This book delineates the ways in which our hands have shaped our development--cognitive, emotional, linguistic, and psychological--in light of the most recent research being done in anthropology, neuroscience, linguistics, and psychology.
Present-Day Russian Psychology: A Symposium by Seven Authors comprises the first comprehensive survey of Russian psychological literature that provides a sympathetic but critical account of Soviet psychology. This book focuses on three trends in Soviet psychology — first is the Pavlovian studies of conditioning and central nervous type; second are studies of verbal behavior; and third is the Georgian "set theory. The chapters in this compilation include a statement on the orienting reflex and the voluntary control of motor behavior; survey of psychiatry; and view of the use of information theory and its increased popularity. Review of abnormal psychology and psychotherapy; analysis of psycholinguistic psychology; review of studies of child development; and account of a personal visit to Russian laboratories are also discussed. This publication is beneficial to psychology students and individuals researching on Soviet psychology.
Originally published in 1975, this title sets out to show us the differences between Soviet and other ways of thinking about nature, man, and society. The basic factor distinguishing Soviet psychology is that it views phenomena from the perspective of a highly articulated body of theoretical assumptions, and rejects the inductive ‘eclecticism’ of Western psychology. The theoretical framework within which Soviet psychology functions is the product of a distinctive socio-political and cultural development in Russia profoundly shaped by the institutions of autocracy and Orthodox religion, and the economic system of serfdom, and the radical revolt which grew up in opposition to this and advocated materialism, secularism, and atheism. This radical philosophic tradition in Russia, best represented by the writings of Chernishevski, fused with the doctrines of Marxism and the new science of behaviour developed by Sechenov and Pavlov to create the theoretical framework of Soviet psychology. The book also analyses the discussions, controversies, and decrees which are at the root of the contemporary science of behaviour in the Soviet Union, and points to the impressive body of empirical knowledge which has arisen. Soviet Psychology is unique in presenting Soviet psychology from an ‘inside’ point of view, and in making us appreciate the strongly theoretical stance of Soviet psychology which Professor McLeish claims is unlikely to be much influenced by the new atmosphere of détente.
After the collapse of the Soviet Union, Russia witnessed a dramatic increase in psychotherapeutic options, which promoted social connection while advancing new forms of capitalist subjectivity amid often-wrenching social and economic transformations. In Shock Therapy Tomas Matza provides an ethnography of post-Soviet Saint Petersburg, following psychotherapists, psychologists, and their clients as they navigate the challenges of post-Soviet life. Juxtaposing personal growth and success seminars for elites with crisis counseling and remedial interventions for those on public assistance, Matza shows how profound inequalities are emerging in contemporary Russia in increasingly intimate ways as matters of selfhood. Extending anthropologies of neoliberalism and care in new directions, Matza offers a profound meditation on the interplay between ethics, therapy, and biopolitics, as well as a sensitive portrait of everyday caring practices in the face of the confounding promise of postsocialist democracy.
Why, asks Daniel Rancour-Laferriere in this controversial book, has Russia been a country of suffering? Russian history, religion, folklore, and literature are rife with suffering. The plight of Anna Karenina, the submissiveness of serfs in the 16th and 17th centuries, ancient religious tracts emphasizing humility as the mother of virtues, the trauma of the Bolshevik revolution, the current economic upheavals wracking the country-- these are only a few of the symptoms of what The Slave Soul of Russia identifies as a veritable cult of suffering that has been centuries in the making. Bringing to light dozens of examples of self-defeating activities and behaviors that have become an integral component of the Russian psyche, Rancour-Laferriere convincingly illustrates how masochism has become a fact of everyday life in Russia. Until now, much attention has been paid to the psychology of Russia's leaders and their impact on the country's condition. Here, for the first time, is a compelling portrait of the Russian people's psychology.
This work is intended as an introduction to the study of Soviet psy chology. In it we have tried to present the main lines of Soviet psycho logical theory, in particular, the philosophical principles on which that theory is founded. There are surprisingly few books in English on Soviet psychology, or, indeed, in any Western European language. The works that exist usually take the form of symposia or are collections of articles translated from Soviet periodicals. The most important of these are Psychology in the Soviet Union (ed. by Brian Simon), Recent Soviet Psychology (ed. by Neil O'Connor) and Soviet Psychology, A Symposium (ed. by Ralf Winn). Raymond Bauer has also edited an interesting symposium entitled Some Views on Soviet Psychology. Only two systematic studies of Soviet psychology have been published to date: Joseph Wortis' Soviet Psychiatry and Raymond Bauer's The New Man in Soviet Psychology. Both are valuable introductions to Soviet psychology; Bauer's book, in particular, gives a good account of the debates on psychological theory in the Soviet Union in the nineteen twenties and -thirties. Both, however, are somewhat out of date. There are also a number of interesting articles written by Ivan D. London and Gregory Razran, which give general surveys of particular periods or aspects of Soviet psychology. These have been listed in the bibliography.
Fiona Hill and other U.S. public servants have been recognized as Guardians of the Year in TIME's 2019 Person of the Year issue. From the KGB to the Kremlin: a multidimensional portrait of the man at war with the West. Where do Vladimir Putin's ideas come from? How does he look at the outside world? What does he want, and how far is he willing to go? The great lesson of the outbreak of World War I in 1914 was the danger of misreading the statements, actions, and intentions of the adversary. Today, Vladimir Putin has become the greatest challenge to European security and the global world order in decades. Russia's 8,000 nuclear weapons underscore the huge risks of not understanding who Putin is. Featuring five new chapters, this new edition dispels potentially dangerous misconceptions about Putin and offers a clear-eyed look at his objectives. It presents Putin as a reflection of deeply ingrained Russian ways of thinking as well as his unique personal background and experience. Praise for the first edition: “If you want to begin to understand Russia today, read this book.”—Sir John Scarlett, former chief of the British Secret Intelligence Service (MI6) “For anyone wishing to understand Russia's evolution since the breakup of the Soviet Union and its trajectory since then, the book you hold in your hand is an essential guide.”—John McLaughlin, former deputy director of U.S. Central Intelligence “Of the many biographies of Vladimir Putin that have appeared in recent years, this one is the most useful.”—Foreign Affairs “This is not just another Putin biography. It is a psychological portrait.”—The Financial Times Q: Do you have time to read books? If so, which ones would you recommend? “My goodness, let's see. There's Mr. Putin, by Fiona Hill and Clifford Gaddy. Insightful.”—Vice President Joseph Biden in Joe Biden: The Rolling Stone Interview.
When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia. His study of the psychology of education led him to believe that the child should be the main figure in the educational process - and the efforts of the teacher should be directed toward organizing, not dicta