Genetic approach to the nature of genius

Markov S.L. Genetic approach to the nature of genius

The article discusses the main characteristics, stages and modifications of the genetic approach. The features of the application of the genetic approach in the study of the phenomenon of genius are investigated. We study the conditions, causes and main determinants of the origin of genius, the laws of its origin, formation and development. A holistic genetic concept of genius is proposed and analyzed, which represents a system of self-explanatory principles and theories.
Keywords: genetic approach, genius, genius, genetic theories of genius.

FORMULATION OF THE PROBLEM
Genius is a phenomenon of planetary scale and the solution of its mystery is comparable to the identification of the most fundamental principles and universal laws of the structure and development of the world. The genius personifies the universal laws of creative natural and socio-cultural evolution, reflects the essence of his era and expresses in his work the Zeitgeist (Spirit of the Times). “In genius,” wrote PK Engelmeyer, “nature has its last word. The evolution of nature begins with chemical elements and ends in the soul of a genius” [10, p. 161].
The genius rethinks and passes through himself the achievements of previous eras and creates new original works and meanings. In this understanding, the criterion of genius is the magnitude of the projection of individual creativity on the trajectory of cultural and creative evolution, which shows how much the contribution of the genius advanced and brought humanity, culture and the world itself closer to the ideal. At the same time, a genius is understood as a person who influenced the course of history with his life and work, approved a new vision of the world and revealed its new meanings, created new paradigms, concepts and trends in science and art.
At the same time, any approach to the disclosure of the essence of genius, which is the highest level of human development, allows you to find answers to a number of key questions that arise in the study of personality and creativity. The universality and inexhaustibility of a genius is the reason for the existence of numerous theories that are doomed to cover only its individual sides and manifestations. Adequate disclosure and understanding of the essence, structure and basic laws of the emergence, formation and self-development of such a complex universal phenomenon as genius requires the implementation of a system-genetic approach to its consideration. At the same time, a genetic approach to the study of genius acquires a special explanatory and heuristic power, which reveals the deep laws of its development as a living, self-moving whole.

The aim of the article is to study the peculiarities of the application of the genetic approach to genius and the construction on this basis of its holistic genetic concept.

RESULTS OF THEORETICAL ANALYSIS OF THE PROBLEM
In the broadest sense, the genetic approach is understood as a way of researching developing objects and phenomena, as a method of explaining, interpreting and understanding the process of their emergence, growth, formation, flourishing and transformation. At the same time, the genetic approach to the objects under study includes a number of successive stages:
1. Determination of the initial conditions of occurrence and causes of the phenomenon.
2. Identification of the initial unit, the core, the “cell”, some initial matrix, which initially contains all the properties, underlies and remains identical throughout the qualitatively different stages of development.
3. Identification of the main stages and stages, quality levels and development cycles, identification of transition points and relationships of the studied phenomena over time.
4. Disclosure of the basic conditions and laws of the functioning and development of objects, identifying the uniqueness of the manifestation of these laws at each stage of development, studying the nature of changes in the laws themselves, disclosing the mechanisms of transition from lower to higher forms, as well as determining the main trends and prospects for their movement.
In a narrow sense, genetic analysis involves consideration of the object of research from the point of view of its origin and past development. In this case, the attention of researchers is directed to the causes and conditions for the emergence and generation of an object, to identify its genesis. In this case, preference is given to a deterministic, causal, rather than teleological explanation of the development process.
In a broad sense, the genetic approach is considered as the implementation of one of the basic principles of psychology, namely the principle of development, which was creatively applied in the studies of psychological reality in the works of P.P. Blonsky, L. Vygotsky, S. L. Rubinshtein, A. N. Leontyeva, B.G. Ananeva, G.S. Kostyuk, L.I. Antsyferova, S. D. Maksimenko [1, 4, 5, 6]. In this case, the genetic approach, along with the causal, includes a teleological (target) explanatory principle and manifests itself as a fundamental way of studying developing systems. The modern understanding of the genetic approach is characterized by the predominance of teleological, value principles of explaining and understanding the development of a person, a holistic review of its entire life path, a priority consideration of the processes of "determination by the future" and the emphasis on self-movement, self-development and self-realization. This approach is implemented in the genetic-modeling method of SD. Maksimenko, in which special attention is paid to the processes of predicting the life course of the individual, designing and actively modeling the development, initial creativity and the deep factors of self-occurrence, self-affirmation and self-realization of the personality [5, 6].
At the same time, the genetic approach acts as an independent methodological direction, as a way of seeing and researching an object, which is realized in the form of such partial manifestations and modifications:
1. Evolutionary approach, considering the psyche and consciousness, as a result of adaptation to the requirements of the environment in the conditions of human interaction with the world.
2. Phylogenetic approach, which is implemented in studies of the development of the psyche from its initial manifestations in the animal world to human consciousness.
3. Ontogenetic approach, which is the study of individual stages and age periods of development of the psyche and consciousness.
4. Psychogenetic approach, which explores the genesis of individual mental characteristics, as well as hereditary and innate individual properties of the nervous system, as factors of the origin and development of the psyche.
5. Sociogenetic approach that explores the formation of the psyche, consciousness and personality under the influence of the social environment and education.
6. A personal genetic approach in which mental development is understood as the result of self-movement and spontaneous striving for self-actualization, as well as free and conscious choice.
7. The historical approach that explores the conditions, factors and laws of development and features of the manifestation of the psyche and consciousness in various socio-economic formations.

The implementation of the genetic approach in the study of the phenomenon of genius is manifested in the construction of a system of independent theories, understood as separate explanatory systems, united in the framework of the integral genetic concept of genius. At the same time, genetic theories are aimed at studying the origin of genius, at revealing the conditions, causes, determinants and laws of its origin, formation and development. In this case, the main attention of researchers is focused on determining the initial cause underlying genius, identifying the original matrix, a qualitatively unique kernel, which remains identical at different stages of its development.
At the same time, the implementation of particular variants and modifications of the genetic approach leads to the creation of separate theories of genius, which are based on the appropriate explanatory principles:
1. Evolutionary theories of genius and creativity are built on the conviction that the human role in the creation of the new does not differ from the role of nature, and the problem of creativity is a specific manifestation of the emergence of the new in the process of natural and cultural evolution. Evolutionary theory claims that genius is the result of an objective process of the development of nature and culture, rooted in the nature of man, society and culture and is determined by the decisive contribution that a genius makes to the progressive development of humanity. At the same time, genius is viewed as a natural result and a “pinnacle” of sociocultural evolution. At the same time, in modern theories of evolution, the gap between the "world of nature" and the "world of culture", between organic and cultural evolution is bridged by applying various theoretical and informational models of development.
1.1. Darwinian approach to the origin of genius. This theory is based on the classical model of Charles Darwin and D. Campbell, who considers the creative process as the unity of three stages: variations, selection and preservation of the most successful combinations. Thus, the author of this theory, D. Simonton, argues that evolution and natural selection are in themselves an adequate model for understanding genius and the activity of creative genius is better understood as the Darwinian process of change and selection [17].
1.2. Theory of self-organization. In this theory, the process of evolution itself is associated with the universal process of self-organization, in the context of which creativity and genius arise as the overcoming of chaos and participation in the worldwide process of creating qualitatively new patterns. (F. Barron, M. Chiksentmihaii, D. Simonton [11,15,17].
1.3. The cultural-ecological theory of creativity and genius asserts that it was in those places where information was concentrated (Athens, Florence, Paris) and various cultures intersected, creativity always flourished and geniuses were born. According to M. Chikszentmikhai, the environment itself and the cultural and historical context not only facilitated and facilitated the manifestations of individual creativity, but also initiated it, turning into an essential component of the creative process. At the same time, the process of creativity itself is the equivalent of cultural evolution, and if the mechanism of biological evolution is the change of genes, then the basis of cultural evolution is the change of memes, some patterns and clusters of information [11,15].
The awakening and development of genius is realized and unfolds in the space of mutually placed, autonomous, qualitatively peculiar human worlds: the subject, symbolic, social, internal and integrating them, the world of culture. In this regard, the genetic theories of genius can be grouped and inscribed in a certain initial pentabase of phenomenal worlds, each of which determines the specificity and form of a certain genetic theory of genius. Thus, the inner world is a meaningful context of the hereditary theory of genius, the social world determines the features and qualitative originality of sociogenic theory, the symbolic theory of impressioning, the objective world-accumulative theory and theory of self-education, and culture the cultural-cultural theory of genius.
2. The hereditary theory is based on the genetic conditionality of genius, as well as on the assumption that genius is passed down from generation to generation. These ideas were first conceptually designed by F. Galton in his famous book The Heredity of Talent (1869) and supported by L. Termen and G. Hollingworth. Modern followers of this theory argue that there is no single genius gene, but a combination of a number of genes and genetic programs [2, 8, 9].
2.1 The pathological theory of genius asserts that all sorts of deviations from the norm, various disorders of physical and mental health, which are manifested in eccentricity of behavior, neurosis, and even mental illness and insanity, are at the basis of genius. This concept was described in detail and demonstrated by numerous examples in the books of C. Lambroso (1863), M. Nordau (1902), V. Lange-Eichbaum (1928), E. Krechmer (1931), D. Kenmare (1960), V. Grant (1968). The authors of this theory, on the basis of numerous, often tendentiously selected and subjectively understood facts, asserted that genius is directly related to physical, mental or mental illness.
2.2. Theory of "5 stigm." According to P. Efroimson, in genius people hereditary diseases are much more common, which in a certain way stimulate creative activity. At the same time, the scientist identifies 5 factors or "stigmas" of genius: 1. Tendency to gout. 2. Morphine syndrome or disproportionate gigantism. 3. Morris syndrome, which is accompanied by increased activity of sex hormones - androgens. 4. Manic-depressive psychosis. 5. High agility [12].

3. Sociogenic theory asserts that genius personality is generated by the specific needs and values ​​of society, peculiar family relations and educational conditions, a creative professional atmosphere saturated with ideas, and the ability to communicate with great talented people. Separately, the following social factors of genius can be distinguished:
3.1. The influence of the family. In the early stages of development, the developing influences of the parents, the benevolent and favorable family atmosphere, the diversity and richness of the stimulus environment, are of great importance for the development of genius. Especially beneficial influence on the awakening of genius has maternal care and developmental influence of the mother, which creates a world of development for the child full of warmth and trust.
3.2. Theory of education. According to this theory, genius is mainly determined by the content and quality of education and training, a system of special pedagogical influences aimed at the awakening and development of the child’s creative abilities. Favorable environmental factors and specially organized educational activities that are systematically carried out from an early age can contribute to the formation of unique abilities and the achievement of creative success in future creative activity. Among such favorable creature conditions can be identified: the formation of positive values, the education of high self-esteem and self-confidence, the development of positive individualism, autonomy and ability to overcome difficulties, the promotion of love of freedom, autonomy, independence of thought and action, openness to experience and flexibility, increased attention to abilities and stimulating the interests of the child, the definition of talent as the highest value and organizing principle in the family, high expectations in relation to the child, the presence of ceiling elements role model, creative direction and level of education of the parents, creating a rich stimulus and minimally regulated environment, social reinforcement and frequent child experience success [2, 9, 16,17].
3.3. The influence of the Master. The presence of a model for imitation, namely the personality of the teacher, his direct and indirect influence play a key role in the development of a future genius. A productive creative dialogue with a real or centuries-old Teacher, often contributed to the awakening and development of the talent of many prominent people. Many great personalities had great teachers — mentors, whose main functions were paternal care, principled criticism, empathy, mentoring, talent development, and the transfer of skill. At the same time, the role of the teacher is reduced not so much to the transfer of experience, but to the awakening of the creative “I”, to the birth of a dream and a great goal in life.

3.4. The presence of the school and its leader. The history of culture contains clear evidence of the exceptionally favorable influence of scientific, artistic, sports schools on the development of genius.
3.5. Nearest professional environment. The secret of the existence of whole constellations of geniuses that were concentrated and born in Athens, Baghdad, Rome, Paris, St. Petersburg lay in a special, creatogenic, stimulating environment created by close communication of geniuses, the possibility of free discussions, common interests, the exchange of talents, mutual reinforcement and mutual enrichment talents.
3.6. Conflict theory of genius claims that diverse external and intrapersonal conflicts, under certain conditions, stimulate creative activity and lead to the formation and development of the individual. At the same time, it should be noted that genius is not the result of internal and external conflicts, but the result of their successful resolution. The authors of this theory emphasize the paramount importance in the constructive resolution of conflicts of the individual, her belief in herself and her strength, her creative attitude and attitude to difficulties [16].
4. The theory of self-education claims that at the heart of genius is a passion for self-education, self-education and self-improvement. Согласно данной теории определяющее значение для становление гения оказывают самостоятельно приобретенные знания, сформированные духовно-культурные ценности, самостоятельно развитые творческие способности, творческая позиция и метод взаимодействия с миром. В связи с тем, что чрезвычайная страсть к самообразованию и накоплению опыта сопровождает гения на протяжении всей его жизни, теорию самовоспитания можно рассматривать как составную часть более широкой, аккумулятивной теории гениальности. Аккумулятивная концепция утверждает, что жизнедеятельность гения выступает как путь "собирания" знания и опыта человечества, как накопление и "синтез крупиц идеала" (Вл. Соловьев).
5. Теория импрессинга(from the English. Impress-impress, leave a trace) explains the awakening of a man of genius as a result of an experience in childhood or later in life of a deep emotional shock, a vivid impression, an unexpected encounter with a miracle. The term “impres sion” was introduced by V.P. Efroimson, who understood by him the life-determining impressions of childhood, which subconsciously act in later life and determine the character and direction of the life activity and creativity of a person [12].
6. Cultural theoryasserts that genius gives rise to the Spirit of place (him. Artgeist) and the Spirit of time (German Zeitgeist), the uniqueness of the urgent needs and demands of a certain historical stage of cultural development and the cultural and artistic atmosphere of the era. According to this theory, the formation and formation of genius is determined not so much by socio-economic as cultural-historical determinants, objective historical patterns of cultural development, the underlying trends in the functioning and formation of scientific and artistic systems, schools and directions. So, A. Kreber, having studied the dynamics of the emergence of geniuses in the most diverse spheres of culture, came to the conclusion that brilliant people represent the realization of coherent patterns of growth of cultural values. According to S. Arieti [13], V. Cassandro, D. Simonton [14,17],The most important characteristics of geniuses of “creatogenic” epochs are: free access to cultural facilities, accessible and highly developed education, development of democracy and tolerance in society, diversity and interpenetration of cultural movements, interaction of creative individuals, state stimulation of creativity, the existence of a system of awards and incentives to creativity, availability of cultural role models.

FINDINGS
Пробуждение, становление и самоосуществление гения осуществляется в течение его творческой жизни и представляет собой некоторую идеальную траекторию, которая на каждом временном этапе вычеркивается оптимальным взаимодействием личности с миром, родителями, учителями, ближайшим профессиональным окружением, обществом и миром культуры. При этом необходимо подчеркнуть, что гениальность определяется не одним, и не несколькими факторами, а скорее целой системой факторов при обязательном действии центрально-интегрирующей, духовно-смысловой детерминанты, а именно активного творческого "Я" - центра осознания, переживания и свободы, субъекта принятия самостоятельных решений и осуществления свободного выбора на всех этапах существования и развития.

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