Slavskaya, since this approach is key to thinking of social representations in domestic psychology.

K.A. Abulkhanova-Slavskaya in his concept about social thinking of the personality unites both personal and socially psychological approaches. In her opinion, social ideas should be considered as a mechanism of personality consciousness.

From the point of view of KA Abulkhanova-Slavic, social personality thinking plays the role of the functional way of personality consciousness. And consciousness is a continuously renewable process of awareness of peace, other people, themselves, that is, active thinking, which is associated with a number of social reality problems. It is important to note that social understanding includes social views together with other thinking procedures.

You can also say the following: In order to understand the most deeply that Abulkhanova-Slavskaya K.A. Of course, it is necessary to disassemble as social ideas in social ideas.

Social thinking is interpreted as a summary of the personality of this way of life, which she herself was able to achieve under certain social conditions. Here is meant the following: how active the subject "uses" his thinking, "loads" it, how regular intellectual classes is.

Social thinking of the person is customary to be considered as a mental, personal product, a functional "body" of her life in a specific society.

The subject of personality thinking is the whole social reality in aggregate with phenomenological and essential characteristics (social processes, events, situations, attitudes and behavior of people), as well as its own life. Thinking personality can express her attitude to social reality in general, as well as to certain forms of this reality, for which the latter can be structured in this society in this era: a moral, legal, political and most importantly - actually value (cultural, spiritual).

Thanks to social thinking, the personality produces a whole system of views on the surrounding reality, carries out a specific theorization of the way of life both in its concept of life and in its inner world.

The peculiarity of individual consciousness and social thinking can only be determined through the assimilation of the method of its functioning, which is associated with the real life relations, depending on it, determining her consciousness regardless of it. All conceptual, rational and ordinary, everyday forms and mechanisms of consciousness, characteristic of it are capable of forming a specific functional system when the person becomes a thinking subject. The most important feature of the consciousness and thinking personality is, first of all, in determining its relationship with reality and its own way of life. Thus, some operations, mechanisms, stereotypes that are inherent in its public consciousness are capable of becoming a stumbling block, and other - a productive condition for determining and understanding this relationship. The function of social thinking consists not only in generalization, but also in specification, differentiation, integration of many variable and constant, important relationships, relationships.

Thanks to social thinking, personality consciousness makes concreteencies with an indefinite relationship, attracts clarity to what can be contradictory, multifaceted. At the same time, it (thinking) itself "uses" any intellectual-spiritual both forms and ways: in some cases, rational, conceptual, in others - irrational, intuitive, in some - collective, in others - individual.

The transition of public consciousness, which traditionally allocated in an independent level, is considered in the personality consciousness, which is capable of abstraction from the first stereotypes in order to achieve the constructiveness of the second.

The formulations of social thinking are, above all, the totality of procedures and social views. The procedures for social thinking it is customary as follows:

1. Problematization (thanks to this procedure, the contradictions between the person and the reality in general, personality and others in particular).

2. Interpretation (this is assigning something to the subject of experience, understanding).

3. Representation (is the fact of individual consciousness, a psychosocial phenomenon, which includes the unity of cognitive and emotional).

Thus, social ideas are the components of social thinking, and it can be done by the following conclusion: social understanding is usually related to the forms of individual knowledge.

Until. Abulkhanova-Slavskaya, social representations are the components of the individual consciousness of the person, in which the ideas of both others are already related to themselves.

Stigmatization and ideas about persons with mental retardation in Russian society

Stigma (Greek Stigma - Cross, Stain) - means some drawback, or a defect that has a strong negative impact on the social adoption of an affected individual. It represents a certain attribute that discredits a person in the eyes of society, the quality that gives the "shameful" property of an individual, its inferiority, an undesirable difference in contrast to the norm, gives the status of an infallible person, causing his non-acceptance or, in any case, the lack of Readiness to interact with it on equal.

Stigmatization acts as a socio-psychological phenomenon, which is to hang out negative labels, discrediting individuals in the eyes of society and causing their resistant social isolation, as well as unwillingness and lack of readiness to interact with it in equal terms.

In labels, more abstract and general information about a specific object and, according to the city of Alport, labels, are able to be expressed as sirens that make us forget absolutely about all the most subtle differences. "

Stigma is able to persistently attract attention, makes it impossible to ignore the information indicating the likelihood of a full-fledged social contact with its carrier and possessing the latest any other characteristics. It is important to note that the stigma carrier is attributed to many flaws, "defects", causing its perception of both an infallible, specific, dangerous, particular, abnormal, non-traditional, "other nature". This is how it makes it difficult and even able to exclude the possibility of implementing interaction with stigmatized on equal.

Stigmatization is an act of label hanging. The label contains a minimum amount of information; The label is mainly based on a subjective opinion and prejudices of what a label has helped, and often aims to provoke a strong negative emotional reaction in humans. The label is accepted without clear evidence and explanation, that is, it is not so important, what is the perceived person in fact (unlike prejudices).

Symbolic interactionism is reflected in the following fundamental ideas: Individual and society are inseparable from each other; Individuals are reflexive and interactive essence, which has a self; Individuals are able to respond to objects of the surrounding world in accordance with the values \u200b\u200bof them (the value of the object is presented in the behavior, which is directed to it, and not in the object itself).

As a leading factor, which determines the likely victim of stigmatization, Douglas allocates the visible, noted distinction of a person from most. An indifference, individuality is valued high enough and are usually welcome surrounding. But the difference that could be admissible in ordinary circumstances, when things went well, was analyzed as useful, it is possible to quickly become a frustrating, annoying, causing dislike, prejudice, hostility towards its carrier, especially if the group is in the transitional stage of its Development when it is most vulnerable. The person who has become a victim of stigma is taken to be considered as imperative to the further existence of a group, its development, achieving certain goals, especially if the individual takes part in the group's affairs, is incompetent. The difference can affect the most diverse characteristics of a person, the features of his behavior. The difference may be due to appearance, age, sex, racial, nationality, religious and other convictions, social status and so on. Here, a fairly important role is played by prejudice stigmatizers.

As another prerequisite, which determines the choice of a person for the role of a "scapegoat", Feldman and Waterly allocate social impotence, which involves very low human significance for stigmatizers, intolerance, low status, incompetence, isolation, including the inability to pay off, stand up For yourself, let's fight back. Sometimes strong members of the group with power are selected for the role of the "scapegoat". The leader, head can act as stigmatized. This type of solution is associated with the cultural model, according to which, if the group "works bad" is a guilt leader. Becoming "not like that", a person acquires value, significance for stigmatizers, as it is able to save them from the unpleasant feeling of guilt, responsibility, indiscriminate resentment, discharge tension and so on. That is why in most cases there is an unconscious desire of stigmatizers to keep the person who became a "scapegoat", near.

L. Gozman believes that the role of an appearance is extremely important, and it claims that quite often the "uncompatient" child is regarded as "bad": "It is not by chance that the children are often attributed to certain physical disadvantages."

According to Hoffman, an important prerequisite for stigmatization is the needs of stigmatized, so that can help strengthen the stigmatization process. For example, the gain of the "scapegoat" is gained, a person satisfies the need for attention, which was not able to satisfy in other ways. The following principle works here: it is preferable that such attention than complete lack of attention is.

There are 3 types of characteristics that are usually expressed in stigs: physical defects; disadvantages of character who are perceived as a weakness of will; Generic stigma (race, nationality, religion), which are capable of transmitted from generation to generation.

Russia has passed a long path in the formation of views and relations to persons with disabilities. It is customary to allocate several stages.

In our country, the beginning of the first stage is considered to consider x in., And the completion only at the beginning of the XVIII century. Conditionally the lower boundary of the first period - the time of Christianization of Russia and the emergence of the first monastic shelters. Upper border - Decrees of Peter I, who forbidden to kill children with congenital deviations in development (1704); who commanded the creation of church shelters and hospitals to assist in defective people (1715).

An important feature of the domestic evolution of the relations of the state and society to persons with ATS can be considered that Russia did not pass all the stages of public reflections that are inherent in Western European civilization. Kievan Rus, one can say, in the finished form received a system of monastery charity and charity in the city of H in., When Christianity was recognized by the official state religion. Prince Vladimir imposed the winning of the disabled Church (996), and the Rev. Feodosius was the first one who founded the monastic hospital-alder, where, in chronicle testimonies, assisted cripples and deaf and deaf. According to research, the Slavs-Gentals of Kievan Rus did not show pronounced aggression and hostility towards people with HSA, moreover, there is evidence that they treated disabled compassionately. Kiev princes met the experience of Byzantium and easily adopted it by placing the function of charity to the church and transferring it to revenue for charity. In xi century In the Kiev-Pechersk Monastery there was the first experience of church charity of persons with HSA.

Thus, Kievan Rus in the X-XI centuries, after the adoption of Orthodoxy in the process of Christianization of the Slavic principalities, copied the Byzantine system of monastic charity. Unlike Europe, where monastic shelters began to appear in the IV-VII centuries, this shape of the charity arose in Russia much later (X-XI centuries) and it can be considered brought.

Feudal internecasters (Xi-XV centuries), centuries of yoke (XIII - XV centuries), the troubled time (the beginning of XVI is the beginning of the XVII century), undoubtedly led to the atskame of the national tradition of a positive attitude towards people with defects. Church-Christian charity in Russia was significantly limited due to the weakening of the Orthodox Church, its subordination to the state, the secularization of culture.

The secular charity system, as is customary, will begin to develop with the beginning of the Europeanization of the country, which is associated with the Board of Peter I. The organization of secular charity in Russia, the first legislative acts, which marked the beginning of the state policy of social assistance to persons with OVD, can be considered the result of the monarch dating with Western European experience. The first secular special institutions were created as part of the reform of all state institutions on a foreign sample. The basis of the new policy, which was built on the Western European (Protestant) pattern, was not a Christian - the humanistic idea of \u200b\u200bconcerns about the weak, but the interests of the authorities, the idea of \u200b\u200bthe monarch about the "utility" of subjects to the state.

The relative regulation of the life of persons with the OVS was introduced by the "stamp judiciary" (1551), which prescribed deaf-and-dumb, obsessed demons and devoid of mind, put into monasteries so that they were not "scarecrow for healthy," we can say that this legislative act was directed to The protection of the "full-fledged majority" from the "defective minority" was recommended to isolation of the representatives of the latter. The law of 1676 was prohibited by the management of the property "deaf, blind, dumb, drinkers and stupid, so fixed the state attitude towards them as incapable.

Thus, the first stage of the development of state and society reflection to persons with HSAs in Russia proceeded to other historical terms, while its beginning is the result of the adoption of Christianity and borrowing the Western system of monastery charity of people with developmental departments. The end of the period is the acquaintance of the monarch with the Western European State Device and his desire to reform the country on a foreign standard, in the context of all this, the first precedent of state concern for persons with ABS arises.

The second stage, which proceeded in Europe for almost six hundred years, came to Russia for five centuries later, and amounted to only one century, thus ended on the same time as in the West, precedents of the opening of the first special schools for children with hearing impairment and view (beginning of the 4th century). The first specialized educational institution in Russia (School for 12 deafonomies) was founded in October 1806 in the city of Pavlovsk, by decree of Empress, Maria Fedorovna, French Typhalplopedagoga V. Gaiui, invited to the country Alexander I. A bright distinctive feature can be considered that in Europe state specials in Europe Schools have emerged due to the summing results of political and economic reforms, secularization of public life, lawmaking in the field of civil and property rights, the development of science (philosophy, medicine, pedagogy), the opening of universities, the growth of the total number of secular schools, typography, rethinking the rights of people with sensory violations, accumulation of successful experience of their individual learning. And the foundation of special schools in Russia occurred under the influence of the monarch dating with Western European experience. Thus, Russia passed the stage of accumulation of individual learning experience.

Under the conditions after Petrovsky, the Company's "Civilization" and "Soil", most of the population ("bottoms", "soil", the people) continued to show compassion and mercy, while power ("tops", "civilization", "Education ") led to the monarch, tried to develop organized active, secular philanthropy. The infancy of the domestic science at that time, medicine, university and school education prevented the emergence of attempts to individual training of persons with HSA. Random acquaintance of domestic workers with effective experience in individual learning of deaf and blind children abroad did not lead and could not lead to attempts to organize such training in Russia.

It can be said that, compared with Western Europe, in Russia, all the necessary sociocultural prerequisites could not develop in Russia for awareness of the possibility and feasibility of learning children with ABS, but at the same time the model of organizing their training and formed a precedent of the opening of special schools.

In Russia, in the third period, the evolution was interrupted by two revolutions, which led to the indigenous reorganization of the state and society. The prerequisites for the formation of the national system of special education were in one type of state - monarchical Russia, and ends in the state of a completely different type - socialist. From this point on, the Russian special education system is very different from Western European, as it is built in the logic of the socialist state on fundamentally other ideological, philosophical postulates, value orientations, a different understanding of human rights and freedoms.

The beginning of the stage can be considered the opening of the first schools for deaf-and-dumb (1806) and blind (1807). In Russia, similar to Europe, there are three main directions of assistance to children with ABS: Christian-charity (shelters, allests, charity houses), therapeutic - pedagogical (special departments in hospitals, school-sanatoriums) and pedagogical (schools, kindergartens, colonies) . In 1861, serfdom was canceled, the Zemstvo was established, which contributed to the mass discovery of institutions for deaf-and-dumb to the original Russian territories. Institutions for the blind, as well as institutions for deaf, were not funded from the state budget and existed exclusively to charitable funds.

Thanks to the introduction of legislative acts on universal binding primary education and universal military service, the inevitable reflection of the state and society is happening to the presence of persons in it with the peculiarities in development. Both in the West and in Russia, these laws contributed to the organization of a network of institutions for intellectually different people. According to data, by the beginning of the twentieth century. Russia has a significant number of special educational institutions for three categories of children: deaf, blind and mentally retarded. It is important to note that, in contrast to Western Europe, the domestic draft law on universal binding primary education (1908), for the implementation of which was led by 10 years, remained and was not implemented. It is fundamentally important that the action of the law did not apply to children with ABS, and, naturally, it was not provided for the development of the necessary regulatory framework that would regulate the functioning of special education as a system. The state budget funds were not intended to finance special institutions.

So, in pre-revolutionary Russia, a network of special educational institutions was formed, but was not observed with a decorated system of special education.

After the 1917 revolution, the Special Education System, which was built "in the fight against philanthropic principles of education and training of abnormal children," for the first time becomes part of the state educational system. In Western Europe, the formation of a system of special education occurred during the evolutionary development of society and the state, in Russia - at the moment of a sharp change of the state system.

In this period, teachers and defectologists work in the formation of the Soviet School: D.I. Azbukin, P.G. Belsky, p.p. Blonsky, A.V. Vladimirsky, L.S. Vygotsky, V.A. Hader, A.N. Graborov, E.K. Gracheva, A.S. Griboedov, A.M. Elizarova-Ulyanova, V.P. Kashchenko, B.I. Kovalenko, A.A. Klogius, N.K. Krupskaya, N.M. Lagovsky and others.

Thus, the end of the third stage in Russia is considered to be 1926-1927. - The time of the legislative design of the system of special education for three categories of children: with impaired hearing, vision and intelligence.

The fourth stage of the evolution of a social relation in the USSR is characterized by the development of the classification of children with deviations in mental and physical development, the improvement of horizontal and vertical structures, differentiation of the special education system. The number of types of special schools increases in our country to 8, the number of special learning types reaches 15. Preschool and post school special educational institutions are created. Special groups are opening for persons with a hearing impairment in technical schools and universities. The system of special education is intensively developing and differentiated. After the 50s. The system becomes complicated, the five types of special schools are combined (for deaf-and-dumb, taguhi, blind, visually impaired, mentally retarded), their number begins to grow rapidly.

It is important to note that a draft law on special education was developed in Russia, but it was not adopted. Training in special schools of the time was valuable. The positive consequence of the cencing is the possibility of graduates of special schools to continue their education and obtain both secondary technical and higher education. Like every citizen of the country, they could get a job. The negative consequence of the value was "displacement" from the educational system of children with deep disorders of intelligence, an emotional sphere, a complex structure of the defect.

The main difference of the Russian education system from the European was that the Soviet is absolutely closed from the media, its formation took place outside the dialogue with the society and the parents of people of interest to us. For many years, most of society did not know anything about weighty achievements in teaching children with ABS, about their present and potential opportunities, the problems of these families in which such children were brought up.

Russia was in the 90s. On the five-way transition phase to the fifth stage. This may indicate the ratification of the Russian Federation in 1991 of the relevant Conventions and Declarations of the UN (1971, 1975). However, in the USSR, this transition was not prepared as in Western Europe. In our country, the transition had a jump in nature, this was due to a sharp reorganization of the state and its absolutely new values. It is believed that the fifth stage of evolution is not completed so far.

Thus, after analyzing the literature on the topic of research, it can be concluded that Russia has passed enough long way of becoming a relationship of society to persons with developmental deviations, having passed five periods, including aggression and intolerance, acquiring the right to the chartility, acquiring the right to special Education (for persons with hearing impairment, vision and mental retardation), acquiring the right for most children with disabilities for training, providing law for persons with ABS both on special training and integrated. Of course, the attitude of society to persons with HSAs changed due to the differentiation of social representations.

The process of forming social representations is related, first of all, with the patterns of social development and predetermines the overall focus of the social and cultural life of the group, which generates submission data. Social ideas are a special form of knowledge and are able to reflect submissions (images) that is not a separate individual, but some social community, group. Social ideas are considered as a group phenomenon, and their formation and distribution occurs in the process of everyday communication through the channels of interpersonal and mass communication, therefore, it can be argued about the availability of groups and social representations, on their impact on each other.

Social performances are faster than all come from mutual influences, during which individuals oblige themselves to special symbolic models, images and shared values. By doing this, people and gain some common repertoire of interpretations, rules, procedures that are able to apply in everyday life, and available to all speech expressions. Social thinking of the personality plays the role of the functional way of a person's consciousness, and consciousness is a continuously renewable process of awareness of peace, other people, itself, that is, active thinking, which is connected with a number of social reality problems.

The transition of public consciousness, which traditionally allocated in an independent level, is considered in the personality consciousness, which is capable of abstraction from the first stereotypes in order to achieve the constructiveness of the second. Therefore, it can be argued that public consciousness can and need to be changed to get rid of the installations that generate barriers in the interaction of society with people having features in development.

Representation- The process of mental reconstitutional changes and phenomena, which at the moment do not affect the human senses. The concept of "performance" has two meanings. One of them means the image of the subject or phenomenon, which were previously perceived by the analyzers, but at the moment they do not affect the senses ("the name of the result of the process"). The second value of this term describes the process of reproduction of images ("Process name").

Properties

Ideas are inherent in such basic properties as visuality, fragment, instabilityand generalization.

Visuality. A person represents an image of a perceived object solely in a visual form. At the same time, the blurring of the outlines and the disappearance of a number of signs.

Fragmentarity. To represent objects and phenomena, the uneven reproduction of their individual parts is characteristic. The advantage of objects (or their fragments), which in the previous perceptual experience have greater attractiveness or significance.

Instability. The image presented at the moment (or its fragment) can be held in active consciousness only for a certain time, after which it will begin to disappear, losing a fragment behind the fragment. On the other hand, the image of the presentation occurs not immediately, but as the new parties and the properties of the subject, new temporal connections are perceived; Gradually, it is complemented, changes and "clarifies".

Generalization. The submitted object, its image, has a specific information capacity, and the content (structure) of the representation image is schematized or coagulated. As indicated by B.C. Cousin, performance always includes a generalization element. In it, the material of individual perception is necessarily associated with the material of previous experience and preceding perceptions. New is combined with the old one. Presentations are the result of all past perceptions of a particular subject or phenomenon. Birch as an image of representation - the result of all past perceptions birch out both directly and in the images. Therefore, the presentation, summarizing a specific subject (or phenomenon), can simultaneously serve as a generalization and a whole class of similar objects due to the fact that the object represented does not affect the senses directly.

1. Imagination. The nature of imagination. Performance characteristics

Imagination is the process of reflecting the actual reality outside the existing connections and relationships. It is aimed at creating products that do not have analogues in the real reality and replacing it. This is a special form of a human psyche, standing apart from other mental processes and, at the same time, occupying an intermediate position between perception, thinking and memory. The specificity of this form of the mental process is that the imagination is probably characteristic only for a person and in a certain way associated with the activities of the body, while at the same time the most "mental" of all mental processes and states.

Imagination is the process of knowledge, can predict the trend of the development of reality, asking the directions for this path. The degree of activity of imagination determines its classification.

Two types of imagination: active (reproductive and creative) and passive (sleep, dreams, dreams).

Visions, which are human or in a dream, or in delusion, do not depend on his desires to see this image. Dreams imply the opportunity at their own discretion cause their content. Dreams are a more active variant of the dream, this is an image of the desired future, more connected with reality than dreams. Their person usually tries to move into reality.

Recreation of images created by others is associated with reproductive imagination. In this case, not only the content, but also brightness, the abilities of images are regulated.

The greatest activity and subjectivity offers creative imagination when the product content is completely dependent on the author, from his thoughts, feelings, experience. In imagination (as well as in thinking) use several operations: combining, agglutination, hyperbolization, typing.

Combination - an arbitrary connection, comparison of the qualities and features of different objects in a single image.

Agglutination is a special kind of combination, connects unconnected in the reality of the part.

Brightness and expressiveness of the image increases hyperbolization. She puts out only some separate features on the fore. With intentional strengthening of some kind of image feature, focusing is associated. Its feature is that the part is distinguished here, which becomes dominant.

Typification - a generalization of characteristic people characteristic of this group. All personal qualities are fully ignored, but the plausibility is preserved.

Imagination is associated with thinking, emotions, memory.

Imagination functions:

Representation of reality in images, as well as the creation of the ability to use them, solving the tasks;

Regulation of emotional states;

Arbitrary regulation of cognitive processes and human states, in particular perception, attention, memory, speech, emotions;

Formation of an internal action plan - the ability to perform them inside by manipulating images;

Planning and programming activities, program drawing up, evaluating their correctness, implementation process.

Concept and view

The concept and is associated with the diverse intercourse with the presentation, and at the same time is essentially different from it. In psychological literature, they are usually opposed, bringing the concept to a general view, or externally contradict, repeating the concept of submission, or finally - at best - externally correlate with each other.

The first point of view is presented in the teaching of empirical associative-sensualistic psychology.

Another J. Locke formulated this look. Special clarity gives him collective photos of F. Galton, in which he made one shot on one and the same film on top of another; Outing them to each other led to the fact that individual signs were erased and only common features were preserved. For this sample thought a number of psychologists who adhere to this concept on the nature of the concepts and the process of their education. The general concept, from their point of view, as if different from a single visual image only as a collective Galton photo from a portrait. But it is precisely this comparison very clearly detects the inconsistency of this theory.

The result of the mechanical imposition of various visual images, representing the traits common to them, cannot be scented with genuine concept. In such a general presentation, it is completely unparalleled by a significant and accurately single and special. Meanwhile, for the generality of genuine concept, it is necessary that it takes common in unity with a special and single and revealed substantial in it. For this, it, without glowing with the sensual visibility of the presentation, should go beyond its limits. The concept is flexibly, but for sure, the overall representation is vague and vague. The overall representation for the allocation of general traits is only an external set of signs, the present concept takes them in relationships and transitions.

The second point of view was especially pointed by the Würzburg school and psychology under the influence of her ideas.

The third is implemented in various options to psychologists from different schools.

In fact, the concept can not be reduced to the presentation, nor tear off from it. They are not identity, but there is unity between them; They exclude each other as opposites, since the representation is figuratively visuality, and the concept is not clearly visuality, even the general is connected more or less directly with illustrative unit, reflects the phenomenon in its more or less direct data, and in the concept there is limited phenomenon and It is revealed to its essential parties in their relationship. Nevertheless, the concept and idea is interrelated and interpected by each other, the phenomenon and the essence, the general and one in the reality itself. In the real process of thinking, the presentation and the concept is given in some unity. A visual image view in the process of thinking is usually increasingly schematized and summarized. This schematization is not reduced to the submission of presentation by signs, to a simple loss of some features, it usually turns into a kind of reconstruction of a visual image, as a result of which, in the image itself, they perform those visual features of the subject, which are objectively most characteristic and practically significant for it; Significant features as if styling and retreating to the background.

As a result of the processing and transformation, which the formal content of the representations is inevitably undergoes, being included in mental activity, a whole step hierarchy is formed increasingly generalized and schematic representations, which, on the one hand, reproduce perceptions in their individualized singleness, and on the other - they go to Concepts. Thus, the very idea has a tendency to the concept, to ensure that in a single present in general, in the phenomenon - the essence, in the image - the concept.

On the other hand, thinking in concepts that actually flows into people's consciousness is always associated with ideas. An experimental study was fully evidenced by the fact that thinking in concepts does not boil down to the flow of ideas and the fact that thinking in concepts is really always associated with its compounds. Presentations in the process of thinking in the concepts are given in too fragmentary, fragmentary form so that you can reduce the whole course of thought to them; At the same time, their presence is too natural for the thinking process so that they can be considered completely random, not related to the very nature of thinking, phenomenon. In this case, the concept and ideas do not simply coexist and accompany each other; They are interrelated essentially. The idea, the visual image express the benefit of a single thing, the concept is common. They reflect different, but the interrelated part of reality is necessary.

The relationship of the concept with the presentation is particularly clearly in the moments of difficulties. Meeting with difficulties that flows in the concepts of thought often refers to ideas, experiencing the need to "merge thought and things", attract a visual material on which it would be possible to directly trace the thought. The principle of visibility in teaching is not just an external didactic admission; It has deep gnoseological and psychological foundations in the nature of the thought process. Mature thought, especially in the moments of difficulties, with internal pattern implements this principle of clarity in its flow. It includes visual representations or so that individual details, data in the presentation and lost in an abstract concept, as it were, the idea of \u200b\u200bsolving the problem, indicated the way out of difficulty, or in order to consolidate individual stages and facilitate this consciousness the opportunity to monitor the complex The move of thought. Performing this double function in the mental activity of the individual, the submissions are internally combined with the concepts. 122 With all that the concept remains essential, qualitatively different from the presentation. The main difference between them is ultimately that the presentation is a way arising in an individual consciousness, the concept of the word-mediated education, the product of historical development.

The technique of experimental psychological examination of thinking in the concepts was determined largely by the general concept of concept. In line with this, the focus of a number of researchers was focused on the process of abstraction of common properties or signs in a number of items.

Along with the methods of studying abstraction, a significant place in the study of the concepts took the method of definitions: the nature of the concepts that the subject operates should open the definition that they give this concept. The main drawback of the definition method is that, taken by itself, it does not take into account the possible discrepancy between the verbal definition, which is the subject to give the concept, and thereby value that really acquires this concept in the process of consuming, especially Communication with a visual context. It is relatively well owning the concept and experience difficulties in his verbal definition. On the other hand, you can assimilate the verbal concept and nevertheless cannot be operated. The definition method, thus, explores only one, and moreover, not an effective, manifestation of the concept. This disadvantage only limits significance, but does not exclude the possibility of using the definition method.

Judgmentit is the main act or form in which the mental process is performed. Think - it is primarily to judge. Any thought process is expressed in judgment, which formulates its more or less preliminary result. The judgment reflects in a specific form, the level of human knowledge of objective reality in its properties, connections and relationships. The relationship of judgment to its subject, i.e. the truth of judgment is the problem of logic.

In terms of psychological judgment, this is a certain effect of a subject, which comes from certain goals and motives that encourage him to express or accept. It is the result of mental activity leading to the establishment of a certain relationship of a thinking subject to the subject of its thought and to judgments about this subject, established surrounded by an individual. The judgment is based on an effective nature and it is necessary to enter into a social aspect.

The social aspect of judgment largely determines the structure of judgment: a large or smaller complication is due to at least in part, attitude towards someone else's thought.

The judgment is primary formed in action. Any action, since it is essential because it accepts something and approves and eliminates something, rejects, is essentially practical judgment; This is a judgment of action or judgment in action.

The judgment of the actual subject rarely represents only an intelligent act in the "pure" form, in which it appears in logic treatises. Expressing the attitude of the subject to the object and other people, the judgment is usually more or less saturated with emotionality. A personality appears in judgment, its attitude to what is happening, as if sentenced it. The judgment is at the same time with the volitional act, since the subject in it claims or rejects; "Theoretical" acts of approval and denial enter into a practical attitude.

This attitude to other people is established in judgment based on a cognitive attitude towards objective reality. Therefore, the situation in judgment is objectively true or not true; Subjectively, as the statement of the subject, it has for him any particularity. It in a purely psychological plan is truthfully or false, depending on whether it is adequately or inadequate, it expresses the conviction of a subject in the truth or the unusual of one or another position; It is truly or not true, depending on whether it adequately reflects its object.

Any judgment attracted truth. But no judgment is in itself an unconditional truth. Therefore, there is a need for criticism and verification, in the work of thinking over judgment. Reasoning- This is the work of thought above the judgment, aimed at establishing and verifying its truth. Judgment - and source, and the final point of reasoning. And in one and in another case, judgment is extracted from isolation in which its truth cannot be established, and is included in the system of judgment, i.e. in the knowledge system. Reasoning is justificationWhen, based on judgment, it reveals the parcels, which cause its truth and thus justify it. The argument takes the form omliceWhen, based on the parcels, it reveals the system of judgment that follows from them.