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In this article social intelligence of teachers of pre-school educational establishments was analyzed in the context of understanding by the person the meaning of proverbs and sayings which include socially determined sense. The author of the article considers the most important criteria for productive functioning of the teacher’s social intelligence so called successful solution of human social non-standard (including – the most original) tasks, as well as the success of a specialist in the implementation of pedagogical activities. The first involves the mandatory functioning of decision-making mechanism. This mechanism, as well as other functional mechanisms of social intelligence (the mechanism of decentralization, the mechanism of intellectual initiation, reflexive mechanisms, etc.), are predetermined by individual cognition, for example, attention, imagination, perception, memory, thinking. That’s why we have a deal with automatism of functional mechanisms of social intelligence. In the field of mnemonic experience (the mnemonic aspect of social intelligence) conscious experiences are accompanied by a sense of subjective evidence of what had been happened. The mechanism of making a socially balanced decision was analyzed taking into account the complexity, non-standard social situation. This mechanism allows the teacher to move away from intellectual formations of a person as a representative of a certain national-cultural space, and, avoiding prototypes and ethnic stereotypes, to choose the most appropriate for this social situation the mechanism for updating the reflection of the subjective space, the cognitive style of carrying out professional activity, and building a development logic situations of interpersonal interaction, taking into account moral and ethnic norms, values, etc., to make a socially weighed decision. The latter will contribute not only because the teacher will adequately and empathically interact with other actors (colleagues and trustees), but also, including the achievement of the teacher of success in the professional activity. In the functional aspect we are talking about the amplification of social intelligence. The empirical results of our research allow to distinguish the following tendencies: 1) there are no statistically significant differences in the results of teachers of different groups (including the directors of pre-school educational institutions) according to the success of their interpretation of social meaning at a generalized level; 2) teachers of pre-school educational institutions prevail over the following levels of understanding the meaning of proverbs (sayings), as the “level of concrete understanding” and the “level of global understanding”. |
