Editorial

Psychology within the postnonclassical paradigm returns to the study of the whole man, extended to the world, and these issues are under active development at the moment, both in foreign and national psychology, corresponding to the formation of the humanitarian paradigm in psychology.

Lines of development of the psychological science are expressed both in an adaptive, evolutionary paradigm, and in the development of the synergetic paradigm that is associated with the idea of the multiple development options. The first paradigm, woven from a variety of the philosophical ideas, is represented by the basic category of reflection and documented in the traditional definition of psychology as a science aimed at studying the evolution of the mental reflection. The second direction involves the revision of the subject of psychology, the transition to the problems of man, meaning the drift of the psychological science to the "human psychology". General line of the psychological knowledge, if we consider the existing publications, clearly expresses the anthropocentric nature of studies: human problems become central in the development of the psychological knowledge.

The study of the psychology of the whole man and his cognitive mechanisms corresponds to the general trends of the society development, education reforms. The significance of the topical field associated with the study of the cognitive characteristics of the man in real life, opens fully in the event that if you try to understand it in the context of the objective tendencies manifested in the psychological science development. Anthropologization of the psychological knowledge today is manifested in the growth of the research interest to the issues of the cognitive processes and mechanisms.

This is due to the fact that science has accumulated a lot of experience of studying them from the standpoint of different approaches of psychology, but virtually no experience of studying them in the prism of new ideas, reflecting the effect of the paradigm shift happening in science (Klochko, V. E., Galazhinsky, E.V., 2000).

In recent years, the ideas about the mind and mental processes, reflective functions of the human mental activity were changing. These issues lead to the topics of reconstruction of the architectonics of the cognitive processes and consciousness, the development of which is a significant psychological issue. In this regard, the approach to understanding the consciousness in terms of the psychological systems theory allows to expand the ideas about the cognitive processes architectonics.

One can not ignore that the current level of the science development involves the use and development of new approaches to the man as a systemic phenomenon. This is due to the general direction of the science development, the transition to the "postnonclassical" science paradigms. In the methodology of science, a new level of systems thinking is formed, the subject of which is the study of the formation of the development as a way of systems life (Arshinov, V. I., 2005, Danilov, J. A., 2011, Haken, H., 2001, Knyazeva, E. N., Kurdyumov, S. P.. 1992, Kostyuk, V. N., 2007, Mamardashvili, M. K., 1990, Tarasenko, V. V., 2009). In this case, the study of the self-organization of the combined, open systems, laws of their development and functioning meets the actual needs of the developing psychological science, passing on to the cognition of the "psychological systems and their destinies". (Vygotsky, L. S., 1982).

The existence of the man in the world is manifested in the complex phenomenology of his behavior and various psychological components. You may find that there is a large and not yet uncovered layer of the psychological science that requires new ideas, tools for the study of how the cognition is carried out, how the coexistence with other human being in the world is organized, how the communications, activities and interactions of people are determined and regulated, how the community functions, develops and becomes common and transforms into the system.

Logic of the psychological science development itself determines the search for answers to the questions what represent and what are the psychological patterns of communications, activities, interactions of people, as well as their mechanisms, patterns of formation, development and self-organization. Significance of the issue is determined by that the society focuses and relies on the development of the creatively thinking and initiative people, capable of the collaborative creativity and self-development, and therefore needs to know the psychological patterns of the emergence, functioning and development of the basic foundations of the human life that are the cornerstone of the education, upbringing and employment. This determines the need for the development of the theoretical, methodological and empirical grounds for the interaction psychology, psychology of the combined psychological systems, aimed at studying the cognitive mechanisms, patterns of collaborative cognition, interaction, communication and various forms of activities. This can be proved by the annual conference (Cooperative Minds: Social Interaction and Group Dynamics, 2013; Building Bridges Across Cognitive Sciences Around the World, 2012; Cognition in Flux, 2010; 3rd Joint Action Meeting, 2009), organized in recent years by Cognitive Science Society, with the topics devoted to the study of the cognitive mechanisms and patterns of the social interaction and social cognition. Focus on the study of the cognitive processes of interaction is manifested in the growing publications on the studies of the collaborative cognitive phenomena, in particular, collaborative thinking (Belousova, A. K., 2002, Belousova, A. K., 2010, Caroline Marie Twomey Lamb, 2009).

Human interaction is a fundamental phenomenon that requires deeper elaboration than it is studied in various subject areas of psychology. This phenomenon affects different aspects of the human interaction with the world, forming a system in which one can explore the simultaneous openness of a man to oneself and to the world (Kostyuk, V. N., 2007) and hence to each participant. The latter means that the study of the psychological mechanisms of the world cognition and human interaction as the integral psychological systems will help to understand how the world comes to the man through the cognition and how the dialogueness of the consciousness is formed, how through the development of cultural space comes the formation of the active and cognizing man, "subject of life" (Rubinstein, S. L., 2003).

Relatively recently, on the crest of a new wave of interest to the system researches, which coincided with the development of a paradigm shift in psychology, a new direction emerged - the psychological systems theory, which allows to understand the man as a complex self-organizing psychological system that includes him and the corresponding part of the world. Psychological systems theory considers as a self-organization source the congruency of the interacting parties, which is understood as objectively existing relationship between the open system (any difficulty level) and the elements of its environment, without which its sustainable existence is impossible. (Klochko, V. E., Galazhinsky, E.V., 2000)

We believe that the study of the psychological mechanisms of the human interaction as a combined psychological system in the function of independent subject may lead to an un derstanding of the cognitive processes patterns through which the collaborative cognition of the world is carried out; to an understanding of the patterns of human interaction with the world and other people, cognitive interaction.

In a combined psychological system, comprising several interacting people, a particular person is represented by his meanings, values, estimates that, when expressed in actions, expressions, speech, behavior and other forms of being a human, create a certain personal space, structure personal boundaries, form a trust through the disclosure, reconstruction of which the cognition of the world, another person, oneself, interpersonal relationships happens. In our opinion, this is due to the fact that the combined psychological system provides favorable opportunities for the self-fulfillment and self-actualization of the person. During the problem solving dialogue, the participants by acting, implementing thinking and other cognitive processes fulfill themselves by them and through them. The focus of the self-actualization is associated with the dominant system of the life attitudes in the structure of a complex layer construction of man. Thus, in the acts of human interaction with the world is implemented and strengthened the hierarchy of values and attitudes of different levels, which are the basis of the person’s self-fulfillment. Partner, or the Other in this situation acts as both a stabilizer of the formed values and meanings of the person’s self-acceptance, and at the same time as a factor influencing their variability and plasticity.

In the modern socio-cultural conditions of a changing world, it is important to identify the cognitive processes and mechanisms underlying the constructive and destructive development of the person that can be expressed both in the form of the personal and professional creativity, in the processes of self-actualization and self-development, and also in the professional deformations, development of particular forms of human behavior.

Within the framework of the postnonclassical paradigm, the psychological research suggests the implementation of the process approach, which means the reconstruction of architectonics of the cognitive processes directed at the world, another person and oneself in the world, processes of becoming human in terms of the combined psychological system. The study of the processes that make up the architectonics of the combined and individual psychological systems, in our opinion, represents a promising vector of the psychological research development, aimed at studying the cognitive processes associated with the cognition of the world, another person and oneself in the world.

Editor:

International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

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