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 without human emotions the process of searching for truth is impossible. It cannot be denied that feelings play a paramount role in a person's study of the environment. No wonder many scientists, when asked how they managed to achieve success in their field of knowledge, answered without a shadow of 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 the expression of a person’s attitude to the process of cognition. Psychologists argue that thoughts and emotions are closely related to each other, develop in a complex. The purpose of intellectual feelings is to stimulate and regulate human mental activity . Cognitive activity of a person should give rise to emotional returns, experiences that will be the basis for evaluating the results and the process of cognition. The most commonly used method of developing such feelings is intellectual games.
The most common feelings are surprise, curiosity, doubt, craving for truth, and so on. The interconnection of cognitive activity and emotions is proved by one simple example of intellectual feelings: when we are surprised, we try by all means to resolve the contradiction that has arisen, a situation followed by a sense of surprise.
Einstein also said that the brightest and most beautiful emotion is a feeling of unsolved mystery. It is these feelings that are the basis of any genuine knowledge. It is in the process of cognition and research that a person seeks the truth, puts forward hypotheses, refutes assumptions, and searches for the best ways to develop and solve problems. Each person in his aspirations can get lost and again get out on the right track.
Often, the search for truth can be accompanied by doubts, when in the mind of a person there are several ways to solve problems that compete with each other. The process of cognition ends most often with a feeling of confidence in the correctness of the solution of the problem.
In the realization of creative potential, aesthetic feelings arise in a person, which are characterized by the reflection in art of something beautiful or terrible, tragic or happy, elegant or rude. Each emotion is accompanied by an assessment. Aesthetic feelings are a product of a person’s cultural development. The level of development and content of these feelings is a paramount indicator of the orientation and social maturity of a person.
Cognitive activity is based on the following types of feelings: moral , aesthetic and intellectual. Higher feelings reflect stability and do not imply blind pursuit of momentary desires and temporary emotional experiences. This is the essence of the human character, which distinguishes us from animals, because they have no such feelings.
Methods of moral education
The education and formation of the child’s personality is carried out in close interconnection with the principles and ideals of the existing society. Methods of moral education are methods of pedagogical influence, which are based on these goals and ideals of society. The most popular method is mind games.
The task of the educator is to lay the principles of humanism for the child from childhood, which is why the methods of education should be based on humanity. For example, the education of collectivism in a child involves the organization of a child’s daily pastime in such a way as to develop the desire and ability of the younger generation to work together, 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 with educational work.
Child's personality formation
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 someone else 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 for himself. Motives can also be selfish, for example, attempts to take possession of the best toys for oneself, offer help only for a certain fee, make friends with stronger peers to the detriment of the weak, and so on. And if young children of preschool age are still poorly aware of what is happening and it’s 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 person.
What are the intellectual sensations?
This type of emotions has a considerable number of variations. To intellectual feelings include: a feeling of clarity or doubt, surprise, perplexity, conjecture and confidence.
Sense of clarity
A person experiences such an intellectually sense as a feeling of clarity at the moment when concepts and judgments are presented to us distinctly and are not accompanied by doubts. Each person feels uncomfortable and restless when the thoughts in his head about the knowledge of a certain phenomenon 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 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 you feel ease of thinking and calm.
Feeling of surprise
When we deal with those phenomena and events that are new and unknown to us, if something happens that does not yield 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 watches events, he enjoys the fact that new and unexplored phenomena arouse a person's sense of pleasure. This is intellectual joy. After all, the process of cognition is only ahead. Intellectual feelings of a person prompt us to the beginning of cognitive activity.
Perplexity
Often in the process of cognizing a particular phenomenon at certain stages, a person encounters difficulties when the facts obtained do not fit into the already known and established relationships. A sense of perplexity prompts interest in the further research process, is a source of excitement.
Guesses
In the process of cognitive activity, we often encounter such a feeling as conjecture. When the phenomena under investigation have not yet been fully studied, but the knowledge gained is already enough to build assumptions about further cognition. Psychologists associate a sense of conjecture with the stage of hypothesis construction in research activities.
Feeling of confidence
Usually occurs at the stage of completion of cognitive activity, when the correctness of the results obtained does not raise any doubts. And the connections between the elements of the phenomenon under study are logical, justified and confirmed not only by guesses, but also by real cases from practice.
Feeling of doubt
A feeling that arises only when assumptions compete with the arising legitimate contradictions. These emotions induce vigorous research and comprehensive verification of the facts studied. As Pavlov said, in order for the results of scientific activity to be fruitful, you need to constantly check yourself and doubt the facts obtained.
You can often hear that in science there is no place for emotions, 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.