THE DEVELOPMENT OF SOCIAL INTELLIGENCE OF THE PERSON IN THE PARADIGM OF PROFESSIONAL GROWTH

In this article the authors tell about social intelligence and the role of the latter in teaching activities. The latter was analyzed in terms of the impact on its productivity, efficiency and conditions of optimization, professional growth of the person. It should be noted that in the pedagogical activity the concept of “productivity” is considered from the point of view of two positions: functional and psychological productivity. The functional productivity of the teacher's activity is as a clearly constructed system of didactic methods and techniques, the basic updating of which are communicative skills. In such a way psychological productivity is the newness of the personality of a student, the level of his/her social adaptation that will contribute to the process of the development of social intelligence. It was emphasized that in the process of professional activity, the tendency is to reflect the object of cognition from many positions, which subsequently manifests itself outside of this activity and becomes a professional habit, indicating a high level of the development of social intelligence. Consequently, the productivity of teaching activity directly depends on the effectiveness of the knowledge of a teacher on the personality of students, that is, depends on socio-perceptual peculiarities of both – a teacher and schoolchildren. To our mind, social intelligence of a teacher is updated due to the mechanisms of knowledge of a teacher the students' personal qualities and characteristics. One of such mechanisms is pedagogical social-perceptual stereotyping. Also, a very important role for the process of studying by a teacher the person of a student takes the teacher's ability to empathy, which, on the one hand, increases the adequacy of a teacher's perception on schoolchildren, and, on the other hand, affects the establishment of effective, positive contacts with students. In other words, in the process of pedagogical activity empathy provides a transition from the monologue (subject-object) to the dialogic (subject-subject) strategy of interpersonal interaction. From the standpoint of the dialogic content of interpersonal interaction empathy provides awareness and understanding of students' experience, therefore, empathy can be considered as a purely emotional phenomenon. In this case in the process of mental development empathic experience is formed as emotional cognitive systems, in structural schemes of which the most complex forms of empathy were mediated by knowledge. Social intelligence of the person is a kind of psychological instrument for providing a person with his/her own effective life, therefore, he/she is organized in a special way, but not as if it is separated from the social activity of the subject. In this case, the activity of the person, his/her position of subjectivity in relation to the society appears not only and not so much that the person contributes to a somewhat general, integral and social, but that the person is able to outside the direct coordination with all representatives of the society to create its own system of ways of interaction with other people, so-called socially determined interpretation complex. Such approach has to solve the essence of social intelligence and it is particularly important for pedagogical practice.