Psychosocial Factor in the Education of the Individual

AuthorIrena Alimerko
PositionUniversiteti 'Ismail Qemali' Vlore
Pages101-106
Vo
l.
6
N
o
.
3
N
ovember, 2020
ISS
N 2410-391
8
A
cces on
l
ine at www.ii
p
cc
l
.or
g
1
0
1
A
cademic Journal o
f
Business,
A
dministration, Law and Social Sciences
II
PCCL Publishin
g
, Graz-
A
ustria
P
s
y
chosocial Factor in the Education of the Individua
l
hD
r
n
l
m
rk
U
niversiteti “
I
smail
Q
emali” Vlore
Ab
str
a
ct
P
sychology a ects a number of factors in shaping behavior and personality of the individual.
M
an is not born the one he is since when come to life as individuals and throu
g
h life we
a
cquire roles.
I
n the process of education, we acquire beliefs, dialoguing and monologuing
culture, objections, admissions, beliefs, a itudes and, above all, positivity and negativity.
We gain what is more important and should put emphasis on subjective a itudes we keep
i
n di
erent random circumstances.
A
itudes ultimately commanded by ourselves. Factors
i
n uencin
g
the formation of the individual are internal and external.
E
xternal factors include
f
amily climate, mentality, cultural and economic status level.
E
xternal
f
actors include
personality, character and temperament.
A
ll these factors act together, but studied and de ned
s
eparately just for study purposes. Ge ing at the borders of completeness you should know
very well how to play all the roles in the arena of multidimensional life, because everyone is
a
lways and everywhere, a li le more conscious while playing a role. The ful llment or non-
ful llment of these roles comprise the initial starting point and nal causes in the formation o
f
the personality, character, delights, drama, queries, doubts and everything else of individuals
i
n a particular society
.
K
e
y
words
:
personality, character, inherited mentality, sel
f
-
f
ul
llment and
f
oundations o
f
the
future based on the present
.
I
ntr
oduc
t
io
n
Social Ps
y
cholog
y
a
ects a number o
f
f
actors in sha
p
ing behavior and
p
ersonalit
y
o
f
t
he individual.
E
ver
y
da
y
the individual is “bombarded” b
y
in
f
ormation and events,
w
h
ic
h
ina
d
vertent
ly
constrain
b
e
h
avior an
d
b
ui
ld
on t
h
e “secon
d
p
erson or as
de
ned b
y
Zh. Paul Sartre “social sel
f
”. This “social sel
f
” structured b
y
the a itudes
o
f
a social grou
p
, or minded grou
p
s to which we belong is a conditional de
f
ormation
b
ut simultaneousl
y
conscious, com
p
lete with
f
ull awareness o
f
each o
f
us. Man is
not born the one he is since when come to li
f
e as individuals we get roles through
li
f
e
(
Robert
E
zra Park, Race and culture, Glencoe,
III
: The
F
ree Press, 1950,
fq
.249).
I
n
t
he
p
rocess o
f
education, we ac
q
uire belie
f
s, dialoguing and monologuing culture,
objections, admissions, belie
f
s, a itudes and, above all,
p
ositivit
y
and negativit
y
.
We gain w
h
at is more im
p
ortant an
d
s
h
ou
ld
p
ut em
ph
asis on su
b
jective a itu
d
es
we kee
p
in di
erent random circumstances.
A
itudes ultimatel
y
commanded b
y
ou
rs
el
v
e
s
.
I
n a social grou
p
are realized
p
arts o
f
ourselves, human consciousness is enriched,
l
one
l
iness is avoi
d
e
d
, va
l
ues, resistances an
d
h
uman in
d
ivi
d
ua
l
it
y
are teste
d
.
H
owever, on the other hand, being a member o
f
a social grou
p
restricts
p
ersonal
f
reedom, o
f
thought and action, ie,
f
reedom o
f
the individual is conditioned b
y
t
he
f
reedom o
f
the grou
p
(
O
dise Çaçi, Philoso
p
h
y
o
f
Ed
ucation, Pu
bl
is
h
in
g
House

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