Part 1 Essay on the topic of why I need knowledge of psychology.
Psychology studies very complex and difficult to understand phenomena. Is it possible to see how a person thinks and remembers, what images arise in his mind, is it possible, finally, to see a person’s feelings - joy and sadness, love and hatred? Of course not. You can learn about this invisible world only indirectly, by studying the behavior and activities of people in all their diversity.
People expect a lot from research into mental life: their results are of concern not only to psychologists, but to one degree or another they affect every person, because psychology is actively involved in solving many major social problems. The most important among them are training, education, and work.
The amount of information a person needs in life is growing rapidly and uncontrollably. A modern worker, engineer, doctor, scientist should know much more than their predecessors. Each new generation is forced to absorb an increasing amount of knowledge at approximately the same time. Without a clear idea of how a person perceives and experiences the world around him, it is impossible to cope with this task.
Man is the only creature on Earth that feels the need to work. But satisfying this need occurs in complex ways. People are now more deeply aware of the goals and social significance of their work activities than ever before. He does not want to be a human robot, but he increasingly feels the desire for creativity, for the maximum disclosure of his inner capabilities.
In this regard, one more direction of psychological research should be mentioned - the search for opportunities for professional selection and career guidance. Studying the objective requirements of various professions for the mental activity of people, determining the real capabilities of the person himself, starting from the sensitivity of the organs of vision or hearing and ending with the ability to build relationships with others, should lead to the fact that every young person will be able to correctly determine his place in general work.
Psychology data suggests that the formation of a person’s character and the properties of his personality depends not only on the influence of the environment, but is largely determined by the ability to self-education. Consequently, the results of psychological research lead to the conclusion that a person can actively “build” his personality.
The mental life of a person is unusually complex and diverse. Psychology studies its patterns - a person’s perception of the world around him, thinking, feelings, the formation of his mental properties - needs, interests, skills, habits, abilities, character.
An important task of psychology is the knowledge of the objective laws of human mental life in order to guide the development of the individual, the formation of his consciousness, and the purposeful change of his mental properties in accordance with the requirements of society.
- Essay on the topic “Why do I need knowledge of psychology.”
Psychology initially acted as a science about the soul... In our time, psychology acts as a science that studies the behavior and internal mental processes of a person, with the practical application of the knowledge gained.
The subject of psychology research is facts, patterns, mechanisms of the psyche, both conscious and unconscious. At the same time, along with studying the process of interaction between people, separate studies also study the person himself - his attention, memory, thinking, temperament, style and motives of behavior.
Psychology is a special science that studies the most complex things known to mankind. After all, the psyche is “a property of highly organized matter.” The psyche is our brain. By the way, the idea that “knowledge about the soul” is special knowledge comes from ancient times: for example, the outstanding ancient Greek philosopher Aristotle in his treatise “On the Soul” writes that the soul is “knowledge about the most sublime and amazing.”
Recently, psychology has increasingly entered our lives and is becoming closer, clearer and more necessary to an increasing number of people. And this is understandable, because we all live among people and would like to communicate with them as best as possible, in the way that is most convenient for us, as we would like. We are all, to one degree or another, psychologists in life. Some come to some conclusions on their own, others get information from books. Where there are people, psychology immediately begins.
So, why do I need knowledge of psychology?
First of all, of course, in order to know and feel oneself, one’s own “I”. Understand who I am, what I am, why I am, what is important to me and how to achieve it. And also in order to learn to manage your mental processes, functions, abilities. By getting to know oneself, a person will change himself. It’s not for nothing that they say “if you want to change the world, start with yourself.” I must be a self-sufficient person.
One cannot do without psychological knowledge in a family: after all, it is very important to be able to resolve conflicts, build a happy life together, how to choose the right marriage partner, how to raise children correctly. For each of us, the family is the emotional rear, and troubles in it have a noticeable impact on school and work.
Psychology is of great importance in educational activities: in the study of language, literature, history and other social sciences that reflect the mental life of a person. Thanks to knowledge of psychology, you can learn to manage your emotional state, for example, not to worry during an exam, and if you suddenly get nervous and forget, there are ways to remember previously learned material (there is even a way to do well on something you didn’t study at all).
I would like the work to be in accordance with one’s interests and capabilities, because what one loves, as we know, brings the greatest satisfaction and helps one to realize oneself in life. And it is the knowledge of psychology that will help me find the job that I like. And in the work itself, I need knowledge of psychology in order to be able to present myself correctly, conduct negotiations, explain my idea clearly and intelligibly, at the same time be understood and pleasant in communication, be able to listen and avoid conflicts - such a person makes his career much more successful. Working in a team also requires a lot of effort: my comfortable working life depends on how comfortable I am in the team. Here, knowledge of psychology will help develop normal professional behavior.
The study of psychology serves the most important human quality - the ability to communicate with people, the ability to build relationships with them. We would all like to understand what the people around us want, how to get along better with them, how to achieve the desired result, how to choose the right communication style. Someone who does not have such knowledge often has to build communication as necessary, as it turns out. But it would be possible to achieve maximum results with a minimum of effort. The catchphrase is: “You never get a second chance to make a first impression.” How important it is to present yourself in the best light when meeting someone important to you or when applying for a job. And in general, it’s nice when many people like you and you are well received everywhere. Conclusion: psychology, or rather knowledge of psychology, is needed so that I can to some extent understand another person, influence his behavior, predict his actions, take into account his individual characteristics, help him, etc.
I hope that knowledge of psychology will help me in many ways!
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru
- Introduction - 2 -
- What is psychology - 3 -
- The emergence of psychology - 5 -
- Subject of psychology - 10 -
- - 16 -
- - 24 -
- Conclusion - 28 -
- Literature - 29 -
Introduction
For centuries, man has been the subject of study by many, many generations of scientists. Humanity learns its own history, origin, biological nature, languages and customs, and psychology has a very special place in this knowledge.
So, S.L. Rubinstein in the book “Fundamentals of General Psychology” (1940) wrote: “The specific range of phenomena that psychology studies stands out clearly and clearly - these are our perceptions, feelings, thoughts, aspirations, desires, etc. - that is, everything that what constitutes the inner content of our life and what seems to be directly given to us as an experience...”
An ancient sage said that there is no more interesting object for a person than another person, and he was not mistaken. The development of psychology is based on an ever-increasing interest in the nature of human existence, the conditions of its development and formation in human society, and the peculiarities of its interaction with other people.
Currently, it is impossible to carry out many types of activities in production, science, medicine, art, teaching, games and sports without knowledge and understanding of psychological laws. A system of scientific knowledge about the laws of human development and its potential is necessary for all social development.
What is psychology
What is psychology as a science? The answer to this question is not as simple as it seems at first glance. To answer it, it is necessary to turn to the history of psychological science, to the question of how at each stage of its development the idea of the subject of scientific knowledge in psychology was transformed. Psychology is a very old and very young science. Having a thousand-year past, it is nevertheless still entirely in the future.
Psychology is the science of behavior, of human consciousness, the science of the progressive future. Studying the human psyche, this is the “science of the soul” of a person; it has not been fully studied, therefore it sets itself the goal of further research into the psychological factors of human thinking. Born at the end of the 19th century, the science of psychology is improving its principles of research into unknown human thinking in our days.
The very name of the subject, translated from ancient Greek, means that psychology is the science of the soul (“psyche” - soul, “logos” - teaching, science).
The word “psychology” has many meanings. In everyday language, the word “psychology” is used to characterize the psychological make-up of a person, the characteristics of a person, a group of people: “he (they) have such a psychology.”
Another meaning of the word “psychology”, which is recorded in its etymology: psychology is the study of the psyche.
Domestic psychologist M.S. Rogovin argued that three stages in the development of psychology as a science can be distinguished. These are the stages of pre-scientific psychology, philosophical psychology and, finally, scientific psychology.
Pre-scientific psychology is the knowledge of another person and oneself directly in the processes of activity and mutual communication of people. Here, activity and knowledge are fused together, driven by the need to understand another person and anticipate his actions. The source of knowledge about the psyche in pre-scientific psychology is:
· personal experience arising from observation of other people and oneself;
· social experience, which represents traditions, customs, ideas passed on from generation to generation.
Such knowledge is not systematized, unreflected, and therefore is often not recognized as knowledge at all.
Philosophical psychology is knowledge about the psyche obtained through speculative reasoning. Knowledge about the psyche is either derived from general philosophical principles or is the result of thinking by analogy. At the level of philosophical psychology, the initially vague, holistic concept of the soul is subjected to analysis and mental dismemberment, followed by unification. Compared with pre-scientific psychology, which precedes it and, especially in the early stages, has a great influence on it, philosophical psychology is characterized not only by the search for some explanatory principle for the mental, but also by the desire to establish general laws to which the soul must also obey, just as all natural elements obey them.
Scientific psychology arose relatively recently - in the second half of the 19th century. Usually its appearance is associated with the use of the experimental method in psychology. There are undoubtedly some reasons for this: the “creator” of scientific psychology, W. Wundt, wrote that if the physiological psychology he developed is defined by its method, then it can be characterized as “experimental.” However, Wundt himself repeatedly emphasized that experimental psychology is not the whole of psychology, but only part of it.
Knowledge in scientific psychology has an empirical, factual basis. Facts are obtained in a specially conducted study, which uses special procedures (methods) for this purpose, the main ones being targeted systematic observation and experiment. The theories constructed by scientific psychology have an empirical basis and are (ideally) subject to comprehensive testing.
The emergence of psychology
Psychology went through several stages in its development. The pre-scientific period ends approximately in the 7th-6th centuries BC, that is, before the beginning of objective, scientific research into the psyche, its content and functions. During this period, ideas about the soul were based on numerous myths and legends, on fairy tales and primitive religious beliefs that connected the soul with certain living beings (totems). The second, scientific period begins at the turn of the 7th-6th centuries BC. Psychology during this period developed within the framework of philosophy, and therefore it received the conventional name of the philosophical period. Also, its duration is somewhat conditionally established - before defining the actual psychological terminology, which differs from that accepted in philosophy or natural science.
Due to the conventionality of the periodization of the development of psychology, which is natural for almost any historical research, some discrepancies arise when establishing the time boundaries of individual stages. Sometimes the emergence of an independent psychological science is associated with the school of W. Wundt, that is, with the beginning of the development of experimental psychology. However, psychological science was defined as independent much earlier, with the awareness of the independence of its subject, the uniqueness of its position in the system of sciences - as a science both humanitarian and natural at the same time, studying both internal and external (behavioral) manifestations of the psyche. This independent position of psychology was also recorded with its appearance as a subject of study in universities already at the end of the 18th - beginning of the 19th centuries. Thus, it is more correct to talk about the emergence of psychology as an independent science from this period, attributing the formation of experimental psychology to the middle of the 19th century.
But in any case, it is necessary to recognize that the period of existence of psychology as an independent science is much shorter than the period of its development in line with philosophy. Over the course of more than 20 centuries, psychological science has undergone significant changes. The subject of psychology, the content of psychological research, and the relationship between psychology and other sciences have changed.
The emergence of psychology in Ancient Greece at the turn of the 7th-6th centuries BC. was associated with the need to establish an objective science about man, which examined the soul not on the basis of fairy tales, myths, legends, but with the use of that objective knowledge (mathematical, medical, philosophical) that arose in that period. At that time, psychology was part of the science that studied the general laws of society, nature and man. This science was called natural philosophy (philosophy). From philosophy, psychology took an important position for any science about the need to build its theories on the basis of knowledge, not faith. The desire to avoid sacredness, that is, the connection of faith with knowledge, and not with reason, the desire to prove the correctness of the expressed views was the most important difference between scientific, philosophical psychology and pre-scientific psychology.
The first ideas about the soul, which arose on the basis of myths and early religious ideas, highlighted some of the functions of the soul, first of all, energy, which encourages the body to activity. These ideas formed the basis for the research of the first psychologists. Already the first works showed that the soul not only motivates action, but also regulates the activity of the individual, and is also the main tool in understanding the world. These judgments about the properties of the soul became leading in subsequent years. Thus, the most important thing for psychology in the ancient period was the study of how the soul gives activity to the body, how it regulates human behavior and how it understands the world. An analysis of the patterns of development of nature led thinkers of that time to the idea that the soul is material, that is, it consists of the same particles as the surrounding world.
The soul not only provides energy for activity, but also directs it, that is, it is the soul that guides human behavior. Gradually, cognition was added to the functions of the soul, and thus, the study of the stages of cognition was added to the study of activity, which soon became one of the most important problems of psychological science. At first, only two stages were distinguished in the process of cognition - sensation (perception) and thinking. At the same time, for psychologists of that time there was no difference between sensation and perception; the identification of individual qualities of an object and its image as a whole was considered a single process. Gradually, the study of the process of cognition of the world became more and more important for psychologists, and several stages were already distinguished in the process of cognition itself. Plato was the first to identify memory as a separate mental process, emphasizing its importance as the repository of all our knowledge. Aristotle, and after him the Stoics, also identified such cognitive processes as imagination and speech. Thus, by the end of the ancient period, ideas about the structure of the process of cognition were close to modern ones, although opinions about the content of these processes, of course, differed significantly.
At this time, scientists for the first time began to think about how the image of the world is built, what process - sensation or mind - is leading, and how much the picture of the world constructed by man coincides with the real one. In other words, many questions that remain leading for cognitive psychology today were posed precisely at that time.
The beginning of a new stage in the development of psychology was associated with an actual change in its subject, since theology became the official science of the soul. Therefore, psychology had to either completely yield to theology the study of the psyche, or find itself some niche for research. It was in connection with the search for opportunities to study a single subject in its various aspects that major changes occurred in the relationship between theology and psychology.
When Christianity appeared, it was necessary for it to prove its uniqueness and push aside other religions that were incompatible with it. Related to this is intolerance towards Greek mythology, as well as into psychological and philosophical concepts that were closely associated with pagan religion and myths. Therefore, most of the famous psychological schools (Lyceum, Academy, Garden of Epicurus, etc.) were closed by the 6th century, and scientists who kept knowledge of ancient science moved to Asia Minor, opening new schools in the Greek colonies. Islam, widespread in the East, was not as intolerant of other faiths as Christianity was in the 3rd-6th centuries, and therefore psychological schools developed freely there. Later, by the 9th-10th centuries, when the persecution of ancient science, especially the theories of Plato and Aristotle, ended, many concepts returned to Europe, some in reverse translation from Arabic.
This situation lasted for several centuries, but by the 12th-13th centuries it began to change.
It was at this time that scholasticism was born, which at that moment was quite a progressive phenomenon, since it involved not only the passive assimilation of the old, but also the active clarification and modification of ready-made knowledge, developing the ability to think logically, present a system of evidence and construct one’s speech. The fact that this knowledge is already ready, that is, scholasticism is associated with the use of reproductive rather than creative thinking, was of little concern then, since even reproductive thinking is aimed at obtaining and proving knowledge. However, over time, scholasticism began to slow down the development of new knowledge, acquired a dogmatic character and turned into a set of syllogisms that did not allow one to refute old, incorrect or incorrect provisions in the new situation.
After the initial stage of development, psychology began to strive to find its place in the study of the soul, to determine the range of issues that could be given to it by theology. Naturally, this led in part to a revision of the subject of psychology - a special category was singled out in the content of the soul, subject to scientific research. The need to stand out from theology led to the emergence of the theory of two truths, which argued that the truth of knowledge and the truth of faith do not coincide with each other and do not contradict each other, like two parallel lines; this theory was formulated in the 9th century by the Arab scientist Ibn Sina and soon became widespread in Europe. Somewhat later, in the 12th-13th centuries, a trend arose in psychology called deism, which argued that there are two souls - the spiritual (which is studied by theology) and the physical, which is studied by psychology. Thus, a subject for scientific study appeared.
One of the first to use the term “soul” in his philosophical discussions was Heraclitus of Ephesus. He owns a famous statement, the truth of which is obvious today: “You cannot find the boundaries of the soul, no matter what path you take: so deep is its measure.” This aphorism captures the complexity of the subject of psychology. Modern science is still far from comprehending the secrets of the human soul, despite all the accumulated knowledge about the human mental world.
The treatise of the Greek philosopher Aristotle “On the Soul” can be considered the first special psychological work.
The term “psychology” itself appears much later. The first attempts to introduce the term “psychology” can be dated back to the end of the 15th century. In the title of the works (the texts of which have not survived to this day) by the Dalmatian poet and humanist M. Marulich, for the first time, as far as can be judged, the word “psychology” is used. The authorship of the term is often attributed to F. Melanchthon, a German Protestant theologian and teacher, an associate of Martin Luther. Lexicography attributes the origin of this word to Melanchthon, who wrote it in Latin (psychologia). But not a single historian, not a single lexicographer has found an exact reference to this word in his works.” In 1590, a book by Rudolf Haeckel (Hocklenius) was published, the title of which also uses this word in Greek. The title of Haeckel’s work, which contains statements from many authors about the soul, “Psychology, that is, about the perfection of man, about the soul and, above all, about its origin...”. But the term “psychology” became generally accepted only in the 18th century after the appearance of the works of X. Wolf. Leibniz used the term "pneumatology" in the 17th century. By the way, Wolf’s own works “Empirical Psychology” (1732) and “Rational Psychology” (1734) are considered to be the first textbooks on psychology, and on the history of psychology - the work of a talented philosopher, a follower of I. Kant and F.G. Jacobi, F.A. Karusa.
Subject of psychology
In the literal sense of the word, psychology is the study of the psyche. Psyche, or Psyche, in Greek mythology is the personification of the soul, breath. The psyche was identified with a living being. Breathing was associated with wind, blowing, flight, whirlwind, so the soul was usually depicted as a fluttering butterfly or a flying bird. According to Aristotle, the Psyche is the “soul” and the “butterfly”. Based on various myths about Psyche, the Roman writer Apuleius created the book “Metamorphoses”, in which he presented in poetic form the wanderings of the human soul in search of love.
It is important to note that the concept of “soul” among all “tribes and peoples” is associated with the inner world of a person - his dreams, experiences, memories, thoughts, feelings, desires. M.S. Rogovin notes that the concept of soul arises among all peoples as a generalization and reduction to some visual image of what the mind of an ancient person could embrace in the sense of the psyche. In connection with the concept of the soul, man came to the concept of the driving cause, the source of action, to the concept of the living in its opposition to the inanimate. Initially, the soul was not yet something alien to the body, some other entity, but acted as a double of a person with the same needs, thoughts and feelings, and actions as the person himself. “The concept of the soul as a completely different entity arose later, when, together with the development of social production and differentiation of social relations, together with the development of religion, and then philosophy, the soul begins to be interpreted as something fundamentally different from everything that exists in the real world.” . Gradually, the visual image that serves to designate the soul fades, giving way to the concept of an ethereal abstract force, heterogeneous to the body that encloses it.
Thus, already in pre-scientific psychology, the separation of the spiritual from the material is completed, each of which begins to act as some independent entity.
For many centuries, the soul has been the subject of speculation among philosophers and theologians. No special research was carried out: thinkers limited themselves to reasoning and selecting relevant examples to confirm their conclusions. Introspection was not systematic; most often it was used to confirm the validity of speculative constructions, although in fairness, it should be noted that some authors, for example Augustine the Blessed, were surprisingly insightful.
The French philosopher R. Descartes eliminated the concept of the soul as an intermediary between spirit and body. Before Descartes, the soul was attributed to imagination and feeling, which were also attributed to animals. Descartes identified the soul and the mind, calling imagination and feeling modes of the mind. Thus, the soul turned out to be connected with the ability of thinking. Animals have become soulless automatons. The human body has become the same machine. The elimination of the soul in the previous sense (in which it was understood in medieval and ancient philosophy) allowed Descartes to contrast two substances: thinking and extended (spirit and matter). Descartes went down in the history of philosophy and psychology as the creator of the dualistic concept that contrasted the physical and the spiritual. Later, the concept of consciousness was formed, which meant, according to Descartes, “everything that happens in us in such a way that we ourselves directly perceive it in ourselves.” Note that Descartes did not use the term “consciousness” itself, preferring to talk about spirit. Descartes laid the foundations for the understanding of consciousness as an internal world closed in itself. He also proposed the idea of a psychological method: the inner world can be studied using intuition (introspection). This is how a method appeared, which later received the name introspection (from the Latin “I look inside, I peer”). The advantage of this method (as the proponents of introspection believed) is that it allows one to obtain reliable, obvious knowledge. In any case, this followed from Cartesian philosophy.
The subject of psychology has changed several times. After Descartes, psychology was the psychology of consciousness. Scientific psychology that emerged in the second half of the 19th century was also a psychology of consciousness. Wundt viewed psychology as the science of direct experience. Many psychologists of the 19th century proceeded from the fact that introspection and introspection are the main method of psychology. Among them are W. Wundt, F. Brentano, W. James and others, although they interpreted the method itself differently. The historical path of psychology has shown that self-observation still cannot be a source of reliable knowledge about the psyche. Firstly, it turned out that the introspection procedure is extremely subjective: as a rule, the subject in his report discovered exactly what interested the researcher and corresponded to his theoretical ideas. Secondly, after the work of French psychiatrists J.M. Charcot, I. Bernheim and especially the Austrian psychiatrist and psychologist Z. Freud, it became absolutely clear that consciousness is not the whole psyche. In addition to what a person is aware of, there are numerous mental phenomena that he is not aware of, therefore the method of introspection is powerless in the face of the unconscious. Thirdly, the need to study the psyche of animals, small children, and the mentally ill forced us to do without the method of introspection. Fourthly, the work of psychoanalysts has shown: what a person is aware of is often a rationalization, the result of the work of defense mechanisms, that is, a distorted perception, and not at all reliable knowledge.
The failure of introspective psychology of consciousness prompted some psychologists (representatives of depth psychology, psychoanalysis) to turn to the study of the unconscious, others to study behavior rather than consciousness (behaviorists, representatives of objective psychology).
The emergence of these schools and trends in psychology led to an open crisis in psychology. All psychology broke up into several schools, between which there were no points of contact and which studied different subjects and used different methods.
Similar problems faced domestic psychologists. In the 1920s and 1930s, the methodological foundations of Soviet psychology were laid and methodological principles were formulated. Particularly great merit in the development of domestic psychological science are such scientists as M.Ya. Basov, L.S. Vygotsky, A.N. Leontyev, S.L. Rubinshtein et al., in whose works positions were formed that were productively developed over the next decades. In the monograph by M.G. Yaroshevsky “The Science of Behavior: The Russian Way” traces the history of the formation of the domestic psychological school of studying behavior, which largely influenced the psychological concepts of Soviet psychologists. Soviet psychologists were able to overcome the limitations of both subjective, introspective and objective, behavioral psychology with the help of the category “activity”. In the works of S.L. Rubinstein formulated the principle of “unity of consciousness and activity,” which provided a methodological basis for the indirect study of the psyche. The methodological principles of the development of the psyche in activity, determinism, etc. were also of great importance.
It took considerable time to come to the conclusion: the discrepancy between schools in world psychology is of a particular nature and indicates that the subject of psychology should be understood more broadly, including both internal subjective phenomena, in which the subject can give himself an account, and human behavior , which has a psychological “component”, and phenomena of the unconscious psyche, which can also manifest themselves in behavior.
The data accumulated by psychology of the 20th century also indicated that the characteristics of a person’s behavior and mental makeup depend not only on the nervous system, but also on the “constitution” of a person, that is, ultimately, on the biochemical processes in the body. Thus, the old idea returned to psychology, according to which there are inextricable connections between the mental and physical in a living organism.
By the 1960s, psychologists (both foreign and domestic) came to a compromise, which was not explicitly formulated (ideological differences prevented this), but in essence was achieved: foreign psychology studied behavior mediated by the psyche; domestic - focused on the psyche, manifested and formed in activity.
The psyche is the most complex phenomenon, perhaps the most complex thing in the world. Therefore, it is not possible to give an exhaustive definition of the psyche.
The psyche is the subjective inner world of a person, mediating a person’s interaction with the outside world. Modern psychological dictionaries define the psyche as “a form of active reflection by a subject of objective reality, arising in the process of interaction of highly organized living beings with the outside world and carrying out a regulatory function in their behavior (activity)” and as “the highest form of interrelation of living beings with the objective world, expressed in their the ability to realize one’s impulses and act on information about them.”
It can be stated that today many researchers express dissatisfaction with the current state of affairs in scientific psychology. It is becoming increasingly clear that understanding the psyche as a purely individual phenomenon, a property of highly organized matter, does not reflect the full real complexity of the psyche. After the work of K.G. Jung and his followers hardly have to doubt the transpersonal nature of the psyche. “Transpersonal psychology is the study of transpersonal experiences, their nature, various forms, causes and effects, as well as those manifestations in the fields of psychology, philosophy, practical life, art, culture, lifestyle, religion, etc., which inspired by them or who seek to evoke, express, apply or understand them.” Many researchers point out that the scientific approach to the study of the psyche is not the only possible one.
Psychology must remain (in accordance with etymology) the science of the psyche. Only the psychic itself should be understood somewhat differently. In general, the entire historical path of scientific psychology, if you try to express it in one phrase, represents an expansion of the subject of psychology and a complication of explanatory schemes. Obviously, in our time, psychology once again must change the understanding of its subject. This requires transformations within psychology itself. First of all, a new, broader understanding of the subject of psychology is required.
Psychology, as we have already said, is a very young science. Therefore, perhaps it has not yet found its true object, and its discovery is the task of psychology of the 21st century. Let's not forget that psychology, as a fundamental science, must make its decisive contribution to knowledge about the world. Without psychology, it is impossible to create a scientific picture of the world. Jung noted: “The world of psychic phenomena is only a part of the world as a whole, and it may seem to some that precisely because of its particularity it is more knowable than the whole world. However, this does not take into account that the soul is the only direct phenomenon of the world, and therefore the necessary condition for all world experience.”
Objectives, structure and methods of modern psychology
Currently, there is a rapid development of psychological science, due to the variety of theoretical and practical tasks facing it. The main task of psychology is the study of the laws of mental activity in its development. Over the past decades, the scope of psychological research has expanded significantly, and new scientific directions and disciplines have emerged. The conceptual apparatus of psychological science has changed, new hypotheses and concepts are constantly appearing, psychology is being enriched with new empirical data. B.F. Lomov in his book “Methodological and Theoretical Problems of Psychology,” characterizing the current state of science, notes that at present “the need for further (and deeper) development of methodological problems of psychological science and its general theory is sharply increasing.” The area of phenomena studied by psychology is enormous. It covers processes, states and properties of a person that have varying degrees of complexity - from the elementary discrimination of individual characteristics of an object that affects the senses, to the struggle of personal motives. Some of these phenomena have already been studied quite well, while the description of others comes down to simply recording observations. Many people believe, and this should be especially noted, that a generalized and abstract description of the phenomena being studied and their connections is already a theory. However, theoretical work is not limited to this; it also includes the comparison and integration of accumulated knowledge, its systematization and much more. Its ultimate goal is to reveal the essence of the phenomena being studied. In this regard, methodological problems arise. If theoretical research is based on an unclear methodological (philosophical) position, then there is a danger of replacing theoretical knowledge with empirical knowledge.
In understanding the essence of mental phenomena, the most important role belongs to the categories of dialectical materialism. B.F. Lomov, in the already mentioned book, identified the basic categories of psychological science, showed their systemic interconnection, the universality of each of them and, at the same time, their irreducibility to each other. He identified the following basic categories of psychology: the category of reflection, the category of activity, the category of personality, the category of communication - as well as concepts that, in terms of their level of universality, can be equated to categories - these are the concepts of “social” and “biological”. Identifying objective connections between social and natural properties of a person, the relationship between biological and social determinants in his development is one of the most difficult tasks of science.
As is known, in previous decades psychology was predominantly a theoretical (worldview) discipline. Currently, its role in public life has changed significantly. It is increasingly becoming an area of special professional practical activity in the education system, industry, public administration, medicine, culture, sports, etc. The inclusion of psychological science in solving practical problems significantly changes the conditions for the development of its theory. Problems, the solution of which requires psychological competence, arise in one form or another in all spheres of social life, determined by the increasing role of the so-called human factor. The “human factor” refers to a wide range of socio-psychological, psychological and psychophysiological properties that people possess and which, one way or another, manifest themselves in their specific activities.
Modern psychology is an intensively developing area of human knowledge, closely interacting with other sciences. Therefore, like any developing phenomenon, psychology is constantly changing: new search directions, problems appear, new projects are implemented, which often leads to the emergence of new branches of psychology. What is common to all branches of psychology is the preservation of the subject: they all study facts, patterns and mechanisms of the psyche (in certain conditions, in this or that activity, at this or that level of development, etc.).
Modern psychology is not a single science, but a whole complex of scientific disciplines, many of which claim to be considered independent sciences. Various authors list up to one hundred branches of psychology. These scientific disciplines are at different stages of development and are associated with different areas of human practice.
The core of modern psychology is general psychology, which studies the most general laws, patterns and mechanisms of the psyche. The most important psychological discipline has become the history of psychology, the focus of which is the historical process of the formation and development of psychological knowledge.
Numerous branches of psychology are distinguished for various reasons.
Traditionally, the following bases are used for classification:
1) specific activity (work psychology, medical, educational psychology, art psychology, sports psychology, etc.);
2) development (animal psychology, comparative psychology, developmental psychology, child psychology, etc.);
3) sociality, the relationship of a person to society (social psychology, personality psychology, group psychology, class psychology, ethnopsychology, etc.).
It is important to distinguish industries “according to the purpose of activity (obtaining or applying new knowledge): fundamental and applied sciences; on the subject of research: psychology of development, creativity, personality, etc. Based on the connections between psychology and other sciences, psychophysiology, neuropsychology, and mathematical psychology can be distinguished. The development of complex relationships between psychology and various areas of practice is observed in organizational, engineering psychology, sports psychology, educational psychology, etc.”
In recent years, practical psychology has been intensively developing in our country. One can agree with the opinion of V.N. Druzhinin, who points out that “practical psychology partly remains an art, partly based on applied psychology as a system of knowledge and scientifically based methods for solving practical problems.” However, there is reason to believe that there is a tendency towards the formation of practical psychology as a special type of psychological science. The specificity of practical psychology is that it is not subject, but objective. It is more focused on the holistic characteristics of the individual, and uses descriptions and typologies to a greater extent.
Currently, there is no complete classification of psychological branches. Psychology is a young science, in the process of intensive development, so new areas are constantly emerging in it, which leads to the emergence of new industries.
Modern psychology uses various methods.
The word “method” (translated from Greek as the path of research or knowledge, theory, teaching) means a method of constructing and justifying scientific knowledge, as well as a set of techniques and operations for the practical and theoretical development of reality. In relation to psychology, method means methods of obtaining facts about the psyche and methods of interpreting them.
Modern psychology uses a comprehensive system of methods that can be classified in different ways depending on the chosen bases. A classic of Russian psychology, Rubinstein noted that “methods, that is, ways of cognition, are the ways by which the subject of science is learned. Psychology, like every science, uses not one, but a whole system of particular methods, or techniques. By the method of science - in the singular - we can understand the system of its methods in their unity"
Initially (when it became an independent science), psychology proceeded from the fact that introspection is able to provide true, and direct, knowledge about mental life. The psychology of consciousness proceeded from the subjective method. The method of scientific psychology was thus empirical, subjective and direct. It is important to emphasize that self-observation was seen as a direct method of obtaining facts. The task of science was conceived by Wundt as the logical ordering of facts. No theoretical methods were provided. It is well known that introspective psychology of consciousness has encountered great difficulties.
The emergence of behavioral psychology (objective psychology) was a reaction to the insoluble problems of traditional psychology. Initially, it was assumed that a new interpretation of the subject of psychology - as “behavior” - would remove all problems. An objective method in the form of observation or experiment made it possible, as representatives of this trend in psychology believed, to obtain direct knowledge about the subject of science. The method was thus seen as empirical, objective and direct.
The further development of psychological science (primarily Freud's research) showed that the research method in psychology can only be indirect, mediated: the unconscious can be studied by its manifestations in consciousness and behavior; the behavior itself presupposes the presence of hypothetical “intermediate variables” that mediate the subject’s reactions to the situation.
This is how the former President of the American Psychological Association (1960) Donald Hebb characterizes the state of affairs: “The psyche and consciousness, sensations and perceptions, feelings and emotions are intermediate variables or constructs and, in essence, form part of the psychology of behavior.”
In Russian psychology, where the principle of the unity of consciousness and activity was proposed as a methodological principle (S.L. Rubinstein), the idea of the mediated nature of psychology methods was also developed.
In its most general form, the method of objective mediated research consists of the following: 1) the conditions in which a mental phenomenon occurs are recorded; 2) objective manifestations of mental phenomena in behavior are recorded; 3) where possible, self-report data from the subject is obtained; 4) based on a comparison of data obtained at the first, second and third stages, an indirect conclusion is made, an attempt is made to “reconstruct” a real mental phenomenon.
In recent years, this method has come under criticism. With this approach, the psyche of another is considered as an object. Some researchers insist that psychology should use a subjective approach, which takes more into account the fact that the subject is conscious and can change the strategy of his behavior during the course of the study.
Modern psychology has a large arsenal of specific methods (observation, experiment, questionnaire, conversation, interview, test, questionnaire, analysis of activity products, etc.) and special techniques designed to study certain mental phenomena.
Several classifications of psychological methods have been proposed. The most developed classifications are B.G. Ananyev and V.N. Druzhinina.
Ananyev distinguishes the following groups of methods:
1) organizational (comparative, complex);
2) empirical (observational, experimental, psychodiagnostic, biographical);
3) data processing (quantitative and qualitative);
4) interpretive (various options for genetic and structural).
The classification made it possible to present a system of methods that meets the requirements of modern psychology.
An alternative classification of methods was proposed by V.N. Druzhinin. He identified three classes of methods:
1) empirical, in which external real interaction between the subject and object of research takes place;
2) theoretical, in which the subject interacts with a mental model of an object (subject of research);
3) interpretations and descriptions, in which the subject “externally” interacts with sign-symbolic representations of the object.
Theoretical methods of psychological research deserve special attention:
1) deductive (axiomatic and hypothetico-deductive), otherwise - the method of ascent from the general to the particular, from the abstract to the concrete;
2) inductive - a method of generalizing facts, ascending from the particular to the general;
3) modeling - a method of concretizing the method of analogies, inferences from particular to particular, when a simpler or more accessible one for research is taken as an analogue of a more complex object.
The result of using the first method is theories, laws, the second - inductive hypotheses, patterns, classification, systematization, the third - models of an object, process, state. Druzhinin proposes to distinguish the methods of speculative psychology from theoretical methods. The author sees the difference between these methods in the fact that speculation is not based on scientific facts and empirical laws, but is justified only in the personal knowledge and intuition of the author. According to Druzhinin, in psychological research the central role belongs to the modeling method, in which two types are distinguished: structural-functional, that in the first case the researcher wants to identify the structure of a separate system by its external behavior, for which he selects or constructs an analogue (this is what modeling consists of) ) - another system with similar behavior. Accordingly, the similarity of behavior, according to the author, allows us to draw a conclusion (based on the rule of logical inference by analogy) about the similarity of structures. This type of modeling, as Druzhinin claims, is the main method of psychological research and the only one in natural scientific psychological research. In another case, based on the similarity of the structures of the model and the image, the researcher judges the similarity of functions, external manifestations, etc.
It is important to describe the hierarchy of research techniques. Druzhinin proposes to distinguish five levels in this hierarchy: the level of methodology, the level of methodological technique, the level of method, the level of organization of research, the level of methodological approach. He proposed a three-dimensional classification of psychological empirical methods. Considering empirical methods from the point of view of interaction between subject and object, subject and measuring instrument, object and instrument, the author gives a new classification of empirical psychological methods. It is based on the system “subject - instrument - object”. The basis for classification is the relationship between the components of the model. Two of them (a measure of interaction between the researcher and the subject and a measure of the use of external means or subjective interpretation) are main, one is derivative. According to Druzhinin, all methods are divided into: activity-based, communicative, observational, hermeneutic. Eight “pure” research methods are also distinguished (natural experiment, laboratory experiment, instrumental observation, observation, introspection, understanding, free conversation, focused interview). In turn, synthetic methods are distinguished that combine the features of pure methods, but are not reduced to them (clinical method, in-depth interview, psychological measurement, self-observation, subjective scaling, self-analysis, psychodiagnostics, counseling communication).
Let us note that until now the theoretical methods of psychological science have been clearly described, analyzed and researched insufficiently. This is one of the primary tasks of the methodology of modern psychological science.
The place of psychology in the system of sciences
psychology science soul human
The development of science is a complex process that includes both differentiation and integration of knowledge. Currently, there are a large number of independent scientific disciplines. The solution to two very important questions largely depends on the place psychology occupies in the system of sciences: What can psychology give to other sciences? To what extent can psychology use the results of research in other sciences?
In the 19th century, the classification of sciences developed by the creator of the philosophy of positivism, the French scientist O. Comte, was very popular. In Comte's classification there was no place for psychology at all. The father of positivism believed that psychology had not yet become a positive science. For the first half of the 19th century, this statement was generally true.
Much has changed since then: psychology has emerged as an independent science and has largely become “positive.” Classifications of sciences were subsequently compiled repeatedly. At the same time, almost all authors unambiguously pointed to the special, central place of psychology among other sciences. Many famous psychologists have expressed thoughts that psychology in the future will take a leading place in the structure of human knowledge, that psychology should be the basis for the sciences of the spirit.
Classifications of sciences were also developed in the 20th century. One of the most popular is the classification developed by the Russian philosopher and scientist B.M. Kedrov, According to Kedrov, the classification of sciences is nonlinear. Kedrov distinguishes three groups of scientific disciplines: natural, social and philosophical. Schematically, this can be represented in the form of a triangle, the vertices of which correspond to the natural (top), social (left) and philosophical (right) disciplines. Psychology has close connections with all three groups of sciences, and therefore is located inside the triangle, since human thinking (one of the essential branches of psychology) is studied not only by psychology, but also by philosophy and logic. Psychology, therefore, has connections with all scientific disciplines, but the closest with philosophy.
The outstanding Swiss psychologist J. Piaget approached the question of determining the place of psychology in the system of sciences somewhat differently. Traditionally, the question of the connection between psychology and other sciences is considered in this aspect: what psychology can gain from other sciences. This formulation of the question was logical, since psychology is one of the youngest sciences (“mathematics has existed for 25 centuries, and psychology for barely one century!”). In a report at the XVIII International Psychological Congress, which took place in Moscow in 1966, Piaget posed the question differently: what can psychology give to other sciences?
Piaget's answer is significant: “Psychology occupies a central place not only as a product of all other sciences, but also as a possible source of explanation for their formation and development.” Piaget notes that he feels a sense of pride that psychology occupies a key position in the system of sciences. “On the one hand, psychology depends on all other sciences... But, on the other hand, none of these sciences is possible without logical-mathematical coordination, which expresses the structure of reality, but mastery of which is possible only through the influence of the organism on objects, and only psychology allows us to study this activity in its development.”
The fruitful future of psychology is seen in the development of interdisciplinary connections.
B.G. Ananyev, in his work “Man as a Subject of Knowledge,” examined the connections between psychology and other scientific disciplines. Analysis of these connections within the framework of the concept of comprehensive human knowledge developed by Ananyev led to the conclusion that psychology synthesizes the achievements of other sciences. Famous Russian psychologist B.F. Lomov in his book “Methodological and Theoretical Problems of Psychology” noted that the most important function of psychology is that it “is an integrator of all (or, in any case, most) scientific disciplines, the object of study of which is man.” Lomov notes that the interaction of psychology with other sciences is carried out through branches of psychological science: with social sciences through social psychology, with natural sciences - through psychophysics, psychophysiology, comparative psychology, with medical sciences - through medical psychology, pathopsychology, neuropsychology, etc. with pedagogical ones - through developmental psychology, educational psychology, etc., with technical ones - through engineering psychology, etc. An important factor in the differentiation of psychology is precisely the relationship with other sciences.
Today we can state that psychology has acquired the status of an independent scientific discipline, although in reality it has not occupied a central position among other sciences. Thus, we have to admit that the forecasts and hopes that psychology will take a leading position in the system of sciences as a whole did not come true: the status of psychology is not at all so high, and the influence on other disciplines is not so strong.
By reconsidering the narrow, inadequate understanding of its subject, psychology will gain the possibility of real constructive intra- and extra-scientific dialogue, the possibility of integrating various concepts that have different approaches to the study of the human soul. Thus, psychology will find its rightful place in the system of sciences, acquire the status of a fundamental science and, possibly, become the basis of the spiritual sciences.
Conclusion
The greatest mysteries in history are the mysteries of human consciousness. Labyrinths, catacombs, dead ends and avenues of thought are often unpredictable. In my work, I tried to trace the history of the formation and development of psychology, one of the most complex and mysterious sciences. After all, this science is a tempting world of phenomena that have aroused special, exceptional interest for many centuries.
Knowledge of the basics of psychology, I think, is necessary for every person; it allows people to understand each other well and act together.
The importance of knowledge and skills has gradually increased, and it has become especially great in our days. It is no coincidence that there is a direct connection between interest in psychology and the level of socio-economic development of countries. The most civilized countries have a large number of well-trained psychologists.
Knowing the basics of psychology, a person can better understand himself, his loved ones, understand human relationships, and explain people’s actions. This knowledge will help him cope with life's problems.
Literature
1. Martsinkovskaya T.D., History of psychology: Textbook. aid for students higher textbook institutions, M.: Publishing center "Academy", 2003.
2. General psychology edited by Karpov A.V., M., Gardariki, 2002.
3. Zhdan A.N., History of psychology. From antiquity to the present day, M., 2002.
4. Petrovsky A.V., Questions of history and theory of psychology, Moscow, 2001.
5. Shultz D.P., Shultz S.E., History of modern psychology. St. Petersburg, 2000.
6. Nemov R.S., Psychology, M., 1998.
7. Psychological Dictionary, ed. Zinchenko V.P., Meshcheryakova B.G., M., Pedagogika-Press, 1997.
Posted on Allbest.ru
Similar documents
The place of psychology in the system of sciences. Subject, object and methods of psychology. The structure of modern psychology. Reasons and patterns of human actions, laws of behavior in society. The relationship between psychology and philosophy. The difference between everyday psychology and scientific psychology.
course work, added 07/28/2012
Definition of psychology as the scientific study of behavior and internal mental processes and the practical application of the acquired knowledge. Psychology as a science. Subject of psychology. The connection between psychology and other sciences. Research methods in psychology.
test, added 11/21/2008
The place of psychology in the system of sciences. Methods of obtaining knowledge in everyday and scientific psychology: observation, reflection, experiment. Branches of psychology: children's, developmental, pedagogical, social, neuropsychology, pathopsychology, engineering, labor.
abstract, added 02/12/2012
The formation of psychology as a science from antiquity to the present day: 1) psychology as the science of the soul; 2) as a science of consciousness; 3) psychology as the science of behavior; 4) psychology as a science that studies objective patterns, manifestations and mechanisms of the psyche.
abstract, added 11/28/2010
Psychology as a science that studies facts, patterns and mechanisms of the psyche. Subject, tasks and structure of modern psychology, stages of its development. The most important features of the mental reflection of reality. Consciousness as the highest form of the human psyche.
lecture, added 09/17/2013
Areas of psychological knowledge: scientific and everyday (ordinary) psychology. The relationship between psychology and scientific and technological progress. The closest relationship between psychology and pedagogy. The structure and branches of modern psychology, its in the system of sciences.
abstract, added 07/18/2011
Study of the subject, structure and place of psychology in the system of sciences. A process of differentiation that generates significant branching into individual industries. The subject of psychological science and its main categories. Structure and sections of medical psychology.
test, added 05/05/2015
Ideas of ancient and medieval philosophers about the soul and consciousness. The method of introspection and the problem of introspection. Behaviorism as a science of behavior. The formation of domestic psychology and its relationship with modern sciences. Basic branches of psychology.
abstract, added 02/25/2011
Psychology as a science, the history of its origin and development. The complex of psychological sciences, its division into fundamental and applied, general and special. Methods of psychological research. Materialistic doctrine of the soul in ancient psychology.
abstract, added 01/15/2012
Psychology as a science about the patterns of emergence, development and manifestation of the human psyche and consciousness, its principles and content, subject and methodology of research. The structure and branches of psychology, the history of its origin and development, modernity.
Essay
teacher - psychologist
Slabodchikova E.A.
2015
What is psychology?
What secrets does this mysterious word hide?
How would I answer these questions to an inquisitive child? Would you find the right words?
Maybe a child is sure that psychology is connected with magic and fantasizes, imagining wise and kind wizard-psychologists who can turn into anyone, change other people and even look into the depths of their souls?
How to choose the right words to talk about this science, since a child thinks based on figurative ideas?
Still, I'll try:
“Once upon a time, people noticed that there are phenomena of life, objects that surround us. For example, the sea surf hits the shore, seagulls scream, a warm salty wind blows... And there are other, very special phenomena that occur within us. For example, how do we imagine the sea? And when we come there to rest, everything will be completely different.
Often our experiences and memories are quite different from what actually happened. People have come up with names for these internal phenomena - perception, imagination, memory, thinking, will. All together they form within each of us a special Kingdom of the Inner World. In another way, the Inner World is called the psyche.
And psychologists study the human psyche, the laws by which the Kingdom of the Inner World lives. All worlds within people are very different, dissimilar, but they have general laws. The science of psychology is trying to find these laws, to find out what is really happening in these kingdoms.”
And if we take a historical excursion into the past, we can see that for centuries man has been the subject of study by many generations of scientists. An ancient sage said that there is no more interesting object for a person than another person, and he was not mistaken.
The development of psychology is based on an ever-increasing interest in the nature of human existence, the conditions of its development and formation in human society, and the peculiarities of its interaction with other people.
Also S.L. Rubinstein in the book “Fundamentals of General Psychology” (1940) wrote: “The specific range of phenomena that psychology studies stands out clearly and clearly - these are our perceptions, feelings, thoughts, aspirations, intentions, desires, and what seems to be directly given to us as an experience ..."
If I ask myself the question: “Who is a practical psychologist and what are the tasks and functions of activities in a preschool educational institution?” Now my answer will differ from the explanation given to the inquisitive little man.
A psychologist in a kindergarten is, first of all, a person who knows and deeply understands the child, who understands both the general patterns of mental development and its age-related characteristics and individual variations.
The main functions are to create conditions conducive to protecting the physical and mental health of children, ensuring their emotional well-being, and the free and effective development of the abilities of each child.
Building a system for the work of a teacher-psychologist in a preschool educational institution is impossible without knowledge of the theoretical foundations and patterns of development of a preschool child. In Russian psychology, the problem of preschool childhood covers the age from 3 to 6-7 years.
L.S. Vygotsky defined age-related characteristics as the most typical for children of a particular age, indicating the general direction of development at a particular stage of life. In the process of teaching and nurturing the child’s personality, learning “leads” development. And it is learning that creates the child’s “zone of proximal development.”
A.N. Leontyev noted that the formation of a child’s personality occurs in his active activity. At each age stage, the leading activity is a certain one, which determines the main changes in personality.
To improve the well-being of children, the participation of parents in the life of the kindergarten is of great importance. A teacher-psychologist of a preschool educational institution should place special emphasis on working with parents responsible for children, since it is in the family that they have a decisive influence on the development and formation of the characterological characteristics of preschool children.
Different authors approach the problem of interaction between parents and children from different positions. However, everyone notes that it is the parents who shape the child’s personality to a greater extent, defining for him moral norms, value orientations and standards of behavior. Many people believe that not only do parents influence their children, but children also influence their parents, encouraging them to take certain actions and suppressing others.
A scientific and psychological study of the development of parental behavior has shown that it can be described using two pairs of signs: rejection - disposition and tolerance - restraint (control).
Based on the identified characteristics, E. Schaefer proposed a classification of types of child rearing:
"Acceptance - Rejection"
"Cooperation"
"Symbiosis"
"Little Loser"
It is very important for parents to instill in their children an emotionally positive attitude towards themselves (“I am good”), which underlies the personality structure of every normally developing child. This orients him toward conformity with a positive ethical standard.
So what is the role of a teacher-psychologist when interacting with parents of students? These roles are varied and associated with the individual characteristics of each preschooler. First of all, a teacher-psychologist represents the interests of the child, takes an active position towards him, strives to achieve maximum mutual understanding and interaction with parents for the benefit of the child.
If my little virtual interlocutor asks me: “How do psychologists help people?” I will answer: “It depends.” This is what practical psychology does. Let's say a child has a bad memory. He forgets everything in the world. Then the psychologist comes up with special exercises for him and develops his memory. Or, for example, he is so afraid of the dark that he cannot fall asleep without light. The psychologist asks you to complete some of his tasks, and the fear gradually disappears.”
“I also want to know everything about myself. And develop memory. And don't be afraid of the dark. Teach me this!”
And these are the most wonderful words that a teacher-psychologist can hear from an inquisitive person!
But first, let’s remember the concept itself – psychology. Translated from Greek, the term “psychology” is literally translated as knowledge about the soul. But in essence, it is the science of human behavior.
The psyche of living beings has interested humanity since ancient times. This is a secret property of living matter, functioning according to special laws. Knowledge about the human psyche is constantly progressing as evolution progresses. Progress has gone far, and knowledge of the soul and human behavior is also moving, but very slowly, and plus, different schools of psychology are simply secretly at odds with each other, or rather, they dislike each other.
It has long been known that the quality of a person’s life is largely determined by his environment and attitude towards himself. It very rarely happens that a person was lucky with his upbringing, lucky with his environment, and his ability to work and communicate is at a “natural” level. Such people intuitively choose the right path in their lives, follow it successfully, and they do not need any help from psychologists. However, most people, very often, on their path in life end up, figuratively speaking, in a swamp, and it is not always possible to get out of it on their own.
Often such people are tormented by questions. How can I change the quality of my life? How to establish difficult relationships with people? How can I make myself valuable and meaningful to people? Why are other people doing better than me? How to know yourself? How to find your way? Psychology tries to answer these and thousands of other similar questions. However, it is practically impossible to obtain an unambiguous answer to these questions that will be suitable for all, without exception, people on our planet.
Why does a person need psychology?
For self-knowledge, self-understanding, as well as for understanding other people and understanding the relationships between them.
A person savvy in psychology is more attentive, observant, and insightful; understands the motives of human behavior; he can read a person like an open book. A person just thought, and you know what’s on his mind, because it was expressed on his face, facial expressions, gestures, i.e. non-verbal. What does this give? He knows what can be expected from a person: “forewarned is forearmed,” and if there are already ready-made models for responding to such situations, then the situation can be kept under control. And most probably most importantly, a person learns to control his body: his emotions, desires, feelings, which are often OH-HOW not subject to our consciousness.
Psychology answers many questions: why? Why do we act this way and not otherwise? Do you understand what motivates us? If you want to understand the reasons for what is happening around you, and most importantly, know the answer to the question “what to do about it?”, how to change the situation, thinking, behavior of yourself and loved ones, then welcome to the fascinating World of Psychology.
Who will help?
Professional psychologists can determine what true problems concern you, and how to direct a person to solve these problems. It is to direct, because a meeting with a psychologist is only 50% of the solution to the problem. Understanding, finding out the solution, agreeing with it is not everything. After this, you need to immediately begin to act. In order to change something in your life, you need to get out of the pattern of behavior. But life is not always connected with problems, sometimes you just need someone from the outside to give feedback on goals and objectives. To go your way in the best and shortest way.
How does a psychologist help a person?
A true specialist in this field, with the help of techniques and his professional skills, finds destructive, incorrect patterns of behavior in a person and helps the person realize them. Helps to reveal inner potential, remove internal defenses/blocks of various kinds, get out of the box of conventions, a kind of old rotten house built by the person himself from non-resourceful beliefs, and build in his mind a new beautiful palace, a new positive world where he becomes Master and Author of your own destiny. You heard right, that's right - OWNER. And anyone who has gone through this knows what I'm talking about.
How to distinguish a professional from an incompetent specialist?
In any profession, the final result of the activity is important. If it is positive, then you have come to the right place. To a real specialist. The patient recovered after the operation - a good doctor. And it doesn’t matter to you what university he graduated from. It happens that a doctor has a lot of institutes, PhD degrees behind him, but he is no good, but sometimes people are professionals from God, and you don’t really need to teach them. Just slightly correct the vector of development and provide the necessary material.
If a person only talks about what he knows, sees ways to solve the problems with which he is approached, then he sees the road, but does not see the final goal to which he must come. Therapy for therapy's sake. Process for the sake of process. The process is not the result.
It happens even worse - the psychologist says that his job is to be a psychologist, to provide psychological support to people, this is good, I will even say great! But this is only a tiny part of the competence of a real psychologist, that is, he does not understand at all what “product” should be the result of his activity.
A competent psychologist knows that the end product of his work is changing the client’s life for the better, he is experiencing real qualitative breakthroughs in many areas of life, and the client himself talks about this.
What do psychologists learn in standard institutions?
In the classical university education of psychologists, a large amount of hours is devoted to studying the theory of psychology, the history of the formation of psychology as a science, and philosophy.
Little time is devoted to developing practical skills. As a result, after five or six years of studying at a university, there is a lot of knowledge in your head, but there is a very lack of skills and practical experience. Teachers say that, they say, gain experience yourself. Learn from your mistakes. How can you develop it if you don’t get hired anywhere without experience? And whether the client wants to come to such a specialist is still a big question!
The precepts of university specialists can be characterized by words from the cartoon Alice in Wonderland: “more and more wonderful.” Why did I spend five or six years studying the curriculum? Have you taken tests or exams? This is similar to the situation when you received a driver’s license, but still haven’t learned how to drive around the city, and at the same time you still take the risk of getting behind the wheel.
Unfortunately, the trouble with all ordinary psychologists - even candidates - is that they work the way they were taught - with old methods that are 50, or even 100 years old. For example, psychoanalysis was at one time very progressive. As a result, everyone falls under the millstone of general recipes, general recommendations; in fact, we work with the client according to a template. Sometimes they hit the target, but often the target of the problem remains open. People rightly begin to wonder: do we really need psychologists? And they go to church, to grandmothers, psychics, to sects. It happens that these people help, but sometimes the result is disastrous.
And now a situation has arisen where some psychologists who, for whatever reason, have not received access to new methods, are working the old fashioned way. You can compare them with doctors in a simple provincial clinic. For this, I also bow to them, it’s better than nothing in any case!
What to do?
There are people and even entire trends in practical psychology who themselves develop new approaches, methods, techniques and implement them in life. They are more effective and simple, giving amazing results in a short period of time. They were found by trial and error. In particular, I’m not talking abstractly, but about my direction. They are so universal, harmless and simple that they can even be introduced into school education starting from kindergarten. Even the smallest child learns them very easily and quickly. By the way, children very quickly grasp the basics and for them it is already like breathing, writing, reading... And these specialists with their tools find themselves ahead of the rest, thereby driving progress in the field of psychology. In essence, they make it so that there is no psychology at all. It is important for them that there are mentally healthy people around and that society no longer needs any psychologists. What kind of approach is this? It is closer to social pedagogy and educational work with elements of logical analysis of what is happening. More specifically, it is a complex of various areas of psychology, evolutionary psychology, biology, neurophysiology... Or rather, a symbiosis of the best, simple and progressive. And all this is combined into an effective structure for teaching psychological skills. This is simply an adequate process of teaching a person, from childhood, the basic skills of correct thinking, managing one’s emotions, and, as a result, behavior. This is the direction of the online school
The choice is everyone's
Every person now has a real chance to receive effective tools for working on themselves, which, as a result, lead to positive changes in life. And the proof of this is my life and all my colleagues who graduated from the University of Practical Psychology, from where we transferred most of the new approach. It's our turn to spread this unique knowledge and skills throughout the world.
Friends, you also have a chance to get this knowledge for FREE, I want to break the thinking pattern that free cheese only comes in a mousetrap. The main thesis of the school: Everything is fair and just with us! And with this we want to prove that a psychologist sounds proud. P Join us, professionals with a capital “P” in the online school” and you will feel the difference!