NATURE OF SENSITIVITY AND ITS ROLE IN EDUCATIONAL PROCESS

Abstract

The article is devoted to the research of the nature of mental sensitiveness, which means the characteristic feature of man, inherent to him and conditioned by the work of his psyche. In this respect mental sensitivity is contrasted with sensory sensitivity, i.e. the psychological aspect of personality comes into conflict with the physiological one. However, this understanding is wrong. If we talk about the formation and development of a person, it is necessary to consider mental and sensory sensitivity as interrelated. The only criterion that can distinguish between mental and sensory types of sensitivity is the measurement criterion. The article pays special attention to the role that sensitivity is able to play in the educational capabilities of an individual. Such criteria as creativity, that is, ability to creativity, and learning, that is, ability to learn, are considered. The following characteristics of sensitivity are distinguished: gradation, measurability and immeasurability, innateness and genetic conditionality, immediacy, developability, dependence on society, staging, spontaneity and regularity, positive and negative impact. The study concluded that both high and low sensitivity can influence the educational process both positively and negatively. It all depends on the extent to which a person is able to recognize and manage own sensitive dependency. It was concluded that all kinds of sensitivity are combined into a network that can be adjusted: if one of its parameters changes, it can also lead to network changes. In addition, there is a direct correlation between the level of sensibility and the creative abilities of an individual: the higher are the mental and sensory sensitivity, the greater is the creativity.