Івашкевич Едуард Зенонович Ivashkevych Eduard Zenonovych


This article deals with psychological theories and conceptions revealing the nature and structure of the person’s social intellect. Social intellect was described as one of the most important abilities that ensures the implementation of effective interpersonal interaction and successful social adaptation of people in the process of dialogical activity.

In the article the authors conception of social intellect of the 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 macro-structural 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 (this function is associated with an adequate perception and understanding of the process of communication of the partner). It is based on the mechanism of reflection which is reflected directly in self-knowledge. In turn, the macrostructure of cognitive component of social intellect of a teacher manifests itself in the attitude of the person to himself/herself as a value, in the valuable semantic position in interpersonal relationships, as well as the updating of motivation and value orientation of the person with the purpose to reach axiological attitude in professional and other activities.

The author of the article underlines that mnemonic component of social intellect2of 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.

Keywords: intellect, social intellect, interpersonal interaction, social adaptation, cognitive, mnemonic and emphatic substructures of social intellect.

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