ФІЛОСОФСЬКИЙ КОМПОНЕНТ ПСИХОЛОГІЇ «ІНШОГО» В СИСТЕМІ ОСТРАКІЗАЦІЇ СЕРЕДОВИЩА
The authors make an attempt to determine the philosophical component of understanding the vision of «other» and systematized socio-psychological, philosophical ideas about alienation as a mechanism of ostracism in the group. In the article, it’s explores the concept of «another» that serves as the basis for social identification and categorization as part of the philosophical consideration of the phenomenon of xenophobia. The authors reveals the social self-identification, which acquires the typical features of negative identification, leads to aggravation of conflicts, bullying, psychological pressure on the «other». The basis is polar categorization – «alien is an enemy, and» another «is the primary object of cognition». In this sense, «stranger» acts as a significant factor in the process of self-identification. But one should say that self-identification can take the form of negative identification, when the content of «his» is determined not by the reproduction of the positive features and values of his «I» or «We» but because of the denial of «someone else». As a result, an alien is identified with the enemy, which, in turn, loses the opportunity to be a constructive factor and turns into destructive force. The importance of the psychological transformation of xenophobic reaction to the "other" as an object of ostracism is argued. Ostracism is an act or system of ignoring / eliminating individuals and is a key element of manifestation of xenophobia, which the authors reveal by way of analysis of the educational space. As part of the prevention of ostracism, we anticipate that the child should be provided with the transparency of the child in the initial space, a pedagogue who includes the child in the social space, the psychologist, providing joint engagement actions, will also positively affect the general status of stress and ostracism. «Alien» to «another», which one must know and love, which can be not only a competitor and an opponent, but also a partner and interlocutor. Such a process is a complex social adaptation education and needs system support in the educational space. In the process of development of inclusive consciousness, it is important not to use the notion of «someone else», since the concept of «other» provides the possibility of knowledge and, as a consequence, the prevention of identification with the enemy, which, in turn, does not lose the opportunity to be a constructive factor and turns into the driving force of knowledge and as a consequence of adoption.
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