The Archetype of Intellectual Activity: A Modern Methodology for the Description of the Protophenomenon

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Abstract

Modern clinical psychology focuses on the problems of the culturological layer, the cultural background and consequences of the formation and development of productive and destructive anomalies, including the abnormal aspects of creative giftedness, the associated and accompanying anomalies of behavior, values expressed in deviations, borderline states, psychoses and somatoses. Endowment with its considerable diversity is a universal phenomenon. Moreover, and like any universal, it can be understood and described in the unity of its cultural, social, psychological and physiological aspects. The article discusses the basics of the organization of the archetype of intellectual function from the standpoint of historical and culturalological genesis. The wide mythological context of the formation of properties, attributes, and symbolic identification inherent in the archetype of the intellectual function is discussed. The statement is postulated that archetypal structures are not only a priori existing mechanisms of cognition from the point of view of the formation of an individual’s mental experience at an early age, but also affect all subsequent processes of development of a person’s cognitive functioning in norm and clinical situations. The concept of “Icarus complex” is introduced as the desired anthropic form of the archetype under study and as a promising model for further research in clinical psychology.

General Information

Keywords: archetype, analytical psychology, Icarus complex, сlinical psychology, culture, giftedness

Journal rubric: Theoretical Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2020090101

For citation: Badalov A.A., Brovkina S.N., Arpentieva M.R., Kalinin S.S., Kassymova G.K. The Archetype of Intellectual Activity: A Modern Methodology for the Description of the Protophenomenon [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2020. Vol. 9, no. 1, pp. 1–16. DOI: 10.17759/cpse.2020090101. (In Russ., аbstr. in Engl.)

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Information About the Authors

Andrey A. Badalov, Senior Lecturer of the Department of Medical Psychology, Psychiatry and Psychotherapy, B.N. Yeltsin Kyrgyz-Russian Slavic University (B.N. Yeltsin KRSU), Psychiatrist, Bishkek, Kyrgyzstan, ORCID: https://orcid.org/0000-0001-9617-1637, e-mail: andrey.badalov@bk.ru

Svetlana N. Brovkina, assistant of the Department of Psychiatry, Psychotherapy and Addiction, Institution “I.K. Akhunbaev Kyrgyz State Medical Academy”, master of psychology, clinical psychologist,, Bishkek, Kyrgyzstan, ORCID: https://orcid.org/0000-0001-9261-9852, e-mail: brovkina04@gmail.com

Mariyam R. Arpentieva, Doctor of Psychology, Associate Professor, Professor of the Department at the Development and Education Psychology, K.E. Tsiolkovskiy Kaluga State University (FBE HE K.E. Tsiolkovskiy KSU), Academician of the International Education Academy (IEA), Corresponding Member of the Russian Academy of Natural Sciences (RANS), Kaluga, Russia, ORCID: https://orcid.org/0000-0003-3249-4941, e-mail: mariam_rav@mail.ru

Stepan S. Kalinin, PhD in Philology, Department of translation studies and linguistics, Institute of philology, modern languages and media communications, Kemerovo State University (FBE HE KemSU), Kemerovo, Russia, ORCID: https://orcid.org/0000-0001-7371-9655, e-mail: rage_of_gods@inbox.ru

Gulzhaina K. Kassymova, PhD student, Institute of Metallurgy and Ore Processing at the K.I. Satpayev Kazakh National Research Technical University (NEA K.I. Satpaev KazNRTU), lecturer of the Abay Kazakh National Pedagogical University (RSE on the REM Abay KazNPU); PhD student of the Higher School, Jakarta State University (YSU), Jakarta, Indonesia, Almaty, Kazakhstan, ORCID: https://orcid.org/0000-0001-7004-3864, e-mail: zhaina.kassym@gmail.com

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