КОНЦЕПТУАЛЬНІ МОДЕЛІ СОЦІАЛЬНОГО ІНТЕЛЕКТУ ТА АВТОРСЬКА СТРУКТУРА СОЦІАЛЬНОГО ІНТЕЛЕКТУ ПЕДАГОГА

Abstract

In this article the conceptual models of social intellect of a person were described; in these models a structure of social intellect of the individual was provided. The author’s structure of social intellect of a teacher was proposed. It shows us that social intellect of the teacher includes cognitive, mnemonic and emphatic substructures. It was emphasized that cognitive substructure of social intellect involved a set of fairly stable knowledge, assessment, rules of interpretation of events, human behavior, their relationships, etc. Social intellect is based on the existing system of interpretation on micro-structural and macrostructural levels. The microstructure of cognitive component of social intellect is determined by the features of the latter, namely cognitive evaluation, which determines the competent processing and evaluating the information that the subject perceives, his/her prediction, based on planning and forecasting of interpersonal interactions, communication, providing proper performance of the process of communication. The author of the article underlines that mnemonic component of social intellect of a teacher described the presence of the ability to interpret events, life events, behavior of others and their own as the subject of these events. Mnemonic substructure is based on the personal experience of the subject, where subjective statistics constitute personal interpretive complex. In this article the structure and peculiarities of emphatic component of social intellect of a teacher were described. Emphatic component of social intellect is largely dependent on what shape of the behavior the person chooses as a priority that he/she expects his/her business associated with the complex of interpretative value in relation to the world of the person. Emphatic component of social intellect is also dependent on what the person expects from other subjects of interpersonal interaction, what valuable interpretative complex of relation to the surround world it was formed inside the person, what possibilities the subject has when we tell about the usage of anticipation mechanisms in solving various problems of professional and social life. It was stressed that a social intellect of a teacher was considered as a cognitive basis for the realization of the process of subject-subject interaction.