Introduction
To be or not to be that's the question - these words were pronounced from the
stage of King theatre in London for the first time in the XVII century.Thus was formulated
the problem which hasn't lost its actuality.This is the problem of harmonious life among
person and society. Later that phenomenon was called identity. For W. Shakespeare (the
author of the above mentioned words) the process of identity doesn't go out from the
frames of dichotomy activity passivity.Though for Hamlet, the hero of the tragedy
written by W. Shakespeare, activity means correspondance of his behaviour with social
understanding (Shakespeare, 1994).
Nowadays people should solve more complicated tasks which are connected with
the formation of identity.The meaning of identity itself becomes also more complicated.
Scientific literature offers descriptions of various phenomena connected with identity:
personal, social, professional, ethnical and other identities. Nowadays the meaning of
corporative identity is used more often (Wendt,1999; Krilov, 2004). E. Husserl defines
three psychological realities: natural (usual I), psychological I (empiric I) and
transcendental essence of person.The usual I is changeable. Psychological I is formed
during the human life and depends on his life experience and when it is already formed, it
doesn't change. Transcendental essence the same as philosophical monade written by
Leibnic is independent integrity. Identity is formed in the process of interaction with
Other and harmonizes the connection between psychological I and human
transcendent essence. (Husserl, 2001, Lebnic, 1982).
Formation of identity by Husserl is taking place in the continuum changeable,
time inconstancy stability, time constancy. Identity depends not only on social
conditions but also on endogenous factors.
If for Husserl identity means balanced human internal world, then for Lakan it is
the balance between internal and external worlds (Lakan, 1982). Identity is mental
constancy, which connects identities and simultaneously stimulates identity formation, in
geshtalt psychology it is formulated as : I means I, but you means you (Perlz, 1997).
The author of psychological theory of identity is Ericson. Identity according to Ericson
has the same characteristics as in the above mentioned theories of Gussarel and Lakan;
identity is formed in the process of socialization and is the result of separate
identifications;
identity appears as a mental constancy;
identity is continual in comparison with time (Ericson, 1959, 1963, 1968).
Other authors often describe the meaning identity as a result of solving two important
tasks, these tasks are connected with two questions: Who should I be? and What should
I be like? (Berns, 1982). The question What should I be like? is connected with social
and personal identities, but the question Who should I be? is connected with
professional identity.
Adler had formulated three conditions of full human life. These conditions are
connected with solving some tasks by human, these tasks Adler put into the words:
friendship, love and work. In that way professional identity the same as personal and social
is the most important feature of an active person.
Scientists profession is one of various professions in the world. It has its specific
features. Scientists preparation means taking into account formation and development of
professional, personal and social identities. Knowledge of specific features of professional
formation will give us the possibility to bring all necessary corrections to preparatory
courses of future masters and doctors.
The above mentioned information has defined the aims of our work: to scrutinize
formation and development features of professional identity of young scientists.
Work objectives:
1. To make the analysis of philosophical, psychological and pedagogical literature about
the problem of human identity and its social identity.
2. To compare the meanings of personal identity, social identity, professional
identity in a general and detailed content.
3. To work out some features and criteria of professional identity and to make a test
taking into account this base.
4. To make an experimental research about formation and development of professional
identity of young scientists and to analyze the given results.
As we mentioned above all philosophical works have two meanings of identity:
internal, endogen harmony and harmony between internal and external worlds and first of
all with social worlds. James takes into account these two points of view during the process
of writing his works. Analyzing in the frames of dichotomy social personal, he
supposes that identity is human internal harmony (James, 1991).
The same point of view has one of the most famous modern sociologists Anthony
Giddens. In his structural theory he scrutinizes the problem between social and personal
spheres. The structure of social world, according to Giddens, corresponds to the formula
society + person. Firstly, the interaction of social world means human harmonious life in
his social structure. Secondly, human should have the ability to solve his problems
according to his personal point of view. Performing of the first task actualizes with the help
of cultural and social identities but personal identity will help to realize the second
problem. Personal identity is understood as human ability to think and act independently
(Giddens, 1999).
Eric Erikson is one of the most famous American scientists with his own
psychological theory of identity. He points out that identity is based on two observations:
human feeling of identity and his continuous life in dimension and time, with a condition
that these are appreciated by our society (Erikson, 1959; 1963; 1968) According to Erikson
for the formation of identity is necessary to have a pattern. Identity is the result of separate
identifications. Representatives of human psychology concentrate their attention on the
problem of internal harmony. Internal harmony is understood as a base and pre - condition
for appearing of external harmony, it means harmonious human relations of a person and
his society (Fromm, 1998; Maslow, 1997; Rogers, 1994).
Modern research of internal harmony is based on a precise and certain analysis and
worked out scientific methodic. But representatives of eudemonism concentrate their
attention on emotional and cognitive aspects of identity. Eudemonism goes in the contrary
with hedonism. Eudemonists think that human satisfaction appears as a result of achieving
his professional aim. Indicators of formed identity can be human emotional and cognitive
appreciation of his own life (Diener, Oishi & Lucar, 2003).
Another part of science in our modern psychology is narrative psychology. It
supposes that human life consists of various events which are generalized and united into
certain stories. These stories can be verbalized. The source of these stories can be human
personal experience.
Scientists M. Somers and G. Gibson point out four dimensions of narrative
ontological, public, conceptual and meta dimensions. Human identity is closely
connected with conceptual dimension and with scientists ability to find out criteria which
can fully and adequately describe human identity (Somers, Gibson, 1994)
The theories of identity scrutinize the concepts of external harmony. As a rule,
these theories are worked out by sociologists.
John Mid is the most important scientist of this sphere, he points out recognizable
(human thinking about himself) and non - recognizable identities (society demands and
their realization in the content of internal psychical structures). Recognizable identity
appears only during the dialogue between human and his surroundings (Mead, 1946).
E. Goffman in his turn points out three types of identities: social, personal and I
identity (Goffman, 1959; 1963) R. Fogelson is the representative of symbolic
interacionism who introduces the meaning of given identity. In his opinion, it is
impossible to scrutinize the real identity. We can only scrutinize representative identity
which is given in a self assessment and surveys of respondents (Fogelson, 1982).
G. Taifel brings valuable research in the theory of identity. In his opinion, human I
concept consists of two sub systems. The first sub system is personal identity. It
includes human orientation in his physical, intellectual and moral personal features. The
second is social identity. It is defined by human features in social groups with racial,
national, class and other characteristics (Taifel, 1974; 1982).
Taifels ideas got their development in the works of Turner. Continuing his
colleague, Turner points out that social identity has situational character and defines
personal identity (Turner, Oakes, 1989).
Scrutinizing theoretical and experimental research of social identity, scientists have
paid their attention to its professional variety. Professional identity is analyzed in the
frames of dichotomy subject objective relations subject subjective relations and it
is a structural element of human professional activity. The first way of understanding the
essence of professional identity is shown in picture 1.
Corporative identity in the given content is understood by workers or separate
enterprises as a part of their own enterprise, containing gratitude for enterprise, basic ways
of activities which are chosen in a strategy and realized in practice in the frames of
organizational standards and rules of behavior (Krilov, 2004).
The second approach contains the meaning of professional activity, where
professional identity is the same as professional productivity and professional experience.
(pic.2)
Professional identity characterizes human importance for his profession and
professional activity and is the indicator of his satisfaction needs and development of his
potential (Druzhilov, 2003).
Picture 1.
Human identity which is connected with his professional activities
Human identity which is connected with
his professional activity
Picture 2.
The structure of professional activity by J. Povarenkov (Povarenkov, 2002)
Professional activity
80
70
Quantity of answers (%)
60
50 Group 1
40 Group 2
30 Group 3
20
10
0
1 2 3 4
Variants of answers
45
40
Quantity of answers (%)
35
30
Group 1
25
Group 2
20
Group 3
15
10
5
0
0 1 2 3 4
Variants of answers
(Here and further are used the following signing. For answers: 0 incorrect; 1
more incorrect than correct; 2 something in the middle; 3 more correct than incorrect; 4
correct. For groups: 1 masters-teachers; 2 masters-psychologists; 3 doctors-
psychologists. If are used some other signing, it will be pointed out.)
Picture 4 shows that the most logical in the process of realizing their dream to be a
scientist are psychologists. Then follows the group of doctors-teachers with the leading
polarization of their attitude to the possible profession connected with the scientific
research. It seems that 33% of the doctors came to the choice of the scientific career
spontaneously.
If we consider picture 5, it will show the real part of time perspective in the process of
forming the professional identity of a young scientist.
Picture 5
Answers of the respondents to the statement
Now Im regularly involved in the scientific work.
50
45
Quality of answers(%)
40
35
30 Group 1
25 Group 2
20 Group 3
15
10
5
0
0 1 2 3 4
Variants of answers
Picture 5 shows that the most quantity of masters-teachers and doctors-teachers are
regularly involved in the scientific work. In comparison, masters-psychologists are less
involved in the scientific work.
If we look at picture 6, we will see the answers of the respondents about their
satisfaction in the studying process.
Picture 6.
Satisfaction of the respondents in the studying process to get masters degree
(doctors degree)
50
45
Quantity of answers (%)
40
35
30 Group 1
25 Group 2
20 Group 3
15
10
5
0
0 1 2 3 4
Variants of answers
50
40
Group 1
30 Group 2
Group 3
20
10
0
0 1 2 3 4
Variants of answers
The majority of masters-teachers (64%) after getting masters degree dont have
any plans to be involved in the scientific work. Only 9% of them would like to connect
their future life with the scientific research. This rate is higher 25% among the
respondents of masters-psychologists who would like to be involved in the sphere of
science and 52% among doctors-teachers. Its a pity that 8% of doctors-teaches dont have
any plans to connect their future with the scientific work.
Now we will look through the connection of respondents plans to be involved in
the scientific research after getting masters (doctors) degree, with their past and present.
To analyze this we will use table 2.
Table 2.
We can consider the average points, analyzing the answers of the respondents who
are planning to connect their future with the sphere of science, comparing with their
past and present.
2,5
2
Mean score
Group 1
1,5 Group 2
Group 3
1
0,5
0
1 2 3
Characteristic of time
2,5
2
Mean score
Group 1
1,5 Group 2
Group 3
1
0,5
0
1 2 3
Characteristic of time
1 masters-teachers of the 1st studying year; 2 masters-teachers of the 2nd studying year;
3 masters-teachers of the 3rd studying year.
This picture shows that the situation of each separate studying year reflects the
situation in the whole. The highest average rates, according to the time scale with the sub-
scale of the present. Analyzing these rates, we can judge that the 2nd year masters are the
most satisfied with their present (2.83, but the rate of the 1st year students 2.28). The 3rd
and the 1st year masters have the lowest rates according to the sub-scale of the future (1.52
the 3rd year students and 1.56 the 1st year students). It means that the most part of the
masters-teachers doesnt plan to connect their future with the scientific work.
Further we will look through the given rates of respondents of various groups,
taking into account the scale Values.
Picture 10.
The average rates, according to the scale Values
Values
16,5
16
15,5
Mean score
15
14,5
Values
14
13,5
13
12,5
12
1 2 3 4 5
Groups
16
14
12
Mean score 10
8 Fear
6
4
2
0
1 2 3 4 5
Groups
Picture 11 shows that the level of fear increases closer to the end of studying
process. It is known that the crisis of identity is closely connected with the increasing level
of fear. Thats why the given fact can prove that the masters-teachers of the 3rd studying
year have the crisis of formation of professional identity of a young scientist. It can be
connected with the fact that the 3rd year students finish writing their scientific research.
The given stage means implementing of their knowledge in theoretical and experimental
research, analyzing the given results and comparing them in practice. Consequently, it is
connected with some difficulties: they dont have necessary abilities, they should find
corresponding literature, plan their time, limit their personal and family life etc.
Now we will consider the scale Autonomy.
Picture 12.
Rates according to the scale Autonomy
Autonomy
23
22
21
Mean score
20
Autonomy
19
18
17
16
1 2 3 4 5
Groups
16
14
12
Mean score
10
8 Soc. Roles
6
4
2
0
1 2 3 4 5
Groups
This picture shows that masters-teachers have the problem connected with social
roles. The difficulty with social roles increases and becomes maximal during the 3rd
studying year. This fact proves that the 2nd and 3rd year masters-teachers have the crisis of
formation of the professional identity of a scientist, although masters-psychologists dont
have this crisis. Probably the special psychological programs which are included in the
studying process have a certain influence on the masters-psychologists and help them to
decide their personal problems.
The sixth scale Professionalism.
Picture 14.
Rates according to the scale Professionalism
Professionalism
13
12,5
Mean score
12
Professionalis
11,5
m
11
10,5
10
1 2 3 4 5
Groups
All groups of respondents (with the exception of the 1st year masters-teachers) are
very close to the average and high rates. The seventh scale Professionalism shows
the level of respondents dependence on the mentors opinion, authority, scientific
supervisors (the lower rate, the higher level of respondents dependence on the scientific
authorities and the lower level to formulate and develop personal ideas).
Picture 15.
Rates according to the scale Authorities
Authorities
16
15,5
15
Mean score
14,5
Authorities
14
13,5
13
12,5
1 2 3 4 5
Groups
This picture shows that the masters-teachers in the studying process to get masters
degree increase their orientation of authorities. Doctors-teachers are less dependent on
authorities and are more able to develop their own ideas.
The theories of identities can be grouped according to the content of external and
internal harmony. In the structure of scientists professional identity one can point out
substructures of time, values, fears, autonomy, improvement of social roles,
professionalism and relations with authorities. During the formation of scientists
professional identity some critical periods can appear. The critical periods increase closer
to the end of studies of getting masters degree. The critical periods can influence the
increase of fears, misbalance of social roles, changes of some definite values and
dependence of authorities.
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