The definition of intellectual feelings is associated with the process of cognition, they arise in the process of learning or scientific and creative activity. Any discoveries of science and technology are accompanied by intellectual emotions. Even Vladimir Ilyich Lenin noted that the process of searching for truth is impossible without human emotions. It cannot be denied that the senses play a primary role in the study of the environment by man. No wonder many scientists, when asked how they managed to achieve success in their field of knowledge, answered without a shadow of a doubt that scientific knowledge is not only work and stress, but also a great passion for work.
What is the meaning of intellectual feelings?
The essence of these emotions is to express a person's attitude to the process of cognition. Psychologists say that thoughts and emotions are closely related to each other, develop in a complex. The purpose of the intellectual senses is to stimulate and regulate the mental activity of a person. Cognitive activity of a person should give rise to emotional feedback, experiences, which will be the basis for evaluating the results and the process of cognition itself. The most commonly used method for developing such feelings is through mind games.
The most common feelings are surprise, curiosity, doubt, craving for truth, and so on. The relationship between cognitive activity and emotions is proved by one simple example of intellectual feelings: when we experience surprise, we try at all costs to resolve the contradiction that has arisen, the situation that was followed by a feeling of surprise.
Einstein said that the most vivid and beautiful emotion is the feeling of an unsolved mystery. It is these feelings that are the basis of any true knowledge. It is in the process of knowledge and research that a person seeks the truth, puts forward hypotheses, refutes assumptions and looks for the best ways to develop and solve problems. Each person in his aspirations can get lost and get back on the right track.
Quite often, the search for truth can be accompanied by doubts, when in the mind of a person there are several ways to solve a problem at once that compete with each other. The process of cognition ends most often with a sense of confidence in the correctness of the solution to the problem.
In the realization of creative potential, a person has aesthetic feelings, which are characterized by the display in art of something beautiful or terrible, tragic or happy, elegant or rude. Every emotion is accompaniedevaluation. Aesthetic feelings are a product of human cultural development. The level of development and richness of these feelings is a paramount indicator of a person's orientation and social maturity.
Cognitive activity is based on the following types of feelings: moral, aesthetic and intellectual. Higher feelings reflect stability and do not imply blind adherence to momentary desires and temporary emotional experiences. This is the essence of human nature, which distinguishes us from animals, because they do not have such feelings.
Methods of moral education
The upbringing and formation of the child's personality is carried out in close connection with the principles and ideals of the existing society. Methods of moral education are methods of pedagogical influence that are based on these goals and ideals of society. The most popular method is mind games.
The task of the educator is to instill the beginning of humanism in the child from childhood, which is why the methods of education should be based on humanity. For example, the upbringing of collectivism in a child involves organizing the daily pastime of the child in such a way as to develop the desire and ability of the younger generation to work together, to take into account the desires and feelings of other children. Play together, take care of parents and friends, work together, and so on. Or the upbringing of love for the motherland is based on instilling in the child a sense of patriotism, linking the surrounding reality witheducational work.
Shaping a child's personality
The main role in the process of cognitive activity of children is played by motives that encourage the child to act in accordance with the accepted model of behavior. These motives must be moral. For example, the desire to help a neighbor in a difficult situation, to help the elderly and stand up for the younger ones. Their basis is altruism, the gratuitous performance of certain actions, without benefit to oneself. Also, the motives can be selfish, for example, trying to get the best toys for oneself, offering help only for a certain reward, making friends with stronger peers at the expense of the weak, and so on. And if small children of preschool age are still poorly aware of what is happening and it is too early to talk about moral education, then starting from primary school age, the motives of behavior and actions indicate a certain level of upbringing and moral orientation of the individual.
What are intellectual sensations?
This type of emotions has a considerable number of variations. Intellectual feelings include: a feeling of clarity or doubt, surprise, bewilderment, conjecture and confidence.
Sense of clarity
Such an intellectual feeling as a feeling of clarity, a person experiences at the moment when concepts and judgments are presented to us clearly and are not accompanied by doubts. Each person feels uncomfortable and restless when the thoughts hovering in his headabout the knowledge of a certain phenomenon, they get confused and do not add up to one specific picture. And at the same time, a person experiences a pleasant feeling of satisfaction when the thoughts in the head are ordered, free and have their own logical sequence. Let this logic be clear only to us, the main thing is that one feels ease of thinking and calmness.
Feeling of surprise
When we deal with those phenomena and events that are new and unknown to us, if something happens that does not yet give in to our mind, we experience a feeling of deep surprise. If we talk about the process of cognition, then surprise is a pleasant feeling that is joyful in nature. Descartes noted that when a person follows events, he experiences pleasure from the fact that new and unexplored phenomena arouse a feeling of pleasure in a person. This is intellectual joy. After all, the process of cognition is only ahead. Intellectual feelings of a person induce us to start cognitive activity.
Feeling confused
Often in the process of cognition of a phenomenon at certain stages, a person encounters difficulties when the facts obtained do not fit into the already known and established connections. The feeling of bewilderment stimulates interest in the further process of research, is a source of excitement.
Guesses
In the process of cognitive activity, we often encounter such a feeling as guesswork. When researchedphenomena have not yet been fully studied, but the knowledge gained is already enough to make assumptions about further knowledge. Psychologists associate the feeling of conjecture with the stage of building hypotheses in research activities.
Feeling confident
Usually occurs at the stage of completion of cognitive activity, when the correctness of the results obtained is beyond doubt. And the connections between the elements of the phenomenon under study are logical, justified and confirmed not only by conjectures, but also by real cases from practice.
Feeling of doubt
The feeling that only arises when assumptions compete with the resulting legitimate contradictions. These emotions encourage vigorous research activity and a comprehensive verification of the facts being studied. As Pavlov said, in order for the results of scientific activity to be fruitful, one must constantly check oneself and doubt the facts obtained.
You can often hear that there is no place for emotions in science, but this is fundamentally wrong. A person whose research activity is accompanied by deep intellectual experiences achieves much greater results, because he "burns" with his work and puts all his strength into it.
