Pedology and applied psychology in Russia in the first third of the XX century

The article examines the formation and liquidation of pedology and psychotechnics in Russia in the 1920s–1930s. The general and the different in practical tasks and scientific problems of pedology, psychotechnics and general psychology are discussed the position of L.S. Vygotsky on the relationship between pedology and psychotechnics.The crisis of pedology and psychotechnics and their elimination after the Resolution of the Central Committee of the CPSU (b) on pedology (1936) correlates with the mistakes of the representatives of these disciplines, as well as the change in the socio-economic and ideological-political conditions of society in the USSR during the reconstruction period, as well as with the aggravation political confrontation between communism and national socialism in pre-war Europe.Conclusions are drawn about the responsibility of applied psychology to society when it intervenes in the tasks of social practice.

Development of professional thinking in the setting of group multimodal supervision

The aims of this article are multifaceted: to change the ideas about the traumatic nature of supervision, to reveal its potential in the development of young specialists, to preserve and maintain professional identity among experienced psychologists, and to develop supervision as an integral part of the full-fledged activity of practising psychologists and specialists in the helping professions in Kazakhstan. The article is devoted to the analysis of the main definitions of professional thinking which are developing in the setting of group multimodal supervision. Based on the analysis, three definitions were identified – the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. The article shows the importance of the development of these definitions of professional thinking among practising psychologists, and describes the features of the development of these definitions in group multimodal supervision. The following definitions of thinking were identified in the course of data analysis: the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. These definitions productively describe what professional competencies are formed in the process of supervision by a specialist. The described competencies of professional thinking fill in the existing gap of knowledge in this area, showing how the experience of supervision in the multimodal supervision group works towards the establishment of professional identity, and what specific mental competences are developing. It is worth noting that this is the first experience of highlighting the formation of the definitions of professional thinking. The study is based on the following theoretical traditions in psychology: general psychology, psychoanalysis, and professional multimodal model of supervision.

General Psychology Otherwise: A Decolonial Articulation

Critics have faulted the project of general psychology for conceptions of general truth that (1) emphasize basic processes abstracted from context and (2) rest on a narrow foundation of research among people in enclaves of Eurocentric modernity. Informed by these critiques, we propose decolonial perspectives as a new scholarly imaginary for general psychology Otherwise. Whereas hegemonic articulations of general psychology tend to ignore life in majority-world communities as something peripheral to its knowledge project, decolonial perspectives regard these communities as a privileged site for general understanding. Indeed, the epistemic standpoint of such communities is especially useful for understanding the coloniality inherent in modern individualist lifeways and the fundamental relationality of human existence. Similarly, whereas hegemonic articulations of general psychology tend to impose particular Eurocentric forms masquerading as general laws, the decolonial vision for general psychology Otherwise exchanges the universalized particular for a more pluralistic (or pluriversal) general.

Philosopher of psychology (to the 100-th anniversary of the birth of M. S. Rogovin)

The article is dedicated to the centenary of the birth of the famous Russian psychologist M.S. Rogovin. His contribution to the development of many branches of psychological science (pathopsychology and medical psychology, military psychology, cognitive psychology, general psychology, history of psychology, methodology of psychology, etc.) is noted. His contribution to the philosophy of psychology is emphasized, it is noted that his research devoted to the logic of the development of psychological science was of the greatest relevance. The article attempts to highlight the main features of the scientist's scientific style. On the basis of the historical and methodological analysis of the development of world psychological science carried out by M.S. Rogovin, an attempt is made to reconstruct the main provisions of the author's philosophy of psychology. It is noted that the researcher's contribution is unique: in the sixties of the twentieth century, M.S. Rogovin wrote his works, clearly and unequivocally referring to world psychology as a unified science (Soviet psychology, contrary to ideology, was considered by the author not as a new stage in the development of psychology, but in no way more than one of the directions in world science), which has its own patterns and development trends, which were the main subject of his scientific analysis. An analysis is given of M.S. Rogovin's warnings about dangerous trends in the development of psychological science, which are still relevant today. The characteristics of the decisions made by M.S. Rogovin and his students of the most important methodological issues of psychological science are given.

E. S. Kuzmin as a historian and methodologist of social psychology (to the 100-th anniversary of his birth)

The historical, theoretical and methodological views of E.S. Kuzmin on the history of the formation of Russian social psychology from the middle of the 17th century.until the 70s of the XX century. Deep and comprehensive knowledge of E.S. Kuzmin of the history of philosophy and psychology contributed to the creation of a theoretical and methodological basis for social psychology. The scientist carried out purposeful work to integrate social psychology into the world of psychological science, streamline and synthesize the accumulated knowledge. It is shown how E.S. Kuzmin convincingly argues that human consciousness is formed not just in the process of work, but a system of interactions and relationships between people is necessary. The history of social psychology, which E.S. Kuzmin divided into three periods: 1) the accumulation of socio-psychological knowledge within the framework of philosophy and general psychology; 2) descriptive period; 3) experimental period. E.S. Kuzmin insisted that the formation of social psychology as an independent science begins in our country simultaneously with the same process in Germany and the United States. He considered the process of communication between people to be the subject of social psychology. The methodological foundations of social and psychological science were determined, and a monograph was published describing the methods of social psychology. The results of research of social psychologists, which were introduced into the practical work of domestic industrial enterprises, are highlighted.

Striving for Synthesis in General Psychology: Lessons from India

The importance of the life-long contributions of Professor Sinha is in his search for new perspectives in psychology that would respect Indian cultural history. In that spirit, I will outline themes that are prominent in Indian cultural traditions from which universal science of human psychology could learn. All human beings relate to water and fertility, creating meaningful rituals of handling this valuable commodity. Likewise, it is deeply human to generate borders and social conditions for their crossings, and to participate collective rituals of symbolic processions. Psychology in the Occident has looked towards India as if it were an esoteric collection of local practices that would fit the empirical interests of cross-cultural psychology. I would claim that the psychological riches of India are of primary importance for general psychology.

THE PHENOMENON OF HAPPINESS IN EXISTENTIAL AND CHRISTIAN PSYCHOLOGY

The relevance of this topic is due to the need to understand the deep determinants of such a central concept for a person at all times as happiness. The human need for happiness is fundamental and is one of his main motives. Existential psychology is a field for research here because of its weighty philosophical, phenomenological support, which determines the qualitative depth of research into the content of a given concept. Christian — because it is based on general psychology, and also unreducedly approaches all dimensions of human nature, including the metaphysical (freedom, love, happiness — all these are concepts that presuppose the presence of a soul, the doctrine of which, with its spiritual dimension, is the center of Christian anthropology). It is also important that the representatives of these directions took into account and take into account the research of other derivatives of psychology. This circumstance makes it possible to more objectively and fully understand the laws of achieving happiness and its content.

Positive psychology and its role in foreign language learning studies

Positive psychology is a new subfield in general psychology which developed under the influence of humanistic approach at the end of the 20th century. Its subject-matter concerns human well-being, its sources and sustainable growth. This type of psychology distinguishes six positive human features: knowledge and wisdom, courage, humanity, justice, temperance and transcendence. In foreign language learning in formal classroom conditions, which is different from learning other school subjects because it requires skill attainment, positive psychology, and its research methods could propose tools to more efficiently investigate determinants of differential success in the process of language acquisition.