PSYCHOANALYTIC PEDAGOGY IN THE ASSESSMENTS OF CONTEMPORARY RESEARCHERS AND PRACTITIONERS

Abstract

The article presents the findings of an empirical study on the perspectives of contemporary theorists and practitioners of psychoanalysis regarding the evolution of psychoanalytic pedagogy. The characteristics of psychoanalytic pedagogy's development at the end of the 20th and early 21st centuries are unveiled. Three approaches to the integration of psychoanalysis into educational practices are justified: critical, dual, and communicative. An expert evaluation of the current state of psychoanalytic pedagogy is carried out. Experts were chosen based on formal criteria: possessing a scientific degree, contributions to psychoanalytic pedagogy, affiliation with professional communities, work experience, etc. It is established that psychoanalytic pedagogy didn't stem from the work of a single specialist, but rather emerged through parallel research by many investigators, including S. Freud, A. Adler, C. Jung, S. Ferenczi, O. Pfister, A. Freud, M. Klein, and others. As a result, modern practitioners often adopt an eclectic approach, blending successful practices from various psychoanalytic perspectives when working with children. The article scrutinizes the most promising educational domains for the development of psychoanalytic pedagogical concepts, as well as contemporary educational realms where psychoanalytic pedagogy has reached its limits. Notably, the article underscores the need for specialized psychoanalytic-pedagogical training for higher education students, while acknowledging that implementing psychoanalysis in preschool education may be less promising due to existing research saturation. It is determined that in the current stage, psychoanalytic pedagogy continues evolving as a collection of fragmented methods rather than a unified system of educational perspectives. Meanwhile, the definite status of psychoanalytic pedagogy remains undefined. In conclusion, the article posits that psychoanalytic pedagogy maintains dynamic growth, yet quantitative research expansion doesn't necessarily result in qualitative shifts. The prospects for further research are focused on investigating curricula in psychoanalytic pedagogy.