THEORETICAL BASIS OF PSYCHOANALYTIC PEDAGOGY IN MODERN CONDITIONS OF EDUCATION

Abstract

This article discusses the problem that exists in modern education using a psychoanalytic approach. There were analyzed pedagogical ideas of modern psychoanalysts as well as systematized psychoanalytic recommendations on child-rearing practices considering their natural instincts and internal conflicts. The author has primarily focused on understanding of messages that had been encoded in the actions of children and teachers. There was emphasized the right educational approach to the child’s subconscious mind. It was also mentioned that the teacher’s personality and his interpersonal conflicts have a significant impact on the pupil’s personality and his study. A tendency to review the epistemological positions in the modern pedagogy encourages us to consider another tendency that leads to the evolution of content in the methodological principle of education. According to the principles of reflexivity and subjectivity, there have been shifts that reconsider the essence of determinism. In this approach, the hermeneutical aspect is very important. The efforts have been aimed to understand the object of scientific study or a person, including his problems. When we know someone’s life situation, we quickly understand what it is all about. However, sometimes, we do not understand somebody’s situation, because we have never been in it. To understand what has happened to another person, we should work through the psychological and emotional impact. Our behavior is driven by unconscious motives that play a prominent role in transferring past relationships from childhood. The ambivalence is a natural quality of all relationships, and according to psychoanalysis, it is a complex range of feelings that the person feels but does not realize them. As it is extremely difficult for the person to admit yourself that you have inner aggressiveness towards another subject.