What is the relationship of psychology with other sciences. Communication of psychology with other sciences - a brief description by industry

Consider the position of psychology in the system of sciences. The diversity of the problems of psychology makes it difficult to accurately characterize its place among them. For a long time there were discussions about whether psychology is a natural or human science. There can be no unequivocal answer to this question, since some branches of psychology are more associated with the humanities (for example, personality psychology, social psychology), while others are more associated with natural sciences (for example, neuropsychology, pathopsychology).

Such a linear division of all sciences into the humanities and natural sciences is outdated. AT non-linear science classification, developed by B. M. Kedrov, psychology is placed inside a triangle, the vertices of which are the natural, social and philosophical sciences (Fig. 2.1). The rest of the sciences are at the junction of these basic ones.

Rice. 2.1.

Thin square dotted brackets to the right in each of the two parts of the diagram mean that in this case we are talking about covering all three main areas of the objective world or, respectively, the three main sections of science. Describing the latter, we can say that each of them is a whole group or complex of individual sciences. Such groups, or complexes, are highlighted in large bold type in the scheme.

Technical and mathematical sciences are placed by Kedrov at the junction of the natural sciences with the social sciences, on the one hand, and with the philosophical ones, on the other. The former study the practical use by man of the laws of inorganic nature in social production (this also includes the agricultural and medical sciences, which use the laws of organic nature for practical purposes). This whole group of practical sciences is placed in the scheme between natural science and the social sciences, closer to the latter.

Between the natural and philosophical sciences, the mathematical sciences are placed in the same scheme. They study certain forms and aspects of real processes and objects, their patterns, reflecting these forms and aspects, connections and relationships in an abstract form, i.e. they deal directly only with abstract concepts (value, number, set, function, etc.). The abstract nature of the subject of mathematics, the great importance in it of the logical method of research, processing and proof of the truth of knowledge bring mathematics closer to logic as part of philosophy.

Mathematical logic stands between logic (a part of philosophy) and mathematics, closer to the latter, since it is predominantly a mathematical discipline, as a private intermediate science that provides third-order connections.

Psychology occupies a special place among all three main branches of science. It studies human mental activity from the natural-historical side (hence its connection with the physiology of higher nervous activity as part of the biological sciences, hence, with natural science) and from the social side (hence its connection, for example, with pedagogical sciences as a branch of social sciences). Psychology cannot be wholly attributed either to the social, or to the natural, or to the philosophical sciences. It is closely connected with those, and with others, and with the third, but most closely with the science of the laws of thought - philosophy. Therefore, Kedrov put it in the scheme not in the center of the triangle, but closer to philosophy. The Swiss psychologist Jean Piaget criticized Kedrov's theory for placing psychology not at the forefront of the entire classification of sciences, but somewhere in between the three main groups.

Modern psychology, according to Piaget, develops in interaction with all other sciences. In 1966, at the International Psychological Congress in Moscow, he delivered a lecture on the place of psychology in the system of science. His main idea was that the future of psychology depended on its connections with mathematics, physics, biology, sociology, linguistics, political economy, logic - a huge constellation of sciences that form the world of modern knowledge. Psychology, according to Piaget, is at the center of this world.

These predictions of Piaget are clearly manifested and confirmed in modern psychology. Knowledge of psychology is needed in all spheres of modern society, in science and practice that studies a person. The study of psychology in higher education is becoming more and more popular among students of various specialties.

Psychology is characterized by close ties with other human sciences - philosophy, sociology, history, physiology, and pedagogy. The connections of psychology with philosophy are traditional, since until the 19th century. scientific psychological knowledge accumulated within the philosophical sciences, psychology was often considered as part of philosophy. In modern psychology, there are many philosophical and psychological problems: the subject and methodology of psychological research; the origin of human consciousness; study of higher forms of thinking; the place and role of a person in social relations; meaning of life, conscience and responsibility; spirituality, loneliness and happiness. The collaboration of psychologists and philosophers in the study of these problems is fruitful.

The connections of psychology with the biological sciences are due to the fact that the human psyche has a natural basis. Therefore, many psychological problems are solved through the interaction of psychologists and biologists. Especially fruitful interaction with physiology. Psychophysiology appeared at the junction of these two sciences. A deep physiological understanding of how the brain works helps in solving many psychological problems.

Psychology interacts with sociology, since the human psyche is socially conditioned. The objects of their research are very closely intertwined. In the field of study of both sciences are the individual, the group, inter-group relations; there is a mutual exchange of facts, borrowing of theoretical concepts and ideas. Sometimes it is difficult to strictly distinguish between socio-psychological and sociological research. For the successful study of group and intergroup relations, problems of national relations, politics and economics, conflicts, the cooperation of sociologists and psychologists is necessary. This is how social psychology was born.

Close links can be traced between psychology and history. The human psyche has developed in the course of the historical process. Therefore, knowledge of the historical roots of certain mental phenomena is absolutely necessary for a correct understanding of their psychological nature and characteristics. Historical traditions and culture of people largely form the psychology of modern man. Historical psychology arose at the intersection of psychology and history. Psychologists study the role of prominent personalities in history, the psychology of people's behavior in different cultures. Alfred Adler, for example, studied the role of psychological complexes on the example of Napoleon. Modern scientists study the psychology of an authoritarian personality in a historical context, the psychological portrait of Hitler, Stalin's mental health.

Traditional links between psychology and pedagogy. Many prominent teachers noted the need for psychological knowledge. For successful education and upbringing of children, teachers must understand the cognitive processes of students, as well as their emotional world, be able to understand the individual characteristics of temperament, character, and abilities.

A deep study of the processes of a child's mental development is possible only on the basis of an understanding of the pedagogical patterns of training and education. In resolving any issues relating to the child, the interaction of psychologists and teachers is necessary. This is what educational psychology does.

The intersection of interests and connections in modern science and practice is obvious. Therefore, many interdisciplinary areas of research and practical work are currently emerging in psychology. Examples of this kind are: management, conflictology, ethnology, public relations (PR). The integration of sciences is becoming relevant, and the ability of psychologists to work in close contact with specialists from other sciences and areas of practical activity is becoming important.

Cm.: Kedrov B. M. Classification of sciences. Part 2. M.: Thought, 1965. S. 469.
Cm.: Kedrov B. L/. Classification of sciences. Part 2. S. 483.

The concept of psychology is of Greek origin (soul, doctrine). This is the science of the soul, knowledge of the soul in the literal sense of the word.

Psychology is the science of consciousness, the psyche and the patterns of its manifestation and development.

Worldly knowledge is called knowledge that is not exactly verified, but obtained through the everyday experience of each individual person. This knowledge is not sufficiently reliable and reliable. This knowledge is obtained from observations, from comparisons, from the state of one's own soul, and therefore there is a lot of subjectivity here.

Scientific knowledge is called such knowledge about the psychology of people that is considered quite correct and accurate, and their correctness can be proved using scientific mathematical calculations.

There is a two-way relationship between psychology and other sciences: in some cases, psychology uses the achievements of other sciences to solve its problems, and in others, the sciences use psychological knowledge to explain or solve certain issues. Interdisciplinary connections between psychology and other sciences contribute to their mutual development and application in practice.

Psychology in the development of questions is based on the data of biology, in particular anatomy and physiology, on the doctrine of higher nervous activity. In turn, the data of psychology are widely used in medicine, in particular psychiatry. Pedagogy makes extensive use of the psychological patterns of education and upbringing. At the same time, psychology is based on the data of pedagogy in the study of the psychology of personality formation. Close is the connection of psychology with literature, linguistics, history, art, cybernetics, etc.

Physiology, sociology, philosophy form the basis of psychology. Physiology, studying the mechanisms of functioning of the body, allows psychologists to understand the most complex forms of mental activity, to establish the relationship between physical health and mental health. The most important psychological category - self-regulation - is developed on the basis of the physiology of higher nervous activity, which ensures the "balancing" of the organism with the environment, understanding oneself in it.

Many phenomena of mental activity cannot be fully understood and explained by the physiological approach. It is necessary to understand the influence of society on a person: the psychology of interpersonal relations, the psychology of a group, family, collective, the psychology of society emphasize the importance of the influence of society on consciousness, which is the connection between psychology and sociology. The connection between psychology and philosophy is the most direct. Since the time of Plato, the connection between the soul (irrational) and the spirit (rational) has been considered. The limitation of the subject of modern psychology to the study of the soul is unjustified, and its expansion includes the concept of the spirit as a force of self-determination, as an active purposefulness that realizes reasonable needs. In relations with people, the spirit manifests itself as spirituality, as a sense of duty, conscience, a desire to do good; in relations with nature - as a desire to create beauty, to create, to prevent destruction in the spiritual and material, to strive for harmony.

Ministry of Education of the Republic of Bashkortostan

State budgetary professional educational institution

Neftekamsk Pedagogical College

Test

Relationship of psychology with other sciences

Nasrtdinova Elvira Fanisovna

Retraining group

Course: Pedagogical education:

specialization

Neftekamsk, 2016

Content

Introduction 3

1 Communication of psychology with other sciences 4

Conclusion 9

List of sources used 11

Introduction

In a literal translation, psychology is the science of the soul (psyche is the soul, logos is the concept, teaching), thus psychology is the science of the psyche and mental phenomena.

What is the psyche? Materialistic scientists define it as a special form of reflection of the surrounding world, characteristic of highly organized matter. It should be noted here that the psyche arises where there is a fairly complexly organized nervous system, which means that mental phenomena are characteristic not only for humans, but also for animals. Moreover, science does not exclude the possibility that over time quite complex computer systems can be artificially created in which mental phenomena can arise.

The peculiarity of psychology, which determines its difficulties, is not the materiality of mental phenomena, as a result of which they are not available for direct study.

The psyche cannot be seen, heard, tasted or touched.

When studying it, neither a super-powerful microscope, nor the most sensitive methods of chemical analysis will help. We can investigate the psyche only indirectly, drawing certain conclusions about mental phenomena only on the basis of external, material signs of their manifestations. This is the complexity of psychology as a science, but this is what makes it fascinating.

1 Communication of psychology with other sciences

Consider the position of psychology in the system of other sciences. The diversity of the problems of psychology makes it difficult to accurately characterize its place among them. For a long time there have been discussions about whether psychology is a natural science or a humanities. There can be no unequivocal answer to this question, since some branches of psychology are more associated with the humanities (for example, personality psychology, social psychology), while others are more associated with natural sciences (for example, neuropsychology, pathopsychology).

However, such a linear division of all sciences into the humanities and natural sciences seems now somewhat outdated. In the developed by B.M. Kedrov's non-linear classification of the sciences of psychology is placed inside a triangle, the vertices of which are the natural, social and philosophical sciences. Other sciences are at the junction of these basic ones.

Modern psychology develops in interaction with other sciences. In 1966, at the International Psychological Congress in Moscow, the outstanding Swiss psychologist Jean Piaget delivered a lecture on the place of psychology in the system of sciences. His main idea was that the future of psychology depended on its connections with mathematics, physics, biology, sociology, linguistics, political economy, logic - a huge constellation of sciences that form the world of modern knowledge. Psychology, according to Piaget, is at the center of this world.

Psychology is characterized by close ties, first of all, with other human sciences - philosophy, sociology, history, physiology, and pedagogy.

The connections of psychology with philosophy are traditional, since until the 19th century scientific psychological knowledge was accumulated within the framework of the philosophical sciences, psychology was part of philosophy.

In modern psychology, there are many philosophical and psychological problems: the subject and methodology of psychological research, the origin of human consciousness, the study of higher forms of thinking, the place and role of man in social relations, the meaning of life, conscience and responsibility, spirituality, loneliness and happiness. Collaboration between psychologists and philosophers in the study of these problems can be fruitful.

The connections of psychology with the biological sciences are due to the fact that the human psyche has a natural basis. Therefore, many psychological problems must be solved through the interaction of psychologists and biologists. Especially fruitful interaction with physiology. Psychophysiology appeared at the junction of these two sciences. A deep physiological understanding of how the brain works helps in solving many psychological problems.

Psychology interacts with sociology, since the human psyche is socially conditioned. The objects of their research are very closely intertwined. In the field of study of both sciences are the individual, the group, intergroup relations, there is a mutual exchange of facts, the borrowing of theoretical concepts and ideas. It is sometimes difficult to draw a strict distinction between socio-psychological and sociological research. For the successful study of group and intergroup relations, problems of national relations, politics and economics, conflicts, the cooperation of sociologists and psychologists is necessary. Social psychology emerged at the junction of these two sciences.

Close links can be traced between psychology and history. The human psyche has developed in the course of the historical process.

Therefore, knowledge of the historical roots of certain mental phenomena is absolutely necessary for a correct understanding of their psychological nature and characteristics. Historical traditions and culture of people largely form the psychology of modern man. Cultural-historical psychology arose at the intersection of psychology and history.

Long-standing connections between psychology and pedagogy. Many outstanding teachers noted the need for psychological knowledge for pedagogical science and practice. On the other hand, a deep study of the processes of a child's mental development is possible only on the basis of an understanding of the pedagogical patterns of education and upbringing. In resolving any issues relating to the child, the interaction of psychologists and teachers is necessary. Pedagogical psychology appeared at the intersection of psychology and pedagogy.

The intersection of spheres of interest and connections in modern science and practice is quite obvious. Therefore, many interdisciplinary areas of research and practical work are currently emerging in psychology. Examples of this kind are: management, conflictology, ethnology, the sphere of public relations. Sometimes it is difficult to distinguish between the spheres of influence of different sciences in the study and practical solution of these problems. Therefore, the integration of sciences becomes relevant and the ability of psychologists to work in close contact with specialists from other sciences and areas of practical activity turns out to be important.

The relationship of psychology with other sciences can be seen in Figure 1.

Figure 1 - Communication of psychology with other sciences

Philosophy . The founder of psychology is considered the greatest philosopher of antiquity - Aristotle. Philosophy is a system of views on the world and man, and it is psychology that deals with the study of man. Therefore, until recently, psychology was studied at the philosophical faculties of universities, and some of its sections (for example, general psychology, which defines the basic concepts of science), are closely intertwined with philosophy. However, psychology cannot be a "servant of philosophy", as it was in the Soviet Union, where Marxist-Leninist philosophy rigidly defined the basic postulates of psychology. These are two independent sciences that can mutually enrich and complement each other. At the junction of philosophy and psychology, there is such a branch of the latter as “General Psychology”.

Physiology . Natural science is closely related to psychology. The development of theoretical and practical psychology in recent years would have been impossible without advances in biology, anatomy, physiology, biochemistry, and medicine. Thanks to these sciences, psychologists better understand the structure and work of the human brain, which is the material basis of the psyche. At the junction of physiology and psychology is "Psychophysiology".

Sociology as an independent science is closely connected with social psychology, which is the bridge that connects the thoughts, feelings and attitudes of individuals with the phenomena of mass consciousness. In addition, sociology provides psychology with the facts of the social activity of people, which are then used by psychology. The connection between psychology and sociology is provided by "Social Psychology".

Technical science are also associated with psychology, since they often have the problem of “docking” complex technical systems and a person. These issues are dealt with by "Engineering Psychology" and "Labor Psychology".

Story. Modern man is a product of historical development, during which there was an interaction of biological and mental factors - ranging from the biological process of natural selection to the mental processes of speech, thinking and labor. Historical psychology studies the change in the psyche of people in the process of historical development and the role of the psychological qualities of historical figures in the course of history.

The medicine helps psychology to better understand the possible mechanisms of human mental disorders and find ways for its treatment (psychocorrection and psychotherapy). At the intersection of medicine and psychology are such branches of psychology as "Medical Psychology" and "Psychotherapy".

Pedagogy provides psychology with information about the main directions and patterns of training and education of people, which makes it possible to develop recommendations for the psychological support of these processes. The connection between these close sciences is provided by "Pedagogical psychology" and "Age psychology".

Conclusion

Psychology in developing questions is based on the data of biology, in particular anatomy and physiology, on the doctrine of higher nervous activity. In turn, the data of psychology are widely used in medicine, in particular in psychiatry.

Pedagogy makes extensive use of the psychological patterns of education and upbringing. Separate branches of psychology (pedagogical and developmental psychology in particular) are associated with sections of the theory and methodology of pedagogy, didactics, methods of teaching individual academic subjects. One of the urgent psychological and pedagogical problems of our time is the formation of thinking in the learning process, which would provide the student with the opportunity to independently assimilate information that is constantly updated, guaranteed the development of the abilities of the subject of productive intellectual activity. The productive nature of the relationship between psychology and pedagogy is manifested in the fact that conditions are being created for getting ahead of real pedagogical practice, new ways are opening up for finding effective modern technologies for teaching and educating. At the same time, psychology is based on the data of pedagogy in the study of the psychology of personality formation. Close is the relationship of psychology with literature, linguistics, history, art, cybernetics and other sciences.

Psychology, thus, absorbs from other sciences the ideas they have studied and comprehended about the genesis and features of the manifestation of the mental, depending on and under the influence of those specific realities and phenomena that they study. This allows her to re-evaluate her own knowledge, and then improve it in the interests of the development of the whole society.

On the other hand, psychology, by studying the conditions and specifics of the course of mental phenomena and processes, allows the natural and social sciences to more correctly interpret the laws of reflection of objective reality, to specify the causality of social and other phenomena and processes.

List of sources used

1. Gippenreiter Yu.B. Introduction to General Psychology: A Course of Lectures. - M.: "Chero", 1988. - 336 p.

2. Karandashev V.N. Psychology. Introduction to the profession. - M.: "Academy", 2008. - 512 p.

3. Psychology. Dictionary / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky. - 2nd ed., Spanish. and additional - M.: Politizdat, 1990. - 494 p.

4. Psychology / D. Myers; per. from English. ON THE. Karpikov, V.A. Starovoitov. - Minsk: Poturi, 2008. - 848 p.

5. Sokolova E.E. General psychology. T1. Introduction to psychology. - M.: "Academy", 2005. - 352 p.

It was founded in antiquity. The idea of people that the human body necessarily has a soul was one of the main thoughts of ancient mythology. And the first teaching about the soul is animism, which assumed the existence of invisible ghosts behind living people.

Such scientists as Heraclitus, Hippocrates and Democritus made their contribution to the doctrine of the soul, with the help of which the concepts of temperament and its types were introduced into psychology. The ideas of causality and regularity, put forward by ancient Greek thinkers, formed the basis of the entire future formula of Heraclitus: “Know thyself” meant the beginning of a person’s activity in educating a rational being in himself, able to control his feelings, needs and desires.

The history of the development of psychology as a science in the Middle Ages is connected with the struggle against paganism and the reign of Christianity and other world religious teachings on the globe. Ibn Sina, Thomas Aquinas, Leonardo da Vinci, linking the internal characteristics of a person with natural ones, developed concepts of what can be improved through targeted educational processes. introduces truly scientific concepts into psychology. Among them are the definition of reflex, thinking, will, intellect. And, finally, in the 19th century, when perfect anatomical studies of a person were made and it became clear that the soul does not exist in a visible substance, the formation of psychology as a special science began.

A lot of time has passed since then. Psychology has become a hotel industry, without which a full-fledged study of the human essence is impossible. And it did not develop in isolation from other sciences. It was the relationship of psychology with other sciences that made it possible to make those scientific discoveries that are today considered fundamental in the field of studying the mental properties of a person.

The connection of psychology with other sciences is determined by the contiguity of tasks. Let's start with biology. Man is a biosocial being. And the first part of this term indicates that before you begin to delve into the psychological details of a person's existence, you need to familiarize yourself in detail with his biological data, especially with the characteristics of the central nervous system. And the second part of the term we are considering directly indicates another very close relationship between psychology and other sciences, among which social sciences are in one of the first places. Psychology cannot develop without history, so it was the achievements of historical civilizations that made possible the formation of the highest man. Without tools and sign systems, mathematical or literal, it is impossible to imagine what would happen to a person.

Further, the connection of psychology with other sciences clearly emerges in the emergence of such a science as Man is impossible outside of society. He immediately turns into an animal. His psyche can form and develop only in society. Therefore, sociology is another basis for the success of psychological research.

Man from birth is no different from his smaller brothers. Consciousness and thinking develops over time, under the influence of educational and educational processes. Therefore, another connection of psychology with other sciences is determined through its relationship with pedagogy, which is a science that is directly related to the formation of individual personality traits.

And, finally, the direct connection of psychology with other sciences is noted through its philosophical foundations, which were mentioned earlier. The nature of human existence and individual inner qualities are closely related. Therefore, the philosophical view of applied in psychological science.

Department of Social Technologies

ESSAY

"Psychology and its connection with other sciences"

Tolyatti 2008

Introduction

1 Relationship of psychology with philosophy

2 Relationship of psychology with medicine

3 Relationship between psychology and law

4 Relationship between psychology and management

5 Relationship of psychology with pedagogy

6 Relationship of psychology with finance and credit

Introduction

Psychology is connected, historically and currently, with all major fields of knowledge. It presents both natural-science and humanitarian orientations, however, the humanitarian approach becomes predominant, because the personality is placed at the center of psychology, which means the impossibility of a strictly objective approach - an approach to a person as a "phenomenon of nature".

The pronounced orientation of psychology not only to knowledge, but also to practice allows us to assert that psychology has its own fundamental and applied sections.

The connection of psychology with the natural sciences is quite obvious - especially with the biological ones. Scientific psychology is characterized by the borrowing of certain general biological theoretical positions to substantiate the laws of development of the psyche.

It should be noted that if psychology basically borrows some explanatory principles from the fundamental sciences, then in relation to the humanities, it not only takes, but also offers them its own ways of understanding phenomena; moreover, there are "psychological schools" within the framework of history, sociology and linguistics.

The field of phenomena studied by psychology is enormous. It covers the processes, states and properties of a person, which have varying degrees of complexity - from the elementary distinction of individual features of an object that affects the senses, to the struggle of personality motives.

As is well known, in previous decades psychology was predominantly a theoretical (ideological) discipline. At present, her role in public life has changed significantly. It is increasingly becoming an area of special professional practice in the education system, industry, public administration, medicine, culture, sports, etc. The inclusion of psychological science in the solution of practical problems significantly changes the conditions for the development of its theory.

1. Relationship of psychology with philosophy

The connection between psychology and philosophy is extremely important. Psychology has long developed within the framework of philosophy, and making it an independent science does not mean complete autonomy. The problems of mental life cannot be developed outside of ideas about the relationship between the material and the ideal, the spiritual and the bodily, the biological and the social, the subjective and the objective, and these are problems of a philosophical nature, like many others; True, psychologists do not always explicitly formulate their positions on these problems. In many cases, psychologists are directly based on certain philosophical systems, sometimes even offer their own. For psychology, certain philosophical concepts act as a methodological basis. And in a number of cases, psychological theories developed into philosophical trends (at least they claimed to do so) or influenced the emergence and development of philosophical theories.

“Philosophy is the art of understanding,” wrote N.A. Berdyaev. Indeed, philosophy, not being an applied science, in itself educates with thought and word, and in human relations is a mirror of the social structure of life, and also serves as the basis for other sciences, in particular, psychology and pedagogy. Figuratively speaking, it is itself psychology and pedagogy - their means and method of understanding and educating a person.

The philosophical task of psychology and pedagogy is to heal warped souls and affirm integral ones. Education has a root “image”, which must correspond to the human image.

Philosophy, unlike other sciences, forms the soul as a whole. Even Plato dreamed of such an ideal state in which philosophers would rule, since he was aware of the great educational power of philosophy, which alone is capable of teaching people independently, freely, i.e. think creatively.

Philosophy is education, pedagogy, since it forms the thinking of a person, thereby educating his personality in creative freedom. About this main, character-forming, psychological and pedagogical function of philosophy, about its pedagogical and practical purpose, Epicurus said: “The words of that philosopher are empty, with which no human suffering is healed, as there is no benefit from medicine if it does not expel diseases from the body, so also from philosophy, if it does not banish the diseases of the soul. Protagoras expressed this idea even more clearly: “The main task of philosophy is to educate people.” These words express the idea, which is the main practical value of philosophy: it forms the personality of a new person through thinking. This shows its close relationship with psychology and pedagogy.

In psychology, all theories and specific questions are raised, as noted by S. Gessen and L. Vygotsky, to philosophical problems. Philosophy forms the basis of all ancient and modern psychological and pedagogical theories and research. D. Locke's phrase "In the mind there is nothing that would not have been first in the feeling" can be paraphrased as follows: "In psychology and pedagogy there is nothing that would not have been first in philosophy." In psychology, as in pedagogy, a person's philosophical outlook on the world around is manifested. Understanding and rethinking the relationship of philosophy with psychology and pedagogy is necessary not only for solving psychological and pedagogical problems, as L. Vygotsky believed, but also for philosophy itself.

The role of any philosophical theories is purely practical: to transform the world - this is its psychological and pedagogical character. The psychological and pedagogical task of philosophy is to form independent thinking, to reveal the philosophical and psychological patterns of the impact of social experience on a person, which is of a pedagogical, educational nature.

Philosophy and psychology share a common foundation: human experience. But there is a difference: if in psychology it is possible to study not only personal, but also collective social experience on the basis of studying the individual similar experience of other people, then it is impossible to join philosophy only on the basis of studying someone else's philosophical experience, without having one's own. For philosophizing is not empty theorizing, but such a comprehension of one's experience with the help of someone else's philosophical experience, expressed in philosophical concepts, when the suffering experienced by a person acquires special significance, as if opening the world to him anew. Through this spiritual experience, which D. Locke called internal, a personality is formed that is able to think independently.

Philosophizing, being a deeply personal occupation, nevertheless, has nothing to do with individualism, because even the most personal experience latently contains a global, universal world experience that connects a person with other people.

2. Relationship of psychology with medicine

It is difficult to say what is more in medical psychology - medicine or psychology. In accordance with the problems it solves and the tasks it faces, medical psychology can be considered a medical science, and in accordance with the theoretical premises and methods of research, it belongs to psychology.

The links between psychology and medicine are so close that for psychologists working in this field, medical knowledge is absolutely necessary. At the same time, physicians are becoming more and more aware of the need for psychological knowledge for successful medical work. Thus, medical psychology is a field of scientific knowledge and a field of practical work, equally belonging to both medicine and psychology. In working out the problems of medical psychology, the efforts of psychologists, physiologists, doctors, and biologists are combined.

Medical psychology as an applied science has the following tasks:

The study of mental factors influencing the development of diseases, their prevention and treatment;

Studying the influence of certain diseases on the psyche;

The study of various manifestations of the psyche in their dynamics;

The study of developmental disorders of the psyche;

Studying the nature of the relationship of a sick person with medical personnel and the microenvironment surrounding him;

Development of principles and methods of psychological research in the clinic;

Creation and study of psychological methods of influencing the human psyche for therapeutic and prophylactic purposes

The work of psychologists in medicine is primarily associated with the development and application of psychodiagnostic methods. Psychology has great potential in this respect. The most important tasks of the activity of a medical psychologist are to study the psychological characteristics of the intellect, the emotional-volitional sphere and the personality of the patient, as well as the psychological causes of his illness. The main methods of medical and psychological study of the patient remain a clinical conversation and an experimental psychological study of patients. Due to the fact that a lot of effective methods have been developed in psychology for obtaining such information, a professional psychologist is useful in medicine when compiling an anamnesis (medical history), conducting a medical and psychological examination, as well as a medical and psychological consultation.

An important role of a medical psychologist in the treatment process is that it contributes to a better understanding of the psychological causes and manifestations of a person's illness. Many mental illnesses have psychological causes: conflicts, mental traumas, suggestions and self-hypnosis, fixed pathogenic reactions and conditions. Such human diseases are called psychogenic. Among them, neuroses are the most common - functional disorders of the nervous system that arise as a reaction of the individual to factors that traumatize the psyche. The role of psychologists in working with such patients is especially important.

At the intersection of medicine and psychology, medical psychology arose, developing the psychological problems of diagnosis, treatment, prevention, and rehabilitation of patients. I will especially highlight the founded A.R. Luria, neuropsychology, which exists at the intersection of psychology, physiology and medicine, a science that studies the brain mechanisms of higher mental functions based on local brain lesions (according to the original thought of L.S. Vygotsky, whose employee was A.R. Luria, mental functions, becoming systemic, are connected with corresponding rearrangements in the organization of brain mechanisms). Closely related to medicine is the so-called special psychology, which studies various variants of developmental pathology. Thus, the connection of psychology with the biological sciences is undeniable.

3. Relationship between psychology and law

Being a frontier science between psychology and jurisprudence, legal psychology remains a psychological discipline - its theoretical basis consists in the patterns and characteristics of the human psyche; only the application, accounting and use of these patterns and features of human behavior is specific: legal psychology considers them in relation to the sphere of legal regulation. However, this specificity is so significant that the entire system of legal psychology, its categorical (conceptual) apparatus is structured depending on the logic of legal regulation, legal factors. The subject of legal psychology - legal psychology explores and systematizes the psychological foundations of law-making, law-education, law enforcement, law enforcement and penitentiary activities.

Legal psychology correlates with the problems of personality socialization, the foundations of lawmaking, legal awareness, and the psychological foundations of self-regulation of behavior. Criminal psychology is interconnected with the formation of deviant behavior, mental and genetic anomalies, and the general theory of behavior motivation. Forensic psychology is associated with the theory of heuristics, sign theory, the psychology of cognitive-search activity in problem situations, the psychology of interpersonal interaction. Similar relationships are typical for litigation. Penitentiary psychology is connected with the theory of resocialization, correction of the personality, with the problems of repentance, the value reorientation of the personality, with the methodology for the formation of socially positive behavior. It is especially closely connected with penology - the science of punishment.

Already a brief analysis of the structural units of legal psychology testifies to their relative independence - they are connected with their scientific areas and, along with this, they are structurally interconnected.

Russia in the first half of the 19th century. attempts are being made to substantiate individual criminal law positions with psychological knowledge; in 1806-1812 A course on "Criminal Psychology" was taught at Moscow University.

Interest in forensic psychological problems especially increased after the judicial reform of 1864. In 1874, the first monograph on forensic psychology, "Essays on Forensic Psychology", was published in Kazan. Its author is psychiatrist A.A. Frese - believed that the subject of forensic psychology is "the application to legal issues of our information about the normal and abnormal manifestations of mental life." In 1877, lawyer L.E. Vladimirov published an article "Psychological characteristics of criminals according to the latest research", in which he noted that the social causes of crime are rooted in individual characters, the study of which is mandatory for lawyers.

At the end of the XIX century. in connection with the development of experimental psychology, forensic psychology is gradually taking shape as an independent science. Its largest representative D.A. Dril pointed out that psychology and law deal with the same phenomena - "the laws of a person's conscious life."

At the beginning of the 20th century, a psychological school of law was formed in Russia, the founder of which was the lawyer and sociologist L.I. Petrazhitsky, in 1898-1918. head of the Department of the History of Philosophy of Law at St. Petersburg University. Leon Petrazhitsky believed that the sciences of law and state should be based on the analysis of mental phenomena. However, Petrazhitsky replaced the social conditionality of law with psychological conditionality. Petrazhitsky argued that only mental processes really exist, and socio-historical formations are their external projections.

The psychological school of law proceeded from the complete compatibility of law and psychology. Legal psychology was not comprehended by the psychological school of law as a boundary area between law and psychology. However, despite the general failure of the psychological school of law, it drew the attention of lawyers to the psychological aspects of law. Petrazhitsky's ideas had a significant impact on the development of forensic psychology in the early 20th century.

In the first years after the revolution, a broad study of the psychology of various groups of criminals, the psychological prerequisites for crime, the psychology of individual participants in legal proceedings, the problems of forensic psychological examination, and the psychology of correcting offenders began.

Forensic (criminal) psychology is becoming a recognized and authoritative branch of knowledge. Already in 1923, at the I All-Russian Congress on Psychoneurology, a section of criminal psychology worked (under the leadership of the criminologist S.V. Poznyshev). The congress noted the need for the training of forensic psychologists, as well as the expediency of opening offices for criminal psychological research.

4. Relationship of psychology with management

Management offers many concepts to solve the problem of leadership, but none of them has so far been sufficiently universal. In this sense, the concept of emotional intelligence today is one of the most effective tools for finding solutions to leadership issues. In addition, it provides an opportunity to develop leadership qualities for people who lack them.

Emotional intelligence is closely related to such concepts characteristic of psychology as empathy and alexithymia, therefore it can rightfully be considered related to the field of psychology issues (this article will reveal the nature of the interaction of these concepts with each other).

Leadership qualities are manifested not only in economic relations, but also in any human relationship. The universal concept, which makes it possible to explain the mechanisms of leadership in any or practically any environment, gives us the broadest possibilities for studying a variety of interpersonal interactions and, at the same time, for studying an individual who has a certain set of leadership qualities.

A modern manager must not only know economic postulates, the nature of management processes, information technology, be able to plan the activities of a company (or other economic or political entity), most rationally divide his own resources, but also be a specialist in working with his colleagues, subordinates and opponents, be able to make decisions in difficult situations, clearly intelligibly express their thoughts.

In situations where complex interpersonal (intragroup) problems arise in front of a person, he needs to comprehend all the internal mechanisms and prerequisites for the occurrence of these complications. This can be done with the help of psychology, which is able to understand the complexity and subtlety of the human mental world, his soul.

In the management system, any employee is considered as a “black box”, deafly closed with all locks. The main goal of any manager, if he wants to successfully interact with each unit of personnel for maximum efficiency, is to find out what is inside this “black box”.

The inner world of a person is very multifaceted. It has its own internal structure and some special patterns. The mental world is both the world of perception and knowledge of the surrounding reality, and a look inside oneself, and the world of one's experiences, relationships with other people. This is the very soul of man.

Psychology at the dawn of mankind was created not just like that, but in order to master the power of the human spirit, learn to control human behavior and predict its further actions.

5. Relationship of psychology with pedagogy

These sciences are intertwined. Psychology is closely related to the education and upbringing of the child. The system of pedagogical views is based on the data of human sciences, including psychology. The psychological knowledge of a teacher increases the effectiveness of teaching and raising a child. "In order to comprehensively educate a person, he must be comprehensively studied" [KD Ushinsky]. In the event that Pedagogy is not based on knowledge about the nature of psychological phenomena, it turns into a simple set of psychological advice and recipes and ceases to be a true science that can help the teacher.

In the development of all areas of pedagogy (didactics, private methods, the theory of education), problems arise that require psychological research. Knowledge of the patterns of the course of mental processes, dynamics, the formation of knowledge, skills, the nature of abilities and motives, the mental development of the child as a whole are essential for solving fundamental pedagogical problems, such as determining the content of education at different levels of education, developing the most effective teaching methods and upbringing. As you know, the goal of education is the formation of a personality that meets the requirements of a developing society. And the achievement of this goal involves the study of the patterns of personality formation: its orientation, abilities, needs, motives, etc.

The connection between psychology and pedagogy gave a powerful impetus to the study of the age characteristics of children, to the identification of the conditions and factors that determine child development. The desire to make pedagogy psychological, to introduce psychology into the pedagogical process became the basis on which the system of educational psychology was built (although the term "pedagogical psychology" itself was not yet used at that time), led to the participation of scientists from various specialties in the development of its problems.

Pedagogical psychology is the science of the facts, mechanisms and patterns of assimilation of sociocultural experience by a person, the patterns of intellectual and personal development of a child as a subject of educational activity organized and managed by a teacher in different conditions of the educational process. In general, we can say that educational psychology studies the psychological issues of managing the pedagogical process, explores the processes of learning, the formation of cognitive processes, etc.

There are a number of problems in educational psychology. Among the most important are the following: the ratio of training and development, the ratio of training and education, taking into account sensitive periods of development in training; work with gifted children, the problem of children's readiness for schooling, etc.

Consequently, the general task of educational psychology is to identify, study and describe the psychological characteristics and patterns of intellectual and personal development of a person in the context of educational activities, the educational process. This also determines the structure of this branch of psychology: the psychology of learning, the psychology of education, the psychology of the teacher.

Psychological and pedagogical sciences are unthinkable without relying on knowledge about the psyche and the laws of human mental development. At the same time, psychology to a large extent loses its applied significance without access to the practical activities of any person, and not just a teacher. The close relationship between psychology and pedagogy is natural in its essence. The combination of these sciences, as is done in sports, in pedagogy is fully justified when it comes to the practical use of psychology for pedagogical purposes. Their integration in the applied plan forms a new science - the pedagogy of individuality, which is a derivative of psychology and pedagogy. Pedagogy of individuality is the application of the theoretical principles of psychology to the practice of human life. Its task is to reveal how the achievements of psychology can be applied in relation to one's mental health and one's professional activity. This approach, when by merging the achievements of psychology and pedagogy, the general tasks of pedagogy are solved using psychological tools of influencing a person, is followed by both domestic and foreign researchers.

Of course, the connection between psychology and pedagogy has always existed, even K.D. Ushinsky said: “In order to comprehensively educate a person, he must be comprehensively studied.” Here the practical significance of psychology is especially clearly seen. In the event that pedagogy is not based on knowledge about the nature of psychological phenomena, it turns into a simple set of pedagogical advice and recipes and ceases to be a true science that can help the teacher. In the development of all areas of pedagogy (general theory, didactics, particular methods, theory of education), problems arise that require psychological research. Knowledge of the patterns of the course of mental processes, dynamics, the formation of knowledge, skills and abilities, the nature of abilities and motives, the mental development of a person as a whole are essential for solving fundamental pedagogical problems, such as determining the content of education at different levels of education, developing the most effective teaching methods and education, etc.

Currently, a lot of problems have accumulated that cause heated discussions on the following questions: what to teach a modern student? what and how to select from the huge mass of information that is accumulated by science for the school? It is psychology that must determine what are the possibilities and reserves of a person's mental development at different age levels and where their boundaries are.

The need for psychology is no less acute when pedagogy turns to the problems of education. The purpose of education is the formation of a personality that meets the requirements of a developing society. And the achievement of this goal involves the study of the patterns of personality formation: its orientation, abilities, needs, worldview, etc. All of the above indicates that modern psychology is at the intersection of sciences. It occupies an intermediate position between the philosophical sciences, on the one hand, natural, on the other, and social, on the third.

6. Relationship of psychology with finance and credit

The study of economic psychology, or the psychological aspects of the economy, is a promising field of scientific research. Economic psychologists are interested in topics such as everyday understanding of the economy; factors underlying economic decisions; relations between personal identity and mass consumption, etc. Research is carried out by social psychologists, cognitive psychologists (concentrating on decision-making), developmental psychologists (concentrating on the development of children's ideas about the economic process) Although economic psychology is developing dynamically, it cannot claim to be is the focus of science. Modern academic psychology is dominated by cognitive, computational and neurological approaches. In the distribution of research funds, professorships, journal editing, and other indicators of institutional power, social psychology is on the fringes. But even within it, economic psychology is only an emerging field.

In economic psychology, it is easy to distinguish between two approaches: the first is largely abstracted from the cultural aspects of consumption and focuses mainly on the relationship between economics and psychology. The second is oriented towards interaction with cultural approaches and sees the social psychology of mass consumption within a broader interdisciplinary field.

Economics is the science of people's attitudes about managing, but since it describes these relationships pragmatically, rationally - in a simplified way, in the language of things and numbers, there was a need for its collaboration with psychology. As a result of the integration of scientific knowledge at the junction of political economy and particular economic sciences, on the one hand, and social psychology, on the other hand, a new discipline emerged - economic psychology.

The subject of economic psychology is the reflection of economic relations in the mind and behavior of a person. Within the framework of this discipline, the effects and phenomena of economic behavior, the mechanisms and patterns of economic activity, algorithms and models that describe economic preferences, choices, decisions and factors that affect the management experience are studied.

Thus, economic psychology is the psychology of an economic entity. It can be one person, family, organization, state or nation, i.e. object of study of economic psychology, can be represented at different levels - micro-, meso- and macroeconomic. Economic psychology has almost no specific methods of its own. She uses methods from other branches of psychology, as well as purely economic methods, for example, the method of logical-theoretical analysis or the method of economic modeling. The survey methods adopted in social psychology are most widely used, and the experiment is used less frequently.

Psychology can be used to explain important aspects of market behavior, including some aspects of conventional technical analysis. Price movements have some structure, depending on the type of stock or market being studied.

Professional investing is basically a matter of acquiring such assets even when the market clearly undervalues them. The purchase of any of the assets traded on the market with its subsequent sale allows you to make a profit that exceeds the average market return.

To profit from speculation in the stock markets, you just need to know when to do it. The main thing that leads to profitable investment is the knowledge and understanding of how all that huge mass that is engaged in investing perceives the current state of affairs in the market. It's no secret that the key to success lies in knowing the basics of stock market psychology, which can lead to complete ruin or exceptional success.

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