Main approaches to personality typology in the process of social education

The article examines the main approaches to personality typology, developed by psychologistsand educators since the 19th century. The authors of earlier studies classify personality based on the type of temperament (I.P. Pavlov, A.Eysenck, K. Jung, Le Senne, Heymans), shape and structure of the body (E. Kretschmer, William Sheldon), type of psychopathology orcharacter accentuation (K. Leonhard, A. Licko, B. Brothers), sociological factors (E. Fromm, K. Horney), leading type of development (P.Lesgaft), psychology of relationshipof the unchanging and variable in person (I.G. Pestalozzi), difference between the norm and pathologyof development (V.P. Kashchenko), success in learning activities (A. Belkin, A.M. Mitina, L.S. Slavin), characteristic of academic labour (P. Blonsky), social welfare (RV Ovcharova), etc. The researchers treat the person typology in the common areas of their application - psychotherapy,psychological correction, and training. The practice of social education is not seen as the domain of personality typology. However,the example of socio-economic changes of the 20th century indicates that in the formation of a personality type a significant role belongs tothe social order on the personality of an obedient, politically active, or, conversely, passive creature. Modern socio-pedagogical practicedoes not pay enough attention to this issue. Only a small portion of the typologies is used in teaching practice, usually at the level of academicperformance of students: A-student, record-setter, C-student, etc. In this paper we attempt to analyze the main approaches tothe typology of personality as related to the process of social education, which became the subject of research in social pedagogy. Socialpedagogy itself was implemented as a practice area less than 30 years ago. Among the perspective questions remain the ones of typology ofchildren on social welfare / ill-being, on the propensity to delinquency, health issues, etc. Obviously, the use of typology of personality,placing the child in one category or another, can help social educators and social workers in more productive problem-solving of personality,finding more adequate ways of its development, adaptation in the social environment, creating a more enabling environment for socializationin the course of social education. However, in recent studies this aspect does not find its reflection. Application of personality typologyin social education is an issue that awaits its researchers.

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