Lecture
The psychological content of experiencing reflects what a person feels and thinks at a given moment in time or in a given situation. These experiences may be associated with various emotions, thoughts, and physiological reactions. It is important to note that the psychological content of experiencing may vary considerably depending on the situation and personal characteristics of the individual. Here are some general elements of the psychological content of experiencing:
Emotions: Emotions are a key part of the psychological content of experiencing. A person may feel joy, sadness, fear, anger, surprise, contempt, and much more, depending on the context and situation.
Thoughts: A person may have various thoughts and beliefs that accompany their experiencing. For example, they may think about what happened, why it happened, and what the consequences might be.
Physiological reactions: Stress and emotions can cause physiological reactions in the body. This may include rapid breathing, an increased heart rate, sweating, trembling, and other physical manifestations.
Behaviour: Experiencing can influence a person's behaviour. For example, stress can lead to changes in activity, social isolation, seeking support, or even aggressive behaviour.
Expectations: People may hold certain expectations about the future, based on their experiencing and thoughts. They may expect events to unfold in a particular direction.
Self-esteem: The psychological content of experiencing may also include self-esteem. A person may evaluate themselves, their abilities, and their reaction to events.
Social aspects: Experiencing can affect relationships with other people. For example, a person may seek support from loved ones, express their emotions, or, conversely, withdraw into themselves.
The basic unit of a person's inner life is
experiencing. Experiencing, in the form of mental states in which
emotional, volitional, and intellectual components are fused, reflects
the events and circumstances of life in their relation to the subject.
What has been lived through is preserved in the memory of the personality and serves as material for
reflection in the process of forming life plans and goals, and a life
philosophy that determines a person's behaviour.
Even L.S. Vygotsky turned his attention to the sphere of emotions and experiencing. At the
end of his life he undertook a major theoretical study
devoted to B. Spinoza's teaching on the passions. He wrote that within a system of
knowledge, the world of inner experiences is generalized and made conscious — a person
emerges from the "slavery of the affects" and attains inner freedom. S.L.
Rubinstein held the view that emotions are born in action,
and therefore every action contains at least the rudiments of emotionality.
A.V. Zaporozhets conducted research into the genesis of children's emotions and
regarded the latter as functional organs of the individual and as
specific forms of action. In the 1940s A.N. Leontiev and A.R. Luria
wrote that complex human
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experiences must be regarded as products of historical development. In other words, in
developing the psychological theory of activity, certain methodological
propositions were repeatedly put forward regarding how
to construct an activity-based theory of human emotions and experiencing. As
the object of his research F.E. Vasilyuk chose the processes by
which a person overcomes critical life situations.
The main aim of the research was to establish the regularities
governing the processes of experiencing. Experiencing is regarded
by F.E. Vasilyuk not as a reflection in the subject's consciousness of particular
states, nor as a special form of contemplation, but as a special form of
activity directed toward restoring inner equilibrium and
the lost meaningfulness of existence.
From other theoretical positions, L.I. Bozhovich examined the category
of "experiencing", identifying within it components of attitude,
orientation, and motivation. Experiencing does indeed reflect
the subject's state of satisfaction in their relationships with
the surrounding social environment. And, thus, it performs an extremely important function in the subject's
life: it "informs" the subject of what
relationship they are in with the environment, and orients their
behaviour accordingly, prompting the subject to act in a direction that reduces
or completely eliminates the disharmony that has arisen". L.I. Bozhovich's approach
can serve as an explanatory mechanism for understanding
the psychological nature of experiencing.
Thus, by extreme impact we shall mean such an
event of the life course that is perceived and experienced by
a person as a crisis and is evaluated by them negatively.
The psychological content of experiencing is unique to each person and can change over time and across different situations. Understanding this content can be important for working with emotions, resolving problems, and developing psychological well-being.
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