DEVELOPMENT OF PSYCHOANALYTICAL PEDAGOGY IDEAS IN ANNA FRADE'S SCIENTIFIC AND PRACTICAL ACTIVITIES

Abstract

The development of the ideas of Psychoanalytical Pedagogy in scientific and practice activity of Anna Freud. The purpose of the article is to uncover the ideas of psychoanalytic pedagogy by Anna Freud, who was one of the first to start using psychoanalysis for educational purposes. The article describes the life and professional path of Anna Freud. The key works and the views of Anna Freud on the interaction of psychoanalysis and pedagogy were briefly reviewed. The features of the private school «Hiеtzing» (1926-1932) and the Hampstead Orphanage (1940), created by Anna Freud in Vienna and London, respectively, are investigated. It was established that Anna Freud supported the concept of free education Maria Montessori, criticized directive pedagogy and the classical education system. Anna Freud's key ideas were to give the child the freedom to develop, to elevate the authority of the teacher in society, and to increase the focus on the social environment. She saw the position of the teacher in the formation of an "ideal Self", which will be equated by each student. Only in such conditions is normal mental and physical development of the students possible. Anna Freud assured that the realization of educational influences on the child depends first of all on her age, and the educational system is adjusted according to the character and level of development of the student. In doing so, the teacher should not assume the role of the student's parents. Excessive emotional support, the teacher's desire to please the child, on the contrary, will alienate the child from the teacher. It was concluded that, thanks to the ideas of psychoanalysis, the education system began to pay attention to the inner world of the student and teacher, the internal conflicts of the individual and the need to work with the sphere of the unconscious.