What does tolerant mean? How to be a tolerant person and whether it is necessary - recommendations from a psychologist. Tolerant and intolerant personality: main features and differences Traits of a tolerant personality
Laptander Anna
In his work, the author considers ethnic tolerance as one of the aspects of tolerance. Ethnic tolerance is a person’s ability to show tolerance to the unfamiliar way of life of representatives of other ethnic communities, their behavior, national traditions, customs, feelings, opinions, ideas, beliefs. It is known that attitudes fixed in youth change with great difficulty in adulthood; ethnic preferences and orientations formed during the socialization of a teenager will influence his consciousness, behavior throughout his life and how he, in turn, will raise your children. In other words, the ethnic orientations of today's teenagers are the orientations of adults in the 21st century and the generations that follow them.
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XI regional (internal-correspondence) research conference of students of educational institutions of the Yamal region
"We choose life!"
Russian Federation, Yamalo-Nenets Autonomous Okrug,
Yamal district, village. Panaevsk
ETHNIC TOLERANCE AS A PERSONALITY TRAIN OF A MODERN TEENAGER
Municipal government institution general education boarding school “Panaevskaya school-
Boarding school for secondary (complete) general education",
9b grade
Scientific adviser:
Lukoyanova Natalia Georgievna,
Teacher-psychologist MKUOSHI "Panaevskaya boarding school of secondary (complete) general education"
With. Panaevsk, 2014
Introduction…………………………………………………………………………………3
ethnic tolerance among modern teenagers.
1.1. Ethnic tolerance: concept, content......................................5
as a condition for the development of ethnic tolerance in adolescents………………….6
on the study of ethnic tolerance among adolescents.
2.1. Characteristics of the research base……………………………………………..7
2.2. Research results and their interpretation…………………………………8
References………………………………………………………………………………...11
Illustrations
Ethnic tolerance as a personality trait of a modern teenager
Laptander Anna Olegovna
Yamalo-Nenets Autonomous Okrug
Municipal entity Yamalsky district
With. Panaevsk
Municipal government institution general education boarding school
"Panaevskaya boarding school of secondary (complete) general education"
9b grade
Introduction
In the last decade, in many cities of Russia there have been significant changes in the ethno-social situation: the number of foreign citizens coming to work or study has increased, the influx of labor migrants from near and far abroad countries has increased, there has been increased sensitivity towards people of other nationalities, ethnic intolerance and xenophobia. In this situation, the problem of building positive relationships with representatives of other nationalities, interaction on the basis of tolerance, understanding, and respect for their views, opinions, and traditions becomes obvious.
At the beginning of 2012, Russian President V.V. Putin published an article “Russia: the national question”, in which he notes that “for Russia - with its diversity of languages, traditions, ethnic groups and cultures - the national question, without any exaggeration, is of a fundamental nature. The reality of today is the growth of interethnic and interfaith tension. One of the main conditions for the development of our country is civil and interethnic harmony.”
One of the most pressing topics that Dmitry Kobylkin, Governor of the Yamal-Nenets Autonomous Okrug, raised in his annual Report is interethnic relations. From the address of D. Kobylkin: “The indigenous northerners have a proverb: “Friendship of peoples is stronger than the storm, brighter than the sun.” I think this age-old wisdom applies to all peoples living in Yamal. Success will depend on whether we can unite." In this regard, the governor declared 2014 in Yamal the Year of Civil Unity.
Understanding the range of issues related to the formation of tolerance in adolescents as a life strategy is very important, since it is adolescence that is the most sensitive to the assimilation of socially significant values. A teenager is actively involved in adult life, looking for his place in it, and the direction of his personality depends on how he treats himself and others in this world.
The relevance of the study is also due to the fact that tolerance is a basic civic value. Only a tolerant person will be able to solve the problems of intolerance in the world around him, without violating the rights of other people and remaining a full-fledged person.
Object of study: ethnic tolerance of 9th grade students of the MKUOSHI “Panaevskaya boarding school of secondary (complete) general education”
Subject of research: features of the formation of ethnic tolerance in 9th grade students of the MKUOSHI “Panaevskaya boarding school of secondary (complete) general education”
Purpose of the study: to identify the conditions for the formation of the personality of 9th grade students of the MKUOSHI “Panaevskaya boarding school of secondary (complete) general education” in the field of ethnic tolerance.
Tasks:
- study sources of information on this topic;
- conduct a survey of 9th grade students using the Tolerance Index express questionnaire;
- to determine the level of ethnic tolerance among 9th grade students at the Panaev boarding school;
- develop effective training for the formation of tolerant behavior for adolescence.
Research hypothesis: it is assumed that ethnic tolerance is a personality trait of modern teenagers.
Research methods: analysis of sources of information on this issue, survey of 9th grade students at the Panaev boarding school.
The practical significance of the study lies in the fact that the results of the study can be used by teachers when organizing the educational process in a boarding school.
Chapter I. Theoretical foundations of formation
ethnic tolerance among modern teenagers
1.1. Ethnic tolerance: concept, content.
Recently, the problem of tolerance has become widely covered in the media, at the state and international levels. At the same time, there are frequent cases of conflicts in the world that result in cruel and bloody clashes. This trend is associated with a decrease in the level of tolerance towards people, cruelty in relationships, and the inability to tactfully and competently express one’s position without affecting significant aspects of other people’s lives.
Why? We should probably go back to the history of the development of human society, i.e. states that are separated by borders and regimes and often oppose each other. Each state has its own culture. The progress achieved by humanity in various fields has not led to complete mutual understanding between people. The desire for absolute domination and the destruction of independence is still strong. This is visible not only at the level of foreign and domestic policies of states, but also in everyday interpersonal communication.
So what is tolerance? In the short encyclopedia, this word is of Latin origin “tolerantia” - patience - tolerance for different views, morals, habits . Tolerance is necessary in relation to the characteristics of different peoples, nations and religions. It is a sign of self-confidence and awareness of the reliability of one’s own positions. I believe that tolerance is necessary for positive interactions with people.
The very idea of tolerance has a long history and dates back to the history of philosophical thought. It arose in ancient times as one of the means of solving problems related to the attitude towards religious minorities. The ancient Greek philosophers Heraclitus, Epicurus, Herodotus believed that wars and their consequences would ultimately force people to live in peace. Christian philosophy, in accordance with the precepts of the Gospel, from the very beginning of its development, sought to prove the advantage of peace, harmony and brotherhood between people.
The word “tolerance” has almost the same meaning in different languages:
It is not for nothing that the Declaration of Principles of Tolerance, approved by UNESCO, was adopted. November 16 is International Day of Tolerance.
Ethnic tolerance is one of the aspects of tolerance.
Ethnic tolerance is a person’s ability to show tolerance to the unfamiliar way of life of representatives of other ethnic communities, their behavior, national traditions, customs, feelings, opinions, ideas, beliefs, etc.
Externally, ethnic tolerance is reflected in endurance, self-control, and the ability of an individual to endure unusual (unpleasant) influences of a foreign culture for a long time without reducing his adaptive capabilities.
Conclusion: Ethnic tolerance manifests itself in various critical situations of interpersonal and intrapersonal choice, and is accompanied by psychological tension, since the entry of an individual into a new ethnic environment and interaction with representatives of other nations often presents certain difficulties for it.
1.2. Multicultural space of the school
as a condition for the development of ethnic tolerance in adolescents.
One of the features of the Russian Federation is that historically our state has developed as a community of different ethnic groups, cultures and religions. For example, in the Yamalo-Nenets Okrug, according to the 2010 population census, representatives of various nationalities live (Illustration I).
Ethnic tolerance is that cultural orientation, the attitude of an individual who lives in peace and harmony, in a country, family, school, class. Consequently, this presupposes that everyone has such human qualities as responsibility, goodwill, restraint, and tolerance. Unfortunately, the spirit of intolerance towards other cultures, lifestyles, beliefs, and habits continues to exist in society. School is no exception.
Almost every school in a city or village is multicultural; children of different nationalities study in children's groups. So, for example, 433 schoolchildren study in our school, of which: Nenets - 375 people, Khanty - 21, Russians - 18, Tatars - 8, Mari - 5, Ukrainians - 3, Kyrgyz - 2, Karachais - 1, Bashkirs - 1 .
Today there is a need to foster a culture of tolerance from the very first days of education. Fostering a culture of tolerance, in my opinion, should be carried out according to the formula: “parents + children + teacher.” Our school conducts various educational activities to develop tolerance among schoolchildren.
It is known that attitudes fixed in youth change with great difficulty in adulthood; ethnic preferences and orientations formed during the socialization of a teenager will influence his consciousness, behavior throughout his life and how he, in turn, will raise your children. In other words, the ethnic orientations of today's teenagers are the orientations of adults in the 21st century and the generations that follow them.
The school plays an important role in the formation of ethnic tolerance among students.
Conclusion: Cultivating tolerance is a complex and multifaceted process. The future of Russian civil society largely depends on its effectiveness. The entire system of educational work at school, all pedagogical means influence the formation of this quality. The multicultural space of the school solves the following problems:
- entry, integration of the individual into national and world culture, his identification with other cultures;
- understanding the general and special in the traditions and lifestyles of different peoples;
- formation of tolerant personality traits, humanity in relation to foreign cultures;
- developing skills and abilities for productive interaction with speakers of other cultures;
- communication and intercultural interaction among peers.
Chapter II. Empirical research
on the study of ethnic tolerance of adolescents
2.1. Characteristics of the research base
The empirical study was conducted on the basis of the MKUOSHI “Panaevskaya boarding school of secondary (complete) general education” in February 2014 among 9th grade students. 29 people took part in the studyHuman. The study was carried out according to the method of G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaeva, L.A. Shaigerova “Tolerance Index” (Illustration II).
The stimulus material of the questionnaire consisted of statements reflecting both the general attitude towards the world around us and other people, as well as social attitudes in various spheres of interaction where a person’s tolerance and intolerance are manifested. The methodology includes statements that reveal attitudes towards certain social groups (minorities, mentally ill people, the poor), communication attitudes (respect for the opinions of opponents, readiness for constructive resolution of conflicts and productive cooperation). Special attention is paid to ethnic tolerance - intolerance (attitude towards people of a different race and ethnic group, towards one’s own ethnic group, assessment of cultural distance). Three subscales of the questionnaire are aimed at diagnosing such aspects of tolerance as ethnic tolerance, social tolerance, and tolerance as a personality trait.
2.2. Research results and their interpretation
The results of the empirical study are presented in tables and charts (Exhibit III).
We obtained the following quantitative and qualitative results:
- the average value of the tolerance index for students in grade 9b is higher than for students in grade 9a by 3.9;
- representatives of the group with pronounced tolerant personality traits made up 10% of the experimental group;
- The most pronounced subscale is “social tolerance”, which makes it possible to study tolerant and intolerant manifestations in relation to various social groups (minorities, criminals, mentally ill people), as well as to study individual attitudes in relation to certain social processes. In second place is the “ethnic tolerance” subscale, which reveals a person’s attitude towards representatives of other ethnic groups and attitudes in the field of intercultural interaction. In third place, the subscale “tolerance as a personality trait” includes items diagnosing personality traits, attitudes and beliefs that largely determine a person’s attitude to the world around him.
We have identified the following features of students’ tolerance:
- dominance of students, who are characterized by a combination of both tolerant and intolerant traits. In some social situations they behave tolerantly, in others they may show intolerance;
- the “tolerance as a personality trait” subscale, which includes items diagnosing personality traits, attitudes and beliefs that largely determine a person’s attitude to the world around him, is least expressed.
Based on the above, we conclude that students’ tolerance is situational. Teenagers most often use their own attitudes and definitions in building relationships with representatives of other nationalities, but at the same time they remain oriented towards the opinions of their parents and, to a greater extent, peers. In adolescence, in the assessment of both one’s own and foreign ethnic groups, there is already an orientation not only to the opinions of one’s environment, but also to one’s own knowledge and ideas. Moreover, teenagers are generally ready to expand their knowledge about the national environment and national characteristics.
We believe that the level of development of ethnic tolerance is much higher if the teenager himself is involved in the problems of relationships, has felt and experienced situations that directly or indirectly prompt him to think about the need for a tolerant attitude towards people around him. In this regard, the problem of forming and strengthening tolerance in adolescents can be solved by means of psychological correction and development in the form of effective training in the formation of tolerant behavior. We have developed a training program for developing ethnic tolerance among adolescents (Illustration IV)
Based on the results obtained, the following conclusions can be drawn:
- The hypothesis was not confirmed: the subscale “tolerance as a personality trait,” which includes items diagnosing personality traits, attitudes and beliefs that largely determine a person’s attitude to the world around him, is least expressed among 9th grade students at the Panaev boarding school.
- The entire system of educational work at school, all pedagogical means influence the formation of ethnic tolerance in schoolchildren.
Not only representatives of a large teaching corps, but also political, social, religious leaders, artists, cultural figures, and the media are involved in the formation of national self-awareness and ethnic attitudes of the younger generation. Their position greatly determines whether ethnic tolerance will become an accepted norm in Russian society.
In the face of the challenges that modern civilization poses to people, the formation of ethnic tolerance is the most important task, the solution of which is necessary not only for development, but also simply for the preservation of society.
All the results obtained will help us come closer to solving the problem of developing moral reflection in adolescents about the ethnocultural variability of the world and understanding that harmonious, active ethnic tolerance should become a stable personality trait and the main imperative of life in a multiethnic world.
Bibliography
1. Rybyakova N. The Year of Civil Unity has been declared in Yamal // Red North. - 2013 - No. 95. - November 27.
2. Victory N.A. Tolerance: meaningful meanings and sociological interpretation / N.A. Victory // Sociological Research. – 2007. – No. 6.
3. Popular encyclopedic dictionary. – M.: Great Russian Encyclopedia, 2002. – 1583 p. 118.
4. http://tolerantnost.21309s01.edusite.ru/p1aa1.html
5. Pchelintseva I. Tolerance and the schoolchild [text] / I. Pchelintseva. – M.: MOSAIC-SYNTHESIS. – 2003. – 143 p.
6. Sokolova E. Education is the path to a culture of peace and tolerance // Public education. – 2002. - No. 2. – p. 111
7. Express questionnaire “Tolerance Index” (G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova) // Psychodiagnostics of personality tolerance / ed. G.U. Soldatova, L.A. Shaigerova. – M.: Smysl, 2008. – P. 46-51.
8. http://lasius.narod.ru/images/toler1.htm
9. http://www.ug.ru/issue/?action=topic&toid=4040
Illustration I
Population census data in the Yamalo-Nenets Okrug (2010)
Nationality | Number | % of total |
Russians | 298 359 | 58,85% |
Ukrainians | 66 080 | 13,03% |
Tatars | 27 734 | 5,47% |
Nenets | 26 435 | 5,21% |
Belarusians | 8 989 | 1,77% |
Khanty | 8 760 | 1,73% |
Azerbaijanis | 8 353 | 1,65% |
Bashkirs | 7 932 | 1,56% |
Persons who did not indicate nationality | 7 331 | 1,45% |
Komi | 6 177 | 1,22% |
Moldovans | 5 400 | 1,07% |
Chuvash | 3 730 | 0,74% |
Kumyks | 2 613 | 0,52% |
Germans | 2 584 | 0,51% |
Chechens | 2 222 | 0,44% |
Mari | 1 815 | 0,36% |
Selkups | 1 797 | 0,35% |
Nogais | 1 708 | 0,34% |
Mordva | 1 650 | 0,33% |
Armenians | 1 554 | 0,31% |
Kazakhs | 1 404 | 0,28% |
Illustration II
Express questionnaire “Tolerance Index”
(G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova)
Statement | I completely disagree | I don't agree | Rather disagree | I rather agree | Agree | I completely agree |
Any opinion can be represented in the media | ||||||
Mixed marriages usually have more problems than marriages between people of the same nationality. | ||||||
If a friend betrays you, you must take revenge on him. | ||||||
Caucasians will be treated better if they change their behavior. | ||||||
In a dispute, only one point of view can be correct. | ||||||
Beggars and vagabonds are to blame for their own problems. | ||||||
It is unpleasant to communicate with unkempt people. | ||||||
Even if I have my own opinion, I am ready to listen to other points of view. | ||||||
All mentally ill people must be isolated from society | ||||||
I am ready to accept a person of any nationality as a member of my family. | ||||||
Refugees should be helped no more than everyone else, since local problems are no less. | ||||||
If someone treats me rudely, I respond in kind | ||||||
I want my friends to be people of different nationalities | ||||||
To restore order in the country, a “strong hand” is needed | ||||||
Visitors should have the same rights as local residents | ||||||
A person who thinks differently from me irritates me | ||||||
Some nations and peoples are difficult to treat well | ||||||
Clutter really annoys me | ||||||
Any religious movements have the right to exist. | ||||||
I can imagine a black man as my friend | ||||||
I would like to become a more tolerant person towards others. |
For quantitative analysis, the overall result is calculated, without dividing into subscales.
Each answer to a direct statement is assigned a score from 1 to 6 (“absolutely disagree” – 1 point, “completely agree” – 6 points). Responses to opposite statements are assigned reverse scores (“totally disagree” – 6 points, “totally agree” – 1 point). Then the received points are summed up.
Numbers of direct statements: 1, 9, 11, 14, 16, 20, 21, 22.
Reverse statement numbers: 2, 3, 4, 5, 6, 7, 8, 10, 12, 13, 15, 17, 18, 19.
Individual or group assessment of the identified level of tolerance is carried out in the following steps:
22–60 – low level of tolerance. Such results indicate a person’s high intolerance and the presence of pronounced intolerant attitudes towards the world around him and people.
61–99 – average level. Such results are shown by respondents who are characterized by a combination of both tolerant and intolerant traits. In some social situations they behave tolerantly, in others they may show intolerance.
100–132 – high level of tolerance. Representatives of this group have pronounced traits of a tolerant personality. At the same time, it is necessary to understand that results approaching the upper limit (more than 115 points) may indicate a blurring of a person’s “tolerance boundaries”, associated, for example, with psychological infantilism, tendencies towards connivance, condescension or indifference. It is also important to consider that respondents who fall within this range may demonstrate a high degree of social desirability (especially if they have an understanding of the researcher's views and the goals of the study).
For a qualitative analysis of aspects of tolerance, you can use the division into subscales:
1. Ethnic tolerance: 2, 4, 7, 11, 14, 18, 21.
2. Social tolerance: 1, 6, 8, 10, 12, 15, 16, 20.
3. Tolerance as a personality trait: 3, 5, 9, 13, 17, 19, 22.
The “ethnic tolerance” subscale reveals a person’s attitude towards representatives of other ethnic groups and attitudes in the field of intercultural interaction. The “social tolerance” subscale allows you to study tolerant and intolerant manifestations in relation to various social groups (minorities, criminals, mentally ill people), as well as study the individual’s attitudes in relation to certain social processes. The subscale “tolerance as a personality trait” includes items that diagnose personality traits, attitudes and beliefs that largely determine a person’s attitude towards the world around him.
Illustration III
Research results and their interpretation
Table 1. Average values of the tolerance index
Diagram 1. Average values of the tolerance index
Conclusions: the average value of the tolerance index for students in grade 9b is higher than for students in grade 9a by 3.9.
Table 2. Quantitative analysis of the express questionnaire
Diagram 2. Quantitative analysis of the express questionnaire
“Tolerance Index” (person/%)
We have identified:
- Among the subjects, students with an average level of tolerance dominate. Such results are shown by respondents who are characterized by a combination of both tolerant and intolerant traits. In some social situations they behave tolerantly, in others they may show intolerance;
- 24% of students showed a low level of tolerance. Such results indicate a person’s high intolerance and the presence of pronounced intolerant attitudes towards the world around him and people;
- Representatives of the group with pronounced tolerant personality traits made up 10% of the experimental group.
Table 3. Qualitative analysis of the express questionnaire
"Tolerance Index" (%)
Diagram 3. Qualitative analysis of the express questionnaire
"Tolerance Index" (%)
Conclusion: The most pronounced subscale is “social tolerance”, which makes it possible to study tolerant and intolerant manifestations in relation to various social groups (minorities, criminals, mentally ill people), as well as to study individual attitudes in relation to certain social processes. In second place is the “ethnic tolerance” subscale, which reveals a person’s attitude towards representatives of other ethnic groups and attitudes in the field of intercultural interaction. In third place, the subscale “tolerance as a personality trait” includes items diagnosing personality traits, attitudes and beliefs that largely determine a person’s attitude to the world around him.
Illustration IV
Description of the training
“Techniques for increasing tolerance and empathy”
Tolerance trainings have been widely tested in many regions of Russia, including republics, regions and territories with high social instability and interethnic tension. The structured and detailed design of the training makes it accessible not only to psychologists, but also to trained teachers and social workers. At the same time, the structure and content of the training leave a lot of room for initiative and experimentation: presenters can independently modify individual exercises and activities based on the cultural and national specifics and other characteristics of the training participants
The classes are structured in such a way that each participant “experiences” different situations, determines their abilities for leadership, support, creativity, recognition of the merits of others, persuasion, the ability to defend their position, as well as understand and accept others, etc. . Thus, everyone recognizes himself as a communication partner, discovers the most diverse sides of his personality: those that help establish contact and those that interfere with this.
Tolerance education should be seen as an urgent imperative; In this regard, it is necessary to encourage systematic and rational methods of teaching tolerance, revealing the cultural, social, economic, political and religious sources of intolerance that underlie violence and exclusion. Educational policies and programs should promote better understanding, solidarity and tolerance among individuals and between ethnic, social, cultural, religious and linguistic groups and nations.
Education for tolerance should be aimed at counteracting influences that create feelings of fear and alienation towards others. It should help young people develop independent thinking, critical thinking and judgment based on moral values.
An important feature of tolerance training is the wide possibility of its application in various conditions and to groups of different structure and size. In accordance with the characteristics of the specific group with which the training is being conducted, various modifications are used: the age of the participants, cultural characteristics, and religious affiliation are taken into account.
Planned results:
- reducing aggressiveness and conflict in classroom groups;
- reduction of manifestations of interpersonal, ethnic, religious, political, etc. disagreements;
- achieving harmony between the “I” of each student and “WE”, by which we mean the school brotherhood, involvement with all Russians and people.
Before starting the training, children should be informed of the following rules:
1. respectful attitude towards game participants;
2. respect for the speaker;
3. addressing each other by name.
Training session scenario
Exercise No. 1. Acquaintance. Greetings.
“Say hello with your elbows.”
Preparation: set chairs and tables aside so that participants can move around the room freely.
1. Ask participants to stand in a circle.
Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;
Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left;
Each “number three” places his left hand on his left thigh, his right hand on his right knee, with his arms bent and elbows out to the side;
Each “number four” holds his arms folded crosswise on his chest (elbows pointing to the side).
3. Tell participants that they only have 5 minutes to complete the task. During this time, they should get to know as many members of the group as possible by simply saying their name and touching elbows.
4. After 5 minutes, gather the participants into four subgroups so that all the first, second, third and fourth numbers are together, respectively. Have participants greet each other within their subgroup.
This funny game breaks the usual greeting stereotypes and helps establish contact between participants.
Exercise No. 2. Assessing group cohesion.
"Count to twenty."
1. Participants disperse around the room. They should be evenly distributed throughout the room and in no case form a row or circle. As soon as everyone finds a comfortable place for themselves, they close their eyes.
2. Purpose of the exercise: the group must count from one to twenty. (If there are a small number of players, just count to ten). The following rules apply: one player cannot name two numbers in a row (for example, four and five), but during the game each participant can name more than one number. If several players call the same number at the same time, the game starts over. Participants do not have to agree on a game strategy in advance. You cannot talk while performing the task.
3. If the game is not going well, you need to encourage the participants so that they do not feel too tense. You may have to make the players laugh from time to time because this game is very difficult.
4. The game continues as long as the participants enjoy it. Often participants forget about time and do everything in order to succeed.
At first glance, the task does not seem difficult, but it almost never happens that the group immediately manages to reach at least ten. After each failure, a discussion of the results takes place: participants can relieve tension and think about how to solve the problem.
Exercise No. 3. Agreement with the initiative of others.
"Imaginary Ball"
Preparation: set chairs and tables aside so that participants can freely stand in a circle.
1. Introducing participants to the goals of the game. Explanation that this is a typical team game, the success of which depends on how much the players can focus, tune in to others, support others' initiative and show their own activity.
2. From among the group members, player No. 1 is appointed. The following instructions are given: “To start the game, player No. 1 throws an imaginary ball to someone. Since we don't have a real ball, player #1 must imagine what kind of ball we are talking about. The weight, size, shape and material of the ball will tell you how to throw and catch it. Player #1 must name the person to whom the ball will be thrown and say what kind of ball they are talking about.” For example: player #1 makes eye contact with player #2, says his name and says before throwing: “Soccer ball” or “Ping-pong ball.”
3. The second player catches the ball as if it were real and prepares to throw (pass) himself. It must change the appearance of the item. Player 2 may be tempted to roll player 3 a bowling ball or throw a light inflatable ball.
4. When players throw or catch a ball, they must use their entire body. The type of ball determines how we move, act and react. The band plays for about 5 minutes.
5. After the game, the following questions are discussed:
a) How is collaboration going in the group?
b) Were all participants involved in this game?
c) Was it difficult to mistake an imaginary ball for a real one?
d) Did you feel stupid while playing?
e) Whose “body language” was especially clear and therefore helped to play?
f) Did all players try equally hard?
g) Did you pay attention to the different levels of sports training among the group members?
h) How can collaboration be improved?
Exercise No. 4. Observing yourself and others.
"Me too"
Preparation:
1. Group members sit randomly on the floor or sit in a circle. There should be free space in the center of the room. The first volunteer stands there, he will be the leader in this game.
2. The presenter carefully observes the people sitting around him. He should have some common (and conspicuous) common detail that some players have, but not name it out loud, but say only the names of the people to whom it applies and ask them to stand next to him.
3. The remaining players must determine what is similar in all the people called to the middle of the circle.
4. The one who guesses first becomes the new leader and goes to the middle. Everyone else sits back on the floor.
5. The game can be played several times so that each player is selected at least once.
Notes: at first, a common feature can be some characteristic detail of the player’s appearance: an element of clothing, eye color, hair color, etc. Gradually, the selection principle can become more complicated: only women, only funny players, only those whose name contains a certain vowel, etc., go to the center of the room.
Exercise No. 5. Increased self-esteem.
"My contribution"
Materials: multi-colored threads. The number of flowers is based on one color for four people. From each color you need to cut four pieces 50 cm long. Thus, each group of four people will receive threads of their own color.
1. Cut pieces of thread are distributed to group members. A team is formed by participants who received threads of the same color. They begin to knot their pieces into one long thread. Each time a knot is completed, the participant who tied it speaks about what his contribution to the joint work might be. It doesn't have to be about this game. A participant can talk about his place in the group in principle by answering the following questions:
a) What experience did I bring with me to the group?
b) What can I do?
c) How can I contribute to the overall work?
Gradually, a long “ribbon” is formed from individual threads. You have 10 minutes to complete the task.
2. When the pieces of thread in small groups have already been made, the next stage of the game begins. The resulting “ribbons” are alternately tied together. As a result, the threads should form a large circle. Group members stand in a circle, each holding a piece of yarn in their hand, which unites everyone.
3. Now each participant tells the group what he wants to contribute as his share to the overall work. Sentences might look like this: “I will bring my loyalty to people, kindness and ability to think strategically to the overall work.” The following group members try not to repeat categories already mentioned.
4. Finally, the coach goes around the circle and cuts the thread for each player so that there is a knot in each cut piece. Consequently, each participant also receives a piece of “foreign” yarn. This symbolizes the dependence of the group's work on each member. The effect is possible only when different resources are combined with each other.
Exercise No. 6. Setting up for a group.
"Rhythm Transfer"
1. The group sits in a tight circle on the floor or on chairs.
2. Participants easily hold each other’s hands.
3. Each person squeezes the hand of his neighbor on the right once.
4. The instruction is given: “Clenched hands are the signal that we will use in the game. The game begins when I shake hands with my neighbor on the right. When he feels the squeeze, he must pass to the right to his neighbor. So the handshake goes from left to right in a circle until it comes back to me. For the first time we can work slowly and calmly. You can take your time to pass on the handshake.”
5. When the first round is completed, you can invite the participants to close their eyes and continue playing like this. The pace picks up slightly from round to round.
6. Finally, the participants must squeeze the hands of both their neighbors tightly and then open their eyes.
Option: you can follow the first handshake with a second one. This will encourage the group to concentrate even more.
Exercise No. 7. Treat others with respect.
"Circle of Trust"
Preparation: move tables and chairs to the side to make room for playing.
1. The group lines up in a large circle. Participants are asked to close their eyes and hold their hands at chest level, palms facing out.
2. Participants must simultaneously slowly move from one side of the circle to the other. It is quite obvious that there will be a fair amount of crowding in the middle of the circle, but if everyone understands the situation, they will be able to complete the task. At first, progress is only possible at a slow pace.
3. When the group has successfully completed the task, participants can repeat the experiment, trying to move a little faster. The faster they go, the more careful they have to be. Participants must be extremely careful to ensure that no one goes home with bruises.
Comment: this exercise proves that you can go through life in different ways (you don’t have to fight your way at all costs, pushing everyone in your path), that people to whom you show respect will most likely treat you the same way, that It is not necessary to strive to be faster and better than others.
Exercise No. 8. The ability to listen to your own
sensations and tune in to others
"Painting" on the back"
1. Players are divided into pairs. The partners independently decide which of them will be A and which will be B. In the first round, B stands behind A and “draws” individual letters on his back with his finger. Player A must guess them. At the same time, A's eyes are closed. It is also advisable that the players do not wear thick jackets or pullovers.
2. If A can guess the letters easily, player B can write simple words and even short phrases. Player A needs to concentrate. He can ask his partner to press a little harder when the word ends. You have 5 minutes to complete the task.
3. In the next round, players change roles.
4. At the end of the game, the partners discuss the following questions:
a) How satisfied was everyone with the “artist”?
b) Were you able to get ready to work together?
c) Which role was easier or more fun?
Options: you can prepare cards in advance with letters, words, geometric shapes that will be given to the “artists”. The game can be played by dividing the group into equal teams. Each person receives the task of reconstructing and voicing a short phrase. Which is “written” one word at a time on the players’ backs.
Exercise No. 9. Acclimatization in the “Master” group
Preparation: move tables and chairs to the side to make room for playing.
1. Group members disperse around the gaming room. Each participant with their eyes closed goes in search of the Master, but at first no one knows which of them is the Master.
2. The trainer stands with his eyes open and monitors the safety of the participants.
3. All group members close their eyes and begin to move around the room. After a minute, the coach puts his hand on one of the participants’ shoulder without saying a word. Thus he chooses the Master. The master knows that everyone is looking for him. He has some privileges: during the game he can remain silent and open his eyes.
4. Everyone walks past each other with their eyes closed, holding their hands in front of them, palms facing out.
5. When two players meet, they ask each other: “Master?” They know, however, that the Master is silent. So when any player meets the Master and asks a question, the Master does not answer. The player who has discovered the Master can open his eyes, put his hand on the Master's shoulder and follow him. The next one who finds the Master, in turn, opens his eyes and joins them, and so on. All students following the Master must also remain silent.
Kahramanova Oksana Vladimirovna, teacher-psychologist
KGUSSH No. 42, Petropavlovsk, North Kazakhstan region
Psychological event for high school students
“What is a tolerant person?”
Goals: teach children how to resolve controversial issues without conflict; cultivate sensitivity and tolerance towards other people.
Preparation for the event: the “Level of Personality Conflict” test and its analysis are carried out (see additional material).
Epigraph on the board:
If you're hot as a teapot
Or hot-tempered like a carpet,
Ask them to cool it down
Or they knocked you out.
G. Oster
Progress of the event
- Introductory part
Psychologist. To understand what kind of personality we call tolerant and how it differs from intolerant, you need to know what tolerance is. Translated from Latin, tolerance means patience. In modern psychological literature there are many definitions of this concept (referring to the poster):
T – tolerance for other opinions, beliefs and behavior;
O – refusal to cause harm and violence;
L – the best quality of a person;
E – unity, mutual understanding, friendship;
R – equality of peoples and races;
A – altruism;
N – not indifference to people around you;
T – creative communication;
N – our world;
O – responsibility for what happens to us and around us;
C – respect for human rights;
T – tolerance for differences;
b – sensitivity and condescension.
- Lecture-conversation about tolerance
Psychologist. Now let’s figure out how a tolerant person differs from an intolerant one. These differences
(according to G. Allport) quite a lot.
- Knowing yourself. Tolerant people try to understand their strengths and weaknesses. They treat themselves critically and do not strive to blame others for all their troubles and misfortunes. Intolerant people notice more advantages in themselves than disadvantages. They tend to blame others for their problems. Psychologists have found that a tolerant person has a much larger gap between “I am ideal” (the idea of what I would like to become) and “I am real” (the idea of what I am) than an intolerant person who has both selves are practically the same. Tolerant people, knowing about their strengths and weaknesses, are less satisfied with themselves, but their potential for self-development is higher.
- Security. It is difficult for an intolerant person to live in harmony not only with others, but also with himself. He is afraid of his social environment, afraid of his instincts, feelings, and lives with a feeling of constant threat to himself. A tolerant person usually feels safe and therefore does not seek to defend himself from other people. The absence of a threat or the belief that it can be dealt with is an important condition for the formation of a tolerant personality.
- Responsibility. An intolerant person believes that the events that occur do not depend on him. He seeks to relieve himself of responsibility for what happens to him and around him. This feature leads to the formation of prejudices towards other people. The position is this: I don’t hate and harm people, it is they who hate and harm me. Tolerant people do not shift responsibility to others; they are always ready to answer for their actions.
- Need for definition. Intolerant individuals divide the world into two parts: black and white. There are no halftones for them. There are only two kinds of people: bad and good. They emphasize the differences between “us” and “outsiders.” It is difficult for them to treat events neutrally. They either approve of them or they don't. A tolerant person, on the contrary, sees the world in all its diversity.
- Self-Orientation – Other-Orientation. Tolerant people are more self-oriented in their work, creative process, and theoretical reflections. In problematic situations, they tend to blame themselves rather than others. Such people strive for personal independence more than for belonging to external institutions and authorities, because they do not need to hide behind someone.
- The ability to empathize. This ability is defined as social sensitivity, the ability to formulate correct judgments about other people.
One experimental study revealed the ability to empathize in tolerant and intolerant people. For 20 minutes, students of the same gender and age talked about various topics with each other in private. Everyone formed their own idea of their interlocutor. It turned out that intolerant students evaluated their partners in their own image and likeness. Tolerant students turned out to be more accurate in their judgments and adequately assessed their interlocutors.
- Sense of humor. A sense of humor and the ability to laugh at oneself are important traits of a tolerant person. Such people know how to laugh at their shortcomings and do not strive for superiority over others.
- Authoritarianism. For an intolerant person, social hierarchy is extremely important. When students were asked to name great people, from their point of view, the intolerant ones named the names of political leaders who had power over others, and the tolerant ones named the names of scientists and artists. An intolerant person is satisfied with life in an authoritarian society with strong power, where strict discipline reigns. A tolerant person prefers to live in a free, democratic society.
Thus, There are two ways of personality development: tolerant and intolerant. The intolerant path is characterized by the idea of one’s own exclusivity, the desire to shift responsibility to others, a sense of impending threat, and an exaggerated need for order and power.
The tolerant way- this is the path of a person who knows himself well and therefore recognizes the right of others to personal and individual characteristics. A good attitude towards yourself coexists with a positive attitude towards others and a friendly attitude towards the world.
III. Practical part
Exercise 1. Tell me something nice
Tasks: increase self-esteem; get support from the group; develop social intuition, sensitivity, understanding of another person.
Procedure: everyone takes turns telling the neighbor on the right something good about him (a compliment), and he agrees with him, saying the words: “Yes, and I also...”, and says something good about himself.
Exercise 2. Magic shop
Task: give participants the opportunity to find out what qualities they lack in order to consider themselves a truly tolerant person.
Procedure: the facilitator asks the group members to imagine that there is a shop in which there are very unusual things (name signs hang on the board): patience, forbearance, goodwill towards others, a sense of humor, sensitivity, trust, altruism, self-control, goodwill , humanism, listening skills, curiosity, empathy. The presenter acts as a seller who exchanges one quality for another. One of the participants is called. He may choose one or more things that he does not have. As payment, the seller asks in return for what the person has in abundance. For example, a buyer asks the seller for patience. The seller figures out how much he needs and why, and in what cases he wants to be patient. The buyer offers a sense of humor, which he has in abundance, as payment.
Exercise 3. How to be tolerant in a conflict situation?
Task: teach constructive ways to resolve conflict situations.
Procedure: before the exercise, the facilitator introduces the participants to the rules for getting out of a conflict situation (you can distribute printed sheets to everyone).
Rule 1. Control your own emotions, which prevent you from assessing what is happening.
Rule 2. Analyze the real causes of the conflict, sometimes they are hidden under imaginary ones.
Rule 3. Strive to narrow the area of contradictions to a minimum.
Rule 4. Do not get carried away with self-defense, this prevents you from noticing changes in the situation and behavior of the enemy in a dispute in a timely manner.
Rule 5. Reformulate your opponent’s arguments, translate them into a language you understand, highlighting the main thing.
Rule 6. Show sufficient activity while maintaining a calm emotional tone of communication.
Participants form pairs: one acts as the offended person, the other as the offender. Participants act out the proposed situations. Using the proposed rules, the offended person tries to get out of the situation with dignity.
Examples of situations to play out
- Mom scolded her son in front of his friends for not washing the dishes. What should he do?
- You shared a secret with your best friend, and later found out that he told his friends about everything. How will you behave?
- Mom doesn’t let you go outside, but your friends are already waiting. You promised to help them a long time ago. What will you do?
- The teacher punished you unfairly and calls your parents to school. What will be your reaction?
Sample. Situation 1
1 – Start the conversation with a specific description of the situation that does not suit you: “When my mother yelled at me in front of my friends...”
- Express the feelings that arose in connection with this situation and the person’s behavior towards you: “... I felt uncomfortable.”
- Tell the person what you would like him to do. Offer him another behavior option that suits you: “Please, next time, don’t make your comments in front of my friends...”
- Say how you will behave if the person changes his behavior: “...then I will listen to your comments.”
During the discussion, group members express their opinions about whose solution to the situation was the most successful. The group comes to the conclusion that the culture of behavior in a dispute presupposes the need to listen carefully to the other side and respect the other point of view.
Exercise 4. Danish boxing
Task: teach how to constructively express aggression when defending interests in a dispute.
Procedure: participants are divided into pairs and stand opposite each other at arm's length. Then they clench their hand into a fist, bending their thumb, and press it against their partner’s fist. They stand as if attached to each other. So, eight fingers are pressed against each other, and the thumbs enter into battle. First they are directed vertically upward, then they begin boxing. The winner is the one whose thumb touches his partner's hand for at least a second. After this, you can start the next round. IV. Summing up the conversation
Psychologist.At the end of our conversation, I would like to read you the advice of the famous teacher V.A. Sukhomlinsky. I hope they will help you build relationships with other people correctly in life.
Be tolerant of individual human weaknesses and irreconcilable with evil. Tolerance and intransigence are very important elements of spiritual culture. Sometimes you have to be able to pretend that you don’t notice the human weaknesses in your neighbors, especially the elderly, this expresses your moral upbringing.
Some people's personal lives are not going well. Know how to feel and understand the special vulnerability of such a person and do not flaunt your happiness and well-being in front of him. Modesty and moderation in joy and well-being are a very valuable trait that testifies to your decency.
You live among people. Don’t forget that your every action, your every desire is reflected in the people around you. Check your actions by asking yourself: are you doing harm and inconvenience to people? Make the people around you feel good.
Additional material
Test“Level of personality conflict”
Guys! When answering a question, select one answer option, under a specific letter, write down the letter after the question number.
- Is it typical for you to strive for dominance, that is, to subjugate others to your will?
b) when and how;
- Are there people in your team who are afraid of you, and perhaps even hate you?
b) find it difficult to answer;
- Who are you most?
a) pacifist;
b) principled;
c) enterprising.
- How often do you have to make critical judgments?
b) periodically;
- What would be most characteristic of you if you were to lead a new team?
a) would develop a team development program for the year ahead and convince team members of its promise;
b) would study who is who and establish contact with the leaders;
c) would consult with people more often.
- In case of failure, what state is typical for you?
a) pessimism;
b) bad mood;
c) self-resentment.
- Is it typical for you to strive to defend and observe the traditions of your team?
b) most likely, yes;
- Do you consider yourself to be one of the people who would rather tell the bitter truth to their face than remain silent?
b) most likely, yes;
- Of the three personality traits you struggle with, the one you most often try to overcome is:
a) irritability;
b) touchiness;
c) intolerance of criticism of others.
- Who are you most?
a) independent;
c) idea generator.
- What kind of person do your friends think you are?
a) extravagant;
b) an optimist;
c) persistent.
- What do you struggle with most often?
a) with injustice;
b) with bureaucracy;
c) with selfishness.
- What characterizes you most?
a) I underestimate my abilities;
b) I evaluate my abilities objectively;
c) I overestimate my abilities.
- What brings you to clash and conflict with people?
a) excessive initiative;
b) excessive criticality;
c) excessive straightforwardness.
Processing test results. All answers to each question have their own score. Replace the letters you choose with points and calculate their total.
| № | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| A | 1 | 3 | 1 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 |
| B | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 2 | 1 | 1 | 1 | 2 | 1 | 2 |
| IN | 3 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 3 | 1 | 3 | 3 |
A certain amount of points characterizes the level of conflict of an individual:
14-17 points – very low; 18-20 points - low;
21-23 points – below average;
24-26 points – closer to average;
17-29 points - average;
30-32 points – above average;
33-35 points – above average;
36-38 points – high;
39-42 points – very high.
Tolerance is an integrated quality. If it is formed, it manifests itself in all life situations and in relation to all people. At the same time, experience shows that a person can be tolerant in relationships with loved ones and acquaintances, but be dismissive and intolerant of people of other faiths or nationalities. In this regard, in our opinion, we can talk about (interpersonal, social, national tolerance and religious tolerance). Interpersonal tolerance manifests itself in relation to a specific person, social tolerance - towards a specific group, society, national - towards another nation; religious tolerance - towards another faith.
In our opinion, tolerant personality is a person who knows himself well and understands other people.
When we talk about a tolerant person, we do not mean a rejection of our own views, value orientations and ideals. Tolerance should not be reduced to indifference, conformism, infringement of one’s own interests, but presupposes, on the one hand, stability, as a person’s ability to realize his personal positions, and on the other, flexibility, as the ability to respect the positions and values of other people.
Intolerant personality can be described as a person who does not have the qualities of flexibility in interacting with others and empathy towards them. ( Intolerance – it is based on the belief that your group, your belief system, your way of life is higher, better than others. Denying the right to exist to someone who holds different views, preference is given to suppression rather than persuasion (Kinkulkin A.T.).
Now let’s figure out how a tolerant person differs from an intolerant one. There are quite a lot of these differences.
1. Knowing yourself. Tolerant people try to understand their strengths and weaknesses. They treat themselves critically and do not strive to blame others for all their troubles and misfortunes. Intolerant people notice more advantages in themselves than disadvantages. They tend to blame others for their problems.
Psychologists have found that a tolerant person has a significantly larger gap between the “Ideal Self” (the idea of what I would like to become) and the “Real Self” (the idea of what I am) than an intolerant person who has both “I”s are practically the same. Tolerant people, knowing about their strengths and weaknesses, are less satisfied with themselves, but due to this, they have a higher potential for self-development. An intolerant person notices more advantages than disadvantages in himself, therefore he is more likely to blame others for all problems.
2. Security. It is difficult for an intolerant person to live in harmony not only with others, but also with himself. He is afraid of his social environment and even of himself: he is afraid of his instincts, feelings, and lives with a feeling of constant threat to himself. A tolerant person usually feels safe and therefore does not seek to defend himself from other people. The absence of a threat or the belief that it can be dealt with is an important condition for the formation of a tolerant personality.
3. Responsibility. An intolerant person believes that the events that occur do not depend on him. He seeks to relieve himself of responsibility for what happens around him. This feature leads to the formation of prejudices towards other people. The position is that it is not me who hates and harms people, it is they who hate and harm me. Tolerant people do not shift responsibility to others; they are always ready to answer for their actions.
4. Need for definition. Intolerant individuals divide the world into two parts: black and white. There are no halftones for them. There are only two kinds of people - bad and good. They emphasize the differences between “us” and “outsiders.” It is difficult for them to treat events neutrally. They either approve of them or they don't. A tolerant person, on the contrary, sees the world in all its diversity.
5. Self-orientation – orientation towards others. Tolerant people are more self-oriented in their work, creative process, and theoretical reflections. In problematic situations, they tend to blame themselves rather than others. Such people strive for personal independence more than for belonging to external institutions and authorities, since they do not need to hide behind someone.
Research by psychologists has shown that the desire to belong to social institutions among intolerant people is much stronger than among tolerant people. Thus, girls with anti-Semitic tendencies are more likely to form sisterhoods, more religious, and more patriotic. Many studies find a positive connection between a person's existence of prejudices and high “patriotism.” The connection between nationalism and hatred of minorities in Nazi Germany was shown.
4. Commitment to order . Psychologists have discovered that an intolerant person places too much importance on cleanliness, good manners, and politeness. It is important for him that everything is in order. For tolerant people, these qualities are not of such great value and fade into the background.
The Nazis assigned an extremely important role to virtue. Hitler preached asceticism. In accordance with Nazi beliefs, a person's entire life had to proceed according to protocol. Jews were constantly reproached for dishonesty, immorality, and uncleanliness.
An intolerant person not only loves order in general, he especially loves social order. In his desire to belong to a party, a nationality, a group, he finds the security and certainty that he so needs. This affiliation gives him protection from constant anxiety.
7. The ability to empathize. This ability is defined as social sensitivity, the ability to formulate correct judgments about other people.
What is the basis of empathic abilities is not precisely defined. Perhaps this is a product of a favorable family atmosphere, developed aesthetic feelings, and high social values.
One of the experimental studies revealed the ability to empathize in tolerant and intolerant students. For 20 minutes, students of the same gender and age talked about various topics with each other in private. Everyone formed their own idea of their interlocutor. It turned out that intolerant students evaluated their partners in their own image and likeness, that is, they looked like intolerant individuals in their eyes. Tolerant students turned out to be more accurate in their judgments and adequately assessed both tolerant and intolerant interlocutors.
8 Sense of humor. A sense of humor and the ability to laugh at oneself are important traits of a tolerant person. Such people know how to laugh at their own shortcomings, and they do not strive for superiority over others.
9. Authoritarianism. For an intolerant person, social hierarchy is extremely important. When American students were asked to name people whom they consider great, the intolerant ones named the names of leaders who had power over others (Napoleon, Bismarck, etc.), and the tolerant ones, due to their personal characteristics, named scientists and artists (Chaplin, Einstein, etc.). An intolerant person is satisfied with life in an authoritarian society with strong power. Such a person is convinced that strict discipline is very important. A tolerant person prefers to live in a free, democratic society.
Thus, there are two ways of personality development: intolerant and tolerant.
The first path is characterized by the idea of one’s own exclusivity, the desire to transfer responsibility to others, a feeling of impending threat, the need for strict order and the desire for strong power. ( Anecdote: – Why, why, why doesn’t anyone love me, so that you all die?!).
The second is the path of a free person who knows himself well, with a positive attitude towards others and a benevolent attitude towards the world.
The division of people into tolerant and intolerant is very arbitrary. Every person in his life commits both tolerant and intolerant actions. However, the tendency to behave one way or another can become a stable personality trait.
What are the main features of a tolerant personality? This:
· affection for other people;
· leniency;
· patience;
· sense of humor;
· sensitivity;
· confidence;
· altruism;
· tolerance for differences (national, religious, etc.);
· ability to control oneself;
· goodwill;
· the ability not to judge others;
· humanism;
· ability to listen to the interlocutor;
· curiosity;
· ability to empathize.
(This list of traits should be written on the board as students will refer to it as they do the exercises.)
A positive understanding of tolerance is also achieved through understanding the manifestations of its opposite - intolerance or intolerance. Intolerance is based on the belief that your group, your belief system, your way of life is superior to others. This is not just a lack of a sense of solidarity, it is a rejection of the other for the fact that he looks different, thinks differently, acts differently, simply for the fact that he exists. This view of intolerance should not be confused with youthful intolerance - a mixture of intransigence and protest. We are talking rather about such individual and collective insanity, which, starting with irritation, can lead to murder. Intolerance leads to domination and destruction, denies the right to exist to those who hold different views, and determines the preference for suppression rather than persuasion. Intolerances hate innovation because it rejects or changes old models. Its results can manifest themselves in a wide range: from ordinary impoliteness, disdain for others or irritation - to ethnic cleansing and genocide, the deliberate destruction of people. Intolerance contributes to the commission of crimes that are a disgrace to humanity. It is necessary to understand the consequences of intolerance for society and be able to evaluate its manifestations as a violation of human rights. Manifestations of intolerance:
Insults, ridicule, expressions of disdain;
Ignoring (refusal to talk, to acknowledge);
Negative stereotypes, prejudices, prejudices (forming a generalized opinion about a person belonging to a different culture, gender, race, ethnic group, usually based on negative characteristics);
Ethnocentrism (understanding and assessing life phenomena through the prism of the values and traditions of one’s own group as a reference group and better than other groups);
Search for an enemy (shifting the blame for misfortunes, troubles and social problems to one group or another);
Harassment, intimidation, threats;
Discrimination based on gender, sexual orientation and other differences (deprivation of social benefits, denial of human rights, isolation in society);
Racism (discrimination against members of a particular race based on the premise that some races are superior to others);
Xenophobia in the form of ethnophobia (anti-Semitism, Caucasian phobia, etc.), religious phobias, migrant phobia (hostility towards representatives of other cultures and groups, the belief that “strangers” are harmful to society, persecution of “strangers”);
Nationalism (the belief in the superiority of one’s nation over others and that one’s nation has more rights);
Fascism (a reactionary anti-democratic regime characterized by extreme forms of violence and mass terror);
Imperialism (the conquest of some peoples by others in order to control the wealth and resources of the subject peoples);
Exploitation (using someone else's time and labor without fair compensation, reckless use of resources and natural wealth);
Desecration of religious or cultural symbols;
Religious persecution (inculcation of a particular faith, its values and rituals);
Expulsion (official or forced);
Segregation, including apartheid (the forced separation of people of different races, religions or genders, usually to the detriment of the interests of one group);
Repression (forced deprivation of the opportunity to realize human rights), destruction and genocide (incarceration, physical violence, attacks, murders).
Thus, and The intolerant class is characterized by the following features:
ü Ignoring
ü Suspension
ü Name-calling
ü Accusation, reproaches
ü Condemnation, criticism
ü Moralizing, preaching
You can determine whether a class is intolerant based on the following criteria:
Language. Do children call each other names or use derogatory terms or innuendo when addressing classmates or when describing their appearance?
Stereotypes. Do children use negative generalizations when talking about ethnic groups, people with disabilities, the elderly, or other people who are different from them?
Ridicule. Do children try to embarrass their classmates by calling attention to certain characteristics they have, mistakes they have made, or the lives of their families or friends?
Prejudice. Do children believe that some of them may be worse or stupider because of their race or nationality or because of some personality traits? Do they believe that children who profess other religions are not worth hanging out with and playing with?
Search for a scapegoat. Do children tend to blame one or more classmates for the troubles that happen to them, conflicts, bad behavior, losses in sports and other competitions?
Discrimination. Are there children in the class who are always avoided by other classmates (not chosen to be paired up, not invited to join the team)?
Ostracism (boycott). Do children have periods when they do not talk to any of their classmates or do not include them in joint activities?
The pursuit. Do some children try to ruin the mood of others by pushing them out of the row during formation, leaving anonymous notes of unpleasant content or caricatures on their desks or in textbooks? Do they use other methods in their behavior that force the persecuted child to submit to the group or leave it?
Desecration or corruption. Do any children make obscene writings or drawings, or otherwise show disrespect for the property of others or the work done by children at school?
Intimidation. Do some children deliberately intimidate those smaller or weaker than them, or use their social status or power to force others to act against their will?
Exile. Have any children been unfairly or unreasonably kicked out of a team, club or work group?
Alienation. Are there children who are stubbornly and unfairly not allowed to participate in common games or extracurricular activities, or who are not accepted into the team?
Segregation. Do children tend to gather and socialize in groups based on race, religion, nationality, or gender?
Suppression. Are some children forced or threatened not to participate in general discussions or express their opinions when communicating with classmates?
Violence. Have some children been attacked or physically abused by other children?
Thus, there are two ways of personality development: intolerant and tolerant. The intolerant path is characterized by the idea of one’s own exclusivity, the desire to transfer responsibility to the environment, a feeling of impending threat, the need for order, and the desire for strong power. The other path is the path of a free person who knows himself well and therefore recognizes others. A good attitude towards yourself coexists with a positive attitude towards others and a friendly attitude towards the world.
(Lecture on the topic “What is the difference between a tolerant person and an intolerant one” (prepared on the basis of the works of G. Allport, see 61)
What does it mean to be modern? This is not only an excellent knowledge of new trends and technical innovations, but also the ability to be open, understanding, and tolerant. In this article we will talk about who a tolerant person is, what his characteristics are, the positive and negative aspects of this quality.
Problems of today
Somehow, imperceptibly and without unnecessary talk, we entered the 21st century. What was once considered a fantastic future now seems like an ordinary present. The development of technology, colossal progress, it would seem that all this is supposed to change life for the better and smooth out negative influences. But the crime rate continues to rise, and aggressive behavior in society is intensifying.
This can also be seen at the global level: conflicts between states, the desire to seize new lands and eradicate independence. The same thing happens in ordinary interpersonal communication. The stronger in character strive for power and influence over the weak, not taking into account their interests, but pursuing personal gain.
Confrontation against the background of ethnic differences has a particularly strong influence on the development of negative tendencies.
Perhaps it is a tolerant person who is the key to a future without war, murder and violence. But raising a new generation with similar qualities takes time and desire.
Concept of tolerance
This concept has both philosophical and social significance. In principle, they both reflect one single essence - tolerance. The ability to calmly relate to habits, views, and morals that are different from one’s own.
This quality must be developed in relation to the culture of other peoples and nations, various religious movements. A tolerant person is always more confident in himself. He is aware of personal positions and is open to comparison with other points of view. Not afraid to try and learn new things.
G. K. Chesterton said: “Tolerance is the virtue of people who believe in nothing.” That is why it is necessary to have certain moral standards, boundaries that a person is not ready to cross. Because it is impossible to be tolerant of everything.
The concepts of tolerance and permissiveness, indifference to values should not be confused.
By showing respect for the values of other people, their faith, culture, you can learn a lot of new things and meet incredible personalities. To be open is to experience the world every day. But at the same time, you should not allow yourself to be filled with “garbage,” negative emotions, and hostility.
Basic principles
If you think about the question of what a tolerant person means, you can come to the conclusion: such a concept includes a number of qualities. In addition, you can show tolerance in completely different areas of life.
For example, politics. This is a particularly important part where tolerance must be constant. Respect and acceptance of other points of view in government, tolerance towards people with different political views. But even here it is very difficult to achieve mutual understanding. Conflict situations on this basis can flare up among friends and family. And if you are unable to accept the choice of another person, then it is best to stop such conversations as soon as they begin.
Tolerance is also necessary in science. Today, there are various theories and assumptions, everyone chooses what to believe. However, this is not a reason to ridicule and condemn others for their different view of the world.
The manifestation of this quality is indispensable for people who occupy leadership positions. They must be open-minded and ready for constructive dialogue. The ability to find common interests will help inspire the team to new achievements.
In order to understand how to raise a tolerant person, it is necessary to study in detail the entire breadth of this quality.
Types of tolerance
Above we got acquainted with the areas of application. But tolerance can be divided into several types, applying the concept to a person’s personality. This is dividing it from a psychological point of view.
The very first manifestations of tolerance are inherent in us from birth. This is a natural quality of a person that allows a child to accept his parents as they are. He does not understand what is good and what is bad in adult behavior. In infancy, social skills have not yet been formed; the formation of one’s own personality is just beginning. On the one hand, this is a convenient and necessary way to help you feel protected, but in special cases, the negative influence of the family can harm the baby’s psyche.
With development and maturation, experience accumulates and the moral side of the issue appears. Quite often, a tolerant person restrains his emotions and suppresses them within himself. How often do moments arise when we have to endure people whose opinions fundamentally do not coincide with ours. This is one of the main problems of modern society - non-acceptance of each other, but only an external manifestation of understanding.
The most developed quality is moral tolerance. This is the ability not only to accept other people's views, but also your own. Don’t be afraid to show them, believe in your own rightness.
How to develop tolerance?
What a tolerant person means is very well described by the domestic teacher Vulfov. In his understanding, this is a person capable of harmoniously coexisting with other people who have their own mentality and lead a different way of life.
In the modern world, the aspect of cultivating a tolerant and respectful attitude towards other cultures is becoming increasingly clear. This requires special attention and a detailed approach. For good interethnic communication, it is necessary to understand and accept the characteristics of other peoples and at the same time respect one’s historical values.
Firstly, it is necessary to teach a calm attitude towards other cultures and movements. At the same time, a person must be able to analyze and highlight points that differ from general standards, and distinguish between both positive and negative details. Secondly, you need to constantly learn, develop, and get to know the world. Learn new cultures and rules. Thirdly, it is necessary to appreciate the achievements of other people.
The main thing to understand is that differences exist, and that's not a bad thing.
How to distinguish a tolerant person?
Every day we communicate with a lot of people: family, friends, colleagues, random passers-by, store clerks. Have you ever wondered which of them has this quality? Let's try to answer the question: what is a tolerant person?
It is worth noting that the main acceptance is personal. If your acquaintance or friend knows how to take responsibility for his actions and in difficult situations does not shift the blame to others, then his internal tolerance is working. Such a person understands perfectly well that “I am ideal” and “I am real” are often two different things. An adequate assessment of one's own personality, a critical attitude towards oneself - these are the foundations of a tolerant person.
In addition, such people are always open to new things. They are sociable and non-aggressive. They are interested in the world in all its manifestations. Such people do not divide everything into black and white, but are willing to put others into perspective. These are independent and strong individuals who know how to work for results. They are not alien to a sense of humor, this is especially evident in the opportunity to laugh at their own shortcomings, which no one is deprived of.
How to identify a person who does not have tolerance?
From what you have read above, it is easy enough to conclude what the antipode is. People who are selfish, narcissistic, with a strong belief in their own ideality are not tolerant. They are not used to losing and if they lose, they blame everyone but themselves.
Society causes them fears and fears. Everyone seems to be an enemy who is up to something dastardly. In this regard, communication with such people is quite difficult. They are reserved and taciturn. In any situation, no matter how it turns out, they do not see their own influence. It seems to them that nothing depends on them. Any assessment is based on the personal “I”. Such people have difficulty accepting democracy; strict control is preferable to them.
With age, it becomes more and more difficult to develop the qualities of a tolerant person, so attention should be paid to this from birth.
Family education
Psychologists say that everything new can be introduced into a child’s mind during pregnancy. But the main thing to remember is that the best way is to lead by example. Although this is the most difficult path. Raising a tolerant person begins from the moment he appears and lasts throughout his life. Therefore, you should not place high hopes on preschool institutions or teachers. Of course, they also play a significant role, but the main example is always the parent.
conclusions
From everything said above, it is clear what tolerance is and what the meaning of the word is. A tolerant person does not have any narrow definitions. These are psychological, moral, ethical standards. This quality is inherent in everyone from birth, but can be lost. A warm, respectful atmosphere in the family is the basis on which further education is built.
For the world to acquire new shades for us, to sparkle with all the colors of the rainbow, we need to open our mind and soul, we need to believe in ourselves and in others.
7.2. Tolerant personality
What is a tolerant person? There is no clear answer to this question, despite the fact that attempts to explain the meaning of this concept have, of course, been made more than once. In reality, the question “what is a tolerant person?” consists of two parts, where two concepts are interconnected, namely, “tolerance” and “personality”. Moreover, both of these categories do not have a clear definition, and therefore the task of defining a tolerant person and filling this concept with content is complex.
Let us first turn to the second part of the category – the concept of personality. Personality is a social characteristic of a person, which denotes an aspect of a person’s interaction with the outside world. Personality is most often considered as a component of a community of people. It is in interaction with other people that a person’s personal qualities are revealed.
Therefore, when we turn to the concept of “tolerant personality,” first of all, we consider a person’s interaction with other people, which finds its expression in personality traits. Based on comparison with other people, analyzing the activities of people (their actions and actions), we can talk about certain traits of a tolerant personality. In addition, on the basis of comparison, the opposite pole inevitably arises - an intolerant (intolerant) personality, which in the concepts of various scientists acted under the names “prejudiced personality” (G. Allport) and “authoritarian personality” (T. Adorno).
The concept of a tolerant personality is inextricably linked with structural theories of personality identified by such outstanding psychologists as Raymond Cattell, Hans Eysenck and Gordon Allport. A trait in these concepts of personality is viewed as “a stable quality or tendency of a person to behave in a certain way in a variety of situations.”
One of the most famous concepts of a tolerant personality is the concept of the American scientist Gordon Allport within the framework of the dispositional approach of personality theory. According to Allport, a personality trait reflects a person's predisposition to act in a certain way in a wide range of situations. Thus, personality traits influence a person’s behavior in a given situation. According to the American psychologist, a tolerant personality in its most general form is a person who is friendly towards people, regardless of the group affiliation of each of them. In addition, a tolerant personality has a number of distinctive characteristics. Allport presented 15 traits inherent in a tolerant personality:
Altruism
Tolerance of differences.
The ability to control oneself.
Goodwill.
The ability not to judge others.
Humanism.
Listening skills.
Curiosity
The ability to empathize.
Affectionateness towards others.
Condescension.
Patience.
Sense of humor.
Sensitivity.
Among the above-mentioned traits of a tolerant personality identified by Allport, I would like to especially note such a quality as altruism, which is one of the most controversial in this concept. Indeed, tolerance cannot be indifferent, but to what extent should it be altruistic? Some Russian scientists suggest not to confuse the concepts of altruism and tolerance, believing that tolerance can be expressed in a neutral attitude towards another, while altruism assumes a more active position. Altruism and tolerance are certainly close concepts, but they are not synonymous words.
Altruism is the willingness to help, unselfishly, and sometimes at the risk of one’s own life. A striking example of such an understanding of altruism is the concept of an altruistic personality by S. Oliner and P. Oliner. In their study of altruism, American scientists studied people who came to the aid of Jews during the Second World War at the risk of their own lives and completely unselfishly. Based on numerous interviews, S. Oliner and P. Oliner came to the conclusion that the formation of an altruistic personality is significantly influenced by the characteristics of upbringing and the experience of communicating with representatives of other social groups in childhood. Thus, the origins of the formation of an altruistic personality are in childhood.
The period of childhood is significant not only for the formation of altruistic, but also for the development of the opposite tendency. Thus, in the classic work of T. Adorno, the concept of an authoritarian personality is presented, according to which the basis of individual attitudes towards socially vulnerable groups are personality traits. In the study by T. Adorno and his colleagues, such groups were Jews and African Americans, whose attitude was compared with the general ideology of the subjects in relation to other groups. In the course of the work, it was revealed that anti-Semitism, for example, is not a specific attitude, but reflects the general ideology of a negative attitude towards outgroups. In addition, the study showed a relationship between certain personality traits and the subjects' prejudices. Such traits are rigidity, cynicism, aggression, priority of material values over spiritual ones. T. Adorno called people in whom these traits dominate, along with negative attitudes towards other groups, authoritarian personalities. An authoritarian personality is an example of an intolerant personality.
It should be noted that G. Allport in his concept not only identified the main characteristics inherent in a tolerant personality, but also identified the factors influencing its development. According to the scientist, such a leading factor is a friendly and accepting atmosphere in the family, which implies the absence of harsh and inconsistent punishments, love and security. In addition to the influence of upbringing and training, Allport also noted the influence of innate properties of temperament, which can act as prerequisites for tolerant attitudes. Also, tolerant individuals from childhood are distinguished by tolerance to uncertainty - a personality trait that Allport called mental flexibility. Mental flexibility presupposes the absence of dichotomous logic and the ability to act productively in an unfamiliar environment. For tolerant individuals, a specific and structured situation is not necessary. At school, for example, such children do not require clear instructions before completing a task. Tolerance to uncertainty acts as a certain system-forming quality in the formation of a tolerant personality, according to G. Allport.
Another quality inherent in a tolerant person, according to scientists, is cognitive complexity. This term refers us to the cognitive theory of personal constructs by J. Kelly. The main postulate of this theory is that any phenomenon can be reflected by an infinite variety of mental constructs. Depending on personal experience, intelligence and creativity, each person has varying degrees of cognitive complexity. That is, some people have a small number of personal constructs that are strictly interconnected. Such people are characterized by rigidity of thinking - in Kelly's theory they are called people with low cognitive complexity. A cognitively simple person is not able to predict the behavior of others and considers other people according to a small number of categories (usually formal characteristics). People with a high degree of cognitive complexity have a large number of personal constructs, view others in many categories, and the system of ideas of such people is very flexible. Thus, cognitive complexity is another system-forming quality of a tolerant personality.
So, a tolerant personality can be considered from the perspective of the theory of personality traits. In G. Allport’s concept of tolerance, a person is represented by such qualities as disposition towards others, condescension, patience, sense of humor, sensitivity, trust, altruism, tolerance for differences, self-control, goodwill, the ability not to judge others, humanism, the ability to listen, curiosity, ability to empathize. The system-forming quality of a tolerant personality in Allport’s theory is tolerance to uncertainty. In the cognitive theory of personality, this quality is the cognitive complexity of the individual. Childhood experience, as well as upbringing and training, play an important role in the formation of a tolerant personality.
