METHODOLOGICAL IMPERATIVES OF PSYCHOANALYTIC THEORY IN THE RECONCEPTUALIZATION OF PERSONALITY EDUCATION PARADIGMATIC FOUNDATIONS

Abstract

The article presents a theoretical and methodological analysis of psychoanalytic theory as a conceptual foundation for rethinking the paradigmatic principles of personality education. The scientific prerequisites for the emergence of the psychoanalytic approach initiated by S. Freud, as well as its further development within Post-Freudian and Neo-Freudian interpretations, are elucidated. The expediency of integrating psychoanalytic discourse into the contemporary psychological and pedagogical space in the context of education humanization and the increased attention to the child’s inner world is substantiated. It is determined that the methodological imperatives of psychoanalytic theory consist in recognizing the role of unconscious determinants of psychic development, considering intrapersonal conflict as a natural mechanism of a personality formation, and acknowledging the necessity of harmonizing individual drives with sociocultural demands. Emphasis is placed on reorienting educational influence from an authoritarian-normative model to a personality-centered interaction, which presupposes the support of autonomy, reflection, and emotional maturity of the subject, as well as the formation of the capacity for self-regulation and constructive experience of internal contradictions. It is demonstrated that an appeal to the deep mechanisms of psyche formation expands the theoretical toolkit of contemporary psychology of education, particularly in the aspects of motivation, socialization, emotional development, and adaptation to social change. The principle of the educator’s psychological competence is emphasized as a necessary condition for an effective educational process and the prevention of destructive forms of behavior. It is concluded that psychoanalytic theory emerges as a holistic worldview and methodological construct capable of facilitating the transformation of the contemporary paradigm of personality education toward its humanization, individualization, and enhancement of psychological well-being