Textbook for universities. Bibliographic description of the document Chapter i scientific provisions of portrait graphics
Yu.B. Pushnova, N.I. Shelnova, D.G. Miroshnikova, N.G. Korshever, V.E. Vechkanov
Cultural studies
Textbook for universities
Topic 1. Structure and composition of modern cultural knowledge
1. Definition of the term “cultural studies”
The word “culturology” is derived from Lat. cultura (cultivation, upbringing, education, veneration) and the Greek term logos (concept, thought, mind).
There are two views on the question of the composition of cultural knowledge and cultural studies as a science.
The first denies the existence of cultural studies as a science, but rather recognizes the existing range of sciences about man, society and culture, united within the framework of an academic discipline conventionally called “cultural studies.” Some domestic culturologists admit that there is a university academic discipline - culturology, which is a system of scientific knowledge in the social and humanitarian fields: cultural history, art history, philosophy, religious studies, psychology, as well as sociology. This academic discipline was introduced into the curricula of domestic higher education in specific conditions, when there was a crisis in the Marxist system of social science, and it was intended mainly for students of non-humanitarian universities. Subsequently, the situation changed, political science, sociology, philosophy and economics acquired their independent place and significance in the system of humanities education, and the urgency of the need for the educational subject of cultural studies decreased, although it did not disappear completely. Today, cultural studies in universities plays the role of propaedeutics of the disciplines of the social and humanitarian cycle. It gives students basic theoretical and factual knowledge about culture, which high school graduates do not have at all. So, cultural studies as an independent science does not exist, however, there is culture as an object that is studied by a number of sciences, including sociology, anthropology, history, etc. This view is most typical for Western research, where the study of cultural problems is carried out within the framework of cultural ( social) anthropology, which maintains its traditional closeness with ethnology and ethnography, but is increasingly oriented toward modern problems of sociocultural interaction and sociocultural dynamics (hence the noticeable predominance of applied research).
In Russia, the term “cultural studies”, proposed by the American researcher L. White in 1949, has taken root as the name of an integrative discipline that studies culture.
The essence of the second approach to the definition of culturology, its composition and structure is based on the understanding of culturology as an independent branch of scientific knowledge, which has its own object and subject of knowledge, its own methods and approaches. According to this view, which is more typical for Russia, culturology is the science of culture.
She studies the various types, forms and results of human existence and activity. At the same time, culture is understood as everything that is produced, socially assimilated and shared by all members of the human community. Culturology learns the values, meanings, and norms with the help of which various forms of human life are ensured and without which orderly life in a community is practically impossible. An important point in cultural studies are the problems of the spiritual life of society, which are largely irrational (that is, based not on reason, but on instinct, intuition, feeling) states of the human spirit.
The objects of study of cultural studies are:
1) the most general patterns of culture;
2) principles of the functioning of culture in society;
3) interrelation, communication, dialogue of different cultures;
4) common trends in the cultural development of humanity.
Culturology is an independent field of social and humanitarian knowledge, the subject of study of which is culture, understood as:
1) the result of human activity, realized in products of material production;
2) attitudes that regulate the life of society, manifesting themselves in customs, laws, norms and value orientations of people;
3) communication connections between people, forming special languages of interpersonal communication;
Culturology today includes a fairly wide range of disciplines that study culture in its infinitely diverse aspects using various methods. The structure of cultural studies consists of three layers of cultural sciences:
1) anthropological, based primarily on ethnology, that is, a science that studies the composition, origin and cultural-historical relations between the peoples of the world;
2) humanistic, which includes the entire complex of the so-called. spiritual sciences (philosophy, philology, pedagogy, psychology, etc.);
3) sociological, where the decisive factor is the study of modern mass culture, the methods of its production and functioning in society.
2. Goals and objectives of cultural studies
The goals and objectives of cultural studies as a science from this perspective are the following: forecasting and designing spiritual processes of social development; analysis of the sociocultural consequences of management decisions and calculations of the technologies used; the search for new methods of socialization (i.e., social formation) and inculturation (i.e., mastering the content of culture) of the human personality. The task of cultural studies as a scientific discipline is not only to provide reliable knowledge about national culture in order to determine one’s identity in relation to it, but also to contribute to the understanding of other cultures that exist nearby and people with different views. Getting to know such cultures, understanding and interacting with them is the path to strengthening mutual tolerance and harmony in a culturally heterogeneous community of people.
Being organically integrated into the circle of social and human sciences, cultural studies closely interacts with such of them as: sociology, psychology, anthropology, history, philosophy, etc. Therefore, cultural studies are inherent in:
1) the ability to integrate social and humanitarian knowledge;
2) generalize the efforts of history, philosophy, linguistics, religious studies and other sciences to study the existence of man and society;
3) create a common theoretical basis for the disciplines listed above.
Personified in individuality and generalized by generations of people in their social experience, cultural studies is one of the forms of a person’s awareness of his existence. In this regard, this science and academic discipline is capable of promoting the development of the physical, material and social culture of people; overcoming the technocratic approach to humanization and humanization of education and harmonization of the latter’s development; neutralizing the anticulture operating in developed countries of the world under the guise of youth counterculture.
Today, when indifference and loss of interest of generations to each other become a fact, when traditional ways of transmitting culture from parents to children are being destroyed, which ultimately leads to the degradation of society as a whole, it is necessary not just to declare the values of culture. It's time to teach culture just like any other academic subject. This is precisely what explains the demand for cultural studies in the Russian higher education system. Social scientific research into cultural issues has long existed within the same ethnographic tradition, balancing between descriptive ethnography as a source of research material and emerging sociology as a source of scientific research methods. It was the rapid development of related disciplines that worked with cultural material - sociology, psychology, ethology, linguistics - as sources of hypotheses and methods; cultural history, archeology, demography - as sources of material, determined the gradual formation of a range of research problems related specifically to culture, and, accordingly, the formation of scientific research practice and discipline adequate to these problems.
3. A. Flier on the development of cultural knowledge
Despite the total predominance of humanities research in Russia (due to the previous period of development of domestic science), the importance of socio-scientific knowledge of the cultural aspects of social life and the need for relevant research are becoming increasingly significant. The authoritative domestic culturologist A. Ya. Flier offers his own integrative view on the problem of the composition and structure of culturological knowledge. He speaks of cultural studies as a science “formed at the intersection of social and humanitarian knowledge about man and society and studying culture as an integrity, as a specific function and modality of human existence.”
FAMILY PSYCHOLOGY
AND FAMILY COUNSELING
Under the general editorship of N.N. Posysoeva
Approved by the Ministry of Education
Russian Federation as a teaching aid
for students of higher educational institutions studying
in specialties 031000 “Pedagogy and psychology”,
031300 “Social pedagogy”
UDC 159.922.1(075.8) BVK 88.37ya73 O 75
Zhedunova L.G.: chapter 6, Mozharovskaya I.A.: chapter 1 (paragraphs 1.1,1.2,1.7 - together with Posysoev N.N.); Posysoev N.N.: chapter 1 (paragraphs 1.1., 1.2., 1.7), chapter 3, chapter 4, chapter 5 (together with Yurasova E.N.), chapter 7, Yurasova E.N.: chapter 1 (paragraph 1.6), chapter 2, chapter 5
Reviewers:
Director of the Institute of Pedagogy and Psychology, Yaroslavl State Pedagogical University. K.D. Ushinsky, professor, doctor of pedagogy. sciences M.I. Rozhkov;
Professor of Yaroslavl State University named after. P.G. Demidova, Doctor of Psychology MM. Kashapov
Basics family psychology and family counseling:
O 75 Textbook aid for students higher schools, institutions / Under general. ed.
N.N. Posysoeva. - M.: Publishing house VLADOS-PRESS, 2004. - 328 p.
ISBN 5-305-00113-7.
The textbook is intended for students of higher educational institutions specializing in psychology and social pedagogy. It reveals the basic psychological patterns of marriage and family as a special space of life. The basic principles and approaches to counseling the family as a living, developing system are systematized. Main phenomena problems family relationships are considered in the logic of the unfolding of life phases of family development from premarital courtship to late adulthood.
UDC 159.922.1(075.8) BBK 88.37ya73
© Publishing House VLADOS-PRESS LLC, 2004
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Educational edition
Zhedunova Lyudmila Grigorievna, Mozharovskaya Irina Aleksandrovna, Posysoev Nikolay Nikolaevich, Yurasova Elena Nikolaevna
Textbook for students of higher educational institutions
Editor N.V. Menshchikova; cover artist About A. Filonova; layout and layout HE. Emelyanova; corrector THAT. Kudinova
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TABLE OF CONTENTS
INTRODUCTION 4
CHAPTER 1
FAMILY AS AN OBJECT OF PSYCHOLOGICAL RESEARCH AND INFLUENCE 4
1. PSYCHOLOGICAL CONTENT OF THE CONCEPT OF “FAMILY” 5
2. FAMILY AS A SPACE OF LIFE 6
3. FAMILY AS A SOCIAL INSTITUTE AND SMALL GROUP 11
The relationship between the concepts of “marriage” and “family” 11
Family as a social institution 13
Family as a small group 14
4. FUNCTIONS OF THE FAMILY 16
5. TYPES OF FAMILIES 23
6. MODERN TRENDS IN FAMILY DEVELOPMENT 41
7. ETHNIC AND CONFESSIONAL FEATURES OF MODERN FAMILIES 48
Test questions 55
Literature 56
CHAPTER 2
FAMILY LIFE CYCLE 58
1. GENERAL CONCEPTS 58
Definition of the concept “family life cycle”.
Life cycle stages 58
Tasks of family development. Stages of Parenthood 60
2. PRE-MARRIAGE COURTING STAGE 61
Developmental tasks at the stage of premarital courtship 61
Psychology of falling in love and love 65
Motives for choosing a marriage partner 74
3. YOUNG FAMILY 75
Formation of intrafamily communication 75
Marriage agreement - psychological content 81
Main types of marriage scenarios 82
Types of psychological relationships in marriage 84
Types of sexual relationships in marriage 87
4. FAMILY WITH A SMALL CHILD 88
Preparing the family for the birth of a child 88
First pregnancy crisis 89
Changes in the family due to the birth of a child 95
5. MATURE FAMILY 98
Psychological problems of a mature marriage 98
Changing relationships with children 99
Changes in the relationship between spouses.
Psychology of betrayal, jealousy 103
Changing relationships with grandparents 108
6.FAMILY WITH ADULT CHILDREN (CHILDREN LEAVING THE FAMILY) 110
Reconstruction of marital relations 110
Features of intrafamily communication with adult children 114
Mastering new family roles - grandparents 115
7. MARRIAGE IN OLD AGE 116
Changes in family life due to retirement 116
Reaction to the death of a spouse and living as a widow 116
Test questions 118
Literature 118
CHAPTER 3
PROBLEM FAMILY 120
1. DEFINITION OF THE CONCEPT “TROUBLE FAMILY” 120
2. FAMILY WITH A SICK CHILD 121
3. FAMILY WITH IMPAIRED INTRAFAMILY COMMUNICATION 122
4. FAMILY IS A DISHARMONIOUS UNION. 123
5. FAMILY IN DIVORCE 126
6. SINGLE-PARENT FAMILY 129
7. FAMILY OF ALCOHOLICS 130
8. REMARRIAGE 131
Test questions 133
Literature 133
CHAPTER 4
CHILD IN THE FAMILY. INFLUENCE OF DISTURBED FAMILY RELATIONS ON THE MENTAL DEVELOPMENT OF A CHILD 134
1. TYPES OF FAMILY EDUCATION 134
2. PARENTAL DIRECTIVES 137
3. ROLES OF A CHILD IN THE FAMILY 140
4. MATERNAL DEPRIVATION 141
5. PSYCHOLOGICAL MECHANISMS OF THE FORMATION OF A NEUROTIC CHILD 142
6. METHODS FOR STUDYING PARENTAL POSITIONS AND MOTIVES FOR FAMILY EDUCATION 145
Test questions 148
Literature 148
CHAPTER 5
PSYCHOLOGICAL AND PEDAGOGICAL WORK WITH THE FAMILY 149
1. PSYCHOLOGICAL AND PEDAGOGICAL WORK WITH CHILDREN 150
2. PSYCHOLOGICAL AND PEDAGOGICAL WORK WITH PARENTS 153
3. WORK OF A SOCIAL TEACHER WITH A FAMILY 157
Test questions 158
Literature 159
CHAPTER 6
BASICS OF FAMILY COUNSELING 159
1. BASIC PRINCIPLES OF FAMILY COUNSELING 159
2. PSYCHODYNAMIC MODEL 163
3. BEHAVIORAL MODEL 165
4. SYSTEM APPROACH 167
Structural school 167
Gestalt approach 170
Experience-based model 173
Test questions 178
Literature 178
CHAPTER 7
DIAGNOSTIC TECHNIQUES FOR DETERMINING THE PROBLEM FIELD OF THE FAMILY 179
1. SCHEME OF PSYCHOLOGICAL ANALYSIS OF THE FAMILY AS A SYSTEM 179
2. METHODS FOR DIAGNOSIS OF FAMILY RELATIONSHIPS 181
Genogram 182
Projective test “Family Drawing” 188
3. FAMILY MAP 190
Test tasks 191
Literature 191
INTRODUCTION
In recent years, interest in the family of specialists in various fields of scientific knowledge, both theoreticians and practitioners, has increased significantly. Essentially, the family is currently a field of multidisciplinary research. Interest in it is associated with the role it plays in the process of formation and development of the individual, and, consequently, the present and future society as a whole. Possessing stability and even some rigidity, the family nevertheless reacts very sensitively to the socio-economic and political processes occurring in society through changes in the system of intra-family relations. The increase in the number of problem families during transitional, crisis periods of social development illustrates this dependence.
Supporting the family and strengthening its educational potential requires specialists working with the family to have deep systemic knowledge, the ability to identify points of application of professional efforts, and find adequate means and ways of interacting with it. The textbook for future educational psychologists and social educators systematizes various domestic and foreign approaches to understanding the patterns of family functioning and development, as well as methods of psychological and pedagogical work with it. While working on the manual, the authors tried to give a holistic picture of the family as a subject of psychological analysis and psychological and pedagogical practice. The central idea underlying it is to consider the family as a special system, characterized by a certain cyclical processes of formation and development, as well as a special space within which a person experiences various emotionally significant events and carries out creative activities to reproduce life.
The manual consists of seven chapters, each of which reveals the content of a separate aspect of the psychological analysis of the family and describes a certain area of psychological and pedagogical influence on the family.
Due to the fact that Russia is a multinational state, one of the paragraphs is devoted to the peculiarities of the existence and functioning of the family, determined by ethnic and religious factors.
A separate chapter is devoted to a relatively new field of activity for domestic specialists - psychological counseling of families. It also discusses the approaches of the main psychological schools to working with families, including the experience of Russian psychologists.
The last chapter is devoted to the means of psychological and pedagogical diagnosis of the problem field of the family and ways of working with it. It proposes methods and technologies used at various stages of working with families, which can be used to develop the practical skills of future specialists.
At the end of each chapter, questions are suggested for discussion and a list of recommended readings is provided for deeper study of the topic.
CHAPTER 1
FAMILY AS AN OBJECT OF PSYCHOLOGICAL RESEARCH AND INFLUENCE
1. PSYCHOLOGICAL CONTENT OF THE CONCEPT OF “FAMILY”
There are quite a lot of definitions of family in the scientific literature, and many definitions have entered the public consciousness so long ago that it is difficult to establish the authorship of these definitions.
The family is defined as a social institution, as a unit of society, as a small group of relatives living together and leading a common household. However, the psychological approach to understanding the family (unlike, for example, sociological and economic approaches) has its own specifics. Within this approach the family is considered as a space of joint life activity, within which the specific needs of people related by blood and kinship are met. This space is a rather complex structure, consisting of various kinds of elements (roles, positions, coalitions, etc.) and a system of relationships between its members. So the structure exists in accordance with the laws of a living organism, therefore it has natural dynamics, passing through a number of phases and stages in its development.
From the point of view of a famous family psychologist G. Navaitis, the definition of the psychological essence of the family must be correlated with the goals of family research and the goals of the psychologist’s interaction with the family. G. Navaitis discusses the concept of family, which is advisable to explore when consulting a family with a psychologist. He proposes to introduce the concept of a family as a small group that receives professional psychological help from specialists. Contents of the concept “family” is revealed through a number of provisions.
Family- a group that meets the needs of its members. These needs are most successfully satisfied in the unique interactions of specific people.
The main feature of family interaction is to combine the satisfaction of various needs.
To satisfy family-related needs, a structure of family roles is created.
Family structure and family functions are developing naturally.
Family psychological counseling helps to coordinate and satisfy family-related needs, optimize family structure and promote family development.
The need for family counseling increases as the family transitions from one stage of development to another.
The periodization of family development can be determined by the totality of relationships associated with the family and their significance.
At each stage of family development, there are specific tasks, without solving which it is impossible to move to a new stage.
"normal- abnormal family";
"perfect- real family."
Within the second scale, the concept "ideal family" is defined as a normative model of family, which is accepted by society and reflected in collective ideas and culture, mainly religious.
Rice. 1. Scheme of psychological studies of real families
This, in particular, means that the psychological structure of a normative Orthodox family (the structure includes features of the distribution of power, responsibility and emotional closeness between father, mother and children) differs significantly from the structure of Catholic, Protestant and Muslim families. Types of ideal families are studied mainly by cultural scientists. Under real family a specific family is understood as a real group and object of study. Druzhinin emphasizes that when mentioning the family as a subject of research, it is necessary to clearly understand what type of family we are talking about. Thus, psychologists study real families from the point of view of their deviations from the norm.
This can be illustrated by Figure 1, where the circle is a graphic representation of the space of psychological research.
2. FAMILY AS A SPACE OF LIFE
In science the word "life" used in various meanings. It denotes all organic (living) nature, in contrast to inorganic (nonliving) nature. Life, being the opposite of death, is the totality of all human life processes.
The realization that life can be defined in relation to a person, and specifically to the individual, came at the end of the 19th - beginning of the 20th centuries. This awareness is associated with the philosophy of individualism.
It is then that the concept appears and is legally enshrined "private life". Illustrating this phenomenon, the author refers to the fiction of that time, mentioning, in particular, the novel D. Galsworthy"The Forsyte Saga".
This novel is a kind of chronicle of one English family over several generations. Birth, marriage, divorces, funerals, transactions become a private matter of this family clan, strictly separated from the lives of “others”. A typical representative of the family is Some Forsythe. His family tragedy is the irreparable tragedy of a man who does not arouse love from his wife and understands this. The wife suffers because of the death of her lover - and Soames Forsythe’s entire behavior in this situation is determined only by the desire to tightly close the doors of his house in order to resolve the dramatic family situation.
...And suddenly he saw that the door of his house was open and on the threshold, blackened against the backdrop of the illuminated hall, with his back to him, a man was standing. His heart trembled, he quietly approached the entrance.
And he asked sharply:
-What do you want, sir?
The stranger turned around. It was young Jolyon. “The door was open,” he said. - Can I see your wife? I have an errand for her.
Some looked at him sideways.
“My wife doesn’t accept anyone,” he muttered gloomily.
I won't detain her.
She doesn't accept anyone- he said again, and a sound like a growl escaped from his throat...
This is my home,” he said.- I will not allow anyone to interfere in my affairs. I have already told you, and I repeat again: we do not accept.
The book reflects the theoretical foundations of the course of administrative law, covers issues of administrative coercion, administrative offenses, punishment and liability. The educational material is clearly structured, reflects both traditional and modern approaches to the study of the subject, and is written in an easy to understand form. The book includes all the necessary sections for reviewing and systematizing course materials before taking the exam.
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The textbook examines the basics of the theory, methodology and practice of graphic depiction of a portrait in relation to the tasks of training future artists of decorative and applied arts. Rich illustrative material demonstrates a variety of techniques and graphics techniques.
The manual is addressed to students of universities preparing artists of decorative and applied arts, as well as to anyone interested in fine arts.
Chapter I SCIENTIFIC PROVISIONS OF PORTRAIT GRAPHICS.
Any creative process is based on an objective study of nature, and knowledge of the scientific principles of art forms the basis for the training of the future artist. These provisions in the field of portrait graphics include the laws of perspective, optics and color science, the laws of proportion
and plastic anatomy. Considering that most of these laws are set out quite fully in textbooks and teaching aids on academic drawing, the main attention in this manual is focused on the geometry of spatial structures, the principles of distribution of light and shade and color in the image.
Introduction
Chapter I. Scientific principles of portrait graphics
1. Geometry of spatial constructions of portrait graphics
2. Chiaroscuro
3. Color and flavor
Chapter II. Portrait graphics in art history
1. Western European portrait art
2. Russian portrait graphics
3. Portrait graphics in the art of the countries of the Far Eastern region
Chapter III. Imagery in portrait graphics
1. The problem of image in portrait images. Subgenres of portrait
2. Ceremonial and epic portraits
3. Psychological and intimate portraits
4. Satirical and political portraits
Chapter IV. Expressive graphics in portrait images
1. Types of expressive means. Graphic elements
2. Line graphics
3. Line art
4. Spot graphics
5. Bitmaps
6. Images obtained using various compositions of graphic elements
7. Composition of portrait images
Chapter V. Portrait drawings and sketches
1. Portrait drawings
2. Portrait sketches
Chapter VI. Portrait graphics of Soviet and post-Soviet times
1. Soviet portrait graphics of the first half of the 20th century
2. Russian portrait graphics of the second half of the 20th century
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