1326
ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 10
THE RELATIONSHIP BETWEEN MENTAL DEVELOPMENT AND EDUCATION
Ibragimova Shakhnoza Kharparovna
Senior Lecturer, Department of Psychology, Faculty of Social Sciences,
Kokad State Pedagogical Institute.
https://doi.org/10.5281/zenodo.14577789
Abstract. The article reveals the interaction of mental development and education, in these
social relations a person as a member of society, as a representative of a certain class, a particular
social group and, finally, as an active member of certain communities with different levels of
organization and organization. Purposeful education and upbringing are not only the conditions
for the manifestation of what has been given since time immemorial, genetically fixed, but also
constitute the mental characteristics of a person.
Key words: mental development, education, social attitude, personality, active member of
society, upbringing and education, genetics, factor, active being.
СВЯЗЬ ПСИХИЧЕСКОГО РАЗВИТИЯ И ОБРАЗОВАНИЯ
Аннотация. В статье раскрывается взаимодействие психического развития и
образования, в этих социальных отношениях человек как член общества, как
представитель определенного класса, определенной социальной группы и, наконец, как
активный член определенных общностей с разным уровнем организации и устройства.
Целенаправленное образование и воспитание являются не только условиями
проявления того, что дано с незапамятных времен, генетически закреплено, но и
составляют психические особенности человека.
Ключевые слова: психическое развитие, образование, социальная установка,
личность, активный член общества, воспитание и образование, генетика, фактор,
активное существо.
INTRODUCTION
Since the Republic of Uzbekistan stabilizes its independence on a global scale from year
to year, its future depends on how educated, knowledgeable, spiritually mature people the current
generation will become. In this place, the role of the science of psychology, which studies the laws
of the human psyche, is extremely important. In order to further increase the effectiveness of
education in the formation of a mature person as a full-fledged, active personality, it is very
necessary for our society to have the right direction in the science of psychology and its practice.
The science of psychology, relying on modern theory, explains the composition of the
human personality, based on the data that it mainly depends on the influence of three factors. The
first of them is the influence of the external social environment in which a person is born and
1327
ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 10
grows up, the second is the influence of education and upbringing, regularly given to a person over
a long period of time, and the third is the effect of genetic features that are given to a person from
birth, ready.
THE MAIN FINDINGS AND RESULTS
It is known that each person is unique, is in a social environment that is definitely not
duplicated in others. It grows and develops in specific social relations, i.e. in a certain family,
community and society, among people. A person participates in these social relations as a member
of society, as a representative of a certain class, a particular social group and, finally, as an active
member of certain communities with different levels of organization and organization. The essence
of a person is social by nature. The sources of development of all mental properties and creative
activity of a person are in the social environment surrounding him, in society. A person's
personality is causally related and is determined by his social life. Manna in this sense is the
process of acquiring social experience that occurs in relationships with people. As a result, a
person's mental characteristics, moral qualities, character, volitional qualities, interests, beliefs and
worldview are formed.
The environment, education and training aimed at a specific goal are not only the
conditions for the manifestation of something genetically determined since time immemorial, but
also form the composition of a person's mental characteristics. In this regard, first of all, it should
be noted that a person is not a passive object under the influence of the environment, but an active
being. Therefore, it is not the external conditions of life, external influences that determine the
psyche of a person, but the personality itself determines through its interaction with the
environment, through its activity in the environment. Therefore, it is appropriate to talk not about
the influence of the environment, but about the active interaction of a person with the environment.
Secondly, the development of the psyche ultimately depends on external conditions and external
influences. But this development cannot be directly derived from external conditions and external
circumstances. These conditions and situations are always influenced by a person's life experience,
his personality, individual psychological characteristics and mental image. Manna in this sense is
under the indirect influence of internal conditions, which include the unique psyche and
personality of a person.
Thirdly, a person as an active being can consciously change his personality, that is, engage
in self-education. But this process does not occur separately from the environment, but in harmony
with the environment and in interaction with the environment. Although natural characteristics are
not the driving force of development, they influence the mental development of a person. Firstly,
natural characteristics determine different ways and methods of developing mental characteristics.
1328
ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 10
The characteristics of the human nervous system do not in themselves determine any
mental characteristics of a person. No normal child is brave or timid, willing or unwilling. A person
is not born hard-working or lazy, disciplined or undisciplined. If an educational network is
organized, then all socially valuable character traits can be formed on the basis of any type of
nervous system. For example, perseverance and self-control should and can be cultivated in
children with a tense type of nervous system or in children with a calm type of nervous system.
However, raising children in the first case will be more difficult than in the second. In both
cases, the ways and methods of cultivating the necessary qualities are different.
Secondly, natural characteristics can also influence the level of a person's achievements in
a certain area. For example, there are innate individual differences in the beginnings of abilities.
Because of this, some people are better than others in terms of the ability to acquire a certain
activity. Sometimes, on the contrary, from the point of view of the possibility of acquiring a certain
type of activity, they can make them unconscious. When manna is taken in this sense, people do
not have the opportunity to equally develop their abilities. Although natural growth has a certain
significance for the mental development of students (for example, in the educational process, some
students are required to make more efforts than others, some students are made more effort by the
teacher, pay attention and spend more time), these buds themselves do not play a decisive role in
mental development.
Psychologists of different directions discuss the problem of the interaction of education
and upbringing, on the one hand, and development, on the other.
Development is usually understood as both types of events, and these concepts are closely
related:
1) the brain's own biological, organic development, its anatomical and biological structure;
2) mental development as certain stages of growth of mental (intellectual) development, as
a special mental maturity.
It goes without saying that mental development is associated with the biological resolution
of the brain structure, and this feature must be taken into account in educational work, because
education cannot deny the organic formation of the brain. But the
However, it cannot be said that the organic formation of the brain occurs on the basis of its
strict biological laws, completely independent of the environment and upbringing. The
environment, education and appropriate exercises help to structure the brain organically.
CONCLUSION
Drawing a conclusion from the above, it can be said that the socially organized and active
activity of a person (child, student) is the basis, means and condition of his mental development.
1329
ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 10
It goes without saying that natural, biological capabilities are extremely necessary for the
mental development of a person. In order for the mental characteristics of a person to develop
normally, a certain level of biological structure, brain and nervous system of a person is necessary.
These natural features are not forces or factors driving mental development, but only initial
conditions.
REFERENCES
1.
Xamidovna, Mamayusupova Iroda va Mamayusupova I.X. “T.Lirining so‘rovnomasi”
“Shaxslararo munosabatlar diagnostikasi” metodologiyasi asosida o‘smirlar o‘rtasidagi
konfliktlarning ijtimoiy-psixologik xususiyatlarini o‘rganish”. Library Progress
International 44.3 (2024): 16399-16407.
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&citation_for_view=sZY1_zEAAAAJ:4JMBOYKVnBMC
2.
Mamayusupova,
I.
(2024).
O'SGIRLARDA
ZAMONAVIY
IQTISODIYoTI
YO'LLARINI OLDINI OLISH BO'YICHA PSIXOLOGIK MASLAHATLAR.
Zamonaviy fan va tadqiqotlar, 3 (6).
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&citation_for_view=sZY1_zEAAAAJ:R3hNpaxXUhUC
3.
Mamayusupova I. TA’LIMNI TASHKILOT SHAKLLARI VA TURLARI //NRJ. – 2024.
– T. 1. – Yoʻq. 3. – 550-556-betlar.
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&citation_for_view=sZY1_zEAAAAJ:e5wmG9Sq2KIC
4.
Mamayusupova, Iroda, Gulchehra Umurqulova, Dilrabo Abduxoliqova. “O’RTA TA’LIM
MAKTABDA
FİZİKA
O’QITISHDA
INTERFAOL
USULLARDAN
FOYDALANISHNING TA’SIRI”. Zamonaviy fan va tadqiqotlar 3.5 (2024): 851-856.
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&citation_for_view=sZY1_zEAAAAJ:TQgYirikUcIC
5.
Mamayusupova I. X., Mirhayitova S. OILADA O ‘SPIRIN YOSHLARGA BO ‘LGAN
NIZOLARNI
KELIB
CHIQISHINI
OLDINI
OLISHDA
PSIXOLOGIK
MASLAXATLAR //Inter education & global study. – 2024. – №. 4 (2). – С. 479-486.
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&cstart=20&pagesize=80&citation_for_view=sZY1_zEAAAAJ:_Qo2XoVZTnwC
6.
Xamidovna, Mamayusupova Iroda. “PEDAGOGIK TEXNOLOGIYA TUSHUNCHASI”.
Xalqaro ilmiy tadqiqotchilar jurnali (IJSR) INDEXING 5.2 (2024): 503-505.
1330
ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 10
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&cstart=20&pagesize=80&citation_for_view=sZY1_zEAAAAJ:HDshCWvjkbEC
7.
Mamayusupova I., Umurqulova G., Abduxoliqova D. O‘RTA TA’LIM MAKTABDA
FİZİKA FANINI O‘QITISHDA INTERFAOL USULLARDAN FOYDALANISHNING
TA’SIRI //Zamonaviy fan va tadqiqotlar. – 2024. – T. 3. – Yoʻq. 5. – 851-856-
8.
https://scholar.google.ru/citations?view_op=view_citation&hl=ru&user=sZY1_zEAAAA
J&citation_for_view=sZY1_zEAAAAJ:3fE2CSJIrl8C
9.
M.G. Davletshin et al. "Psychology of Youth and Education" T.TDPU. 2009.
10.
Zimnyaya I.A. Pedagogical Psychology: Textbook for Universities. Ed. second, additional,
Spanish. I work overtime. - M.: Logos, 2002. - 384 p.
11.
Karimova V.M., Sunnatova R.I., Tozhiboeva R.N. Independent thinking. - T.: Vostok.
2000. - 111 p.
12.
Krutetsky V.A. "Fundamentals of educational psychology". - T.: Teacher. 1976 5.
Nishanova Z.T. Independent creative thinking. - T. Science. 2003. 10. Petrovsky.
MIDDLE. Psychology of youth and educational psychology. M. 1979
13.
Halpern D. Psychology of critical thinking. Piter. 2000. -512 p. 7. Elkanin D.B., Davydov
V.V. Age-related opportunities for learning. - M: Marifat, 1966. - 442 p.
14.
Friedman L.M., Kulagina I.Yu. Psychological handbook for teachers - M.: Education,
1991.
