The study of social reality in the scientific schools of psychology

Аннотация

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 body 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 180 Scientific research results in pandemic conditions (COVID-19) 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 underst