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The specifics of the object, subject and tasks of acmeological diagnostics

The transforming essence of diagnostics in acmeology is characterized by a special content that is different from descriptive (phenomenological) and explanatory (deterministic) theories. When objects of cognition acquire process specifics, the epistemological capabilities of these theories are insufficient; such characteristics as self-determination, identification, reproduction, etc., possess the ability to specification of changing objects; their goals, objectives, attitudes begin to turn into structures of thinking, they become logical forms, that is, methods of analysis, synthesis, categorization.

Diagnostics in acmeology thus performs a whole range of research and practical tasks:

- using diagnostic methods, an assessment of the state of the object, the identification of problem situations;

- a comparative analysis of problem situations is carried out, which builds their hierarchy, highlighting priority areas that are most relevant and possible for their phased solution;

- diagnostics should trace the process of change to a constructive result, thereby from a tool of scientific knowledge, diagnostics turns into procedures for the formation, transformation, construction of practical activities;

- the scientific and practical essence of diagnostics is expressed in the need to bring its results to the genres of modeling, forecasting, designing, programming;

- Based on the results of the diagnostic examination, a certain mechanism should be created for the information-analytical interaction of all entities involved in solving the problems of the facility; such a mechanism is monitoring activity.

The main purpose of monitoring tracking is the operational control over the progress of the process under study, the identification of changes in the state of the object, therefore, monitoring in diagnostics provides the tasks of self-regulation of the social system.

These diagnostic tasks allow me to formulate the following features:

firstly, diagnostics from a tool of knowledge, from a means of obtaining relevant scientific information turns into a tool for transformation (formation, constructive change) of the object;

secondly, the diagnosis is aimed both at studying the "external" conditions and circumstances of the development of the object, and at studying the "internal" picture of the life of the object (respectively, the interior and intiorior aspects of the process under study);

thirdly, the diagnosis is not "integral", like a sociological or psychological study, it is always done under something, under some kind of social or scientific-practical action (for example, under the concept of personnel policy, under the program of social development of the territory, etc. etc.), therefore, the diagnosis is always practically oriented, tied to a specific object.

The main feature of a diagnostic study is that the diagnostician goes from a typically single one, highlighting its specificity and establishing a regular one on this basis, and then, based on a number of laws that, under the assumption, characterize something common, develops a tool for the development (restoration, formation) of that single , which is important for this study.

The conditional allocation of certain stages and levels in the process of diagnostic activity, which means transitions from less reliable knowledge about the state of an object to more reliable knowledge, is a cognitive task in the methodology of acmeological diagnostics.

As already noted, diagnostics as a cognitive process has a number of specific features:

- the object of diagnostic analysis is very complex, multidimensional and, as a rule, poorly understood;

- the condition for solving diagnostic problems is the duration in time and complexity in space;

- achieving the completeness of diagnostic information requires the use of a variety of methods at different stages of the study;

- the complexity of the diagnostic interpretation of the analyzed states, situations and changes, which are most often very specific, special for one or another object.

Studying an object from the point of view of diagnostics means establishing the properties of the object and revealing the relations in which it is located with other objects.
The possibilities of sociology, anthropology, ethnology, focused on certain forms of cognition and activity, are not very suitable for the analysis of complex objects, which are professional-active and personal development in acmeology. First of all, it is necessary to single out a class (or many classes) of objects, which should together constitute a diagnostic universe of objects.

The object of research for acmeological diagnostics is always a process and all its main parameters: human (individuals, groups, communities, etc. subjects of the process), organizational (the effectiveness of forms of organization and self-organization), managerial (using effective mechanisms of development and self-government), psychological (the creation of adaptation mechanisms in a real situation), as well as informational, economic, etc.

In other words, objects of acmeological diagnostics can be any side of the personal and professional development of people and their communities. Therefore, it becomes important to determine the hierarchy of objects that are significant for diagnosis. The actualization of the objects of diagnosis always depends not so much on the goals and objectives of the diagnostic study itself, but on the system of goals and values ​​that society as a whole, region, local territory or organization sets for its development. Only their in-depth analysis, which allows us to reveal the main contradictions of sociocultural Development, leads to the relevance of certain objects. So, the most relevant objects in the practice of conducting diagnostic studies are organizational and managerial, social group, self-organization and self-regulation of the individual.

The subject of diagnosis is always the study of the mechanisms and factors that determine the processes of change.





The main diagnostic problem is the identification of the object - depending on its degree of knowledge.
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The specifics of the object, subject and tasks of acmeological diagnostics

  1. The specifics of the object, subject and tasks of acmeological diagnostics
    The transforming essence of diagnostics in acmeology is characterized by a special content that is different from descriptive (phenomenological) and explanatory (deterministic) theories. When objects of cognition acquire process specifics, the epistemological capabilities of these theories are insufficient; such specifications as its ability to specify changing objects
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