The Amplification of the Abilities of Social Intelligence of Teachers of Contemporary Secondary School
DOI:
https://doi.org/10.32626/2227-6246.2019-43.104-125Keywords:
social intelligence, cognitive aspect, empathic aspect, mnemic aspect, metacognitive sphere, amplification of the abilities of social intelligence.Abstract
The article states that social intelligence is considered as the ability that has
certain peculiarities. Thus, the explication of social intelligence is possible only
within the process of the subject-subject activity. It was noted that the amplification
of the abilities of social intelligence took place in the process of
interpersonal interaction. Taking into account the multidimensional nature of
the scope of exploring these abilities, it is obvious that social intellect contains
a certain complex of capabilities that are clearly consistent with each other,
and they are rather stable for each person. It was determined that the development
of this group of abilities was due to the process of socialization of the
person, the influence of both internal resources and characterological characteristics
of the person, gender differences, etc., and according to the impact of
the environment on a person.
The authors of the article believe that the social intelligence of the teacher
contains cognitive, empathic and mnemonic aspects. Elements (or scripts,
frames, concepts) of the empathic aspect of social intelligence are the content
of specific educated perceptions of the images of the reality that can be perceived
directly, and all those content arises some images in the memories and
the imagination of the person. The specific function of the empathic aspect
of social intelligence is that empathic frames, scripts, and concepts give emotional
products of the intellectual activity, form a peculiar picture of the world
that can be considered as a result of the work of social intelligence, which
causes the world to appear to the subject as continue existing in the paradigm
of metacognitive field.
The obtained results about the levels of social intelligence of teachers
indicate that the level of the development of social intelligence does not depend
on the level of qualification of a teacher, that is, on the length of work
at school, the age of the respondents, etc. It was proved that the social intelligence
of the teacher depended, first of all, on the gender characteristics of
the respondents, as well as on the subject area of the professional activities
that the teacher was engaged in since he/she finished the university. Consequently,
the level of the development of social intelligence of a teacher will
depend on the psychological type of his/her personality, and this type, in turn,
predetermined the choice of the respondent in one or another sphere of the
professional activity (for example, natural sciences or humanities ones, or
Physics and Math, the profession of the teacher of primary school, etc.). The
psychological type of the teacher’s personality in a great degree provides so
called amplified structure of the teacher’s abilities that are the part of his/her
social intelligence.
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