PRACTICAL USE OF THE THEORY OF «MYTH-CREATION AND LIFE ENERGY OF ARCHETYPES» BY K. G. JUNG IN VOCATIONAL EDUCATION

Abstract

The article explores the theoretical foundations and applied potential of the theory of archetypes by K. G. Jung in the system of vocational education. The modern system of vocational education faces challenges that significantly go beyond traditional didactic approaches, namely: there is a growing need to form in the subjects of education not only professional competencies, but also psychological maturity, personal resilience and the ability to critical reflection. In this context, the theory of archetypes by K. G. Jung acquires a separate methodological significance - as a toolkit that allows teachers and students to more deeply understand their own internal determinants and mechanisms of behavior regulation.

The purpose of the study is to consider the possibilities of applied use of the theory of archetypes of C. G. Jung in the system of professional education, namely: in pedagogical activity, the formation of the personality of the teacher and the development of the educational environment.

The methodological basis of the study is a set of philosophical, psychological and pedagogical theories and concepts that provide a theoretical basis for a comprehensive consideration of the problem under study and determine the system of conceptual approaches to its scientific interpretation.

The scientific novelty lies in the study of the possibilities of applied use of the theory of archetypes of C. G. Jung in the system of professional education.

Conclusions. The study concludes with the construction of theoretical algorithms for the implementation of the archetypological approach in the structuring of pedagogical interaction and the formation of psychologically stable value orientations, which is a prerequisite for mutual understanding between participants in the educational process.

It is proven that the use of archetypology methods in pedagogical training and advanced training of teachers allows: 1) to identify and work out unconscious patterns of behavior of the teacher; 2) develop the ability to reflect and authentic subject-subject interaction with students; 3) form psychologically stable value orientations that serve as a basis for mutual understanding in the educational environment. The introduction of an archetypal approach to the system of professional pedagogical education is not only theoretically justified, but also a practically necessary step on the way to becoming a new type of teacher.