Abnotivity as the Сharacteristics of Social Intelligence of a Teacher

Abstract

The purpose of our article is to maintain abnotivity as the characteristics of social intelligence of a teacher, to show its main qualities. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods, such as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021). The results of the research. In the paradigm of the process-activity approach we consider social intelligence as practical thinking of the individual. In such a way we define social intelligence as a practical thinking activity. Analyzing the structure of cognitive activity, we characterize practical activity, including thinking activity as purely situational one. Reflecting on the characteristics of practical thinking, we emphasize that this type of thinking is no less complex in its structure than theoretical thinking. At the same time, it is noted that there are different forms of thinking activity, which determine the level of the formation of the person’s social intelligence. Conclusions. The process-activity approach is proved to emphasize the connection between social intelligence and professional orientation of the individual. In particular, studying the professional thinking of a teacher, we single out the structural component of “abnotivity”, the main components of which are: social intelligence, creativity and motivational-cognitive component. Our experimental research showed that teachers with a high level of social intelligence were more objective in evaluating creatively gifted students; teachers with a low level of social intelligence were not capable of an adequate, objective assessment of the creative potential of a pupil (or a student)