The study of social reality in the scientific schools of psychology

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Dumarov Mashkhurbek, PhD student of the Department of General

Psychology, Andijan State University, Uzbekistan

THE STUDY OF SOCIAL REALITY IN THE SCIENTIFIC SCHOOLS OF

PSYCHOLOGY

D. Mashkhurbek

Abstract Theoretical views on the nature of the perception of social

reality have always reflected the general positions of their authors, as well
as the level of development of the achievements of the science of psychology.
The theory of associative cognition, based on the first scientific observation
in the science of psychology, was formed in the second half of the nineteenth
century. The most prominent representatives of the scientific school were
the German scientists I. Müller (1826), E. Max (1865), G. Helmholtz (1867),
E. Goering (1867), W. Wundt (1887), G. Müller (1896) and The American
psychologist was E.B. Titchener. Despite significant differences in the
analysis of some of the problems, the scholars named above adhered to
general views on the nature of cognition. They explain that "the reality we
perceive is in fact the first elements of consciousness - a complex
combination of perceptions."

Keywords: psychology, social reality, perceptions in perception, post-

associative school.

Wundt and Helmgots tried to explain reality in the process of synthesis

by saying that “perceptions in perception are analyzed through the internal
activity of the subject in the form of voluntary apperception or intellectual
unconscious conclusions”.

In the post-associative school period, German psychologists, Gestalt

psychologists M. Wertheimer (1912, 1922), W. Koller (1917, 1929), and K.
Koffka (1935) wrote: rather, the whole area of stimuli affecting the div is
determined, in general, by the structure and purpose of the perceived
reality. ” Their goal is "why do we see the world as we see it?" was to find an
answer to the question. Gestalt psychology's perception of relationships, the
nature of the integrity of perception, the solution of models of sensory
processes were their main problems.

In psychodynamic theory, Freud (1923) described the problems of

human nature's perception of reality as follows. “The ego seeks to express
and satisfy Id’s desires in accordance with the restrictions imposed by the
outside world . The ego derives its structure and function from Id, develops,
and seeks to satisfy the demands of social reality ” (Z. Freud, General
Introduction to Psychoanalysis, 1917-1943). According to Freud, the ego
ensures the security and self-protection of the individual. In the struggle for
survival, the ego will have to embrace both the inner instinctive needs and

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the needs of the social world. [1] The ego is constantly forced to differentiate
the realities of the inner world and the outer world. A person must be able
to satisfy his instinctive needs while adhering to social norms and ethics in
his perception of social reality. This goal shapes a person’s ability to think,
comprehend, think, remember, solve, and other skills and competencies.
Accordingly, Ego Id uses knowledge and cognitive strategies to satisfy his
desires and needs. Unlike Id, who focuses on seeking pleasure from the
environment, the Ego follows the principle of reality. As Freud points out,
“the principle of reality introduces a measure of rationality into our
behavior. The ego, unlike Id, distinguishes between reality and imagination,
is able to withstand excessive stress, and participates in rational-cognitive
activities that change according to new experiences. Based on the power of
logical thinking, which Freud calls a secondary process, the Ego directs
actions in the right direction to satisfy instinctive needs in a way that is safe
for the individual and other people. All this creates a process of
“socialization” and forms the Superego. "Supergo is the ultimate component
of the evolving personality, the result of the internalization of norms and
standards of behavior." (The same work) The process of forming a person’s
superego is shaped by parents, teachers, and other shaping individuals. As
the child’s social world expands (school, religious concepts, peer groups),
Superego goes to the limit of behaviors that new groups find acceptable . In
the superego, the “collective conscience” of society is reflected individually.
Freud divides the Superego into two subdivisions: conscience and ego-ideal.
Conscience includes the ability to critically understand oneself, the existence
of moral prohibitions, and the child’s sense of guilt when he or she does not
do what he or she should do. The motivating aspect of the superego is that it
is an ego-ideal, which arises from something that the parent greatly
approves or appreciates, and creates a sense of self-satisfaction if the goal is
achieved. When parental control is replaced by self-control, Superego is
considered fully formed.

In the psychology of the individual, A. Adler (1927) lies the idea that the

individual is inseparable from society. Adler emphasized the determinants
of personality. A leading position in his theory is that all human behavior
takes place in a social context, and the essence of human nature can only be
understood through an understanding of social relations. “People live in the
world they create, according to their own‘ apperception scheme ’”

Adler A.

(1927a). The practice and theory of individual psychology. New York:
Harcourt, Brace. Adler’s concept of “social interest” reflects that we have a
strong belief that people are social beings, and that if we want to understand
what we are, we need to look at the socio-cultural context in which we live.
This leads to the emergence of a “social feeling”, a “sense of community”, or
a “sense of solidarity” . He states that the perception of social reality by the

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child is formed first by the mother, then by the father, and then by other
people.

K.G.Yung (1931) analytical psychology "of each arxetip object or

situation related to the tendency to express a certain feeling and thought" (
Jung S. G. (1936/1969). The archetypes and the collective unconscious. In
The collected works of CG Jung (Vol. 9).

Princeton , NJ : Princeton University Press ) . thought. Persona , our

social realities, social eligible to play many roles, relationships with other
people in everyday life persona. The concept of extroversion and
introversion that Yung introduced into the science of psychology has not lost
its relevance today.

E. Erickson (1958) in "Ego-Psychology" considered the ego as an

autonomous personality structure, the main direction of its development
was the social adaptation to social reality. Erickson argued that “the ego is
an autonomous system that interacts with reality through perception,
thinking, attention, and memory” (

Erickson EH (1958). Young man Luther:

A study in psychoanalysis and history. New York: Norton. ). Erickson called
the fifth period of human life the period of adolescence (12-13 years to 19-
20 years) and called it a very important period in the formation of human
psychology. The teenager noted that in different social realities, they face
social demands and new roles. New psychosocial parameters that emerge in
adolescents at the positive pole give rise to ego-identity, a role-based mix at
the negative pole. The emphasis is on the ego, how society affects him and
his peers. “A teenager who is growing up and experiencing an internal
physiological revolution will first of all try to strengthen his social role. They
are less curious because their health is often out of place. They worry more
about what others look like than they think about themselves, as well as how
they can combine the roles and skills they have been brought up with today’s
“ideal prototypes”. The integration that emerges in the form of ego-
identification is more than the identities acquired in childhood. Successful
identification is the sum of the internal experience gained at all previous
stages. ” (Erikson, 1963a, p. 261).

Three elements can be distinguished in the formation of identity: First,

boys and girls must perceive themselves as ‘unique’. Second, other people
need to see in them “originality and integrity”. Third, adolescents need to
have a “firm belief” that the internal and external structures of this integrity
are consistent. They need to confirm their perception by communicating in
society. Socially and emotionally, adolescent maturity offers new ways to
assess reality and attitudes toward it. They can invent ideal families,
religions, philosophical systems, social systems. As Erickson points out, "in
the search for an inspiring unity of ideals, the adolescent's mind becomes an
ideological consciousness." (Erikson, 1968b, 290 p.)

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E. Fromm (1941) advanced the humanistic theory, emphasizing the

importance

of

sociological,

political,

economic,

religious

and

anthropological factors in the formation of personality. At the end of his
theory, Fromm argued that loneliness , isolation, and alienation from social
reality were integral features of humanity in our time (Fromm, 1941/1956).
The distinction between freedom and security in relation to social reality
presents unprecedented challenges in human life. People are fighting for
freedom and autonomy, but this struggle itself creates a sense of alienation
from nature and society. People need to be able to have their own lives, but
also have the opportunity to make choices. But they have to unite with other
people for that. The severity of this conflict and the ways to resolve it,
according to Fromm, depend on the economic and political systems of
society. Fromm, who believed that the dichotomy of freedom-security, the
universal and inevitable truth of human nature, stems from existential
needs, identified five basic human needs.

According to K. Horn's (1939) theory of the socio-cultural development

of the individual, two needs are characteristic of childhood: the need for
satisfaction and security (

Horney K. (1939). New ways in psychoanalysis.

New York: Norton ) . Safety is important for a child’s development. The main
motive that leads to an attitude to reality is love for people, protection from
unexpected dangers and the outside world.

R.B. Kettel (1946) explains the theory in the formation of attitudes to

social reality through a complex interrelationship between the individual
system, the internal structure of the individual and the socio-cultural matrix.
In his view, “the most adequate theory of personality is the formation of
behavior as a result of the interaction of heredity and the environmental
factors that surround us.” ( Cattell RB (1946). Description and measurement
of personality. New York: World Book. ) According to Kettel, individuality
allows us to predict how a person will behave in certain situations
(Kettel.1965) .

He is a proponent of mathematical analysis of the person and he used

the following formula R = f (S, P) Here the nature of a person's specific
reaction- R, what he does, thinks or expresses in words is an unknown
function- f, stimulus- S, concrete structure of individuality in reality (R) G.Yu.
Eisenk used various methods to draw psychological conclusions about
people: self-observation, expert assessment, physical and physiological
parameters and objective psychological tests. In his first study, Eisenk
identified two main species (1947,1952). Introversion-extroversion,
neurotic-stability. He found that individuals could be divided into four types
based on their attitude to reality. Skinner denies that people are
autonomous and that their actions (unconscious impulses, archetypes,
personality traits) are related. An individual's attitude to social reality

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depends on human behavior (reactions) and the environmental conditions
(stimuli) that govern them (1971). In his view, a person’s behavior in
relation to reality is largely driven by unpleasant warnings: punishment and
negative reinforcement (1983).

An important aspect for the phenomenological direction of personality

formation is that the understanding of human behavior depends on the
study of his subjective perception of reality. The most important aspect of
psychological research is the study of a person’s subjective experiences.

Reference
1. Andreeva G.M. Social Psychology: Textbook. for higher. textbook.

institutions. - M .: Aspect Press, 2010.

2. Andreeva G.M. Social psychology today. Searches and reflections. - M

.: NOU UPU MPSI, 2009.

3. Krysko V.G. Social Psychology: Textbook. for stud. higher textbook.

institutions. - St. Petersburg: Peter, 2006.

4.B.D. Parygin. Social psychology. Origins and prospects. - SPb .:

SPbGUP, 2010.

Iroda Yusupjonova, teacher of psychology, Andijan State University,

Uzbekistan

THEORETICAL AND PRACTICAL METHODOLOGY OF THE PROCESS OF

UNDERSTANDING PSYCHOLOGICAL KNOWLEDGE IN STUDENTS

I.Yusupjonova.

Abstract: Clarification of practical and theoretical significance of

psychological sciences in education from the scientific point of view,
comparison of their vital psychological knowledge with scientific-
theoretical psychological knowledge. it is important to understand the
theoretical foundations of application in practice.

Keywords: Psychological knowledge, intellectual ability, psychological

qualitative and quantitative analysis; modern methods; personal quality;
talented professional; cooperation activities, interpersonal relationships:
equal member; social motive; understanding knowledge; learning motives.

In solving problems in the study of modern psychology, it is desirable to

provide young professionals with a thorough knowledge of methods of
teaching psychology, modern methods of psychological qualitative and