FREUDISM AND PSYCHOANALYTICAL SCHOOLS IN THE PHILOSOPHY OF EDUCATION AND SCIENCE

Abstract

The article investigates the impact of Freudian ideas on the development of the psychological approach within educational theory and practice. It demonstrates that the psychoanalytic concept of the unconscious, introduced by Sigmund Freud, contributed to the formation of a new paradigm of humanistic activity, in which special attention is paid to the inner world of the individual, their unconscious motives, emotions, values, and moral guidelines. The findings demonstrate that the use of psychoanalytic approaches in educational practice allows for the formation of a holistic personality, self-awareness, and the individual’s moral potential. It is emphasized that the unconscious is an active, substantial part of the psychic space, where the mental and somatic are intertwined. This is where deep sympathies and antipathies arise, the causes of conflicts, as well as the impulses toward heroic or criminal actions that the person themselves is not aware of are formed. It is shown that psychoanalysis, unlike traditional experimental psychology, views a person as a holistic personality, and the method of analyzing free associations, dreams, reservations and transferences makes mental phenomena that were previously hidden even from self-analysis accessible for observation. The contribution of Freud’s students, in particular C. Jung and A. Adler, who developed psychoanalysis in the direction of analytical and individual psychology, has been studied. C. Jung introduced the concepts of the collective unconscious and archetypes, which reflect universal human experience, while A. Adler emphasized the feeling of inferiority and the mechanisms of compensation and overcompensation as factors in character formation. Special consideration is given to neo-Freudianism, whose representatives (E. Fromm, K. Horney, H. Marcuse) combined psychoanalysis with sociological theories, focusing on interpersonal relationships, social anxiety, and processes of alienation in society. It is shown that E. Fromm viewed personality as the result of the interaction of the existential and historical components of being, proposing humanistic planning of society and the development of psycho-spiritual orientations. H. Marcuse used Freudian metapsychology to analyze social constraints, proposing the harmonization of labour and creative activity as a way to overcome alienation. It is concluded that Freudianism and psychoanalytic concepts play a key role in shaping the anthropocentric paradigm of social cognition and a humanistic worldview. They allow us to view humans as spiritual and psychological entities capable of self-knowledge, self-realization, and harmonisation of the inner world, and also provide a scientific and philosophical foundation for the development of humanistic social and anthropological practices in the 20th and 21st centuries.