Actual Problems of Psychology, Volume 2, Issue 12 – 2020

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UDC 159.923.2

Chepeleva N. V.

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Russian

Interpretation as a mechanism of personality experience constructing

Abstract: The aim of the article is to substantiate the role of interpretation as one of the leading mechanisms of a developing personality experience constructing.

Discursive experience constructing in the context of the psychological and hermeneutic approach is defined as the bringing of socio-cultural and personal information into the system, the organization of such information into coherent structures that help to understand its sense. It is determined that the discursive experience constructing involves the process of its transformation from personal experience to personality experience - mastered, appropriated, understood, assimilated, interpreted, that is built by the personality.

Interpretation is defined as the comprehension of the text, which leads to seeing in the message some sense that is missing in the text itself. It is a mechanism of semantic enrichment of the text, which is carried out by the immersion in the context of personality, activity, culture. It sets certain interpretive frameworks (or schemes), which, on the one hand, limit the semantic space of the text, allowing to reject irrelevant meanings, on the other – expand it, enriching it with a new understanding of the message, thus contributing to the generation of new senses.

The discourse is interpreted as a text in the context of its generation and perception. The interaction of external and internal contexts plays an important role in the interpretation process, which enables the synthesis of a new sense, which provides a discursive construction of personality experience.

It is shown that one of the conditions of the personal experience interpretation and its transformation into personality experience is the formation of a person basic metacognitions – reflection, decentration, intellectual initiation and strategic intellect.

Key words: experience constructing, interpretation, context, discourse, sense, interpretivescheme, metacognitions

References transliterated

1.Goffman,Е. (2003). Analiz freymov: esse ob organizatsii povsednevnogo opyita [Frames analysis: An Essay on Organizing Everyday Experience]. Moscow :Institute of Sociology RAS. [in Russian]

2. Demyankov,V.Z. (1989). Interpretatsiya, ponimanie i lingvisticheskie aspekty i ih modelirovaniya na EVM [Interpretation, understanding and linguistic aspects of their modeling on a computer]. Moscow: Moscow University Publishing House. [in Russian]

3. Gergen,J. (1995). Dvizhenie sotsialnogo konstruktsionizma v sovremennoy psihologii [The social construction is mprogressi on in modern psychology]. In Dvizhenie sotsialnogo konstruktsioizma v sovremennoy psihologii – Social psychology: self-reflection of marginality (pp.51–73). Moscow :INION RAN. [in Russian]

4. Zhornyak,E. (2001).Narrativnaya psihoterapiya: ot debatov k dialogu [Narrative psychotherapy: from debate to dialogue]. Moskovskiy psihoterapevticheskiy zhurnal. 3. 95–124. [in Russian]

5. Smulson M.L (Ed.) Intelektualniy rozvytok doroslyh u virtualnomu osvitnomu prostori :monografiya [Intellectual development of adults in the virtual educational space: a monograph] (2015). Kyiv : Pedagogical thought. Retrieved from:[in Ukrainian]

7. Lotman,Yu.M. (1999). Vnutri myslyashchikh mirov. Chelovek – tekst – semiosfera – istoriya [Inside thinking worlds. Human – text –semiosphere – history]. Moscow :"Languages of Russian literature" Publ. [in Russian]

6. Caprara, J.,&Servon, D. (2003). Psikhologiya lichnosti [Psychology of personality]. St. Petersburg: Piter. [in Russian]

8. Makarov, M.D. (2003). Osnovy teorii diskursa [Foundations of thetheory of discourse]. Moscow : Gnozis. [in Russian]

9.Mobilisinmobili: lichnost v epohu peremen [Mobilisinmobili: personalityin а change era] (2018). (A.Asmolov, Ed.). Moscow :JSK Publ. [in Russian]

10. Problemy i psihologicheskoy germenevtiki [Problems of psychological hermeneutics] (2009). (N.V Chepeleva, Ed.). Kyiv : M. Dragomanov National Pedagogical University Publ. [in Russian]

11. Rozin, V. M. (2002). Lichnost kak uchreditel i menedzher «sebya» is ub'ekt kulturyi [Personality as a founder and manager of "oneself" and a culture subject]. In Chelovek kak sub"yekt kul'tury–Man as a subject of culture (pp.42–112). Moscow :Nauka.[in Russian]

12. Rozin, V. M. (2004). Lichnost i ee izuchenie [Personality and its study]. Moscow: Editorial URSS. [in Russian]

13.Trufanova,E.O. (2018). Sub'ekt i poznanie v mire sotsialnyih konstruktsiy [Subject and cognition in the social constructions world]. Moscow: Canon + ROOI "Rehabilitation".[in Russian]

14. Friedman,D.,&Combs,D. (2001). Konstruirovanie inyih realnostey. Istorii i rasskazyi kak terapiya. [Construction of other realities. Histories and stories as therapy]. Moscow: Class.[in Russian]

15. Schutz, A., &Lukman, T. (2004). Strukturi zhyttesvitu [Structures of the life world]. Kyiv : Center for Spiritual Culture. [in Ukrainian]

Aktual_probl_psihol 2020, 2(12): 4-18. (pdf)

UDC 159.923.2:81’23

Rudnytska S. Y.

Productive and stagnant strategies of discursive constructing of personality’s experience

Language: Russian

Productive and stagnant strategies of discursive constructing of personality’s experience

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Abstract : The article presents a theoretical generalization of issue of discursive constructing of personality’s experience in the mainstream of psychological hermeneutics as an integration of separate heterogeneous “discursive realities” of an individual into a coherent entirety by means of speech practices in a process of personal sense formation (sense reproduction).

It is emphasized that narrative constructing is the main type of discursive constructing of experience, which result is a multi-narrative, stratified into separate spatio-temporal, event-related and emotional-semantic components. It is substantiated that the leading mechanism of narrative constructing of personality’s experience is interpretation - the mechanism of semantic enrichment of a text message, discovery a meaning, which was absent in a source text (not imbedded in it by its author).

The article defined that productive course of personality’s interpretative processes is conditioned by interaction of external and internal contexts.It is described that presence of internal context as a value-semantic frame of perception of reality and interaction with it is an essential prerequisite for generation of personality’s interpretative processes. External context is a sufficient condition for interpretation.

The author singles out extra-contextual and intra-contextual dominants as stagnant strategies of discursive constructing of experience, in which a subject's text is rigidly fixed with regard to external and internal contexts.

Key words: experience, discourse, discursive constructing of experience, interpretation, external context, internal context, stagnant strategies of discursive constructing of personality’s experience

References transliterated

1. Batygin, G.S. (2003). Kontinuum freymov : sotsiologicheskaya teoriya Irvinga Gofmana [Continuum of frames: Irving Hoffman's sociological theory]. In Goffman,I.Analiz freymov : esse ob organizatsii povsednevnogo opyta. [Frame Analysis: An Essay on Organizing Everyday Experience]. Moscow: Institute of Sociology RAS. [in Russian]

2. Bakhtin, M.M (1979). Problemy poetiki Dostoyevskogo [Problems of Dostoevsky's poetics]. Moscow: Soviet Russia, 1979. [in Russian]

3. Bakhtin, M. M. (1986). Estetika slovesnogo tvorchestva [Aesthetics of verbal creativity] /S.G. Bocharov (comp.). Moscow: Iskusstvo. [in Russian]

4. Bateson, G. (2000). Ecology of mind. Selected articles on anthropology, psychiatry, epistemology 1969–1972. Moscow: Smysl. Retrieved from: [in Russian]

5. Vaclavik, P. (2002). Konstruktivizm i psikhoterapiya [Constructivism and psychotherapy]. Voprosуpsyhologii = Questions of Psychology. 5. 101–113. [in Russian]

6. Verbitsky, A. A. (1990). Chelovek v kontekste rechi : formy i metody aktivnogo obucheniya [Man in the context of speech: forms and methods of active learning]. Moscow: Znaniye. [in Russian]

7. Goffman,I. (2003). Analiz freymov: esse ob organizatsii povsednevnogo opyta [Analysis of frames: an essay on the organization of everyday experience] (G. S. Batygin & L. A. Kozlova, Eds.; entry article by G. S. Batygin;R. Bumagina, Y. Danilova, A. Kovalev, O. Oberemko tran. from English). Moscow: Institute of Sociology RAS. [in Russian]

8. Goffman,I. (2000). Predstavleniye sebya drugim v povsednevnoy zhizni [Presenting yourself to others in everyday life] (Tran. from English. and entered article by A. D. Kovalev ; Publications of the Center for Fundamental Sociology). Moscow: Canon-Press-Ts, Kuchkovo Pole, 2000. [in Russian]

9. James, W. (2000). [Vvedeniye v filosofiyu] Introduction to Philosophy; Russell B. Problemy filosofii [Problems of Philosophy] (A.F. Gryaznova, Ed./tran.). Moscow: Respublika. [in Russian]

10. Gergen, J. (1995). The movement of social constructionism in modern psychology. In Social psychology: self-reflection of marginality. Reader (pp. 51–73). Moscow: INION RAN. [in Russian]

11. Dyakonov, G.V. (2006). Dialogiynaya kontseptsiya estetiki i literaturovedeniya M. M. Bakhtina [Dialogue concept of aesthetics and literary criticism M.M. Bakhtin]. Retrieved from: [in Russian]

12. Latyshev, L.K., & Semenov, A.L. (2003). Perevod : teoriya, praktika i metodika prepodavaniya [Translation: theory, practice and teaching methods]. Moscow: Akademiya. [in Russian]

13. Lenk, G. K. (2004). metodologicheskoy integratsii nauk s interpretatsionistskoy tochki zreniya [To the methodological integration of sciences from an interpretationist point of view]. Vopr. Filos.=Problems of Philosophy.3. 50–55. [in Russian]

14. Lotman, Yu.M. (2000). Semiosfera [Semiosphere]. St. Petersburg: Art-SPB. [in Russian]

15. Maturana,U., & Varela F. (2001). Drevo poznaniya : Biologicheskiye korni chelovecheskogo ponimaniya [The tree of knowledge: Biological roots of human understanding] / Tranr. from English. Yu. A. Danilov. Moscow: Progress-Tradition. [in Russian]

16. Gritsanov A.A. (Ed.) (2007). The latest philosophical dictionary. Postmodernism.Minsk: Sovremennyy literator. [in Russian]

17. Smulson, M.L. (2003). Psykholohiya rozvytku intelektu : monohrafiya [Psychology of intelligence: a monograph]. Kyiv: Nora-Druk. [in Ukraine]

18. Friedman, J. (2001). Konstruirovaniye inykh real'nostey: istoriya i rasskazy kak terapiya [The construction of other realities: history and stories as therapy]. Moscow: Class. [in Russian]

19. Foucault, M. (1996). Volya k istine : po tu storonu znaniya, vlasti i seksual'nosti. [The Will to Truth: Beyond Knowledge, Power and Sexuality]. Moscow: Magisterium. [in Russian]

20. Chepeleva, N.V. (2017). Rozuminnya – Interpretatsiya – Tlumachennya. [Understanding – Interpretation – Interpretation]. Intelligence development technologies = Technologies of intellect development. Vol. 2. 6 (17). Retrieved from: intellect_develop/ article / view / 301. [in Ukraine]

21. Chepeleva, N.V., & Rudnitskaya, S. Yu. (2018). Psykholohichna kharakterystyka osobystosti, zdatnoyi do samoproektuvannya [Psychological characteristics of a person capable of self-design]. Pedagogy and psychology. 1. 71–77. [in Ukraine]

22. Schwalb, Yu. M. (1997). Psikhologicheskiye modeli tselepolaganiya [Psychological models of goal setting]. Kyiv: Stylos. [in Russian]

23. Eco, W. (2006). Skazat' pochti to zhe samoye [Say almost the same thing]. St. Petersburg: Symposium. [in Russian]

24. Antaki Ch., & Leudar,I. (2001). Recruiting the record : using opponents exact words in parliamentary argumentation. Interdisciplinary Journal for the Study of Discourse. 21 (4). 467–488. doi:10.1515/text.2001.008. S2CID 14546421825.Potter, J., & Wetherell, M. (1987). Discourse and social psychology : Beyond attitudes and behaviour. London : Sage.

26. Vaassen,В. (1996). Die narrative Gestalt(ung) der Wirklichkeit. In Grundlinien einer postmodern orientierten Epistemologie der Sozialwissenschaften (pp.63–69). Braunschweig/Wiesbaden : Vieweg.

27.Varela, F.J., Thompson, E., & Rosch, E. (1991). The Embodied Mind. In Cognitive Science and Human Experience (pp.75–76).London: The MIT Press. Cambridge. Mass.

28.Zerubavel, E. (1993). The Fine Line : Boundaries and Distinctions in Everyday Life. Chicago : University of Chicago Press.

Aktual_probl_psihol 2020, 2(12): 19-40. (pdf)

UDC 159.953.5

Smulson M. L.

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

The problem approach to a personality experience constructing

Abstract : The article shows that the task (problem) of optional self-development, independently set and solved by an adult, is the mediator of the connection between the processes of personalityexperience constructing and self-development . It was found that the experience constructing is the aspect of self-development, and this process is logically consided in the context of a problem-based approach to activity and life in general as a set of activity processes of different content and form. This approach complements the post-classical discursive consideration of the personalityexperience constructing, because the description of the process of discursive constructing can be carried out in various forms, and, in particular, in the form of the problem solving.

It is determined that the sources of problems and tasks are the so-called gaps (or "backlashes") in the activity, while distinguishing between task and problem. A task is one that has the means to solve it, while a problem arises when there is a goal and no means to achieve it, so the problem solving ends with the creation of new meansand their using. The task differs from the problem situation too. It is awared by the subject, objectified and often described verbally or in another symbolic (numerical, graphical) form. Independent problem statement is an ontological substrate of the intellectual initiation as metacognition..

The main stages of the problem «life» from its findingin the activity by a subject to the probable solution are analyzed: such as problem situation, problematization, problem,intellectual initiation as an independent problem statement, search for means of solution, task situation, task as a system, task structure (means of solution are found and verbalized) and, finally, a conscious solution process, which may end by a solution and often reaches it if the means have been identified adequately.

These stages of the personalityexperience constructing by an elderly person in a problem situation of age-related memory deficits are considered. This analisis proves that the start of the process of intellectual initiation is prereflexive and prediscursive, but discursive means are beginning to play a leading role in the subsequent process of experience constructing. The additional definition of problem is one of discursive means, for example , the problem reformulation from a negative setting to a positive one: from the compensation of the memory deficiency to the memory development or even to the intellectual development.

Key words: self-development, personalityexperience constructing, problem, task, intellectual initiation, old age, memory deficiency

References transliterated

1. Asmolov, A.G. (1996). Kul'turno-istoricheskaya psikhologiya i konstruirovaniye mirov [Cultural and historical psychology and the constructing of worlds]. Moscow: MPSI. [in Russian]

2. Ball, G.A. (1990). Teoriya uchebnykh zadach: Psikhologo-pedagogicheskiy aspect [Theory of learning problems: Psychological and pedagogical aspect]. Moscow : Pedagogika, 1990. [in Russian]

3. Ball, G.A. (2019). Bazovyye ponyatiya obshchey teorii zadach [Basic concepts of general problem theory]. Aktualni problemy psykholohii: Zb. nauk. prats Instytutu psykholohii imeni H.S.Kostiuka NAPN Ukrainy, T. VIII: Psykholohichna teoriia i tekhnolohiia navchannia – Actual problems of psychology: Coll. Sciences. Proceedings of the G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukraine,Vol. VIII :Psychological Theory and Technology of Learning, 10, 33 – 55. [in Russian]

4. Kostiuk, G.S. (1969). Princip razvitiya v psihologii [The development principle in the psychology]. Metodologicheskie i teoreticheskie problemy psihologii [Methodological and theoretical problems of psychology.]. Moscow : Nauka [in Russian].

5. Smulson, M.L. Ed. (2015) Intelektualnyi rozvytok doroslykh u virtualnomu osvitnomu prostori. [Intellectual adult development in the virtual educational space: a monograph]. Kyiv: Pedahohichna dumka. Retrieved from: [in Ukrainian].

6. Leontiev, D.A. (2013). Lichnostnoye izmereniye chelovecheskogo razvitiya [The personal dimension of human development]. Voprosy psikhologii =Psychology issues, 3, 67 – 80. [in Russian]

7. Maksymenko, S.D. (2019). Aktualni problemy henetychnoi psykholohii [Actual problems of genetic psychology] Aktualni problemy psykholohii: Zb. nauk. prats Instytutu psykholohii imeni H.S. Kostiuka NAPN Ukrainy. T. VIII,– Actual problems of psychology: Collection of scientific works of the H.S. Kostiuk Institute of Psychology of the National Academy of Pedagogical Sciences of Ukraine,Kyiv Psykholohichna teoriia i tekhnolohiia navchannia Vol VIII: Psychological Theory and Technology of Learning, vol. 10, 8 – 20 [in Ukrainian].

8. Mashbyts, Yu.I. (2019). Psykholohichni mekhanizmy i tekhnolohiia navchannia [Psychological mechanisms and technology of teaching]. Kyiv: Interservis [in Ukrainian].

9. Proskurnin, V.A.(2016). K ideye razvitiya v kontekste SD/SMD metodologii [Towards the idea of development in the context of the SD / SDM methodology]. Retrieved from: [in Russian]

10. Roshchina, I.F. (2015). The study of normal and pathological aging (neuropsychological approach). Med. psychol. Ross., 2(31), p. 8. Retrieved from: global/2015_2_31/ nomer11.php [in Russian, in English]

11. Sazonov, B.V. (2010). Ponyatiye «problema» i protsessy problematizatsii v MMK kak klyuchevyye dlya ponimaniya metodologicheskogo myshleniya [The concept of "problem" and the processes of problematization in MMK as a key for the methodological thinking understanding]. Georgiy Petrovich Shchedrovitskiy [Georgy Petrovich Shchedrovitsky]. Moscow: Russian Political Encyclopedia, 193 – 233. [in Russian]

12. Smulson, M.L. (2019). Rozvytok dorosloi liudyny u suchasnomu tranzytyvnomu sviti [Adult development in the contempory transitive world]. Aktualni problemy psykholohii: Zb. nauk. prats Instytutu psykholohii imeni H.S.Kostiuka NAPN Ukrainy T. U111, Psykholohichna teoriia i tekhnolohiia navchannia–Aktual. problems of psychology: a collection of scientific works of the H.S. Kostiuk Institute of Psychology of the National Academy of Pedagogical Sciences of Ukraine. Vol.VIII: Psychological theory and technology of teaching, 10, 257 – 267 [in Ukrainian].

13. Smulson, M.L (2017). Mistse zadachi v intelektualniy diyalnosti [Place of the problem in the intellectual activity]. Pedahohika i psykholohiya: Visnyk NAPN Ukrayiny – Pedagogy and psychology: Bulletin of the National Academy of Pedagogical Sciences of Ukraine, 2 (95), 40– 48. [in Ukrainian].

14. Smulson, M.L. (2015). Intelekt dorosloyi lyudyny: struktura ta samorozvytok [Adult intelligence: structure and self-development]. Tekhnolohiyi rozvytku intelektu =Technologies of intelligence development, Vol. 1, 9. Retrieved from: intellect_develop/article/view/175. [in Ukrainian].

15. Smulson, M.L. (2015). Samoproektuvannya yak zasib amplifikatsiyi rozvytku v starosti [Self-designing as a means of amplifying development in the old age]. Aktualni problemy psykholohii: Zb. nauk. prats Instytutu psykholohii imeni H.S.Kostiuka NAPN Ukrainy – Actual problems of psychology: a collection of scientific works of the H.S. Kostiuk Institute of Psychology of the National Academy of Pedagogical Sciences of Ukraine, Vol.2. 9, 36 – 48. [in Ukrainian].

16. Smulson, M.L. (2013). Katehoriya rozvytku v suchasniy psykholohiyi [Category of development in the contemporary psychology]. Tekhnolohiyi rozvytku intelektu =Technologies of intelligence development, Vol.1. 4. Retrieved from : intellect_ develop/article/view/68 [in Ukrainian].

17. Smulson, M.L. (2003). Psykholohiia rozvytku intelektu: monohrafiia [Psychology of Intellect Development : Monograph], Kyiv : Nora-Druk [in Ukrainian].

18. Falikman, M.V. (2016). Metodologiya konstruktivizma v psikhologii poznaniya [Methodology of constructivism in the cognition psychology ]. Psikhologicheskiye issledovaniya–Psychological Researches, 9(48), 3. Retrieved from: [in Russian]

19. Kholodnaya, M. A. (2012). Psikhologiya ponyatiynogo myshleniya: Ot kontseptual'nykh struktur k ponyatiynym sposobnostyam [Psychology of conceptual thinking: From conceptual structures to concept abilities]. Moscow: Publishing house "Institute of Psychology RAS". [in Russian]

20. Chepelyeva, N.V. (2020). Interpretatsiya kak mekhanizm konstruirovaniya opyta lichnosti [Interpretation as a mechanism for constructing personality experience]. (This issue).

21. Chepelyeva, N.V. (2019). Rozv`yazannya smyslovykh zadach yak chynnyk samoproektuvannya osobystosti [Semantic problems solving as a factor of the personality self-designing]. Aktualni problemy psykholohiyi: Zb. nauk. prats Instytutu psykholohiyi imeni H.S.Kostyuka NAPN Ukrayiny. T. VIII: Psykholohichna teoriya i tekhnolohiya navchannya – Actual problems of psychology: Coll. Science. Proceedings of the G.S. Kostyuk Institute of Psychology of the National Academy of Pedagogical Sciences of Ukraine, Vol.VIII : Psychological theory and learning, 10, 300 – 313 . [in Ukrainian].

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Aktual_probl_psihol 2020, 2(12): 41-57. (pdf)

UDC 159.923.2

Lebedynska I. V.

G.S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

Сonstructivism in the context of changing status of knowledge

Abstract: The article substantiates the idea of the emergence of constructivism in modern scientific practices as a result of reflective thematization of one's own experience. Some provisions of constructivism are analyzed in the context of a critical rethinking of classical notions of the "status of knowledge", which according to the article was supported by at least three main characteristics - objectivity, neutrality and universality of knowledge. The phenomenon of objectivity of knowledge is analyzed in the context of the causal justification of human experience. Certain arguments and weaknesses of this approach are considered. It is shown that the idea of objectivity of knowledge is problematized by the existence of a number of objects that have no other justification than the space of explanations, reasons and arguments constructed by certain orders of values. Opposition inner - outer space is interpreted as a Cartesian paradigm, which constitutes the theory of representations. In the tradition of constructivist methodology, the interpretation of experience as a justification of meaning is proposed. It is assumed that the identified trends in changing the status of knowledge, allow us to talk about the formation of a new (other) type of knowledge whose articulation is, in particular, constructivism.

Key words: constructivism, experience, "status of knowledge", event, truth

References transliterated

1.Berher, P., & Lukman, T. (1995). Sotsyalnoe konstruyrovanye realnosty. Traktat po sotsyolohyy znanyia. [Social construction of reality. Treatise on the Sociology of Knowledge]. Moscow : Medium. [in Russian].

2. Brokmeier, Y., & Kharre, R.( 2000). Narrativ: problemy i obeshchanyia odnoi alternativnoi paradigmy [Narrative: Problems and Promises of an Alternative Paradigm] . Vopr. Filos. –Problems of Philosophy, 3, 29 – 42 [in Russian].

3. Delez, G. (1998). Lohyka smysla [The logic of meaning]. Moscow : Rarytet; Ekaterynburh : Delovaia knyga. [in Russian]

4. Lebedynska, I.V. (2012). Osobystisnyi dosvid yak mnozhynna realnist [Personal experience as a multiple reality]. Naukovi studiyi iz sotsialnoyi ta politychnoyi psykholohiyi : NAPN Ukrayiny: In-t sotsialnoyi ta politychnoyi psykholohiyi. – Scientific studies in social and political psychology: coll. NAPS of Ukraine: Institute of Social and Political Psychology, 31(34), 38 – 47 [in Ukrainian].

5.Lebedynska, I. V. (2012). Іdentichnist I kultura. Dosvid psyxolohičnoji interpretaciji [Identity and culture. Experience of psychological interpretation]. Kyiv : Zoloti vorota. [in Ukrainian].

6. Lyotar, J.-F. (1998). Sostoianye postmoderna [The state of postmodernism]. St.Perersburg : Aletejja [in Russian].

7. Chepeleva, N.V. (Ed.) (2009). Problemyi psihologicheskoy germenevtiki [Problems of psychological hermeneutics]. Kyiv : M. Dragomanov National Pedagogical University Publ. [in Russian]

8. Riker, P. (2000). Sam yak inshyi [Himself as another]. Kyiv : Dukh i Litera. [in Ukrainian]

9. Rorty, R. (1997). Fylosofyia y zerkalo pryrody [Philosophy and the mirror of nature]. Novosibirsk: Novosibirsk Univ.Publ. [in Russian].

10. Rorty, R. (1996). Sluchainost, yronyia y solydarnost [Randomness, irony and solidarity]. Moscow : Russkoe fenomenolohycheskoe obshchestvo [Russian phenomenological society]. [in Russian].

11. Smulson, M.L. (2018). Do problemy` texnologizaciyi procesiv samoproektuvannya [Before the problem of the technological process of self-design]. Aktualni problemy psykholohiyi : zb. nauk. pr. In-tu psykholohiyi imeni H. S. Kostyuka NAPN Ukrayiny. Psykholohichna hermenevtyka – Actual problems of psychology: coll. Science. G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukraine. Volume II, 11, 21 – 37. [in Ukrainian].

12. Trufanova, E.O. (2016). Sotsyalnyi konstruktsyonyzm y yscheznovenye «Ia»: Krytycheskyi analyz [Social Constructionism and the Disappearance of the Self: A Critical Analysis]. Fylosofskye nauky-Philosophical sciences, 8,114 – 123. [in Russian].

13. Adler, J., McAdams, D. P. (2007). Time, Culture, and Stories of the Self. Psychological Inquiry, 18, 2, 97–128.

14.Gergen, Kenneth J.( 2014). Discourse Study: A Movement in the Making . In Nikos Bozatzis & Thalia Dragonas (Eds.), The Discursive Turn in Social Psychology (pp. 205 – 215). Taos Institute Publications. A Division of the Taos Institute Chagrin Falls. Chagrin Falls, Ohio: Taos Institute Publications. [ISBN: 978-1-938552-21-2] Retrieved from :

16. Shotter, John (1994). Toward a third revolution in psychology: from inner mental representations to dialogical social practices. In David Bakhurst and Stuart Shanker (Eds.) Culture, Language, Self: the Philosophical Psychology of Jerome Bruner (pp.1–16). London : Sage.

15. Parker, I. (2014). Critical Discursive Practice In Social Psychology‘ In N. Bozatzis and T. Dragonas (eds), The Discursive Turn in Social Psychology (pp. 190–204). Chagrin Falls, Ohio: Taos Institute Publications. [ISBN: 978-1-938552-21-2] Retrieved from:

17. Harré, Rom (1989). Language games and the texts of identity.In Texts of Identity (pp.20 – 25). London: Sage.

18. Harré, Rom, & Moghaddam, Fathali M. (2014). Positioning Theory. In Nikos Bozatzis & Thalia Dragonas (Eds.), The discursive turn in social psychology. (pp.129–138).Taos Institute Publications. A Division of the Taos Institute Chagrin Falls. Ohio USA.

Aktual_probl_psihol 2020, 2(12): 58-70. (pdf)

UDC 159.923.2

Zaretska O. O.

G.S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

On the peculiarities of discourse practice when providing remote psychological support

Abstract: The paper is devoted to the analysis of the peculiarities of discursive practice, which takes place when providing remote psychological support, in the context of the problem of experience designing. The peculiarities of the narratives of hotline subscribers are revealed: an initiative manifestation of text creation, a focus on dialogue, independence from the image of the «listener», maximum openness to the listener, selectivity. The main forms of narrative practice during telephone counseling are analyzed: narrative-monologue, narrative for dialogue, narrative as a subscriber request to work with his own understanding of his own experience. The previously introduced concepts of «crisis narrative», «managing narrative», «consultative-research narrative» are analyzed. Some narrative strategies of remote psychological support which can promote motivation for self-designing and experience designing are discussed. The conclusion about the expediency of applying the methods developed in psychohermeneutic research and narrative psychology to the discourses of remote psychological counseling is made.

Key words: psychohermeneutic approach, narrative practice, discourse, remote psychological counseling, hotline, self-designing, experience designing.

References transliterated

1. Ayvi, A. (1998). Tsilespryamovane interv"yuvannya i konsul'tuvannya: spryyannya rozvytku kliyenta [Intentional Interviewing and Counseling: Facilitating Client Development] (О. Аbesonova, tran.). Kyiv: Sfera, 342. [in Ukrainian].

2. Hutsol, K.V. (2018) Naratyvna kompetentnist' yak chynnyk rozvytku zdatnosti osobystosti do samoproektuvannya [Narrative competence as a factor in the development of the individual's ability to self-designing]. Aktualni problemy psykholohiyi : zb. nauk. pr. In-tu psykholohiyi imeni H. S. Kostyuka NAPN Ukrayiny. Psykholohichna hermenevtyka – Actual problems of psychology: coll. art. G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukraine. Psychological hermeneutics, Vol. II, 11, 122 – 123. [in Ukrainian]

3. Chepeleva, N. V. , Smulson, M. L., Rudnytska, S. Yu., Zazymko, O. V., Zaretska, O.O., Shylovska, O.M., … & Gudinova, I.L. (2019). Dyskursyvni tekhnolohiyi samoproektuvannya osobystosti: monohrafiya [Discursive technologies of personality self-designing : monograph] (Chepeleva, N. V. Ed.). Kyiv : G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukrainе , 170. Retrieved from: [in Ukrainian].

4.Zaretska, O.O. (2020). «Kryzovyy» naratyv yak ob"yekt analizu z pozytsiy psykholoho-hermenevtychnoho pidkhodu [«Crisis» narrative as an object of analysis from the standpoint of psychological and hermeneutic approach]. Proceedings from Desyati Siveryans'ki sotsial'no-psykholohichni chytannya – Tenth Severyansky socio-psychological readings (29 Nov.2019, Chernihiv) (O. Yu. Drozdova, I. I. Shlimakovа, Eds.). Chernihiv : Taras Shevchenko National University "Chernihiv Collegium". Retrieved 25 Оct. 2020 from : UznpMm8TGsAFp ZnZ/view [in Ukrainian].

5.Zaretska, O.O. (2012). Naratyvni praktyky osobystisnoho zrostannya [Narrative practices of personal growth]. Naukovi studiyi iz sotsial'noyi ta politychnoyi psykholohiyi – Scientific studies in social and political psychology, 31 (34), 81–93. [in Ukrainian].

6. Zaretska, O.O. (2016). Pro osoblyvosti zastosuvannya naratyvnoho pidkhodu v praktytsi kryzovoho konsul'tuvannya [On the peculiarities of the application of the narrative approach in the practice of crisis counseling]. In S. D. Maksymenko (Ed.), Osobystist' v umovakh kryzovykh vyklykiv suchasnosti – Personality in the crisis challenges of today. Materials of the methodical seminar of the National Academy of Pedagogical Sciences of Ukraine (pp.262–268). Kyiv : G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukrainе. [in Ukrainian].

7. Chepelyeva, N. V., Zazymko, O. V., & Shylovska, O. M. (2019). Naratyvni praktyky samoproektuvannya : metodychni rekomendatsiyi [Narrative practices of self-designing: methodical recommendations] ( N. V. Chepelevа, Ed.). Kyiv : G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukrainе, 44. Retrieved from: [in Ukrainian].

8.Chepelevа,N. V. (Ed.)(2009). Problemy psihologicheskoj germenevtiki : monografija (2009) [Problems of psychological hermeneutics: monograph]. Kiev: M.P. Dragomanov National Pedagogical University Publ. House, 382. [in Russian].

9. Chepeleva, N. V. , Smulson, M. L., Rudnytska, S. Yu., Zazymko, O. V., Zaretska, O.O., Shylovska, O.M., … & Gudinova, I.L. (2016). Samoproektuvannya osobystosti u dyskursyvnomu prostori : monohrafiya [Self-designing of personality in discursive space : monograph] (N. V. Chepelevа, Ed.). Kyiv: Pedahohichna dumka, 232. Retrieved from: [in Ukrainian].

10. Chepeleva, N.V. & Rudnickaja, S.Ju. (2019) Diskursivnye tehnologii samoproektirujushhejsja lichnosti [Discursive technologies of the personality self-designing], Psycholinguistics, 25(1), 363–383. [in Russian].

Aktual_probl_psihol 2020, 2(12): 71-82. (pdf)

UDC 159.9

Zazymko O. V.

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

Experience design in youth personality development: age peculiarities

Abstract: The aim of this article is to figure out the psychological formations of youth age which develop the experince design ability. According to N.V. Chepelieva, experience design is a means to build a conceptual model that helps to deal with new situations an individual is unfamiliar with. The analytical review of psychological researches makes it posible to identify the key features of youth attainment by age groups, predetermined by the sociocultural situation of building and dvelopment of megacognition. A prerequisite for experience design is the ability to comprehend it, which is formed during adolescence. Due to it an individual attains intellectual maturity, develops their cognitive abilities as well as self-awareness. Adolescents also become able to see and understand themselves at a qualitatively new level, which contributes to a creative attitude towards the discursive practices surrounding them. Developed megacognitive skills and social situation of development of individuals contribute to the following adolescent achievement – the ability to set goals independently. Building understanding of the continuity of life perspective in adolescence leads to setting adequate life goals and handling life´s challenges. Creating the need to "be different from others" is a must for the unique futuristic narrative. Forming a worldview and coping with the problem of self-determination establishe values. The values are formed by decoding and accepting existent sociocultural senses and due to a personal interpretation. Involving an adolescent into social diversity according to their attainded age prompts the ability to find new ways to interpret experience. If adolescents balance personal freedom and responsibility for the consequences of personal instability they manage to find new alternative ways and meanings in interpreting experience.

Key words: experience design, experience comprehension, experience enterpretation, personality development, adolescence

References transliterated

1. Bozhovich, L. I. (1979). Etapyi formirovaniya lichnosti v ontogeneze [Personality formation stages in ontogenesis]. Voprosу psyhologii = Questions of psychology. 4, 23–34. [in Russian].

2. Gerasimova, V. A. (2002). Konstruirovanie opyita: kognitivnaya strategiya problemnogo samoopredeleniya [Experience construction: a cognitive strategy of problem self-determination]. In Universitetskoe obrazovanie: ot effektivnogo prepodavaniya k effektivnomu ucheniyu : sb. materialov tretey mezhdunar. nauchno-praktich. konf., 29–30 aprelya 2002 g., Minsk. – Universal Education: From Effective Teaching to Effective Learning, collection of materials of the third international. scientific and practical Conf., April 29-30, 2002, Minsk ( M. A. Gusakovsky, A. A. Polonnikov, Eds.) (pp.229–243). Minsk [in Russian].

3. Ginzburg, M. R. (1994). Psihologicheskoe soderzhanie lichnostnogo samoopredeleniya [The personal self-determination psychological content]. Voprosу psyhologii = Questions of psychology, 3, 43–52. [in Russian].

4. Zazymko, O. V. (2013). Rozuminnia ta interpretatsiia zhyttievoho dosvidu yak chynnyk rozvytku osobystosti v yunosti [The life experience understanding and interpretation as a factor in personality development in adolescence]. In Chepeleva, N. V. (Ed.) Rozuminnia ta interpretatsiia zhyttievoho dosvidu yak chynnyk rozvytku osobystosti – The live experience understanding and interpretation as a factor in personality development (pp.119–140). Kirovograd: Imex-LTD [in Ukrainian].

5. Zaytseva, Yu. E. (2017). Strategii i stili konstruirovaniya identichnosti v avtobiograficheskih Ya-narrativah [Identity Construction Strategies and Styles in Autobiographical Self-Narratives]. Psihologicheskie issledovaniya – Psychological research, Vol. 10, 52, Retrieved from: [in Russian].

6. Kotova I. A. (2009). Konstruirovanie priemov organizatsii deyatelnosti uchaschihsya kak osnova obogascheniya ih sub'ektnogo opyita [Designing methods for organizing student activities as the basis for enriching their subject experience]. Extended abstract of candidate’s thesis. Yaroslavl [in Russian].

7. Chepelevа, N. V. (Ed.) (2013). Rozuminnia ta interpretatsiia zhyttievoho dosvidu yak chynnyk rozvytku osobystosti [The life experience understanding and interpretation as a factor in personality development]. Kirovograd: Imex-LTD, 276 . [in Ukrainian].

8. Todoriv, L. D. (2010). Henderni osoblyvosti konstruiuvannia interpretatyvnykh skhem subiektyvnoho dosvidu u pidlitkiv [Constructing interpretive schemes gender features of subjective experience in adolescents]. Psykholohiia osobystosti – Psychology of personality, 1, 51–61. [in Ukrainian].

9.Horoshkova, Yu. M. (2014). Narrativnoe konstruirovanie zhiznennogo opyita v protsesse psihologicheskoy pomoschi [The life experience narrative construction in the psychological aid process]. In Sbornik konferentsii Lomonosov – Collection of the Lomonosov conference. Moscow : Lomonosov Moscow State University. Retrieved from: [in Russian].

10. Chepeleva, N. V. (2020). Diskursivnoe konstruirovanie opyita v krizisnyih situatsiyah [Experience in crisis situations discursive construction]. In Virtualnyi osvitnii prostir: psykholohichni problemy : tezy VIII Mizhnarodnoi naukovo-praktychnoi Internet-konferentsii, 15 travnia – 15 chervnia – Virtual educational space: psychological problems the VIII International Scientific and Practical Internet Conference thesis, May 15 – June 15. Kyiv. Retrieved 25 Aug. 2020 from: [in Russian].

11. Chepeleva, N. V. (2009). Rozuminnia ta interpretatsiia sotsiokulturnoho dosvidu v konteksti postneklasychnoi paradyhmy [Sociocultural experience understanding and interpretation in the context of post-classical paradigm]. Naukovi studii iz sotsialnoi ta politychnoi psykholohii : zb. statei. – Scientific articles from social and political psychology: a collection of articles. 22 (25), 3–11. [in Ukrainian]

12.Chepelyeva, N.V., & Rudnyts'ka, S.Yu. (2018). Psykholohichna kharakterystyka osobystosti, zdatnoyi do samoproektuvannya [Psychological characteristics of self-designing personality]. Pedahohika i psykholohiya – Pedagogy and psychology, 1, 71–77 [in Ukrainian].

13. Dyer, J., & Keller-Cohen, D. (2000). The discursive construction of professional self through narratives of personal experience. Discourse Studies, Vol. 2, 3, 283–304. [in English].

14. Habermas, T., & Bluck, S. (2000). Getting a life: The emergence of the life story in adolescence. Psychological Bulletin, 126 (5), 748–769. doi: 10.1037/0033-2909.126.5.748. [in English].

Aktual_probl_psihol 2020, 2(12): 83-98. (pdf)

UDC 159.923.2

Shylovska O. M.

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

Theoretical basis of the diagnosis of development of the primary school pupils' ability to discursive constructing of experience

Abstract : The article analyzes the theoretical approach to the diagnosis’ features of development of the primary pupils’ ability to discursive constructing of experience.

The hypothesis was made that the constructing process in the initial stages of young school age (children of the first and the second forms) is possible to consider, in advance, from the point of view of construction of their own "I". In the older period of this age, we can talk about the development of the ability to construct certain life events. In the previous stages of the research, it was proved that the child’s ability to construct is significantly determined by the social and the cultural environment in which the child is.

We also assume that the ability to comprehend one’s own "I" and individual experience as a background for the formation of the ability to construct in early school age depends on the level of development of cognitive, emotional and personal spheres. Timely diagnosis of these spheres’ development and systematic work for development based on the results of diagnostics, create the basis for the development of the child’s ability to "create" his "I", to comprehend his own life experience.

The selection of tools for the diagnosis of the primary school pupils’ cognitive sphere is determined in order to study the child’s ability to discursive constructing of experience. In particular, diagnostic techniques should be directed at speech development, the development of thinking (ability to compare, systematize, generalize, make certain logical conclusions, make connection from the cause to the effect, criticality of thinking, the ability to make own conclusions), the formation of the inner action plan and imagination development.

The researching of the personal sphere of primary school pupils’ emphasis should be placed on identifying the level of reflection development, and in particular on such criteria as the child’s ability to self-analysis, the ability to rely on adequate self-esteem under disorienting influences, the ability to regulate own behavior, correlating it with the expectations of others, the presence of the child positive attitude to yourself, the ability to set goals for the near future perspective, the ability to find internal resources to achieve goals.

In studying the components of emotional development that cause the development of the ability to discursively construct experience, we identified: the development of a certain autonomy from adults as independence the emotional state of the child from the emotional states of significant adults; development of emotional decentralization; the ability to realize own different emotional states, the ability to control their own emotions.

Further research will be focused on the selection of reliable, valid and age-appropriate for primary school pupils’ diagnostic methods.

Key words: discursive constructing of experience, early school age, speech development, development of thinking, reflection, emotional decentralization

References transliterated

1.Bolotnikova O.P. (2003). Razvytye refleksyvnikh deistvyi kak uslovye stanovlenyia lychnostnikh novoobrazovanyi mladsheho shkolnoho vozrasta [The development of reflexive actions as a condition for the formation of personal neoplasms of primary school age]. Extended abstract of candidate’s thesis. Moscow.

2.Vygotsky, L.S. (1982). Myshlenie i rech [Thinking and speech]. Vol.4 Detskaya psykhologia [Children's psychology]. Moscow: Pedahogyka, 1982. 432.

3.Ilyin E.P. (2007). Emotsyy i chuvstva [Emotions and feelings]. St.Petersburg : Pyter. 783.

4.Karpov, A., & Skytiaeva, Y. (2002). Psykhologyia refleksyy [Psychology of reflection]. Yaroslavl: Avers Press. 303.

5.Meechko I.V.(2013). Osoblyvosti emotsiynoho rozvytku ditey molodshoho shkilnoho viku yak chynnyky zdatnosti do emotsiynoyi detsentratsiyi. [Features of emotional development of children of primary school age as factors of ability to emotional decentralization]. Visnyk Kharkivskoho natsionalnoho pedahohichnoho universytetu imeni H. S. Skovorody-Bulletin of G.S. Skovoroda Kharkiv National Pedagogical University. Psychology, 45(2). 143–151. Retrieved 16 Sep. 2020 from: 2013_45(2) __20

6. Mukhina V.V. (1999). Vozrastnaia psykholohyia: fenomenolohyia razvytyia, detstvo, otrochestvo [Developmental psychology: phenomenology of development, childhood, adolescence: a textbook for university students]. Moscow: Izdatelskyi tsentr «Akademyia».

7.Penkovska N.M. (2003). Psykholohichni umovy rozvytku refleksii u molodshykh shkoliariv [Psychological conditions for the development of reflection in junior high school students]. Extended abstract of candidate’s thesis. Kyiv.

Aktual_probl_psihol 2020, 2(12): 99-112. (pdf)

UDC 159.923.2

Chepeleva N. V., Rudnytska S. Y., Hutsol K. V.

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

Theoretical and methodological principles and structural-semantic components of training program of narrative competence of personality

Abstract : The article presents elaboration of a structural-functional model of narrative competence, which was a basis for training program of narrative competence of personality in the context of development of its ability to self-design.

In the context of the issue of self-designing of personality narrative competence is explained as an ability of a personality to distinguish and interpret narrative statements of the Other, i.e. to identify narratives in sociocultural texts (to see narrative behind a test) and build up therefore one’s own narrative constructs. According to the proposed criteria pre-semantic, semantic and meta-semantic levels, which correlate with main dimensions of discursive self-designing of personality are distinguished in the structure of narrative competence.

The proposed training of narrative competence was worked out based on methodological principles of post-non-classical psychology, according to which a personality is considered as an author of oneself, who has a potential for self-regulation and self-development. Based on the proposed model the author elaborated the program of training of narrative competence of personality, which considers gradual complication of tasks from exercises on allocation of some text elements and certain situations, which are explained in text statements, to exercises on personality’s management of one’s own narrative activity: reflection on the causes of own interpretive processes, forecast of effects from acquaintance with certain narratives, analysis of difficulties, which arise while comprehending the texts, organization of productive dialogic communication of participants of training group. The program contains two separate modules for persons with pre-semantic and semantic formation’s levels of narrative competence.

Key words: personality, narrative, narrative competence, levels of formation of narrative competence, training of narrative competence.

References transliterated

1. Hutsol, K. V. (2018). Naratyvna kompetentnist yak chynnyk rozvytku zdatnosti osobystosti do samoproektuvannya [Narrative competence as a factor in the development of the individual's ability to self-design]. Aktualni problemy psykholohiyi : zb. nauk. pr. In-tu psykholohiyi imeni H. S. Kostyuka NAPN Ukrayiny. Psykholohichna hermenevtyka – Actual problems of psychology: coll. Science. G.S. Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukraine, Volume II, 11,122–133 [in Ukrainian].

2. Dmitriyeva, O. A. (2015). Problematika vydeleniya kompetentsiy v lingvistike [The problem of the allocation of competencies in linguistics]. Al'manakh sovremennoy nauki i obrazovaniya [Almanac of modern science and education]. 5. (pp. 51–53).Tambov : Gramota. [in Russian]

3. Zasyekina, L. V. (2016). Naratyvna kompetentnist likarya na peretyni doslidzhen psykholinhvistyky i naratyvnoyi medytsyny [Narrative competence of the doctor at the intersection of research in psycholinguistics and narrative medicine]. Psykholinhvistyka – Psycholinguistics, 19 (1), 47–61 [in Ukrainian].

4. Zdorovets`, T. H. (2015). Osoblyvosti naratyvnoyi kompetentnosti maybutnikh praktychnykh psykholohiv [Features of narrative competence of future practical psychologists]. Problemy suchasnoyi psykholohiyi – Problems of modern psychology, 27, 160–169. [in Ukrainian].

5. Meshcheryakova, T. V. (2013). Formirovaniye narrativnoy kompetentnosti u budushchego vracha [Formation of narrative competence in the future doctor]. Vyssheye obrazovaniye v Rossii–Higher education in Russia, 2, 132–137. [in Russian]

6. Mikhaylova, Ye. S. (2014). Konstitutivnyye priznaki detskogo narrativa [Constitutive characteristics of children's narrative]. Initsiativy XXI veka – 21st century initiatives, 4, 130–131. [in Russian]

7. Sapogova, Ye. Ye. (2014).Zhiznennyy opyt v avtobiograficheskikh narrativakh lichnosti. Voprosy psikhologii– Questions of Psychology, 1, 68–79. [in Russian]

8. Turusheva, Yu. B. (2014).Osobennosti narrativnogo podkhoda kak metoda izucheniya identichnosti [Features of the narrative approach as a method of studying identity]. Psikhologicheskiye issledovaniya – Psychological research, 7(33), Retrieved from: [in Russian]

9. Fedorova, V. P. (2003). Narrativnaya kompetentsiya kak komponent mezhkul'turnogo vzaimodeystviya. Sovremennyye podkhody k urovnyam obuchennosti i kriteriyam ikh otsenki pri podgotovke po inostrannomu yazyku spetsialistov-nefilologov [Narrative competence as a component of intercultural interaction. Modern approaches to the levels of training and the criteria for their assessment when training non-philological specialists in a foreign language]. Vestnik MGLU–MSLU Bulletin, 477, 29–40. [in Russian]

10. Fridman, Dzh., Kombs, D. (2001). Konstruirovaniye inykh real'nostey [Construction of other realities]. Moscow: Class. [in Russian]

11. Khaleyeva, I. I. (2003). Posledovatel'naya kommunikatsiya i narrativnaya kompetentsiya [Sequential communication and narrative competence]. Metody sovremennoy kommunikatsii – Methods of modern communication, 1, 191–200. Moscow. [in Russian]

12. Chepelyeva, N. V. (2015). Tekst i chytach : posibnyk [Text and reader: a guide.]. Zhytomyr: Ivan Franko State University Publishing House. [in Ukrainian].

13. Chepelyeva, N. V., & Rudnytska S. Yu. (2019). Dyskursyvnye tekhnolohyy samoproektyruyushcheysya lychnosty [Discursive technologies of self-projecting personality]. Psycholinguistics : Coll. Science. wash. Series: Psychology. [Hryhorii Skovoroda University in Pereiaslav], 25 (1), 363–383. [in Russian]

14. Chepelyeva, N. V., & Rudnytska, S. Yu. (2018). Psykholohichna kharakterystyka osobystosti, zdatnoyi do samoproektuvannya [Psychological characteristics of a person capable of self-design]. Pedahohika i psykholohiya – Pedagogy and psychology. 1. 71–77. [in Ukrainian]

16. Harré , R. (1989). Language games and the texts of identity. In Shotter J., Gergen K.J. (Eds.) Texts of Identity. London : Sage.

15.Brockmeier J., & Carbaugh, D. (2001). Narrative and identity. Narrative and identity : studies in autobiography, self, and culture (pp.39–58). Amsterdam : John Benjamins.

17. McAdams, D. P. (2008). Personal narratives and the life story. In O. John, R. Robins, L. Pervin (Eds.). Handbook of personality : theory and research (3rd ed.) (pp. 242–262). NewYork : Guilford Press.

18.Murray, H. A., & Kluckhohn, С. (1953). Personality in Nature, Society, and Culture. New York : Knopf, 717.

19.Sarbin, T. R. (1986). The narrative as a root metaphor for psychology. In T. R. Sarbin (Ed.). Narrative psychology : the storied nature of human conduct (pp.3–21). New-York : Praeger.

20.Write, H. (1973). Metahistory : the Historical Imagination in the Nineteenth-Century Europe. Baltimore, London : Johns Hopkins University Press, 448.

Aktual_probl_psihol 2020, 2(12):113-131. (pdf)

UDC 159. 923.2

Gudinova I. L.

G. S. Kostyuk Institute of Psychology of NAPS of Ukraine

Language: Ukrainian

Discursive educators’ professional experience constructing

Abstract: The article describes the basic research areas for the discursive constructing of educators’ professional experience. The purpose of the research project will be to study the dynamics of educators’ life-meaning orientations, that is, their professional goals, the richness of their professional life and satisfaction with professional self-realization, as well as the dynamics of their value orientations, as an indicator of their meaningful attitude to the professional development and the attitude to themselves as successful educational workers.

Value orientations as a theme of psychological research lay at the intersection of two large research areas: motivation and worldview structures of consciousness; and values indicate a focus of personal meanings.Senses are capable to unfold into other sense or to be multiplied.

The senses that characterize life goals can be ordinary and extra-ordinary, or even traditional sense of habits. Social-cultural senses that become traditional, unlike others, are more open to reassessment and subsequent reconciliation. Unique senses are senses that are causes for movement and for development of aspiration; and the structure of such senses is filled with beliefs and attitudes. Here, an individual’s value-sense space is made up of senses, ideals, values and goals that, as internal guidelines and criteria for activity assessing, ensure the individual’s advancement along the professional and life path.


Key words: sense, discursive constructing, experience, educator

References transliterated

1.Galyan I.M. (2009). Formuvannya profesijnoyi samosvidomosti molodogo pedagoga yak umova jogo profesionalizaciyi[Formation of professional self-consciousness of a young teacher as a condition of his professionalization.] Naukovy`j visny`k L`vivs`kogo derzhavnogo universy`tetu vnutrishnix sprav - Scientific Bulletin of Lviv State University of Internal Affairs,1, 1–11. Retrieved from: nvsp/01_2009/09gimujp.pdf [in Ukrainian].

2.Mitina, L.M. (1998). Psikhologiya professional'nogo razvitiya uchitelya [Psychology of teacher professional development]. Moscow : Flinta. [in Russian]

3.Kir'yanova, A.V. (1996). Teoriya oriyentatsii lichnosti v mire tsínnostey [The theory of personality orientation in the world of values]. Orenburg. [in Russian]

4.Koziev, V.N.(1980). Psikhologicheskiy analiz samosoznaniya uchitelya [Psychologicalanalysisoftheteacher'sself-awareness], Candidate’s thesis. Leningrad. [in Russian]

5.Kulyutkin, Yu.N, &Sukhobskaya,G.S. (Eds./comp.) (1996). Lichnost': vnutrenniy mir i samorealizatsiya. Idei, kontseptsii, vzglyady [Personality: inner peace and self-realization. Ideas, concepts, views]. St. Petersburg: Tuscarora.[in Russian]

Aktual_probl_psihol 2020, 2(12): 132-141. (pdf)