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VIEWS OF WESTERN PSYCHOLOGISTS ON THE RELATIONSHIP BETWEEN
MENTAL DEVELOPMENT AND EDUCATION
Mamayusupova Iroda Khamidovna
Senior Lecturer, Department of Psychology, Kokand State University. PhD.
Setsalieva Ilmira Ismoilovna
Trainee Teacher, Department of Preschool Education.
https://doi.org/10.5281/zenodo.15692931
Abstract.
The article explains on the basis of evidence that the formation of a person's
personality depends on the influence of three factors. The mental development of a child, a
schoolchild is a complex development process.
Key words:
personality, person, factor, formation, environment, education, heredity,
scientist, child, school, student, psyche, development, progress, process.
Introduction.
The science of psychology, based on modern theory, explains the composition of a
person's personality on the basis of evidence that it mainly depends on the influence of three
factors. The first of these is the influence of the external social environment in which a person is
born and grows, the second is the influence of education and upbringing, which are regularly
given to a person over a long period of time, and the third is the influence of genetic
characteristics that are given to a person from birth, ready. As is known, each person lives in a
unique, not exactly repeating social environment. He lives, grows, is formed among people in
certain social relations, that is, in a certain family, community and society. A person participates
in these social relations as a member of society, as a representative of a certain class, a particular
social group, and, finally, as an active member of certain communities with different levels of
organization and cohesion.
Main part.
The essence of a person is initially social in nature. The sources of development of all
mental properties of a person, creative activity are in the social environment surrounding him, in
society. A person's personality is causally connected and determined by his social life. In this
sense, human development consists in the process of acquiring social experience that arises in
relationships with people. As a result, mental properties, moral qualities, character, volitional
qualities, interests, beliefs and a person's worldview are formed. The environment, education and
upbringing aimed at a certain goal are not only the conditions for the manifestation of something
initially given, genetically determined, but also form the mental properties of a person.
In this regard, firstly, it should be emphasized that a person is not a passive object under
the influence of the environment, but an active being. Therefore, external conditions of life,
external influences do not determine the psyche of a person, but determine it through the
interaction of a person with the environment, through his activity in the environment. Therefore,
it is appropriate to speak not about the influence of the environment, but about the active
interaction of a person with the environment.
Secondly, the development of the psyche ultimately depends on external conditions,
external influences. However, this development cannot be directly attributed to external
conditions and external situations. These conditions and situations always affect a person
through his life experience, his personality, individual psychological characteristics and mental
makeup.
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Manna in this sense indirectly affects the external individual through internal conditions,
including his own psyche and personal education. Thirdly, a person, as an active being, can
consciously change his personality, that is, engage in self-education. However, this process does
not occur in isolation from the environment, but in adaptation to it and in interaction with it.
From the above, we can conclude that the socially organized and active activity of a
person (child, schoolchild) is the basis, means and condition of his mental development. It goes
without saying that natural, biological capabilities are essential for human mental development.
In order for human mental characteristics to develop normally, a certain level of
biological structure, brain and nervous system of a person is necessary. These natural
characteristics are not forces or factors driving mental development, but only initial conditions.
Although natural characteristics are not the driving force of development, they influence
human mental development. Firstly, natural characteristics determine different ways and
methods of developing mental characteristics. The characteristics of the human nervous system
do not determine any mental characteristics of a person in themselves. No normal child is born
brave or cowardly, strong-willed or weak-willed. Hardworking or lazy, disciplined or
undisciplined. If an educational network is organized, all socially valuable character traits can be
formed on the basis of any type of nervous system. For example, the qualities of persistence and
self-control can and should be cultivated both in children with a tense nervous system and in
children with an average nervous system. However, raising children with the first type is more
difficult than with the second. In both cases, the ways and methods of cultivating the necessary
qualities are different. Secondly, natural characteristics can also influence the level of a person’s
achievements in a particular area. For example, there are innate individual differences in the
development of abilities. Therefore, some people are superior to others in their ability to master a
certain activity. Sometimes, on the contrary, they are inferior to them in their ability to master a
certain type of activity. In this sense, people do not have the opportunity to develop their abilities
equally. Although natural abilities have a certain significance for the mental development of
students (for example, in the educational process, some students are required to make more effort
than others, and some receive more effort, attention and time from the teacher), these abilities in
themselves do not play a decisive role in mental development. Psychologists of different
directions widely discuss the problem of the relationship between training and education, on the
one hand, and development, on the other. Development is usually understood as two types of
phenomena, and these concepts are closely related: 1) biological, organic maturation of the brain
itself, its maturation in terms of its anatomical and biological structure; 2) mental development as
certain stages of mental (intellectual) development, as specific mental maturation. It goes
without saying that mental development is connected with the biological development of the
brain structure, and this feature must be taken into account in educational work, since education
cannot deny the organic maturation of the brain. However, it cannot be said that the organic
maturation of the brain structure occurs on the basis of its own strict biological laws, completely
independent of the environment and education. The environment, education and appropriate
training contribute to the organic maturation of the brain structure. What is the role of education
in this process? Does it play a leading role in the development of education or vice versa? The
solution to this problem determines the content and methodology of the educational process, the
content of curricula and textbooks. In particular, the German psychologist W. Stern put forward
the idea that education follows mental development and adapts to it. In contrast to this idea, the
Russian psychologist L. S. Vygotsky was the first to put forward the principle of the leading role
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of education and upbringing in the mental development of a child, and he clearly expressed it as
follows: education precedes development and follows it. According to the first of the above
ideas, education uses only what has been achieved by development. Therefore, one should not
interfere with the process of mental maturation, not hinder it, but patiently and passively wait
until the opportunity for education appears. The theory of the Swiss psychologist J. Piaget is also
based on these ideas. According to J. Piaget, the mental development of a child and a schoolchild
develops according to its own internal laws and goes through a number of qualitatively unique
genetic stages. Education can only slightly speed up or slow down this process of mental
development, but cannot have a significant impact on the process of mental development.
Therefore, education must obey the laws of development. For example, it is useless to
teach a child to think logically until he or she has developed logical thinking. That is why
different stages of learning are strictly related to the age of the child, at which the corresponding
psychological capabilities mature. In our opinion, learning plays a leading role, and learning and
development are interconnected, these are not two separate processes, but a single whole.
Without learning, there can be no full-fledged mental development. Learning is an
impetus for development, it follows development. When the necessary conditions arise, learning
forms the skills of logical thinking and becomes the basis for the corresponding mental
development. But learning, being an impetus for development, at the same time relies on
development itself, taking into account the features of the achieved level of development, the
internal laws of development, of course. The possibilities of learning are very broad, but not
unlimited. The great Russian psychologist L.S. Vygotsky, approaching the problem of learning
and development from the point of view of the socio-historical process, emphasized that the
acquisition of knowledge is a process of participation in the culture created in the historical
development of mankind. According to his cultural-historical theory of mental function
development, mental activity development is understood as the acquisition of a “cultural” form, a
direct recreation of its “natural” form, first external, then internal expression with various signs.
In this regard, the concept of the “proximal zone of mental development” introduced into
psychology by L.S. Vygotsky is of great importance. Its essence is that a child’s independent
activity is carried out in cooperation with adults, under their guidance. The concept of the
“proximal zone of mental development” introduced by L.S. Vygotsky allows us to understand
the clear meaning of the general rule that “education precedes development”. Despite the fact
that E. Thorndike and J. Piaget explain education and development as one and the same, L.S.
Vygotsky emphasizes: “A child’s development can never be considered a shadow outside of
school education”. In addition, he also sharply criticizes psychologists who believe that
education and development are independent processes. P.G. Blonsky pays special attention to the
role of education in child development. Therefore, he emphasizes that the mental development of
students directly depends on the content of the school curriculum. In his opinion, in the process
of learning, children get used to acting according to certain rules. As a result of the influence of
education, students develop self-control and control over their mental activity. The leading role
of education in development is emphasized in the research of psychologists V. V. Davydov, P.
Ya. Galperin, N. A. Menchinskaya, A. A. Lyublinskaya, D. B. Elkonin, E. G. Goziev. Even if
the factors and conditions of mental development are determined, it is natural to ask the question,
what are the sources of changes occurring in the psyche, what are the forces driving mental
development. The forces driving the mental development of a child or schoolchild are complex
and varied.
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The essence of development consists of the struggle of opposites, the struggle of internal
contradictions; the forces directly driving the mental development of a child or schoolchild are
the contradictions between the old and the new, arising and eliminated in the process of
education and upbringing. Such contradictions include, for example, contradictions between new
needs arising in activity and the possibilities of satisfying them; contradictions between the
growing physical and mental capabilities of a child and old, established forms of interaction and
types of activity; contradictions between the demands of society, the collective, adults, and the
existing level of mental development, which increase every day. For example, a primary
schoolchild has a contradiction between readiness for independent volitional activity and the
dependence of actions on the current situation or immediate internal experiences. In adolescents,
the strongest contradictions arise between, on the one hand, his self-esteem and the level of his
demands, and on the other hand, the internal experience of the attitude of others towards him, as
well as the internal experience of his real position in society; between the need to participate in
the life of adults as a full member and the insufficiency of his opportunities for this.
All of the above contradictions are eliminated by the formation of a slightly higher level
of mental activity. As a result, the child, the schoolchild, rises to an even higher level of mental
development. The need is satisfied - the contradiction disappears. However, the satisfied need
gives rise to a new need. This contradiction is replaced by another contradiction - development
continues. Development is not only a process of purely quantitative changes, that is, an increase
or decrease in some mental phenomena, properties and qualities, but also the emergence of
qualitatively new properties, that is, newly formed qualities.
Conclusion.
Psychologists note that there are general patterns of mental development. However, in
relation to the influence of the environment, these laws are secondary, since the specific features
of these laws depend on the conditions of life, activity and upbringing. Such general laws
include, first of all, the unevenness of mental development. The essence of this is that in any
conditions, even in the most favorable conditions of education and upbringing, various mental
characteristics, functions and features of a person do not stop at the same level of development.
In certain periods of a child's development, exceptionally favorable conditions arise for
the development of the psyche in one direction or another, and some of these conditions are
temporary, transient in nature. Such age periods, when there are the most favorable conditions
for the development of certain mental properties and qualities, are called sensitive periods. (L.S.
Vygotsky, A.N. Leontiev). The existence of a sensitive period is due to the laws of organic
maturation of the brain, certain mental processes and characteristics, life experience. Thus, the
mental development of a child, a schoolchild is a complex process of development.
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