PROBLEMS OF SOCIALIZATION IN PSYCHOANALYSIS

Barmashova T.I., Doctor of Philosophy, Professor

Krasnoyarsk State Agrarian University

Yurdanova V. N.

Department of Foreign Languages, Siberian Federal University

Abstract: The article is devoted to the problem of personality socialization in psychoanalysis, the problem of socialization in the context of a theory of conscious - unconscious.

Key words: socialization, psychoanalysis, conscious, unconscious, environment, development, behavior

A man comes into this world as a kind of potentiality, as a collection of different possibilities. What kind of a person he will become, it mainly depends on person’s socialization, which has traditionally been understood as "... the process of mastering a set of programs of activities and behaviors specific to a particular cultural tradition, as well as the process of internalization of the individual expressing his or her knowledge, values and norms" [1].

There are many channels through which this process is implemented in society, they are: family, the system of specialized educational and training institutions, morality, art, science, traditions, language etc. Their role in the spiritual formation of a person is given sufficient attention in the research. But there are some problems that are important to create a unified picture of a person formation which is paid little attention to. This is the problem of socialization in the context of a theory of unconscious. In this regard, the task of this paper is an explication of the problem of socialization in psychoanalysis.

Certainly, psychoanalysis cannot claim to create a complete, comprehensive scientific theory of socialization. Philosophical understanding of the problem can help to solve the problem, including the clarification of the moment that many manifestations of human activity in public life have their unconscious origins in early childhood, being closely associated with educational tools and techniques with the environment, where the socialization of an individual took place.

However, one should pay tribute to psychoanalysis, which is rightly updating this aspect of the problem, and not without reason, it argues that child maltreatment in childhood, repressed fear, helplessness violence gets later aggressive behavior. And it has an access not only to personal relationships, but it also can be projected on the relationship between social groups, affect the social life in general. The founder of the psychoanalytic doctrine Z. Freud believed that all of our complexes come from childhood. We do not intend to dwell on the analysis of his views, as they are adequately reflected upon. The subject of our discussion will be mainly the views of less-known representatives, in particular K. Bassiyuni.

German psychoanalyst K. Bassiyuni attempts to uncover the deep psychological roots of violence and aggression, and she is inclined to think that the search for answers to the individual antisocial behavior is in person’s early childhood. The main thesis of his concept is: a person relates to others in the same way as others treated him when he was helpless and dependent, i.e. in his childhood.

K. Bassiyuni psychoanalytically consistently solves the problem, stressing that education based on coercion, use of force, callousness leads to violent repression of the human need for autonomy, makes it difficult to make major steps toward maturity and generates an archaic struggle between power and powerlessness, which is being supplanted in unconscious, from there looking for new "battlefields". In this case, the analyst is not only on the impact of early childhood education for personal development, but also raises the question of how unconscious processes of personality reflected in the relationship between people and nations. [2] In this regard, it is the concept of a step forward in comparison with the theory of personality by Z. Freud, concentrated focus on individual psychological problems of personality.

German scholar emphasizes the dual role of authoritarian parenting. On the one hand, education, overwhelming the child's independence, leads to the appearance of people who blindly believe in authority, allowing themselves to be used for any purpose, including inhumane. On the other hand, the opposite is possible and blind obedience to the result - the refusal of obedience, resistance and protest against the ruling power, the existing moral standards or legal requirements of society. In this case, the instinct of aggression and destruction comes to the fore.

Regardless of the outcome of authoritarian parenting, psychoanalytic processes have one common mechanism of functioning. Repressed into the unconscious the traumatic experience of early childhood (powerlessness and helplessness, the subjective feeling of the potential destruction) is forming a "hotbed of discord." This leads to an unconscious struggle between power and powerlessness, repeating "old stage" to the emergence of the phenomenon of enemy introjection [3].

An important place in the development of the individual is given to a period of individuation associated with the process of selection of the symbiotic relationship of a child with his mother. If this process goes well, that is, the formation of the identity of the "I", maturity and independence is carried out in accordance with the norms of society, between the individual and society is formed a harmonious relationship. In the case of suppressing the need for autonomy for life there arises displaced intrapsychic conflict projected onto the social relations [4]. K. Bassiyuni sees a direct connection between obedience, helplessness in childhood and subsequent destructive, antisocial activity, the desire for power. Identification with power generates such authoritarian character traits as intolerance, stubbornness, inability to self-criticism.

Thus, she does not recognize the concept of innate desire for the destruction of the people ("instinct of destruction"), as is the case in classical psychoanalysis. War and terrorism, is ultimately rooted in the wrong educational methods. Terrorists, in her opinion, were the children of the lack of inner freedom [5]. Also, it is quite convincing example of A. Hitler, who being a child was constantly beaten by his father. However, it is difficult to agree with the statement regarding the determinacy desire for power moments of dependence and helplessness. In our view, they can backfire in a subject, creating passivity and detachment from public life. This seems to depend on the mental characteristics of a person.

The problem of liberation from the destructive impulses of personality K. Bassiyuni generally decides optimistically. She believes that every person has an unconscious need for peace and harmony. In order to eliminate the consequences of improper upbringing, she considers sufficient self-awareness of personality, which results in realization of the consequences of education for blind obedience. According to her, in any phase of adulthood one can catch up autonomy and learn to obtain it.

In order not to produce displacement and projection of negative emotions onto others, important is the realization of the entire negative in us - anger, heartless, soulless, and so forth. This recognition means eliminating enemy image. Just change the way of thinking, internal restructuring, a paradigm shift, proclaiming common sense instead of force, can provide a person to survive. Here K. Bassiyuni sees only effective factor for the salvation of mankind - love of a man in sense of the Christian believe [6]. In other words, since the beginning of study problems of psychoanalytic positions, K. Bassiyuni wittingly or unwittingly is drawn to personalizm in the treatment of personality.

English psychoanalyst D. Winnicott also argues that mental health of personality is determined by the conditions created for a child in early childhood. To characterize the genesis of the person he introduces the concept of true and false identity. In the true spirit of the individual personality develops in physical, biological and psychological forms, that is, in unity. This happens when during child's development people around him behave quite well, which is a "life-vector of growth." The true essence is the potential of creative and involuntary mental life.

In the false nature a child develops improperly. This is due to the shortcomings of others, their inappropriate behavior when the child is not satisfied. In the first place it is - the lack of affection from his mother. In the false unity of the spirit relationship "individual-environment" is broken. The child has the feeling that the integrity of its existence is violated. This gap leads to a bifurcation of the essence of the true and false. In this case, the child loses the sense of the reality of life [7]. A similar approach, linking social forms of human behavior with the education takes place in the writings of S.M. Johnson [8].

Erich Fromm explains inhumane forms of human activity, namely, nationalist and revolutionary hatred by a displaced form of characterological sadism (acquired most often in childhood). Unlike Freud, who saw in libido main force driving human passions and desires, E. Fromm rightly pointed out that the strongest passions and human needs are rooted not in his body, but in the specifics of child’s existence. [9] Thus the role of education as an important social process is emphasized.

In a similar vein the problem is solved by A. Adler, M. Klein, K. Horny, B. Bettelheim, marking the role of unconscious childhood experiences that define the rest of a man’s life, and the role of education as a whole. These concepts, without doubt, have an element of management. Indeed, in the process of becoming a person it is difficult to overestimate the role of childhood experiences. But significant omission of these theories is in most cases an unambiguous interpretation of child's experience as negative. Moreover, this experiment only reduces the interaction of a child with his mother (or parents), while the luggage of human life is formed including many other factors.

One of the few who, to some extent, overcome the one-sidedness of this approach is B. Bettelheim. He points to the positive factors of personality formation, among which an important role played by fairy tales. According to the scientist, "... they develop imagination, improve emotional world of young listeners, addressing both their consciousness and unconsciousness. In addition, in the games a child identifies himself to fairy-tale characters, solving in this way their psychological problems. Consequently, fairy tales help to establish the psychological and psychosocial even balance of the individual "[10]. This underlines not only the psychotherapeutic effects of fairy tales, but their participation in the process of socialization.

Indeed, the positive factors related to man since the first days of his life, play an invaluable role in his formation. It seems that this happens not only in the communion of the public domain of consciousness, but also the public unconscious. In this case, perception himself, the absorption of the beautiful, the true is often carried out without a fixed attention, unconsciously. In this respect, unacceptably detract from the importance of forms and phenomena by comparing them with the content and essence of some object. They bring us background information about it. Based on them, our mind and intuition are able to grasp the essence of the known object. Ultimately, the public entity is largely dependent on what kind of conditions was forming them.

Thus, the dynamics of human development direction is justified from infancy. That is why it is so important from an early age to form not only full self-consciousness, but also a healthy unconscious, associated with moral and ethical concepts of conscience, shame, guilt, duty, responsibility. It is important to link the individual behavior not only by psychoanalytic mechanisms of childhood, but also with its reflection at different ages. Only socially adequate reflection can provide moral norms of behavior of the individual. It is not just the fact of consciousness, but also they are moral mechanisms in complex interplay of conscious and unconscious. The formation of this mechanism is a reflection of multifactorial influence of social environment on a man, without which it is impossible to understand the behavior of the individual. From the fact how an individual is formed will depend the way in which it will become a social subject, as manifestation in its essence of social life. This is even more important that the public entity (not just individual personality, but also social group) just is not considered without individuals, as a general does not exist in isolation from the unit.

Literature:

1. Newest Philosophical Dictionary / Ed. A.A. Gritsanova. - Minsk, 2001. - P. 964.

2. Bassiyuni, K. Upbringing of nation killers. (Power or maturity. On the compulsion to obedience and quest for autonomy) / K. Bassiyuni. - SPb .: Acad. Project, 1999. - P. 8.

3. Bassiyuni, K. The same. P. 12 - 14.

4. Bassiyuni, K. The same. P. 35.

5. Bassiyuni, K. The same. P. 165.

6. Bassiyuni, K. The same. P. 181 - 192.

7. Marson, P.A. 25 key books on psychoanalysis / P. Marson. - Chelyabinsk: Ural LTD, 1999. - P. 210 - 211.

8. Johnson, S.M. Psychotherapy of character. /S.M. Johnson. - M., 2001.

9. Fromm, E. Healthy Society / E. Fromm // A man and a woman. - M .: AST, 1998. - 152 pp.

10. Marson, P.A. The same., pp 231.