The Problem of life-long tasks solving in the process of person's self-realisation

The approach to the problem of life self-realisation is shown in this work. The authors understand here neither the result of life, nor the process that realise this way, but a constant movement to complexity, discovering of new measurements, that help find out new possibilities in the world, that, according to the laws of interaction and limiting interaction, depend on the degree of correlation of person to those possibilities. In the process of life self-realisation the person solves these or those life-long tasks, which are tasks that people solve in their life with dynamically developing inconstant conditions. Here lies the difficulty of their solving. They are characterized as complex, non-transparent, dynamic, network-like. It is possible to think that people's solving different tasks conditions, in whole, the effectiveness of their life self-realisation in different life spheres. The reflection of peculiarities of one's own life self-realisation in the process of solving of life-long tasks helps the person estimate the degree of adequacy of life self-realisation, find new sense contexts, make corrections in the strategy of solving life-long tasks. Value-sense components of people's life world that define local zones of their closest self-development and the system of emotional preferences coexisting as the psychological system components define the effectiveness of self-realisation and adequate estimation of this process by people. Studying the influence of harmony / disharmony of value and emotional preferences on reflective estimation of the person's life self-realisation in the process of solving life-long tasks during the reflective seminar we found out peculiarities of reflection of personal transformation of students in the process of professional training. We understand reflective seminar as a specific form of organization of educational process that helps a person find out sense contexts of solving one's life-long tasks. During reflective seminars the authors discovered groups of students with different abilities to solve life-long tasks, modality of reflective estimation, harmony of value and emotional preferences. The interconnection of modality of reflective estimation, degree of harmony and the ability of solving life-long tasks was analysed. It is also shown that the combination in psychological and pedagogical practice of reflective seminars and psychological consultations help respondents co-op with difficulties that arise at solving life-long tasks and, respectively, estimate one's life self-realisation in a more adequate way.

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