It is necessary to look for the source of psychological strength and the meaning of their life in people

In people need to look for the source of psychic power and the meaning of their life "It is said that Socrates asked people in the Athenian market place why they live the way they live, and thereby ascertained their philosophy of life and whether their way of life is the result of a conscious choice or just a random coincidence. In the debate, he showed them that they actually do not know why they live."1

Theoretically, it can be assumed that the declared rules and the real life of people today are confusing for many. It also refers to the phenomenon of declared human dignity, on the one hand, and the living violation of human dignity through undignified ways of manipulating people's consciousness, on the other. The spiritual and mental values ​​of people's being, i.e. authentic living (with the help of E. Fromm's expression - the development of a person's Being is declared: the spiritual and psychological aspect of life), but in everyday life the values ​​of material security, possessions and leading people to the virtual experience of their own life are encouraged (with the help of E. Fromm's expression - in life one has: to own, to summarize, to consume).

Our idea of ​​connecting education with the solution of people's life problems is based on the consideration of the "mystical marriage" of the internal psychological environment of a person's being with the external social environment of a person. From a social point of view, education is a preventive systemic help for people in their lives and for their living. The function of education in the socialization, personalization and enculturation processes of shaping a person's personality is an ancient but still important one.

By supporting people's lifelong learning, there is a chance and a way to:

1. the protection, development and cultivation of the individual spiritual, psychological and social potential of persons - i.e. the protection and improvement of the internal environment of a person (i.e. the spiritual and psychological environment) and
2. external human environment (ie natural, social, cultural environment).

Mental maturity (that is, spiritual, psychological and social maturity) is evident from people's behavior and is evident in people's actions, especially if they get into stressful situations faced with life's problems. The generally accepted opinion of thinkers, philosophers and humanistic psychologists is that the highest goal of knowledge for an individual person is self-knowledge. We know that through self-reflection a person creates his personal, social and cultural identity throughout his life. The mental image of one's person significantly conditions the way and the level of life realization of a particular person. In the words of J. A. Komenský: "Wisdom serves a person usefully by understanding his path and everything he does: it follows that the study of wisdom should prepare the human mind for everything that we have to experience in the course of this life in activity or suffering."2 Individual potential

The secret of the subjectivity of individual potential, i.e. the psyche of a person, penetrates into the world through concrete expressions and actions of a person. Implicit in individual potential is psychic potential which affects the nature of individual potential. The body is also an expression of the "functioning" of the psyche, it cannot exist without organization and management by the psyche. Explicitly, individual potential is manifested and realized through qualities of psychic potential.

Psychic potential consists of a set of dispositions of a person, transformed and transformed in the course of life into a psychic quality, called: A. Worldview, value orientation (which are transformed dispositions to evaluation) – this is a subjective way of understanding life. B. Psychic properties (which are transformed character dispositions) – this is a psychologically unique individual manifestation of life in the following forms:

• In the form of abilities (which are transformed dispositions to action) – these are individual intellectual and sensory-motor activities.
• In the form of temperament and emotions (which are transformed dispositions to excitement) – this is a unique individual way of feeling and its manifestations.
• In the form of drives/motivation (which are transformed instincts and needs) – this is mental energy, mental focus and mental dynamics. 3

The power of individual potential without psychological and spiritual self-regulation can threaten other people, society, nature, planet Earth and the universe.

The absence of a spiritual dimension in people's lives results in the fact that a person does not integrate into the arrangement and order (discipline) of Life. Individual potential can thus harm the very bearer of this potential - a person. It is described by the words of A. Einstein that the fate of mankind from now on depends more on its moral principles than on the level of technology. 4 Changes in individual potential during life5

We assume that individual potential is formed and developed

• depending on the capacity of individual dispositions,
• from the transformation of dispositions into psychological qualities,
• from the nature and scope of activities,
• from diverse and diverse human-controlled and uncontrolled influences of the external environment (including upbringing, education, learning of people).

It can be expected that in the course of life in the process of development, the individual potential of persons changes intensively - i.e. by the quality of the transformed layouts, even extensively - i.e. the range of transformed dispositions and the realization of potential in the life of a particular person.

Significant changes in individual potential, in the sense of the transformation of quantity into new quality, occur mainly in the transit periods of a person's life. Individual potential can be significantly changed by the impact of challenging tasks and situations in "life-changing periods", which are poetically named as life turns, personality crises, age crises or life crises.

Individual potential in the state of a person's dispositions is a stable entity under the standard circumstances of life. It expresses the human essence. 6 Political, economic and cultural conditions are constantly changing, but man remains essentially the same. And so understanding human individual potential is possible only by knowing the depth of human nature and beyond any modern trends in views of society and views of man. It is necessary to look for the source of psychological strength and the meaning of their life in people. 7 Individual potential in terms of human education

In adult education, it is not essential to explain the implicit individual potential (which is the task of psychology), but to know the explicit individual potential (which is the task of education). In the context of the education of people, relevant experts are interested in the realization of the individual potential of a person and the development of this potential in the process of education. 8 Individual potential is defined by A. Tokárová9 as follows: "the term human (individual, personal) potential expresses the functional value of a human individual in socio-cultural relations, i.e. the existence of qualities that can be somehow developed and socially used."

According to us, individual potential is 10 a complex disposition of a person determined by genotype and is also a psychic ability (readiness and readiness) of a person acquired in the process of socialization, personalization, enculturation.**

Individual potential is the unification of a person's unique dispositions and capabilities for a certain way and nature of experience - i.e. thinking, feeling and to a certain way and nature of behaviour - ie. manifestation, actions: 11 Two aspects are united in individual potential:

• Aspect of potentiality – in the form of a set of dispositions (genotype).
• Aspect of implementation – in the form of a set of psychological capabilities (phenotype).

A person's unique psychological dispositions, which are transformed into specific psychological characteristics through his lifelong learning, condition and determine this:

• what a person can do, can - which depends on the person's abilities;
• what a person experiences, how he experiences it - which depends on a person's emotions;
• what a person wants, what he strives for - which depends on the needs and motives of a person. 12

Social education of adults13 and the development of systemic ability to live

In appropriate conditions, a person has the ability to improve himself psychologically and change his behavior throughout his life. Psychologically, it is a natural process of achieving the integrity of a person. The individual tends to be self-directed and self-aware. It is a question of how to meaningfully justify to people why it is necessary for them to learn to learn, and not learn to learn and to lead them to understand that the only thing they can use in a social threat and that without any restrictions are their own abilities.

The importance of educational social work is derived from the development of people's ability to live, which we called "viability" as a systemic overarching ability. 14 People's ability to live - "viability" integrates the following abilities into one unit: a) The ability to socialize – in the social micro-environment and in the social macro-environment: to learn by acquiring social experience. b) The ability to identify oneself – socially, psychologically, culturally: learning by identifying with someone, with something in a social environment. c) Ability to adapt in the social environment. d) The ability to integrate - to be a psychologically, socially and spiritually integrated person: as a member of social groups. e) The ability to identify and realize one's psychological and social potential: to improve the quality of one's life. f) The ability to identify and respect one's own possibilities, limits and limitations of personal development: within social groups and social relationships. g) Ability to a lifelong process of psychological and spiritual development, that means growth, development, development of individual psychological potential: in the interest of a lifelong process of achieving spiritual, psychological and social maturity, i.e. psychological maturity and maturity.

The purpose of social education for adults is to create the mental, emotional, motivational, value and social readiness of adults to evaluate life's reality and to make optimal decisions and actions.

The purpose of adult education is to support people to adequately assess the social situation and problem and to act constructively, with the intention of managing a stressful life situation and, as far as possible, maintaining their health.15 The social function of educational activities (educational, educational, counseling activities) is derived from the fact that these activities are a means of educational social assistance to people who are socially disadvantaged and at risk.

The general goal of adult social education is16

• Social adaptation and integration of personality – ie. social survival and continuity of development and personality development within social groups, relationships and communication.

The psychological goal of adult education is

• integration of personality and formation of its identity - ie. psychological integrity, self-image, worldview, lifestyle.

The contents of social education should shape people's readiness for life in challenging social conditions of life, which we express as follows: to be a perceptive person - to think and understand what is happening in the social environment - to distinguish what is harmful to their life and what is beneficial to their life - to be able to apply knowledge in the tasks of life - to act consciously and responsibly - to be disciplined in life - to reshape and create life - to have a conscience and respect the higher principles of life (values, faith). 17 What is it to be a disciplined person in a situation of life's challenges?

The psychological problem of people today is the dominance and predominance of control over discipline in life. Which means a heightened control of one's own thinking, actions, behavior, communication, one's own social relations, but also the control of other persons. It should be remembered that discipline is the basis of people's readiness for life.

In the following text, we will try to interpret and emphasize in our own words and based on our understanding, the thoughts of the thinker Osho: 18 Discipline has nothing to do with control. There is a difference between control and discipline. Control comes from the ego, it is the manipulation of oneself and other people, while discipline is the understanding of oneself. Discipline is spontaneous, control is a kind of repression. Discipline requires a person to understand and become aware and consciously decide and act. Discipline leads a person to wholeness, because if a person understands the situation, he acts in accordance with the understanding. No need to check it. Control binds because it is connected with what should and should not be done". People are in many ways in the grip of overused control, as if they do not have their own mind and feelings and do not live their own life. However, a disciplined mind does not need to be controlled. One is aware of how and what to do. Understanding is connected with a sensitive response to the dynamics of life and its many transformations.

A person who has control over himself does not have a vision of life, he is not sensitive to life. An undisciplined mind needs control, however, because an undisciplined mind is characteristic of an unconscious person, the mind cannot trust itself, because it does not understand what is happening, it cannot control itself, the person does not control himself and needs some control from the outside. A person is worried about himself, what he will say, what he will do, how he will decide, how he will behave.**

One should be disciplined and not try to have everything under control. His only law of living should be to understand life and oneself in it. But life under control is comfortable and safe, people don't have to rely on themselves, they don't have to worry about problems, they can run away from them, demand help from outside. On the other hand, a life with understanding is a life accompanied by danger. Man lives according to his best consciousness and conscience, according to his mind, heart and feelings. One must rely on oneself. If people try to run away from a problem and do not want to face the situation, they are destroying their own lives by throwing away one and more and more opportunities to grow as a person and to mature psychologically.

What is it to be a responsible person in the challenges of life? "Those who run from the world and society... refuse to take responsibility, but at the same time they do not understand that as soon as they refuse responsibility, they also refuse freedom. The more you love freedom, the more you are ready to accept responsibility. Living outside the world,... outside society does not bring the opportunity to accept responsibility... everything we learn is learned by accepting a certain responsibility." 19

A person can act in two ways: one is reaction, the other is response. The reaction is mechanical. The response comes from consciousness, from being aware of the present moment. Feedback is an important principle of personality growth. The personality is not guided by any instructions from the outside, it is guided only by its consciousness. Growth (development) requires a situation in which a person faces something, meets something, accepts calls to bear responsibility. ... If a person responds with a response, he acts consciously, if he responds with a reaction, he acts unconsciously, he only mechanically reacts to an external stimulus. Therefore, the actions of an unconscious person can be easily manipulated. 20

A mentally mature (mature) person responds with a response, not a reaction. Self-awareness is achieved by responding and coming to terms with life. "Only what we experience and feel in all the changes, we are able to fully understand. For our journey, we have the perfect armament, consisting in the abilities that we have within us." 21

A conscious person is unpredictable for the environment - he does not react to stimuli, but responds with a conscious response. That is why he cannot be manipulated, he only does what is appropriate in his conscious view at the moment.

An ignorant person is predictable and easy to control. You can make him do something, say something, even what he didn't want to do and what he didn't want to say. That's why he can be manipulated, because he does what is asked of him at the given moment, he reacts to the stimulus. 22 Individualization process in social education for life

The individualization process is a learning process that results in: 23

• expanding awareness of your person
• forming a person's own identity
• psychological autonomy of a person
• wholeness and integrity of the spiritual, psychological, somatic and social dimensions of a person.

Learning is interiorization. The whole human being learns, so learning is a living and creative process. 24 Interiorization can be understood as a complex creative process in which conscious and unconscious aspects of the human psyche develop and manifest. Interiorization is a learning process in which cognitive (recognition) abilities, temperament, personality traits, motivation, value orientation of a person participate. Interiorization is a psychological mechanism by which a person's personal (personal) identity, social identity and cultural identity are formed. 25 Reflection:

What should be considered in the social education of people for their living? The increased interest in inner searching is "undoubtedly one of the few hopeful paths for our suffering and threatened world." If it continues, the inner transformation of humanity could be the main force that can change the current world of people's thinking, values ​​and actions. The development of consciousness "is probably a critical condition for the preservation of life on this planet."26 We are convinced that it is necessary to provide adults with social education programs that are a school of true consciousness, that is, to support the development of their individual potential and to provide them with the opportunity to gain knowledge in what is truly valuable for their lives. Because remaining in ignorance, in today's era of massive access to information, will no longer be possible.

Author: Doc. PhDr. Mária MACHALOVÁ, CSc. Department of Christian Anthropology and Social Work Orthodox Theological Faculty of Prešov University, Prešov, SR Literature

FROMM, Erich. 1969. The human heart – its capacity for good and evil. Prague: Mladá fronta. 136 p. GROF, Stanislav. 1992. The Adventure of Self-Discovery. Prague: GEMMA89. 257 p. ISBN80-85206-15-3. MACHALOVA, Mária. 2013. Preventive social work - Educational paradigm in social work. Prešov: University of Prešov. 272 p. ISBN 978-80-555-0932-7. MACHALOVA, Mária. 2014. Educational social work. Prešov: University of Prešov. 327 p. ISBN 978-80-555-1118-4 MAREŠ, Antonín – ZENTRICH, Jos. A. 2007. Conversations with Akaša. Olomouc: FOUNTAIN. 286 p. ISBN 978-80-7336-35-7. OSHO. 2007. Book of knowledge. Prague: PRAGMA. 270 p. ISBN 978-80-7349-082-9. ŠULAVÍKOVÁ, Blanka. 2006. Authenticity and the good life. Bratislava: Album. 198 p. TOKÁROVÁ, Anna. 1997. To the theory of development of human and social potential. In: Adult education, 1997, vol.2, p.15-23. ISSN 1335-2350

1 B.ŠULAVÍKOVÁ, 2006, p.114. 2 J.A. KOMENSKÝ, 2010, p. 36. 3 M. MACHALOVÁ, 2013, p. 64. 4 THERE, p. 64-65. 5 MACHALOVÁ, M., 2013, 2014. 6 From a philosophical point of view, the concept of human essence expresses the sum of deep properties, relationships and regularities that determine the existence of the human system. The essence is manifested in phenomena, and those phenomena are the characteristics and states of a person, which can be observed from the outside - by extraspection and from the inside - by introspection, self-observation. (Note: M. Machalová). 7 M. MACHALOVÁ, 2013, pp. 65 – 66. 8 THERE, p.66. 9 A. TOKÁROVÁ, 1997, p.19. 10 M. MACHALOVÁ, 2013, 2014. 11 ALSO. 12 M. MACHALOVÁ, 2013, 1014. 13 We understand education as a broader concept that subsumes (includes) upbringing and education. We use education as a system term and at the same time an internationally used term. 14 M. MACHALOVÁ, 2013, pp. 72 – 73. 15 M. MACHALOVÁ, 2013, 2014. 16 THERE. 17 ALSO. 18 OSHO, 2007, p. 203 – 205. 19 OSHO, 2007, p. 209. 20 THERE, p. 211. 21 A. MAREŠ - JOS. A. ZENTRICH, 2007, p. 254. 22 OSHO, 2007, p.213. 23 M. MACHALOVÁ, 2013, 2014. 24 M.MACHALOVÁ, 2013, p.73. 25 THERE. 26 S.GROF, 1992, p.218.