Subjects of public lectures on pedagogy and psychology. Psychology and pedagogy

The manual presents lecture material in accordance with curriculum discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on basic concepts, features, properties, phenomena.

The aim of the course is the formation of students' holistic ideas about the conditions for the formation of personality, about goals, objectives, patterns pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of a common culture modern man and future specialist.

The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activity but also to the organization of training and education of subordinates, as well as their children.

Course objectives:

– to form in students the conceptual apparatus of psychological and pedagogical science;

- to ensure that students master the methodology and methods of analyzing interpersonal relationships that arise in the process of communication and professional joint activities;

- to teach students to evaluate the influence of subjective and objective factors acting on a person's relationship with other people;

- to give the basics of psychological knowledge about the personality - its activities, basic properties and methods of education;

- to reveal the nature of the properties and phenomena of the human psyche, mechanisms and patterns of memory, thinking, features of human behavior;

- teach students how to manage their own emotional states, as well as develop your memory, attention, will;

– to satisfy students' interest in education, regularities and peculiarities of the pedagogical process.

One of the most important tasks of the discipline "Psychology and Pedagogy" is to develop students' ability to carry out scientific approach to determine the content, as well as the most appropriate techniques, forms, methods, means, psychological and pedagogical technologies of self-improvement and influence on potential subordinates in order to increase their own and their professional competence. At the same time, this course of lectures, no matter how deep and versatile its content, is not able to give comprehensive recommendations for each specific case that a graduate of a higher educational institution may encounter in his practical activities. In this regard, the main emphasis in the study of the discipline is on the formation of students' ability to methodically correctly build official and interpersonal relationships, correctly organize joint practical activities of team members, creatively apply the best practices in training, education, self-improvement, and the provision of psychological assistance.

As a result of studying this academic discipline, the student should be able to:

– apply theoretical knowledge in their professional practice;

- to select scientific and methodological literature on a specific topic;

- to discuss topical issues psychology and pedagogy;

- justify your point of view;

– to analyze the educational situation;

- set tasks to solve the problems of the educational process.

Goals ahead Russian society, require graduates of higher educational institutions mastering constructive approaches and productive psychological and pedagogical technologies in the performance of practical tasks. The manager cannot solve multifaceted issues of professional activity without taking into account individual characteristics employees, the psychology of the team, the real system of socio-psychological characteristics of all aspects of professional activity. Not only success in solving practical problems, but also the authority of the leader largely depends on the level of mastery of the theoretical, methodological and applied components of psychology and pedagogy.

Modern leaders of all levels need to master the methods of team formation, be able to analyze interpersonal relationships that arise in the process of communication and joint activities, know the psychological characteristics of the staff, effectively influence the improvement of the employee as a person, and also understand the essence of the pedagogical process, use the most promising methods and learning technologies and upbringing.

The study of the discipline "Psychology and Pedagogy" is necessary condition not only the highly professional training of a specialist, but also the harmonious development of the personality, the effective performance of its functions in society, a team, and a family.

Academic discipline occupies an important place in common system student training. Education is based on a deep assimilation of various sciences that study a person, primarily social disciplines, which are taught in Russian universities in accordance with the State Educational Standards.

Title: Psychology and Pedagogy. Lecture course.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.
The course of lectures is intended for independent work full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

The course of lectures on the discipline "Psychology and Pedagogy" is intended for students studying in non-psychological and pedagogical specialties, such as, for example, "Finance and Credit", "Accounting, Analysis and Audit", "Taxes and Taxation", "Applied Informatics in Economics” on full-time, part-time and part-time forms of education. The academic discipline "Psychology and Pedagogy" is included in the federal component of the main educational program for the training of these specialists in the universities of the Russian Federation.
The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and questions for self-examination, which will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.
The purpose of the course is to form students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about people's communication, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.
The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Content
Introduction 3
Lecture 1. Psychology as a science and practice 8
1. Subject, object, tasks and methods of psychology 9
2. The place of psychology in the system of sciences 16
3. Main branches of psychology 19
4. The main stages in the development of psychological science 21
5. Main directions of psychology 26
Lecture 2. Psychology of personality 29
1. Theories of personality 29
2. Personality 31
Lecture 3. Mind 43
1. The evolution of the psyche 44
2. Psyche and structural features of the brain. The structure of the psyche 48
3. Mind, behavior, activity 50
Lecture 4. Consciousness 55
1. Consciousness and its properties. Types of consciousness 55
2. Self-awareness. The structure of consciousness. "I-concept" 57
3. Correlation between consciousness and the unconscious 58
Lecture 5. Mental phenomena 61
1. Cognitive mental processes 63
2. Emotions and feelings 79
Lecture 6
1. Communication 81
2. Perception 84
3. Attraction 85
4. Communication and speech 86
Lecture 7. Intergroup relations and interactions 89
1. Group and its characteristics. Small group 89
2. Collective 94
3. Interpersonal relations in groups and collectives 96
Lecture 8. Pedagogy as a science 98
1. Subject, object, tasks, methods, main categories of pedagogy 98
2. The place of pedagogy in the system of sciences 104
3. The system of pedagogical sciences 106
Lecture 9. Education as a universal value. Modern educational space 107
1. Education as a social phenomenon 107
2. Education as a sociocultural phenomenon 108
3. Education as a system 109
4. Modern world educational space 110
5. Properties of modern education 112
6. Educational system of Russia 115
Lecture 10. Pedagogical process 117
1. Essence, patterns and principles of the pedagogical process 117
2. The main systems of organization of the pedagogical process 121
3. Management cycle 124
Lecture 11 component pedagogical process. 127
1. Essence and structure of education 127
2. Educational, upbringing and developmental functions of learning 129
3. Teaching methods 130
4. Forms of education 133
Lecture 12 learning activities at university 134
1. Forms of organization of educational activities at the university 136
2. Independent work of students 140
3. Pedagogical control in higher education 142
Lecture 13 Theoretical basis education 144
1. Essence, goals, content, organization, education 144
2. Patterns and principles of education 147
3. Methods of education 150
Lecture 14
1. Family as a small group 153
2. Family education 155
3. Style of relationships in the family. Relationships between parents and children 157
4. Problems of family education. Family conflicts 162
5. Psychological contact between parents and children 166
Self-test questions 168
Applications 171
1. Guidelines essay writing 171
2. Dictionary of basic psychological terms 181
3. Dictionary of basic pedagogical terms 183
Literature 187

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ISBN 978-5-98227-369-7

annotation

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Anna Konstantinovna Lukovtseva Psychology and Pedagogy. Course of lectures Introduction

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and questions for self-examination, which will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.

The aim of the course is the formation of students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.

The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Course objectives:

– to form in students the conceptual apparatus of psychological and pedagogical science;

- to ensure that students master the methodology and methods of analyzing interpersonal relationships that arise in the process of communication and professional joint activities;

- to teach students to evaluate the influence of subjective and objective factors acting on a person's relationship with other people;

- to give the basics of psychological knowledge about the personality - its activities, basic properties and methods of education;

- to reveal the nature of the properties and phenomena of the human psyche, mechanisms and patterns of memory, thinking, features of human behavior;

- to teach students to manage their emotional states, as well as to develop their memory, attention, will;

– to satisfy students' interest in education, regularities and peculiarities of the pedagogical process.

One of the most important tasks of the discipline "Psychology and Pedagogy" is to develop students' ability to implement a scientific approach to determining the content, as well as the most appropriate techniques, forms, methods, means, psychological and pedagogical technologies of self-improvement and influence on potential subordinates in order to increase their own and their professional competence. At the same time, this course of lectures, no matter how deep and versatile its content, is not able to give comprehensive recommendations for each specific case that a graduate of a higher educational institution may encounter in his practical activities. In this regard, the main emphasis in the study of the discipline is on the formation of students' ability to methodically correctly build official and interpersonal relationships, correctly organize joint practical activities of team members, creatively apply the best practices in training, education, self-improvement, and the provision of psychological assistance.

As a result of studying this academic discipline, the student should be able to:

– apply theoretical knowledge in their professional practice;

- to select scientific and methodological literature on a specific topic;

– discuss topical issues of psychology and pedagogy;

- justify your point of view;

– to analyze the educational situation;

- set tasks to solve the problems of the educational process.

The goals facing Russian society require graduates of higher educational institutions to master constructive approaches and productive psychological and pedagogical technologies in the performance of practical tasks. The manager cannot solve multifaceted issues of professional activity without taking into account the individual characteristics of employees, the psychology of the team, the real system of socio-psychological characteristics of all aspects of professional activity. Not only success in solving practical problems, but also the authority of the leader largely depends on the level of mastery of the theoretical, methodological and applied components of psychology and pedagogy.

The study of the discipline "Psychology and Pedagogy" is a necessary condition not only for the highly professional training of a specialist, but also for the harmonious development of the individual, the effective performance of its functions in society, a team, and a family.

Academic discipline occupies an important place in the overall system of student training. Education is based on a deep assimilation of various sciences that study a person, primarily social disciplines, which are taught in Russian universities in accordance with the State Educational Standards.

Under standard 1 education refers to the system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system in achieving this ideal.

State educational standard 2 higher professional education of the Russian Federation in the discipline "Psychology and Pedagogy"

REFERENCES

Main literature

1.Asmolov A.G. Psychology of Personality. - M., 1990. - 367 p.

2. Bandurka A.M. Psychology of management / A.M. Bandurka, E.P. Bocharova, E.V. Zemlyanskaya. - Kharkov, 1988. - 464 p.

3. Bodalev A.A. Psychology of Personality. - M., 1988. - 267 p.

4. Bordovskaya N.V. Pedagogy / N.V. Bordovskaya, A.A. Rean . - St. Petersburg, 2001. - 304 p.

5.Bordovskaya N.V. Psychology and Pedagogy / N.V. Bordovskaya, A.A. Rean, S.N. Rosum. - St. Petersburg, 2000. - 432 p.

6. Bozhovich L.I. Personality and its formation. - M., 1988. - 250 p.

7. Druzhinin V.N. Psychology of general abilities. - St. Petersburg, 2000. - 367 p.

8. Ershov A.A. Personality and team. - L., 1986. - 127 p.

9. Ivannikov V.A. Psychological mechanisms volitional regulation. - M., 1991. - 142 p.

10. Krylov A.A. Psychology. - M., 1998. - 584 p.

11. Mironenko V.V. Popular psychology. - M., 1990. - 280 p.

12. Nebylitsyn V.D. Favorites psychological writings. - M., 1990. - 405 p.

13. Nemov R.S. Psychology - M., 1995. - 3 vols.

14. Petrovsky A.V. Introduction to psychology. - M., 1996. - 496 p.

15. Pedagogy/ Ed. P.I. piddly. - M., 2001. - 640 p.

16. Sneaky I.P. Pedagogy. - M., 2001. - 365 p.

17. Rubinshtein S.L. Basics general psychology. - M., 1998. - 712 p.

18. Sventsitsky A.L. Social psychology of management. - L., 1986. - 186 p.

19. Slastenin V.A. Pedagogy. - M., 1997. - 305 p.

20. Stolyarenko L.D. Fundamentals of psychology. - Rostov n / D, 1997. - 736 p.

21. Tikhomirov O.K. Psychology of thinking. - M., 1989. - 312 p.

22. Kharlamov N.F. Pedagogy. - M., 1997. - 408 p.

23. Shiptsnov V.G. Basics management activities/ V.G. Shiptsnov, E.N. Kishkel - M., 2000. - 304 p.

24. Yakunin V.A. Pedagogical psychology. - St. Petersburg, 1998.

25. Slastenin V.A., Kashirin V.A. psychology and pedagogy. - M., 2001. - 408 p.

additional literature

1. Abulkhanova K.A. Psychology and pedagogy. - M., 1998. - 320 p.

2. Anokhin I.K. Selected works. - M., 1989. - 410 p.

3. Gippenreiter Yu.B. Introduction to general psychology. - M., 1996. - 320 p.

4. Zimnyaya I.A. Pedagogical psychology. - M., 2000. - 384 p.

5. Krysko V.G.. Psychology and Pedagogy in Diagrams and Tables. - MN.: Harvest, 1999. - 384 p.

6. Kulnevich S.V. Pedagogy of personality from concepts to technologies. - Rostov n / D: Teacher, 2001. - 560 p.

7. Leontiev A.N. Activity. Consciousness. Personality. - M., 1977. – 473 p.

8. Leontiev A.N. Problems of the development of the psyche. - M., 1981. - 584 p.

9. Mzgun V.S. Needs and psychology social activities personality. - L., 1983. - 176 p.

10. Naenko N.I. Psychological tension. - M., 1986. - 212 p.

11. Litvintseva N.A. Psychological tests for business people. - M., 1996. - 317 p.

12. Psychological tests for men. - Kyiv, 1996. - 215 p.

13. Selivko G.K. Modern educational technologies. - N M .: People's education, 1998. - 255 p.

14. Serikov V.V. Education and personality. - M., 1999. - 272 p.

15. Strelya A. The role of temperament in mental development. - M., 1982. - 305 p.

16. Yakimanskaya I.S. Student-centered learning in modern school. - M., 1996. - 260 p.

annotation

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Introduction 3

Lecture 1. Psychology as a science and practice 8

1. Subject, object, tasks and methods of psychology 9

2. The place of psychology in the system of sciences 16

3. Main branches of psychology 19

4. The main stages in the development of psychological science 21

5. Main directions of psychology 26

Lecture 2. Psychology of personality 29

1. Theories of personality 29

2. Personality 31

Lecture 3. Mind 43

1. The evolution of the psyche 44

2. Psyche and structural features of the brain. The structure of the psyche 48

3. Mind, behavior, activity 50

Lecture 4. Consciousness 55

1. Consciousness and its properties. Types of consciousness 55

2. Self-awareness. The structure of consciousness. "I-concept" 57

3. Correlation between consciousness and the unconscious 58

Lecture 5. Mental phenomena 61

1. Cognitive mental processes 63

2. Emotions and feelings 79

Lecture 6

1. Communication 81

2. Perception 84

3. Attraction 85

4. Communication and speech 86

Lecture 7. Intergroup relations and interactions 89

1. Group and its characteristics. Small group 89

2. Collective 94

3. Interpersonal relations in groups and collectives 96

Lecture 8. Pedagogy as a science 98

1. Subject, object, tasks, methods, main categories of pedagogy 98

2. The place of pedagogy in the system of sciences 104

3. The system of pedagogical sciences 106

Lecture 9. Education as a universal value. Modern educational space 107

1. Education as a social phenomenon 107

2. Education as a sociocultural phenomenon 108

3. Education as a system 109

4. Modern world educational space 110

5. Properties of modern education 112

6. Educational system of Russia 115

Lecture 10. Pedagogical process 117

1. Essence, patterns and principles of the pedagogical process 117

2. The main systems of organization of the pedagogical process 121

3. Management cycle 124

Lecture 11. Education as an integral part of the pedagogical process. 127

1. Essence and structure of education 127

2. Educational, upbringing and developmental functions of learning 129

3. Teaching methods 130

4. Forms of education 133

Lecture 12

1. Forms of organization of educational activities at the university 136

2. Independent work of students 140

3. Pedagogical control in higher education 142

Lecture 13. Theoretical foundations of education 144

1. Essence, goals, content, organization, education 144

2. Patterns and principles of education 147

3. Methods of education 150

Lecture 14

1. Family as a small group 153

2. Family education 155

3. Style of relationships in the family. Relationships between parents and children 157

4. Problems of family education. Family conflicts 162

5. Psychological contact between parents and children 166

Self-test questions 168

2. Dictionary of basic psychological terms 181

3. Dictionary of basic pedagogical terms 183

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Introduction

The aim of the course

is the formation of students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.

Course objectives:

Lecture 1. Psychology as a science and practice

Psychology

studies the laws of the emergence, development and functioning of mental processes, states, properties of a person engaged in a particular activity, the laws of development and functioning of the psyche as a special form of life.

Features of psychology:

♦ psychology is the science of the most complex concept known to mankind. It deals with a property of highly organized matter called the psyche;

♦ psychology is a relatively young science. Conventionally, its scientific design is associated with 1879, when the German psychologist W. Wundt at the University of Leipzig created the world's first laboratory of experimental psychology, organized the publication of a psychological journal, initiated international psychological congresses, and also formed an international school of professional psychologists. All this made it possible to form a world organizational structure psychological science;

♦ psychology has a unique practical significance for any person, as it allows you to better know yourself, your capabilities, strengths and weaknesses, and therefore change yourself, manage your mental functions, actions and your behavior, better understand other people and interact with them; it is necessary for parents and teachers, as well as for everyone business person to make responsible decisions taking into account the psychological state of colleagues and partners.

1. Subject, object, tasks and methods of psychology

Subject

psychology are: the psyche, its mechanisms and patterns as a specific form of reflection of reality, the formation psychological features human personality as a conscious subject of activity.

In the history of science, there have been different ideas about the subject of psychology:

as a subject of psychology was recognized by all researchers until the beginning of the 17th century, before the main ideas were formed, and then the first system of psychology modern type. Ideas about the soul were both idealistic and materialistic. Most interesting work this direction is represented by the treatise of R. Descartes "The Passions of the Soul";

♦ in the 18th century. took the place of the soul

phenomena of consciousness

i.e., the phenomena that a person actually observes in relation to himself are thoughts, desires, feelings, memories known to everyone personal experience. The founder of this understanding can be considered J. Locke;

♦ at the beginning of the 20th century. Behaviorism, or behavioral psychology, appeared and became widespread, the subject of which was

behavior;

2. The place of psychology in the system of sciences

A person as a subject of research can be considered from various points vision: as a biological object, as a social being, as a carrier of consciousness. At the same time, each person is unique and has its own individuality. The variety of manifestations of man as a natural and social phenomenon has led to the emergence of a significant number of sciences that study man. Psychology as a field of humanitarian, anthropological knowledge is closely connected with many sciences. It occupies an intermediate position between the philosophical, natural, social and technical sciences.

First of all, it is necessary to dwell on the consideration of the relationship between psychology and

philosophy.

Having become an independent science, psychology has retained a close connection with philosophy. Today, there are scientific problems and concepts that are considered both from the standpoint of psychology and philosophy, for example, the meaning and purpose of life, worldview, Political Views, moral values, the essence and origin of human consciousness, the nature of human thinking, the influence of the individual on society and society on the individual, etc.

Long time there was a fundamental division of philosophy into materialistic and idealistic. Most often, this opposition was of an antagonistic nature, i.e., there was a constant opposition of views and positions. For psychology, both of these main currents of philosophy are of equal importance: materialistic philosophy was the basis for developing problems of the activity and origin of higher mental functions, the idealistic direction made it possible to study such concepts as, for example, responsibility, the meaning of life, conscience, spirituality. Consequently, the use in psychology of both areas of philosophy most fully reflects the dual nature of man, his biosocial nature.

Another science, which, like psychology, studies problems related to the individual and society, is

sociology,

which borrows from social psychology methods of studying personality and human relationships. At the same time, psychology makes extensive use of traditional sociological methods of collecting information in its research, such as surveys and questionnaires. There are problems that are jointly studied by psychologists and sociologists, such as the relationship between people, the psychology of the economy and state policy, the socialization of the individual, the formation and transformation of social attitudes, etc. Sociology and psychology are closely related both at the level theoretical research and at the level of using certain methods. Developing in parallel, they complement each other's studies in the study of the relationship between man and human society.

Another science closely related to psychology is

3. Main branches of psychology

Modern psychological science is a diversified field of knowledge and includes more than 40 relatively independent branches. Their emergence is due, firstly, to the widespread introduction of psychology into all spheres of scientific and practical activity, and secondly, to the emergence of new psychological knowledge. Some branches of psychology differ from others, first of all, by the complex of problems and tasks that this or that scientific direction solves. At the same time, all branches of psychology can conditionally be divided into fundamental (general, or basic!) and applied (special!.

Fundamental

branches of psychological science have general meaning to understand and explain various mental phenomena. This is the basis that not only unites all branches of psychological science, but also serves as the basis for their development. Fundamental branches, as a rule, are united by the term "general psychology".

General psychology

- a branch of psychological science, which includes theoretical and experimental studies, revealing the most general psychological patterns, theoretical principles and methods of psychology, its basic concepts and categories. The main concepts of general psychology are:

mental processes;

Mental properties;

4. The main stages in the development of psychological science

Historically, the doctrine of the soul appeared first. Psychology owes its name to Greek mythology- the myth told by Apuleius about Cupid and Psyche, which refers to the king and his three daughters. The youngest was the most beautiful of all, her name was Psyche. The fame of her beauty flew all over the earth, but Psyche suffered from the fact that she was only admired: she wanted love. Psyche's father turned to the oracle for advice, and the oracle replied that Psyche, dressed in grave clothes, should be taken to a secluded place to marry the monster. The unfortunate father fulfilled the will of the oracle. A gust of wind carried Psyche to a wonderful palace, where she became the wife of an invisible husband. The mysterious husband of Psyche took from her a promise that she would not seek to see his face. But out of envy, the evil sisters persuaded the gullible Psyche to see her husband when he falls asleep. At night, Psyche lit a lamp and, seeing her husband, recognized him as the god of love, Cupid. Struck by the beauty of his face, Psyche admired Cupid, but a drop of hot oil from the lamp fell on his shoulder, and Cupid woke up. Insulted, he flew away, and Psyche went across the earth to look for her lover. After long wanderings, she ended up under the same roof with Cupid, but could not see him. Cupid's mother - Venus - forced her to do unimaginable work; only thanks to the miraculous help of the gods did Psyche cope with the trials. When Cupid recovered from the burn, he began to beg Zeus to allow him to marry Psyche. Seeing their love and the exploits of Psyche in the name of love, Zeus agreed to their marriage, and Psyche received immortality. Thus, thanks to their love, the lovers were united forever. For the Greeks, this myth is an example of true love, the highest realization of the human soul, which, only filled with love, became immortal. Therefore, it was Psyche who became the symbol of immortality, the symbol of the soul seeking its ideal.

Written sources of knowledge that have come down to us from the depths of centuries indicate that people have been interested in psychological phenomena for a very long time. The first ideas about the psyche were associated with

Democritus (460-370 BC) developed an atomistic model of the world. The soul is a material substance, which consists of spherical, light, mobile atoms of fire. All mental phenomena are explained by physical and mechanical causes. For example, human sensations arise because the atoms of the soul are set in motion by atoms of the air or atoms directly emanating from objects.

According to the teaching ancient Greek philosopher Plato (427-347 BC), the soul exists along with the body and independently of it. The soul is an invisible, sublime, divine, eternal principle. The body is a visible, base, transient, perishable beginning. Soul and body are in a complex relationship. According to its divine origin, the soul is called to control the body. However, sometimes the body, embraced by various desires and passions, takes precedence over the soul. Mental phenomena are divided into reason, courage (in the modern interpretation - will) and lust (motivation). According to Plato, a person's mind is located in the head, courage - in the chest, lust - in abdominal cavity. Their harmonious unity gives integrity to the spiritual life of a person.

The pinnacle of ancient psychology was the teaching of Aristotle (384–322 BC) about the soul. His treatise "On the Soul" is the first special psychological work. He denied the view of the soul as a substance. At the same time, Aristotle considered it impossible to consider the soul in isolation from matter (living body1. The soul, according to Aristotle, although incorporeal, is the form of a living body, the cause and purpose of all its vital functions. The driving force behind human behavior is aspiration, or internal activity of the organism.Sensory perceptions constitute the beginning of cognition.Memory preserves and reproduces sensations.