SEMANTIC CHARACTERISTICS OF HUMAN ACTIVITY

Abstract

The vital activity of a person is considered as a trinity of a person's attitude to himself, activity, and other people. It is shown that the trinity of relations, having a system-structural formation and content, is characterized by integrity, dynamism, change of dominant components in the trinity of relations, content-semantic characteristics that are reflected in human goal-setting. The system-structural formation is represented by the individual level of relationship development (from birth to 6-7 years), personal (from 6-7 to 21-22 years), subjective (from 21-22 to 60-65 years), having their own content and semantic characteristics reflected in the specifics of stage and perspective goals. The individual level of development of a child lays the foundations of semantic characteristics, manifested in the formation of objective psychological traits as semantic characteristics: from birth to 3-5 years - understanding-diligence, independence, hard working, accuracy, supplemented in the future (5-7 years) by organization and discipline. The personal stage of the development of relationships and semantic characteristics is an important time interval for the active formation of the content of I-attitude, as the internal-external essence of a person - I-attitude/personality. I-attitude/personality allows you to realize an attitude to various aspects of a person's life as I-attitude to attitude. It is shown that the most important semantic characteristics of the I-attitude are responsibility, independence, initiative. Depending on the content of the I-attitude, the specifics of perspective and stage goal-setting, semantic activity are determined. Semantic characteristics at the subjective level of human functioning depend a lot on the peculiarities of his attitude to other people. The attitude to other people at this stage of life in the structure of the trinity of a person's attitude to life occupies a dominant position. The most important semantic characteristic is responsibility. The obtained results can be used for scientific substantiation of practical recommendations for psychologists, teachers, educators, parents, as well as in the practice of individual and family counselling.