DISSEMINATION OF IDEAS OF PSYCHOANALYTIC PEDAGOGY IN THE RESEARCH OF THEORETISTS OF NEO-FREUDIANISM

Abstract

The purpose of the article is to reveal the views of neo-Freudians on the problem of personality upbringing and the use of psychoanalysis in education. To achieve this goal, a set of theoretical methods was used: literature analysis, synthesis, interpretation and generalization. The article analyzes the contribution of neo‑Freudians to the spread of the theory and practice of psychoanalytic pedagogy. The key ideas of E.Fromm, K.Horney, H.S.Sullivan and A.Cardiner on the problems of personality formation, philosophy of education, organization of education and upbringing of the future generation are revealed. It is established that the views of the neo-Freudians were related to the ideas of anti-pedagogy and consisted in the deschooling and dissemination of alternative educational technologies. In particular, E.Fromm criticized the school for the fact that its main goal is to provide each student with a clearly defined amount of "cultural heritage". Horney's research was devoted to the social conditions of child development and the formation of feelings of anxiety. H.S.Sullivan studied the phenomena of individuality and self. The self is the result of experiencing educational influences, which aims to reduce feelings of anxiety and excitement. A.Cardiner's research was dominated by the thesis that the "primary institutions of every culture" have a decisive influence on the formation of personality. Inn contrast to the Freudians, who viewed the individual in the context of biological conditioning, the neo-Freudian ideas focused on the social environment, the culture in which the individual grows. The concept of psychoanalytic pedagogy in the views of neo-Freudians has acquired the features of cultural anthropology and began to take into account the ideas of social philosophy in education.