Biography of May

The biography of May Ivanovna - with the name of Mai Ivanovna Lisina, primarily remembers the powerful magnetism of her personality, her great charm. Everyone who met this woman experienced an irresistible desire to get closer to her, touch the special “radiation” that came from her, earn her approval, affection, to become necessary for her. This was experienced not only by people of her generation, but in particular those who were younger than her.

And although communication with Maya Ivanovna, primarily scientific, was not always simple and easy, no one ever repented of striving for him. Apparently, this happened because anyone who got into the orbit of certain contacts with her was not only enriched significantly, but also lifted in his own eyes. She had a rare ability to see the best in a person, let him feel or understand that he has unique features, exalt him in his own eyes.

At the same time, May Ivanovna was very demanding of people and uncompromisingly in assessments of their actions and achievements. And these two features were harmoniously combined in her and in her attitude to people, expressing in general her respect for them. We can say that a meeting with this person became an event in the life of everyone whom fate has reduced with her.

May Ivanovna Lisina, Doctor of Sciences, a professor, known not only in his homeland as a major scientist, was born on April 20. Father was the director of the Kharkov electric lamp factory. In the city, despite the torture, he did not sign the charge against him and was appointed as director of the plant in the Urals in G.. Later, after the war - gg. Life threw a May girl, one of the three children of Ivan Ivanovich and Maria Zakharovna Lisin, from the large separate apartment of the director of the plant in Kharkov to the door of the apartment sealed by the NKVD; from Kharkov to the Urals, into a large family of not very friendly relatives; Then to Moscow, again in a separate apartment, etc.

During the Patriotic War, he died hotly by her beloved nineteen -year -old brother, who burned down in the tank. After graduating from school with a gold medal, May Ivanovna entered Moscow University for the psychological department of the Faculty of Philosophy. In the early 50s. May Ivanovna dignily fulfilled her duty to her daughter and sister, the head and support of the family.

Having defended in the city, May Ivanovna passed away on take -off, in the prime of scientific forces, on August 5, respect for her as a scientist and man was always huge: her students and venerable scientists cherished her opinion. A difficult and difficult life did not make May Ivanovna a gloomy, harsh, unsociable person. More than to anyone else, more than her, the statement: "A person was created for happiness, like a bird for a flight." She lived with the attitude of a happy woman who appreciated her life in all her manifestations, who loved the Society of Friends, Fun.

She was always surrounded by people, and she was always the center of any team, despite the serious illnesses, which sometimes riveted to bed for a long time. But the main in the life of M. Lisina were science and work. Extraordinary hard work and disability ensured the development of numerous talents that nature has generously awarded it. Everything that Maya Ivanovna did, she did perfectly, brilliantly: was it a scientific article or a scientific report; Whether it were pies to the feast or the dress sewn by her for the holiday, or something else.

She knew several languages ​​English, French, Spanish, Italian, etc. Her native Russian was unusually bright and rich. Her imagination, which science fiction writers, a subtle sense of humor could envy. Mai Ivanovna cannot be listed. The range of her interests was wide and diverse. She was a good connoisseur of Russian and foreign literature, both classical and modern, classical and easy music, played a piano well ...

and that if the friendliness, friendliness and spiritual generosity of Mai Ivanovna will add to this, it will become clear why all the fate was drawn to her so. The significance of life living by a person is largely determined by how it continues after his death, what he left to people. Lisina "tamed" to herself and through herself to the science of many. And she was always “in response to those whom I tamed” both during her life and having left her.

She left her students and colleagues for the development, clarification and development of her thoughts, ideas, hypotheses. Until now, I am sure that many years later their scientific testing will be carried out not only by its closest employees, but an increasingly broad circle of scientists. The fruitfulness of scientific ideas by M. Lisina is based on their genuine fundamental and acute life relevance.

The ideas and hypotheses of M. Lisina relate to various aspects of a person’s mental life: from the formation of arbitrary regulation of vasomotor reactions to the origin and development of the spiritual world of personality from the first days of life. The wide range of scientific interests by M. Lisina has always been combined with her with the depth of penetration into the essence of the phenomena under study, with the originality of solving problems facing the psychological science.This far from exhaustive list of the merits of Mai Ivanovna as a scientist will be incomplete if her passionate attitude to scientific research, both theoretical and experimental, her complete absorption by him, will not note.

In this regard, it could be compared with a glowing and never decaying bonfire, which ignited the scientific search approaching the excitement. It was impossible to work for half -heartedly nearby and together with M. Lisina. She gave herself to science all and steadily, even harshly, demanded this from others. Colleagues who worked with her and under her leadership, admiring the beauty of her work, also lit up with the joy of scientific work.

Probably, to some extent, and therefore, almost all her students are true not only to M. Lisina’s memory as a bright person in science, but also, above all, her ideas, her scientific heritage. M. Lisina devoted almost all her scientific life to the problems of childhood, the first seven years of the child’s life, from the moment he came to this world to admission to school. The foundation of scientific search and practical developments in this field of psychology lay her true and ardent love for children and the desire to help them master the complex world of people and objects, as well as the idea that only a good attitude towards the child can lead to the formation of a humane personality and ensure the heyday of all his creative possibilities.

Therefore, in the field of close attention, M. Lisina was the identification of the scientific foundations of the most effective methods of raising children growing in different conditions: in the family, kindergarten, child’s house, orphanage, and boarding school. At the same time, she considered the correctly organized communication of an adult with him and the attitude towards him from the very first days as a subject, to a unique, unique personality.

In all studies, M. Lisin proceeded from real life problems related to the development of the child, came from them to forming generalized and fundamental scientific psychological issues caused by this, and from their solution to the formation of new approaches in the organization of raising children growing under different conditions. These links of a single scientific -practical chain in all studies made by M.

Lisina herself and under her leadership were closely linked to each other. Many problems of childhood, which were especially acute in our society recently, have been not only designated by M. Lisina several years ago, but also developed to a certain extent: it was expressed hypotheses and considerations about the approaches to their decision. This refers to, for example, the problem of the formation of an active, independent, creative and humane personality of the child from the first months and years of his life, the formation of the foundations of the worldview in the younger generation, etc.

Lisina enriched child psychology in a number of original and deep ideas. She created a new section in child psychology: psychology of infancy with the allocation of microfases in the development of children of this age, determining the leading activity, basic psychological neoplasms, with the disclosure of the formation of the foundations of the personality in children of this age of the so -called nuclear personality entities, the formation of subjectivity in a child, with the consideration of the main lines of development of infants and the role of infant experience in the further mental development of the child.

The fox of one of the first in psychological science was to study communication as a special communicative activity and the first consistently developed a conceptual scheme of this activity. The activity approach to communication made it possible to distinguish and trace in conjunction of individual lines of its age -related changes. Different aspects of communication turned out to be united by the fact that they constituted subordinate structural elements of a unified psychological category - the category of activity.

It became impossible to limit only to the registration of external behavioral activity, it was necessary to see in the actions of the child acts that make up the units of activity and have internal content, the psychological content of the need, motives, goals, objectives, etc. And this, in turn, opened up opportunities to direct the study at each level of development of a holistic picture of communication in its substantive qualitative features, concentrate on the analysis of the need for the need for the need for the need for the need for the need for children from communicate with surrounding people.

May Ivanovna was the first among psychologists who conducted a systematic and in -depth analysis of the genesis of communication in children: its qualitative stages of form, driving forces, the relationship with the general life of the child, its influence on the general development of children, as well as ways of this influence. The approach to communication as communicative activity made it possible to determine the specific features of its first seven years of life in two areas of their contacts with surrounding people - with adults and peers, as well as see the special role of each of them in the mental state and the formation of the child’s personality.

Studying the influence of the child’s communication with surrounding people on his mental development, M. Lisin made a significant contribution to the development of the general theory of mental development, revealed his important mechanisms, presented communication as a factor that determines him. In connection with the study of ways to communicate on the general mental development of the child, May Ivanovna subjected the in -depth and detailed study of the child’s self -consciousness of the first seven years of life: his content at different age stages of this segment of childhood, dynamic characteristics, the role in his development of the individual experience of the child, as well as the experience of communicating with adults and other children.

In the course of the studies organized by her, hypotheses were tested: about the image of himself as a product of the child’s communicative activity, as a holistic effective -cognitive complex, the effective component of which, abstracted from the child’s knowledge of himself, acts as a self -esteem of the child in ontogenesis, and cognitive - as an idea of ​​himself about himself; On the regulatory activity and behavior of the child's function of the image of himself; On the mediation of such aspects of the development of a child as his cognitive activity, etc.

In understanding the self -esteem and the idea of ​​the child of the child, new and original moments were introduced. The self -esteem of the child was interpreted, being separated from the cognitive component of the image of himself, more narrowly than is accepted in psychology. The most important characteristic of self -esteem was its high -quantitative side - a tall side and not compliance with its real capabilities of the child adequate - indefatigable, and qualitative features from the point of view of its composition and coloring are positive, complete, general, general, absolute - impregnable.

The idea of ​​oneself, that is, knowledge was considered as more or less accurate, since the basis of its construction is specific facts, either correctly reflected by the individual, or distorted by him overpriced or underestimated. An experimental study of the genesis of the image allowed M. Lisina from the standpoint of the concept of communication as communicative activity to outline a new plane of structural analysis of this complex psychological education.

On the one hand, she identified, on the one hand, private, concrete knowledge, the subject of the subject of his capabilities and abilities that make up the periphery of his image of himself, and on the other, the central, nuclear, education through which the subject of the subject about himself is refracted. The central, nuclear, education contains a direct experience of oneself as a subject, personality, general self -esteem originates in it.

The core of the image provides a person with an experience of constancy, continuity and identity to himself. The periphery of the image - closer or farther or farther from the center areas where new specific information of a person comes about himself. The center and periphery are in constant and complex interaction among themselves. The nucleus determines the affective coloring of the periphery, and changes in the periphery lead to the restructuring of the center.

This interaction ensures the resolution of the emerging contradictions between the new knowledge of the subject about himself and his previous attitude towards himself and the dynamic birth of a new quality of the image of himself. In the field of scientific interests, M. Lisina also turned out to be the problem of relationships. In the context of an activity approach to communication, relations were understood by it as the image of itself as a product, or the result, communicative activity.