Interrelation of subsystems of the psyche in the paradigm of the development of systems thinking

the article searches for methodological guidelines and dominant factors influencing the development of cognitive structures of personality in the learning process. The relevance of the study is based on the need to develop logical-psychological and methodological aspects of pedagogical activity aimed at the formation and development of students' thinking in the context of the increasing complexity of the socio-cultural and educational environment, the unpreparedness of students for the integrating functions of cognition. The aim of the study is determined by the need for a logical justification of the relationship between the subsystems of the psyche in the context of the key ideas of the development of systemic thinking as the most important mechanism of cognitive activity and the result of learning. The objectives of the study are: analysis of the features of systemic thinking based on the understanding of mental reality as reflective and behavior-regulating activity of the brain, logical justification of the relationship between the subsystems of the psyche in the context of the key ideas of the development of systemic thinking; determination of the methodological significance of the established relationships of the subsystems of the psyche in an integral system for pedagogical practice. Scientific novelty is based on resolving the contradictions between the need of pedagogical practice for models of educational activity adequate to the new reality, and the unpreparedness of classical didactics for their systemic development. This allowed the author to define the contours of the systemic thinking model taking into account the interdisciplinary approach: structural and functional blocks (structural components of the psyche, forming subsystems) and procedural (integrating) mechanisms.The author analyzes the features of systemic thinking taking into account the neurobiological argumentation of mental activity, describes the process of systemic thinking as a holistic, complex, multi-level system of an emergent type. The following are identified as fundamental principles of systemic thinking: interconnectedness of elements; synthesis; dissipativity; synergy; feedback loops in information processing; cyclicality of cause-and-effect relationships in increasingly complex contexts; schematicity and visualization. The presented results can be used to develop program-methodical, didactic materials, the use of which contributes to the activation of personal qualities and the development of systemic thinking of students, determining the vectors of further research that make up for the lack of knowledge about the organization of modern learning processes.

systemic thinking, mental processes, cognition, personality psychology, classification of subsystems of the psyche, teaching methodology, systematic approach