eSSPU Institutional Repository :: Перегляд за Автор "Vertel Anton Viktorovych"

Перегляд за Автор "Vertel Anton Viktorovych"

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Analytical Psychology of Carl Gustav Jung and Psychoanalytic Pedagogy in a Single Field of Reflection
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article is devoted to the problem of raising children according to the concept of С. G. Jung, a Swiss psychiatrist, psychologist and philosopher, the founder of analytical psychology. He perfected the theory of consciousness and the unconscious, establishing the existence of the collective unconscious alongside the personal unconscious, and endowed the unconscious with a compensatory function in relation to consciousness. C. G. Jung recognizes consciousness as a prerequisite for the existence of both humanity and the formation of an individual. The presence of undifferentiated personality substructures leads to disharmonious development. The process of upbringing prevents deviant development and aligns all the potential possibilities of the mental substance, contributes to the enrichment of the content of consciousness and the expansion of the scale of our personality. Therefore, education acts not only as an “ethical necessity”, but also as a basic component of a full-fledged life activity of an individual. The article pays special attention to the peculiarities of the relationship between parents and children, the child is considered as a projection of the parents. The peculiarities of children’s mental disorders in the context of psychoanalytical pedagogy of C. G. Jung are revealed: intellectually defective children, morally defective children, epileptic children, neurotic children, various forms of psychosis. It is shown that a teacher (educator) who wants to apply the principles of analytical psychology should pay attention to the child’s psychopathology and all the dangers of such conditions. Special attention is paid to the analysis of talented and gifted children. The article analyzes the meaning of unconscious upbringing, namely: upbringing by example, conscious collective upbringing, individual upbringing.
Anna Freud’s Pedagogical Ideas: Ego-Psychology in Focus Psychoanalytic Pedagogy
(СумДПУ імені А. С. Макаренка, 2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article explicates Anna Freud’s innovative ideas in the field of child psychoanalysis and psychoanalytic pedagogy. The historical and pedagogical excursion of A. Freud’s pedagogical progress is presented. It is shown that, unlike her father, the founder of psychoanalysis Sigmund Freud, who was primarily interested in the problem of unconscious determinants of the psyche, A. Freud was one of the first in the psychoanalytic tradition to apply the conceptual provisions of classical psychoanalysis in the study of the conscious sphere of a personality, focusing on the instance of “Ego”/“Self”. It is found that development of a child (according to A. Freud) is a process of gradual socialization of the individual, based on the psychoanalytic law of transition from the principle of pleasure to the principle of reality. The stages in the intellectual and social development of children are explicated in accordance with the conceptual provisions of ego-psychology. Four stages of these directions of development are considered. Four types of situations of misunderstanding by a child of adults in the process of psychoanalytic practice are highlighted. The first type of situations is related to the fact that the child perceives the outside world based on his feelings and experiences and at the same time ignores the feelings of other people. The second type of situations is associated with the difference between rational and irrational features of thinking of a child and an adult. The third type of situation is related to temporality, sensation, and perception of time, which is experienced by adults and children in different ways. The fourth type of situations has to do with differences in understanding and verbalization of problems of sex and intimate relationships. The development of the child’s “Ego”/“Self” is analyzed in detail, five stages (presocial, symbiotic, impulsive, stage of self-defense, stage of conformism) that the child’s ego goes through in the context of developing the ability to reflect reality in its objective manifestations are allocated. It is shown that for the development of the instance “Ego”/“Self” of the child, the effective functioning of protective mechanisms is necessary. A. Freud outlines an approximate chronology of their development (exclusion, compensation, projection, regression, negation, intellectualization, reactive formations (hypercompensation).
Characteristics of the Relationship in the «Mother-Child» Dyad and the «Mother Image» Dynamics in the Psychoanalytic Pedagogy of Donald Winnicott
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article explains the concept of the British psychoanalyst, pediatrician and teacher Donald Winnicott regarding the special functions of the mother in early relations with the baby. Together with Anna Freud and Melanie Klein, he is considered to be the most influential representative of the European psychoanalytic pedagogy. A conceptual model of the earliest emotional development of a child is presented. It is shown that in the early stages after birth, the baby cannot be considered as an independent subject, but only in the «mother-child» dyad. In this regard, D. Winnicott introduces the concepts of «ideal» mother, «bad» mother, and «good enough» mother, which are very important for pedagogy. In the first months after the birth of a child, a «good enough» mother is in a state of «primary maternal anxiety» – this is a state of excessive, hyperbolized sensitivity, which creates conditions for the comprehensive disclosure of the child’s developmental tendenciesand stimulates the first emotional impulses. It has been proved that a «good enough» mother should not only protect, satisfy basic (vital) needs, show care and love, but also allow the child to feel the effects of frustrations (special emotional states when the child, facing any obstacles, cannot achieve their goals and satisfy desires or needs), which are a prerequisite for normal child development. Only by facing frustrations does the child learn the reality of the outside world. It is shown that the mother not only creates the physical body of the child, bearing it in the womb, but also fundamentally influences the development of the «Ego»/«Self» of her newborn child. The process of personalization takes place thanks to maternal care, special support – «holding». Unlike the «good enough» mother, the «ideal» and «bad» mother form a false «Ego»/«Self» structure in the child. A «bad» mother does not establish a holding, thus forcing the child to prematurely adapt to a reality for which the child is not yet ready – he needs support. The «ideal» mother also contributes to the creation of a false «Ego»/«Self», she establishes a holding, but then does not let the child go, this forms infantilism in the child. Using D. Winnicott’s psychoanalytical concept, we offer psychological and pedagogical recommendations that will help to establish a relationship with the child. The recommendations will be useful not only for young parents and teachers, but also to pediatricians.
Classification of Child Development Stages in Psychoanalytic Pedagogy (on the Example of Sigmund Freud’s Classical Psychoanalysis)
(СумДПУ імені А. С.Макаренка, 2022) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article provides results of a theoretical analysis of the child development stages on the example of S. Freud’s classical psychoanalysis. S. Freud’s psychoanalytic theory is based on two premises. The first, or genetic premise, emphasizes that early childhood experiences play a critical role in shaping the adult personality. It has been proved that the basic foundation of an individual’s personality is laid at a very early age. The second premise is that a person is born with a certain amount of sexual energy (libido), which then passes in its development through several psychosexual stages rooted in the instinctive processes of the body. The research explains the views of the founder of psychoanalysis on the stratification of childhood through unfolding stages of psychosexual development, namely: oral, anal, phallic, latent, genital, which corresponds to sexless, gender neutral, bisexual and sexual childhood. It is shown that idea of child development in the classical psychoanalysis of S. Freud is psychosexual.
Competence and Professional Skills in Training Future Specialists in the Field of Physical Education and Sports
(2020) Іваній Ігор Володимирович; Вертель Антон Вікторович; Зленко Наталія Миколаївна; Бутенко Віта Григорівна; Білєр Оксана Славіківна; Ivanii Ihor Volodymyrovych; Vertel Anton Viktorovych; Zlenko Nataliia Mykolaivna; Butenko Vita Hryhorivna; Bilier Oksana Slavikivna
The relevance of the problem is determined by the need to understand the further strategy of improving the training of physical education and sports specialists. The purpose of the article is to study the problem of correlation between the notions of “competence” and “professional skill” in the context of the formation of a specialist in the field of physical education and sports. The study of the relationship between the notions of “competence” and “professional skill” was conducted on the basis of an array of special literature on the competent approach to training of physical education and sports specialists, including more than 200 sources published in different countries. The article analyses negative trends in the content of training future specialists in the system of higher professional physical education based on a competence approach. The acme-culturological approach for improving the professional training of future specialists is proposed and tested, the stages of formation of professional skills of future specialists in the training process are presented. There is a need to focus on the identified features of professional training of young people to professions in the field of physical education and sports. The proposed system of professional training of future specialists of physical education and sports on acme-culturological bases directs teachers to improve the quality of training graduates in their future professional activities.
From Pediatrics to Psychoanalysis, Pedagogy (on the 115th Anniversary of the Birth of Françoise Dolto)
(СумДПУ імені А. С. Макаренка, 2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article expresses the innovative ideas of F. Dolto in the field of child psychoanalysis and psychoanalytic pedagogy. It is shown that she boldly processes and expands basic psychoanalytic concepts for childhood development and psychotherapy, while maintaining the dedication of S. Freud’s classical psychoanalysis. Its basic discoveries and author’s methods of work combine fundamental psychoanalytic provisions and bold explication of their ideas both in scientific and practical planes. The article reveals the specifics of the psychoanalytic approach of F. Dolto in the field of theory and practice; F. Dolto’s innovation in the field of psychoanalytic training, educational activity, organization of social assistance to children and parents; the possibilities of using F. Dolto’s ideas in psychotherapeutic and pedagogical work with children and features of psychoanalytic work with babies; verbal communication in the “mother – baby” system; the image and scheme of the body in the concept of F. Dolto; types of castration in the scientific picture of F. Dolto; pre-verbal language and its importance for the development of a psychologically healthy personality; the role of linguistic interaction with the child to form the structures of his psyche; early stages of child development; the need for early socialization to build a prosperous (constructive) subject-object interaction; manifestation of unconscious determinants of the psyche (projective diagnosis) in children’s creativity; specificity of working with children in different social institutions; the importance of implementing the basic scientific psychoanalytic provisions of F. Dolto in the general psychological and pedagogical discourse.
John Bowlby’s Attachment Theory as an Alternative to Psychoanalytic Concepts of the Early Social-Emotional Development of a Child
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
In modern pedagogy, attachment is one of the key concepts that describes a child’s attitude towards an adult. The phenomenon of attachment is a deep emotional bond that arises between a child and an adult as a result of communication and close interaction. Attachment is an individually directed stable emotional attitude, the basis of which is the experience of an affectively saturated relationship of a child with a close adult (usually a mother or a person who replaces her). As a result of interaction with parents, the child forms cognitive ideas about himself and others, an internal working model, patterns of interaction. It is shown that the primary working model, which is formed on the basis of primary attachment, is the basis of the personality development. The article analyzes in detail the methodological aspects of J. Bowlby’s theory of attachment, its relationship with psychoanalysis, ethology, systems theory and cybernetics. Special emphasis is placed on the psychoanalytic origins of psychoanalytic theory. The staged sequence of attachment formation in J. Bowlby’s concept is explained: 1) indecipherable reaction to people; 2) focusing attention on familiar people; 3) intense attachment and active search for closeness; 4) partnership behavior. Signs by which attachment disorders can be determined are identified. The significance of maternal deprivation and its negative impact on the child’s early social-emotional development is revealed. The staged sequence of the child’s experience of grief, which is a consequence of separation from the mother (or a person who replaces her), is presented. The article reveals the main reasons for the violation of attachment formation in orphans and children deprived of parental care: 1) deprivation (sensory, cognitive, emotional, social); 2) the experience of being in an antisocial (disadvantaged) family; 3) experienced violence; 4) neglecting the needs of the child; 5) separation. The importance of J. Bowlby’s attachment theory for social-behavioral sciences and pedagogy is shown.
Mary Ainsworth’s Attachment Theory And its Significance for Understanding a Child’s Early Social-Emotional Development
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
In the modern psychological and pedagogical discourse, attachment is a key concept that describes a child’s attitude towards an adult. The phenomenon of attachment is a deep emotional bond that arises between a child and an adult as a result of communication and close interaction. Attachment is an individually directed stable emotional attitude, which is based on the experience of an affectively rich relationship of a child with a close adult (usually the mother). As a result of communication with parents, the child forms cognitive ideas about himself and others, an internal working model, and patterns of interaction. The concept of attachment is closely related to the concept of relationships, but is not identical to it. Attachment is a separate type of emotional connection. Although attachment, being a deep connection, is not identical to interaction, it often influences interection and manifests itself in its characteristics. At the same time, we are talking, first of all, about the behavior of attachment, the study of which started a whole direction in modern development theory.Attachment theory is one of the most influential explanatory concepts in Western psychology and pedagogy. It arose on the basis of ethology, psychoanalysis and the theory of information processing. As in psychoanalysis, the focus of attachment theory is put on the child’s early relationship with a close adult (a mother or a person who replaces her). The experience of interaction with the mother in the first year of the child’s life creates attachment to her, which largely determines further mental and personal development. The article analyzes in detail M. Ainsworth’s experiment «Strange Situation», in which she studied the development of interaction between mothers and babies during the first year of life. Based on observations, three types of children’s reactions were described, which correspond to three types of attachment of the child to the mother (later a fourth type was proposed). M. Ainsworth called them safe and dangerous types of attachment. The classification system was named «ABC». The following types of attachment are distinguished: secure type of attachment «B», dangerous type of attachment «A», ambivalent type of dangerous attachment «C», disorganized type of attachment «D». Special attention is paid to the internal working model – a complex of internal mental images that are formed in a child during communication with one of the adults. With the help of this model, the child learns to predict the reactions of an adult in response to his own actions, this model will be the basis of interaction with other people in adulthood.
Methodological Aspects of the Interaction of Classical Psychoanalysis and Philosophy
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article examines the methodological aspects of psychoanalytic teaching. The relationship between psychoanalysis and philosophy is considered. An attempt is made to analyze the attitude to psychoanalysis in the system “myth – philosophy – science”. Explicated the main basic concepts of psychoanalytic teaching. The evolution of psychoanalytic views on human nature and development of his psyche is revealed. The criticism of psychoanalysis through the prism of different psychological and philosophical concepts is revealed. The influence of European philosophical thought on the formation of psychoanalysis is presented. Particular attention is paid to the critique of psychoanalysis by representatives of positivism and positivism. The focus is on the classical psychoanalysis of S. Freud and his followers and on the relationship between psychoanalysis and philosophy. It is shown that psychoanalytic concepts turn out to be the centre of attraction for philosophers of different worldview orientations, no matter how sharply and fundamentally they criticize certain psychoanalytic statements or, on the contrary, uncritically borrow the fundamental ideas of S. Freud. Psychoanalysis will continue providing the most exhaustive and clear insight into the human soul, stimulating research and understanding in many fields of human endeavour. Therefore, one of the most important tasks is to proceed with the further comprehension of the richest corpus of psychoanalytic ideas. The article considers psychoanalysis as a philosophical and ideological concept, attempts to describe the main elements of this teaching. The reconstruction of the problem field of psychoanalytic philosophy is made, which, thus, inscribes it in the historical and philosophical process, as one of its integral parts.
Methodological Disputes of Anna Freud and Melanie Klein and Their Influence on Psychoanalytic Pedagogy
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article is devoted to the topical and understudied issue of comparing two fundamental psychoanalytic concepts of A. Freud and M. Klein in the field of child psychoanalysis and psychoanalytic pedagogy. The methodological background and conceptual foundations of the Viennese and British schools of child psychoanalysis and psychoanalytic pedagogy are analyzed. Special attention is paid to the comparison of the methodological approaches of A. Freud and M. Klein. It is shown that the main category of children with whom A. Freud worked were older preschoolers who had already developed the speech function. The children M. Klein worked with were younger (approximately 2.5 to 3 years old). It was found that M. Klein’s views on children’s psychoanalysis and upbringing are in the plane of classical psychoanalysis of S. Freud, and in her practical activities she sought to find similar tools. On the contrary, the theory of A. Freud breeds, separates the adult and the child, puts the child in a dependent position on the parents and on the analyst. It has been proved that A. Freud was wary of the sexualized interpretation of the child’s behavior, as she believed that this kind of interpretation would harm the child and destroy family relationships. M. Klein tried to interpret the child’s behavior and ways of playing, just like A. Freud, she considered the deformation of relations in the parent-child system unacceptable, but emphasized the need to discuss and work out conflict situations in this system. Views on children’s play from the positions of A. Freud and M. Klein are explained. From the methodological position of A. Freud, children’s play is too difficult to interpret, because it is a reproduction of reality. Unlike A. Freud, M. Klein attached special importance to the interpretation of children’s play activities, considering a child’s play to be a place filled with symbolic manifestations. The pedagogical connotations of the psychoanalytic concepts of A. Freud and M. Klein are revealed. It is shown that A. Freud compares psychoanalysis and pedagogy, because the psychoanalyst replaces the «Super-Ego»/«Super-Self». M. Klein believed that the strengthening of the «Super-Ego»/«Super-Self» is not necessary, since it is already too developed and repressive in relation to the weak, underdeveloped child’s «Ego»/«Self». A. Freud emphasized cooperation with the child’s parents, M. Klein believed that cooperation with parents could be harmful and would not lead to positive results. It is proved that the main difference in the views of M. Klein and A. Freud regarding the child is that M. Klein sees the child as an independent subject, and A. Freud sees the child as not independent.
The Concept of Upbringing in the Context of Individual Psychology Alfred Adler
(СумДПУ імені А. С.Макаренка, 2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The generalized description of the theory and practice of education of A. Adler presented in the article is of particular relevance and significance. On the basis of the obtained data, it became possible to identify the prognostic value of A. Adler’s pedagogical theory, which was manifested both in the fact of its development during the period of the ideas and propositions put forward by him, and in its further development in modern conditions. The main provisions are: harmonization of the relationship between the individual and society for the purpose of effective interdependent development; projecting progressive changes in the child; accounting and predicting the impact of society on personality development. A. Adler emphasizes the social aspect of child development, analyzing the structure of the family, the features of the influence of adults on children, and the reasons that lead to the emergence of certain interventions in child development. A. Adler laid down humanistic ideas of psychology and perception of a person as a unique individual. It was he who showed that a person is not just a product of some children’s story, but a creator who builds his own life depending on his expectations, beliefs and values. The educational (upbringing) aspect of individual psychology attracted teachers’ and psychologists’ attention in different countries of the world, as a result of which the ideas, concepts and treatment techniques developed by A. Adler received a greater response among them than among doctors. At least specialists in the field of education who are familiar with individual psychology began to listen to the recommendations given by A. Adler, taking into account his research and therapeutic activities.
The Concept of «New Man» and «New Society» in the Humanistic Psychoanalysis of Erich Fromm through the Prism Of Psychoanalytic Pedagogy
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article is devoted to pedagogical aspects of E. Fromm’s teachings. The article explains E. Fromm’s new universal ideal (the ideal of the «New Man» and «New Society»). It is shown that it is impossible to achieve radical changes in the consciousness of a modern person without a humanistically constructed enlightenment. One of the leading E. Fromm’s ideas was revealed – the need for a radical renewal of the entire education and upbringing system. It is shown that E. Fromm attached great importance to the methods of education, considered them as means by which the demands of society are transformed into personal qualities of people, therefore the study of upbringing methods is an important, if not the main component of a complex analysis of society. According to E. Fromm, the main task of upbringing and education is to form humanistic thinking in young people and an adequate idea of their environment, themselves and their calling.
The Order of Child in the Family and its Influence on Personality Development (Using the Psychoanalytic Pedagogy of Alfred Adler as an Example)
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article reveals the relationship between the birth order of a child in a family and his personal characteristics. The state of development of the investigated topic in pedagogical science is analyzed. It has been proved that this is a rather significant and relevant scientific problem of the research field of modern pedagogy. S. Freud also claimed that the position of a child among siblings is of great importance in later life, and older and younger children have a number of identical characterological traits. A. Adler indicated the connection between the order of a child’s birth and the formation of his personality, highlighting the ordinal positions of the child in the family. A. Adler discovered that people who occupy similar positions in the family in order of birth have very similar psychological characteristics. He argued that the order in which a child is born in a family is quite an influential factor for a person’s entire destiny, including his career and social relations. The dependence and interrelationship of birth order with such factors as biological differences, intelligence, peculiarities of personality development, mental illnesses are substantiated. The general characteristics of the positions of the only, first, middle and youngest child in the family are explained. Peculiarities of the family situation of development, typical problems and personal characteristics of each of the specified positions are considered. Our research is dictated by the need to develop such an approach to personality development, which considers it not only as formed under the influence of exclusively genetic factors, but also takes into account the social prerequisites of his development. Particular emphasis is placed on the fact that the influence of birth order should be studied through the prism of other factors, which involve taking into account the historical and cultural context of upbringing, as well as considering the family as a system.
The Structure of the Mental Apparatus of Classical Freud’s Psychoanalysis (Philosophical and Psychological Analysis)
(2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article is devoted to the philosophical analysis of the complex of issues related to the understanding and interpretation of the structure of the mental apparatus of Freud’s classical psychoanalysis. The basic principles of psychoanalysis of consciousness are presented, the dynamics of the development of psychoanalytic ideas of the system unconscious – consciousness is revealed. From the perspective of psychoanalysis, the psyche splits into two opposing spheres: the Conscious and the Unconscious. They are the defining characteristics of the personality structure. However, they are not equivalent. The Unconscious is a special domain of the psyche. The Unconscious is the essence of the human psyche. The Conscious is built on top of the Unconscious. The structure of the mental apparatus according to Freud consists of three components: “Ego” – the sphere of the Conscious, the mediator between the “Id” and the external world. “Id” is the underlying layer of the Unconscious that urges and determines human behaviour, the domain of the Unconscious. “Id” is the foundation of any child’s personality. It is driven by primary biological needs, desires, and emotions. At the same time, “Id” is not a dry foundation for further development, but an original living source of psychic energy that “Ego” and “Super-Ego” just “borrow”. “Super-Ego” is the intrapersonal conscience, a kind of censor. “Super-Ego” is generated by the inability of “Ego” to curb unconscious impulses and subject them to the demands of reality. “Ego” tries to maintain harmony both with “Id” and with the outside world. This creates a new instance of “Super-Ego” – conscience or unconscious guilt. “Super-Ego” reflects social inhibitions. The “Id” can lead to conflict situations and mental disorders (neuroses). Neuroses are illnesses caused by conflict between the Conscious and the Unconscious; they occur where the control of the Consciousness is weakened.
The Value Melanie Klein’s Concept of Perinatal and Postnatal Development of the Child for Psychoanalytic Pedagogy
(СумДПУ імені А. С. Макаренка, 2023) Vertel Anton Viktorovych; Вертель Антон Вікторович
The article explicates Melanie Klein’s innovative ideas in the field of child psychoanalysis and psychoanalytic pedagogy. The conceptual provisions of M. Klein on the formation of object relations in the system of “mother – child” in the perinatal and postnatal periods are disclosed. An attempt has been made to consider the unconscious fantasies of the mother and their implicit influence on the primary unconscious fantasies of a newborn baby caused by instinctive drives in the first months of life. The presence of two positions in a child in the first year of life – paranoid-schizoid and depressive – is considered in detail. The term “position” is a specific combination of object relations characteristic of the child, which give rise to anxiety and protection from it, which manifests itself throughout the subsequent life of the individual. Particular attention is paid to the analysis of the unconscious fantasies of the baby, his primary projections on the mother’s breast, anxiety of persecution. It is shown that, according to M. Klein, a baby from birth has a rudimentary “Ego”/“Self”, which is able to somehow perceive innate drives for life and death, feel anxiety and develop defense mechanisms. Such primitive defense mechanisms used by the baby during the first months of life are projection, introjection, splitting and projective identification. The influence of the psychological and physical state of the mother on the infant in the perinatal and postnatal periods was determined. It is shown that relations in the system “mother – baby” (which have one psyche for two) is a complex interaction of unconscious communications, which takes place in the transitional space between the inner world and reality. The emotional involvement of the mother in the process of interaction with the child puts pressure on the newborn, and forces him to react by playing unconscious scenarios with her.
Жак Лакан: от фантазмов воображаемого к поиску сознания
(2013) Вертель Антон Вікторович; Vertel Anton Viktorovych
В статье анализируется комплекс вопросов, связанных с пониманием и интерпретацией проблемы сознания в структурном психоанализе Ж. Лакана. Изложены основные положения психоаналитической философии сознания, показана динамика развития психоаналитических идей в системе Реальное – Воображаемое – Символическое.
К проблеме понятий воображаемое и фантазия в аналитической психологии и философии К. Г. Юнга
(СумДПУ імені А. С. Макаренка, 2019) Вертель Антон Вікторович; Vertel Anton Viktorovych; Криловецька І. І.; Krylovetska I. I.
В статье анализируется комплекс вопросов, связанных с пониманием и интерпретацией концептов «воображаемое» и «фантазия» в философско-психологическом дискурсе. Рассматриваются концептуальные отличия методологических подходов к проблеме воображаемого и фантазии в классическом психоанализе и аналитической психологии. Показано, что в русле психоаналитической проблематики, а именно с позиций аналитической психологии К. Г. Юнга воображение не имеет ничего общего с фантазией, как в научно-прикладном, так и в повседневном (обыденном смысле).
Классический психоанализ З. Фрейда о структуре и функциях эго-сознания
(Видавничий дім «Гельветика», 2016) Пасько Катерина Миколаївна; Pasko Kateryna Mykolaivna; Вертель Антон Вікторович; Vertel Anton Viktorovych
Статья посвящена философскому анализу комплекса вопросов, связанных с пониманием и интерпретацией проблемы сознания в классическом психоанализе З. Фрейда. Изложены основные положения психоаналитической философии сознания, показана динамика развития психоаналитических идей в системе бессознательное – предсознательное – сознание.
Концепт «сознание» в философии К. Г. Юнга
(2012) Вертель Антон Вікторович; Vertel Anton Viktorovych
В статье анализируется комплекс вопросов касающихся понятий архетип, самость, коллективное бессознательное и связанных с пониманием и интерпретацией проблемы сознания в аналитической психологии и философии К. Г. Юнга.
Концепция сознания в психоаналитической философии З. Фрейда
(2011) Вертель Антон Вікторович; Vertel Anton Viktorovych
В статье совершен философский анализ комплекса вопросов, связанных с пониманием и интерпретацией проблемы сознания в классическом психоанализе З. Фрейда. Изложены основные положения психоаналитической философии сознания, показана динамика развития психоаналитических идей в системе бессознательное – предсознательное – сознание.

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