Special educational needs is a term that has recently appeared in modern society. It came into widespread use abroad earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually maturing and trying in every possible way to help children whose life opportunities are limited, as well as those who, due to circumstances, find themselves in a difficult life situation. Society begins to help such children adapt in life.

A child with special educational needs is no longer one who exhibits anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very illusory boundaries between these concepts. Even with the most ordinary abilities, a child may experience developmental delays if he is not given due attention from parents and society.

The essence of the concept of children with special needs

Special educational needs is a concept that should gradually displace terms such as “abnormal development”, “developmental disorders”, “developmental deviations” from popular use. It does not define the normality of the child, but focuses on the fact that he is not particularly different from other members of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to the one led by ordinary people. In particular, the education of such children should be carried out using specific means.

Note that “children with special educational needs” is not only a name for those who suffer from mental and physical disabilities, but also for those who do not. For example, when the need for special education arises under the influence of any sociocultural factors.

Borrowing a term

Special educational needs is a concept that was first used in a London report in 1978 on the difficulties of educating disabled children. Gradually it began to be used more and more often. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the USA and Canada.

In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.

Groups of children with special needs

Modern science divides the contingent of children with SEN into three groups:

• with characteristic disabilities due to health conditions;
• facing learning difficulties;
• living in unfavorable conditions.

That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who requires workarounds in order to achieve those cultural development tasks that, under normal conditions, are carried out in standard ways rooted in modern culture.

Categories of children with mental and physical developmental characteristics

Each child with SEN has its own characteristics. On this basis, children can be divided into the following groups:

• characterized by hearing impairment (complete or partial lack of hearing);
• with problematic vision (complete or partial absence of vision);
• with intellectual anomalies (those with;
• who have speech impairment;
• having problems with the musculoskeletal system;
• with a complex structure of disorders (deaf-blind, etc.);
• autistics;
• children with emotional-volitional disorders.

OOP common to various categories of children

Experts identify OOPs that are common to children, despite the differences in their problems. These include the following needs:

• Education of children with special educational needs should begin as soon as disturbances in normal development are identified. This will allow you not to waste time and achieve maximum results.
• The use of specific tools for training.
• Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
• Differentiation and individualization of learning.
• The opportunity to maximize the educational process beyond the boundaries of the institution.
• Extending the learning process after graduation. Providing opportunities for young people to go to university.
• Participation of qualified specialists (doctors, psychologists, etc.) in the education of children with problems, involvement of parents in the educational process.

Common deficiencies observed in the development of children with special education needs

Students with special educational needs have common characteristic deficiencies. These include:

• Lack of knowledge about the environment, narrow outlook.
• Problems with gross and fine motor skills.
• Slow development of speech.
• Difficulty in voluntary regulation of behavior.
• Lack of communication.
• Problems with
• Pessimism.
• Inability to behave in society and control one’s own behavior.
• Low or too high self-esteem.
• Lack of self-confidence.
• Complete or partial dependence on others.

Actions aimed at overcoming the common disadvantages of children with special needs

Working with children with special educational needs aims to eliminate these common deficiencies using specific methods. To achieve this, some changes are being made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the child’s understanding. This method helps restore missing segments of knowledge about the environment. Additional subjects may be introduced to help improve gross and fine motor skills: physical therapy, creative clubs, modeling. In addition, all kinds of training can be conducted to help children with special needs understand themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.

Specific deficiencies characteristic of the development of children with special education needs

Working with children with special educational needs, in addition to solving general problems, should also include solving issues that arise as a result of their specific disabilities. This is an important nuance of educational work. Specific deficiencies include those caused by damage to the nervous system. For example, problems with hearing and vision.

The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the training program, specialists include specific subjects that are not included in the regular school education system. Thus, children with vision problems are additionally taught spatial orientation, and if they have hearing impairments, they are helped to develop residual hearing. The program for their training also includes lessons on the formation of oral speech.

Objectives of teaching children with special needs

• Organizing the educational system in such a way as to maximize children’s desire to explore the world, develop practical knowledge and skills, and broaden their horizons.
• children with special educational needs in order to identify and develop the abilities and inclinations of students.
• Encouragement to act independently and make your own decisions.
• Formation and activation of cognitive activity in students.
• Laying the foundations of a scientific worldview.
• Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.

Training functions

Individual education for children with special educational needs is designed to fulfill the following functions:

• Developmental. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by children acquiring relevant knowledge, skills and abilities.
• Educational. No less important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will form the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and significantly simplify their lives.
• Educational. The function is aimed at the formation of comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, and physical education.
• Correctional. This function involves influencing children through special methods and techniques that stimulate cognitive abilities.

Structure of the correctional pedagogical process

The development of children with special educational needs includes the following components:

• Diagnostic and monitoring. Diagnostic work is one of the most important when teaching children with special education needs. She plays a leading role in the correction process. It is an indicator of the effectiveness of all activities for the development of children with special needs. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also of great importance is the study of the dynamics with which a child develops while studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
• Physical education and health. Since the majority of children with SEN have deviations in physical development, this component of the student development process is extremely important. It includes physical therapy classes for children, which helps them learn to control their body in space, practice precise movements, and bring some actions to automatism.

• Educational and educational. This component contributes to the formation of comprehensively developed individuals. As a result, children with SEN, who until recently could not exist normally in the world, become harmoniously developed. In addition, in the learning process, much attention is paid to the process of educating full-fledged members of modern society.
• Correctional and developmental. This component is aimed at developing a full-fledged personality. It is based on the organized activities of children with special needs, aimed at obtaining the knowledge necessary for a full life and assimilating historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up in development with their peers who do not have developmental disabilities.
• Social and pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.

The need for individual education of a child with special education needs

For children with special needs, two groups can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions have been created for such children. When interacting with peers, a child with developmental problems begins to actively develop and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

• It is characterized by the presence of multiple developmental disorders. For example, in the case of severe mental retardation or when teaching children with simultaneous hearing and vision impairments.
• When a child has specific developmental abnormalities.
• Age characteristics. Individual training at an early age gives good results.
• When teaching a child at home.

However, in fact, it is extremely undesirable for children with SEN, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, most children develop communicative abilities. As a result, full-fledged members of society are formed.

Thus, the emergence of the term “special educational needs” indicates the maturation of our society. Since this concept transfers a child with disabilities and developmental anomalies into the category of normal, full-fledged individuals. Education of children with special needs education is aimed at broadening their horizons and forming their own opinions, teaching them the skills and abilities that they need to lead a normal and fulfilling life in modern society.

In fact, special educational needs are those needs that differ from those offered to all children in mainstream schools. The wider the possibilities for satisfying them, the higher the child’s chance of receiving the maximum level of development and the support he needs at the difficult stage of growing up.

The quality of the education system for children with special education needs is determined by an individual approach to each student, since each “special” child is characterized by the presence of his own problem, which prevents him from leading a full life. Moreover, this problem can often be solved, although not completely.

The main goal of educating children with special needs education is to introduce previously isolated individuals into society, as well as to achieve the maximum level of education and development for each child classified in this category, and to activate his desire to understand the world around him. It is extremely important to form and develop them into full-fledged individuals who will become an integral part of the new society.

In a broad sense, needs are defined as a source of activity and a form of communication between a living organism and the outside world.

Human social needs are desires and aspirations inherent as a representative of the human race.

Humanity is a social system, without which personal development is impossible. A person is always part of a community of people. Carrying out social aspirations and desires, it develops and manifests itself as.

Belonging to a human society determines the emergence of human social needs. They are experienced as desires, drives, aspirations, brightly colored emotionally. They form the motives of activity and determine the direction of behavior, replacing each other as some desires are realized and others are actualized.

Biological desires and nature of people are expressed in the need to maintain vital activity and the optimal level of functioning of the body. This is achieved by satisfying a need for something. People, like animals, have a special form of satisfying all types of biological needs - unconscious instincts.

The question of the nature of needs remains controversial in the scientific community. Some scientists reject the social nature of desires and drives, while others ignore the biological basis.

Types of social needs

Social aspirations, desires, and drives are determined by people’s belonging to society and are satisfied only in it.

1. “For myself”: self-identification, self-affirmation, power, recognition.
2. “For others”: altruism, free help, protection, friendship, love.
3. “Together with others”: peace on Earth, justice, rights and freedoms, independence.

• Self-identification lies in the desire to be similar to a specific person, image or ideal. The child identifies with the parent of the same gender and recognizes himself as a boy/girl. The need for self-identification is periodically updated in the process of life, when a person becomes a schoolchild, student, specialist, parent, and so on.
• Self-affirmation is necessary, and it is expressed in the realization of potential, well-deserved respect among people and a person’s assertion of himself as a professional in his favorite business. Also, many people strive for power and calling among people for their own personal purposes, for themselves.
• Altruism is free help, even to the detriment of one’s own interests, prosocial behavior. A person cares about another individual as about himself.
• Unfortunately, selfless friendship is rare in our time. A true friend is an asset. Friendship should be selfless, not for the sake of profit, but because of mutual disposition towards each other.
• Love is the strongest desire of each of us. As a special feeling and type of interpersonal relationship, it is identified with happiness. It's hard to overestimate her. This is the reason for the creation of families and the appearance of new people on Earth. The overwhelming number of psychological and physical problems come from unsatisfied, unrequited, unhappy love. Each of us wants to love and be loved, and also have a family. Love is the most powerful stimulus for personal growth; it inspires and inspires. The love of children for their parents and parents for their children, the love between a man and a woman, for their business, work, city, country, for all people and the whole world, for life, for themselves is the foundation for the development of a harmonious, holistic personality. When a person loves and is loved, he becomes the creator of his life. Love fills it with meaning.

Each of us on Earth has universal social desires. All people, regardless of nationality and religion, want peace, not war; respect for your rights and freedoms, not enslavement.

Justice, morality, independence, humanity are universal human values. Everyone desires them for themselves, their loved ones, and humanity as a whole.

When realizing your personal aspirations and desires, you need to remember about the people around you. By harming nature and society, people harm themselves.

Classification of social needs

Psychology has developed several dozen different classifications of needs. The most general classification defines two types of desires:

1. Primary or congenital:

• biological or material needs (food, water, sleep and others);
• existential (security and confidence in the future).

2. Secondary or acquired:

• social needs (for belonging, communication, interaction, love and others);
• prestigious (respect, self-esteem);
• spiritual (self-realization, self-expression, creative activity).

The most famous classification of social needs was developed by A. Maslow and is known as the “Pyramid of Needs”.

This is the hierarchy of human aspirations from lowest to highest:

1. physiological (food, sleep, carnal and others);
2. need for security (housing, property, stability);
3. social (love, friendship, family, belonging);
4. respect and recognition of the individual (both by other people and by oneself);
5. self-actualization (self-realization, harmony, happiness).

As can be seen, these two classifications similarly define social needs as desires for love and belonging.

The importance of social needs

Natural physiological and material desires are always paramount, since the possibility of survival depends on them.

Social needs of a person are given a secondary role; they follow the physiological ones, but are more significant for the human personality.

Examples of such significance can be observed when a person suffers a need, giving preference to satisfying a secondary need: a student, instead of sleeping, is preparing for an exam; a mother forgets to eat while caring for her baby; a man endures physical pain, wanting to impress a woman.

A person strives for activity in society, socially useful work, the establishment of positive interpersonal relationships, and wants to be recognized and successful in a social environment. It is necessary to satisfy these desires for successful coexistence with other people in society.

Social needs such as friendship, love, and family are of unconditional importance.

Using the example of the relationship between people’s social need for love with the physiological need for carnal relationships and with the instinct of procreation, one can understand how interdependent and connected these drives are.

The instinct of procreation is complemented by care, tenderness, respect, mutual understanding, common interests, and love arises.

Personality is not formed outside of society, without communication and interaction with people, without satisfying social needs.

Examples of children raised by animals (there have been several such incidents in the history of mankind) are a clear confirmation of the importance of love, communication, and society. Such children, once in the human community, were never able to become full members of it. When a person experiences only primary drives, he becomes like an animal and actually becomes one.

Introduction

Need is defined as a state of a person created by the need for objects necessary for his existence and serving as a source of his activity. Man is born as a human individual, as a corporeal being, and in order to maintain life he has innate organic needs.

A need is always a need for something, objects or conditions necessary to maintain life. The correlation of need with its object transforms the state of need into a need, and its object into the object of this need and thereby generates activity, direction as the mental expression of this need.

A person's needs can be defined as a state of dissatisfaction or need that he seeks to overcome. It is this state of dissatisfaction that forces a person to take certain steps (carry out production activities).

Relevance this topic is one of the most important topics in this discipline. In order to work in the service sector, you need to know the basic methods of meeting customer needs.

Goal: is to study methods for meeting needs in the service sector.

Object of study: method.

Subject of study: methods of satisfying needs by the service sector

Tasks that need to be solved to achieve the goal:

1. Consider the concept and essence of human needs

2. Consider the concept of the service sector

3. Consider the basic methods of satisfying human needs by the field of activity.

To research this topic, I used different sources. Thanks to the book “Human Need” by M.P. Ershov, psychologist A. Maslow and philosopher Dostoevsky, I revealed the basic definitions of need. I learned the basic methods of satisfying needs from the textbook “Man and His Needs,” ed. Ogayanyan K. M. And to determine methods for a certain character, I was helped by the book “Fundamentals of General Psychology” Rubinstein S. L. And the educational manual by Kaverin S. V.

Human needs

The concept of need and their classification.

Needs are an unconscious stimulator of personality activity. It follows that need is a component of a person’s inner mental world, and as such exists before activity. It is a structural element of the subject of activity, but not the activity itself. This does not mean, however, that need is walled off from activity. As a stimulant, it is woven into the activity itself, stimulating it until a result is obtained.

Marx defined need as the ability to consume in a system of productive activity. He wrote: “As a need, consumption itself is an internal moment of productive activity, a moment of a process in which production is truly the starting point, and therefore also the dominant moment.”

The methodological significance of this thesis of Marx lies in overcoming the mechanical interpretation of the interaction of need and activity. As a residual element of naturalism in the theory of man, there is a mechanical concept, according to which an individual acts only when he is prompted to do so by needs; when there are no needs, the individual remains in an inactive state.

When needs are considered as the main cause of activity without taking into account the intervening factors located between the need and the result of the activity, without taking into account the level of development of society and a specific individual, a theoretical model of a human consumer is formed. The disadvantage of a naturalistic approach to determining human needs is that these needs are derived directly from natural human nature without taking into account the determining role of the specific historical type of social relations, which act as a mediating link between nature and human needs and transform these needs in accordance with the level of development of production, making them truly human needs.

A person relates to his needs through his relationship with other people and only then acts as a person when he goes beyond the limits of his inherent natural needs.

“Each individual, as a person, goes beyond the limits of his own special needs...”, wrote Marx, and only then do they “relate to each other as people...” when “the generic essence common to them is recognized by all.”

In M.P. Ershov’s book “Human Need” (1990), without any argumentation, it is stated that need is the root cause of life, a property of all living things. “I call a need a specific property of living matter,” writes P. M. Ershov, “that distinguishes it, living matter, from non-living matter.” There is a touch of teleologism here. You might think that cows graze in the meadow, overwhelmed by the need to give milk to children, and oats grow because they need to feed the horses.

Needs are a segment of a person’s inner world, an unconscious stimulator of activity. Therefore, need is not a structural element of an act of activity, it does not go beyond the somatic existence of a person, it refers to the characteristics of the mental world of the subject of activity.

Needs and desires are concepts of the same order, but not identical. Desires differ from needs by the lightness of their status in a person’s mental world. they do not always coincide in the need for sustainable functioning with the vitality of the organism and the human personality, and therefore belong to the sphere of illusory dreams. You can, for example, want to be forever young or to be absolutely free. But you cannot live in society and be free from society.

Hegel emphasized the irreducibility of interest to crude sensuality, to the natural nature of man. “A closer examination of history convinces us that the actions of men arise from their needs, their passions, their interests... and these alone play the main role.” Interest, according to Hegel, is something more than the content of intentions and goals; for him it is associated with the cunning of the world mind. Interest is related to needs indirectly through a goal.

Psychologist A. N. Leontyev wrote: “... in the very needy state of the subject, an object that is capable of satisfying the need is not rigidly written down. Before its first satisfaction, the need “does not know” its object; it must still be discovered. Only as a result of such detection does the need acquire its objectivity, and the perceived (imagined, conceivable) object acquires its motivating and activity-directing function, i.e. becomes a motive." Saint Theophan describes the motivating side of human behavior in this way: “The process of revealing this side of the soul is as follows. There are needs in the soul and body, to which everyday needs are grafted - family and social. These needs in themselves do not give a specific desire, but only force one to seek their satisfaction. When the satisfaction of a need in one way or another is given once, then after that, along with the awakening of the need, the desire for something with which the need has already been satisfied is born. Desire always has a specific object that satisfies the need. Another need was satisfied in various ways: therefore, with its awakening, different desires are born - now for this, now for a third object that can satisfy the need. In the unfolding life of a person, the needs behind the desires are not visible. Only these last ones swarm in the soul and demand satisfaction, as if for themselves.” Dzhidarian I. A. About the place of needs, emotions, feelings in the motivation of the individual. //Theoretical problems of personality psychology. /Ed. E. V. Shorokhova. - M.: Nauka, 1974. P.145-169. .

Need is one of the determinants of behavior, the state of a subject (organism, personality, social group, society), caused by the need he feels for something for his existence and development. Needs act as a motivator for the subject’s activity aimed at eliminating the discrepancy between necessity and reality.

Need as a need for something experienced by a person is a passive-active state: passive, since it expresses a person’s dependence on what he needs, and active, since it includes the desire to satisfy it and what he can satisfy her.

But it is one thing to experience a desire, and another to be aware of it. Depending on the degree of awareness, the desire is expressed in the form of attraction or desire. An unconscious need appears first in the form of an attraction. The attraction is unconscious and pointless. While a person only experiences an attraction, without knowing what object this attraction will satisfy, he does not know what he wants, there is no conscious goal in front of him to which he should direct his action. The subjective experience of need must become conscious and objective - attraction must turn into desire. As the object of need is realized and transformed into desire, a person understands what he wants. Objectification and awareness of the need, the transformation of drive into desire are the basis for a person to set a conscious goal and organize activities to achieve it. The goal is a conscious image of the anticipated result, towards the achievement of which a person’s desire is directed Leontyev A. N. Activity. Consciousness. Personality. - M.: MSU, 1975. - 28 p..

There is only one circumstance that gives rise to a “need” - this is the case when an adult refuses an event with a child, when he replaces himself, substitutes some object substitute in his place (therefore, the fundamental parental principle is not accidental: “no matter what the child amuses himself, only I wouldn't cry." The substitute is objective only in form; its content is always another person.

It is through this substitution, the alienation of an adult, that a specific functional organ is formed for the first time - a “need”, which subsequently begins to live its own “life”: it determines, demands, forces a person to carry out a certain activity or behavior. G. Hegel wrote that “... we rather serve our feelings, drives, passions, interests, and especially habits, than we possess them.” Rubinstein S. L. Fundamentals of general psychology. - M., 1990. - p. 51. In psychology, there are various classifications of human needs. The founder of humanistic psychology, A. Maslow, identifies five groups of human needs. The first group of needs is vital (biological) needs; their satisfaction is necessary to maintain human life. The second group is security needs. The third group is the need for love and recognition from other people. The fourth group is the needs of self-esteem and self-esteem. The fifth group is self-actualization needs.

The representative of the factorial concept of personality, J. Guilford, identifies the following types and levels of needs: 1) organic needs (for water, food, sexual motivation, general activity); 2) needs related to environmental conditions (comfort, pleasant surroundings); 3) work-related needs (general ambition, perseverance, etc.); 4) needs related to the individual’s position (the need for freedom); 5) social needs (need for other people). Often the proposed classifications of human needs are empirical and based on common sense. This is due to the lack of a substantiated theory of the origin of human needs. Below is a hypothesis of the nature of human needs, presented in the context of content-genetic logic.

Depending on the subject of needs: individual, group, collective, social needs. Depending on the object of needs: spiritual, mental, material needs. Detailed descriptions of these classes are possible.

One of such detailed classifications is the hierarchy of individual human needs by A. Maslow (Maslow, Abraham Harold, 1908-1970, psychologist and philosopher, USA) Heckhausen H. Motivation and activity. - M.: Pedagogy, 1986. P. 33-34.:

(a) physical needs (food, water, oxygen, etc.);

(b) the need to maintain its structure and function (physical and mental safety);

(c) needs for affection, love, communication; needs for self-expression, self-affirmation, recognition; cognitive and aesthetic needs, the need for self-realization.

Similarly, in accordance with the three-part structure of human essence (spiritual-mental-physical), all human needs (as well as any other subject of needs) can be represented in the form of three classes:

(1) the highest, determining the results of any human behavior, spiritual needs,

(2) subordinated to spiritual - mental needs,

(3) lower, subordinate to spiritual and mental - physical needs).

In the chain of elements that make up any of the parts (spiritual-mental-physical) of a person, needs occupy a central position: ideals - motives - needs - plans of behavior - programs of action Kaverin S.V. Psychology of needs: Educational and methodological manual, Tambov, 1996. - p. 71.

Examples of activity-related needs: the need for activity, cognition, as a result (in achieving a certain goal), for self-actualization, for joining a group, for success, for growth, etc.

Needs are the necessity, the need of a person in certain living conditions.

In the structure of the needs of a modern person, 3 main groups can be distinguished (Fig.): basic needs, needs for general living conditions, needs for activity.

Table 1

Classification of the needs of modern man

To restore and preserve his life, a person must first of all satisfy basic needs: the need for food, the need for clothing, shoes; housing needs.

The needs for general living conditions include: safety needs, needs for movement in space, health needs, educational needs, cultural needs.

Social services that satisfy and develop the needs of this group are created in sectors of social infrastructure (public order, public transport, healthcare, education, culture, etc.).

The active life (activity) of a person consists of work (labor), family and household activities and leisure. Accordingly, activity needs include the need for work, the need for family and household activities and the need for leisure.

Production creates goods and services - a means of satisfying and developing human needs and increasing their well-being. In production, while working, the person himself develops. Consumer goods and services directly satisfy the needs of an individual and family.

Human needs do not remain unchanged; they develop with the evolution of human civilization and this concerns, first of all, higher needs. Sometimes you come across the expression “a person with undeveloped needs.” Of course, this refers to the underdevelopment of higher needs, since the need for food and drink is inherent in nature itself. Refined cooking and serving most likely indicate the development of needs of a higher order, related to aesthetics, and not just to simple satiation of the stomach.

The definition of human nature as a set of basic human needs opens up new perspectives in its problematic analysis. And we don’t have to start from scratch - there are corresponding developments. Among them, the most fruitful is the concept of the famous American social psychologist, founder of the so-called humanistic psychology, Abraham Maslow. His classification of basic human needs will form the basis for our further analysis of human nature.

Each of the basic general human needs considered by Maslow is a block or complex of less general, private human needs and demands, a kind of syndrome with a mass of specific symptoms - its external, individual manifestations.

The initial basic need of a person, according to Maslow, is the need for life itself, i.e. a set of physiological needs - food, breathing, clothing, housing, rest, etc. Satisfying these needs, or this basic need, strengthens and continues life , ensures the existence of the individual as a living organism, a biological being.

Social security is the next most important basic human need. She has a lot of symptoms. This includes concern for the guaranteed satisfaction of one’s physiological needs; here is an interest in the stability of living conditions, in the strength of existing social institutions, norms and ideals of society, as well as in the predictability of their changes; here is job security, confidence in the future, the desire to have a bank account, an insurance policy; there is also a lack of concern for personal safety; and much more. One of the manifestations of this need is also the desire to have a religion or philosophy that would “bring into the system” the world and determine our place in it Godefroy J. What is psychology.: In 2 volumes - Vol. 1. M.: Mir, 1992 , pp. 264.

The need for affection and belonging to a team is, according to Maslow, the third basic human need. Her manifestations are also very diverse. This includes love, sympathy, friendship, and other forms of human intimacy. This, further, is the need for simple human participation, the hope that your suffering, grief, misfortune will be shared, and also, of course, successes, joys, victories. The need for community-belonging is the flip side of a person’s openness or trust in being - both social and natural. An unmistakable indicator of dissatisfaction with this need is a feeling of loneliness, abandonment, and uselessness. Satisfying the need for affection and belonging is very important for a fulfilling human life. The lack of love and friendship affects a person just as painfully as, say, a lack of vitamin C.

The need for respect and self-esteem is another basic human need. A person needs that. so that he is valued, for example, for skill, competence, responsibility, etc., so that his merits, his uniqueness and irreplaceability are recognized. But recognition from others is not enough. It is important to respect yourself, to have self-esteem, to believe in your high purpose, that you are busy with necessary and useful work, and that you occupy a worthy place in life. Respect and self-esteem is also a concern for one’s reputation, one’s prestige. Feelings of weakness, disappointment, helplessness are the surest evidence of dissatisfaction with this human need.

Self-realization, self-expression through creativity is the last, final, according to Maslow, basic human need. However, it is final only according to classification criteria. In reality, the truly human, humanistically self-sufficient development of man begins with it. This refers to a person’s self-affirmation through the realization of all his abilities and talents. A person at this level strives to become everything that he can and, according to his internal, free motivation, should become. A person’s work on himself is the main mechanism for satisfying the need under consideration. Man and his needs. Tutorial. / Ed. Ohanyan K. M. St. Petersburg: Publishing house SPbTIS, 1997. - p. 70.

Why is Maslow's fivefold attractive? First of all, its consistency, and therefore its clarity and certainty. It is, however, not complete and not exhaustive. Suffice it to say that its author also identified other basic needs, in particular, knowledge and understanding, as well as beauty and aesthetic pleasure, but was never able to fit them into his system. Apparently, the number of basic human needs may be different, most likely much larger. In Maslow's classification, in addition, a certain logic is visible, namely subordination or hierarchical logic. The satisfaction of higher needs is a prerequisite for the satisfaction of lower needs, which is completely justified and understandable. Truly human activity actually begins only after the physiological, material needs of its bearer and subject are satisfied. What kind of dignity, respect and self-respect can we talk about when a person is poor, hungry and cold?

The concept of basic human needs, according to Maslow, does not impose any, except, perhaps, moral ones. restrictions on the variety of ways, forms and methods of their satisfaction, which is in good agreement with the absence of any fundamentally insurmountable barriers to the historical development of human society, with the diversity of cultures and civilizations. This concept, finally, organically links the individual and generic principles of man. The needs of lack or necessity, according to Maslow, are generic (i.e., affirmed by the very fact of belonging to the human race) qualities of a person, while the needs of growth are his individual, free-willed qualities of Berezhnaya N.M. Man and his needs / Ed. V.D. Didenko, SSU Service - Forum, 2001. - 160 pp..

Basic human needs are objectively correlated with universal human values, to which we are witnessing an increase in interest in the modern world. Universal human values ​​of goodness, freedom, equality, etc. can be considered as products or results of ideological specification of the substantive wealth of human nature - in its, of course, normative expression. The extremely general nature of human basic needs, their dispositionality and focus on the future explains such a high, ideal (from the word “ideal”) status of universal human values. Human nature is a kind of archetype of society and social development. Moreover, society here should be understood as all of humanity, the world community. The idea of ​​an interconnected, interdependent world thereby receives another anthropological confirmation - the unity of the basic needs of people, the unified nature of man Heckhausen H. Motivations and activities. - M.: Pedagogy, 1986. - p. 63.

The pluralism of needs is determined by the versatility of human nature, as well as the diversity of conditions (natural and social) in which they manifest themselves.

The difficulty and uncertainty of identifying stable groups of needs does not stop numerous researchers from looking for the most adequate classification of needs. But the motives and reasons with which different authors approach classification are completely different. Some reasons are from economists, others from psychologists, and still others from sociologists. The result is: each classification is original, but narrow-profile and unsuitable for general use. For example, the Polish psychologist K. Obukhovsky counted 120 classifications. There are as many classifications as there are authors. P. M. Ershov in his book “Human Needs” considers two classifications of needs to be the most successful: F. M. Dostoevsky and Hegel.

Without going into a discussion of the question of why Ershov finds similarities in two people who are completely distant from each other in terms of intellectual development and interests, let us briefly consider the content of these classifications as presented by P. M. Ershov.

Dostoevsky's classification:

1. Needs for material goods necessary to maintain life.

2. Cognition needs.

3. The needs of a worldwide unification of people.

Hegel has 4 groups: 1. Physical needs. 2. The needs of law, laws. 3. Religious needs. 4. Cognition needs.

The first group, according to Dostoevsky and Hegel, can be called vital needs; the third, according to Dostoevsky, and the second, according to Hegel, by social needs; the second, according to Dostoevsky, and the fourth, according to Hegel, are ideal.