Journey Through History

Journey Through History

Introduction

Being a time traveler, I navigate through the changing terrains of Russia and China, two historically and culturally significant countries. In Russia, I look at how Pavlov developed the theory of classical conditioning, which transformed the field of behavioral psychology during a time of social and political transformation. I observe the impact of Marxist psychology and its relation to China's experience during the middle of the twentieth century. Through studying these diverse cultures and historical backgrounds, I explore how these psychological theories emerged out of these environments and, in a way, influenced the development of the culture and history of their respective periods.

Russia: Theories and Context

Revolutionary changes and social transformations have caused important theoretical movements in the field of psychology to emerge, especially in the 20^th century. Ivan Pavlov and his theory of classical conditioning formed the basis of behavioral psychology at the time (Clark, 2004). His work was aimed at studying how behavior could be conditioned through associations, and he widely used dogs in his experiments (Clark, 2004). These findings came when there was a shift from past ideas in the study of humans, focusing on internal mental processes and instead relying on empirical evidence, particularly from physiological sciences (Clark, 2004).

The revolution of 1917 also influenced the Russian intellectual climate as political beliefs focused on the collectivism of society and the advancement in sciences (Wade, 2017). These cultural changes forced Russian psychologists to write their theories and practices in tune with culture, especially in trying to achieve specific objectives in education and training for employment (Wade, 2017). As the political regime sought to establish a socialist state, scientific ways of thinking that could be used to manage humans for society's benefit were supported.

Together with personalistic factors, including Pavlov's passion for science and the drive for methodological purity, there were naturalistic factors, namely the governmental demand for applied psychological theories that could be used to enhance the nation's progress (Langford, 2004). Another important source was Lev Vygotsky's theory of sociocultural development, in which the focus was placed on the interaction of a child with others. Pavlov and Vygotsky were both part of a generation in which science, politics, and society were inseparable, affecting their mental perception (Langford, 2004). Even though their theories were responding to the needs of their society, they continue to guide modern psychology.

China: Theories and Context

During the middle of the twentieth century, the psychological environment of China was dominated by Maoist theories and, more broadly, the tenets of Marxism-Leninism. In the Cultural Revolution period (1966–1976), Chinese psychology was almost entirely subsumed by politics: the collective was glorified, and the individual was demonized (Lu, 2004). The state education policies also incorporated psychological theories to align them with its agenda of creating a socialist society that would promote collective welfare.

Among the significant psychological currents of the time, one could distinguish Marxist psychology that aimed to study people's behavior in the context of socio-economic conditions. This approach opposed the West's individualistic psychology, instead contemplating how social classes and social factors affected the psyche (Elhammoumi, 2012). The Cultural Revolution, which was a significant political and social change, strengthened the roots of Marxist ideas, which encouraged the psychology of collectivism, aiming to meet the needs of the collective rather than the individual.

Mao Zedong's leadership and his vision of a classless society influenced the development of Chinese psychology as a personalistic factor (Pham, 2021). Still, the naturalistic factors that developed in the state's control over the educational and scientific institutions restrained the progress of psychology, which was not in accord with socialist views. Leaders such as Ma Yinchu and Cai Yuanpei were involved in promoting the psychological model that focused on social well-being as well as society's mental health, which was quite different from the Western psychological approaches (Pham, 2021). These theories are still pertinent to the topic of how psychology contributes to the achievement of social objectives in contemporary China.

Connection to Modern Views and Lasting Impact

Both Russian and Chinese history theories remain an important aspect of psychology even to the present generation. For example, Pavlov's classical conditioning paved the way for behaviorism psychological theory, which is still in practice today's cognitive-behavioral treatment (CBT). The principles of conditioning are still being used in different therapeutic contexts, with a focus on the utilization of learned connections to change behavior and manage psychological disorders.

Likewise, Vygotsky's sociocultural theory, developed in the same historical Russian context, has continued to shape modern educational psychology (Langford, 2004).In the present-day teaching approaches, his ideas on social interaction in cognitive development are well captured through the concept of collaborative learning, as well as the role played by cultural tools in thinking activities (Langford, 2004). Even now, the principles outlined by Vygotsky remain the conceptual foundation for learning theories that acknowledge the importance of context and culture in learning.

One can trace the influence of Marxist psychology and the emphasis on collectivism during the Cultural Revolution in contemporary debates on community mental health and the impact of socio-economic factors on psychological health. Incorporating societal and economic factors into evaluating mental health has further enriched the approach to the subject in modern psychology, especially in non-Western cultures, where group orientations are appreciated. These historical theories can still be relied on to explain the relationship between society, culture, and the mind.

Conclusion

Regardless of the theoretical framework, the socio-political contexts of Russia and mid-20th-century China were vividly reflected in theories I saw in my time-traveling journey, including Pavlov's classical conditioning and Marxist psychology. These theories emerged to meet science's collective endowment and development in their periods, bolstered by critical persons and power. Today, one can observe the impact of these psychological movements: behaviorism is actively used in therapeutic activity, and Vygotsky's sociocultural theory determines modern educational processes. These historical aspects are still reflected in current mental health practices, where social and economic factors remain integrated into the discipline.

References

Clark, R. E. (2004). The classical origins of Pavlov's conditioning. Integrative Physiological & Behavioral Science, 39, 279-294.

Elhammoumi, M. (2012). Marxist psychology: a research paradigm whose time has come. Estudos de Psicologia (Campinas), 29, 3-11.

Langford, P. E. (2004). Vygotsky's developmental and educational psychology. Psychology Press.

Lu, X. (2004). Rhetoric of the Chinese cultural revolution: The impact on Chinese thought, culture, and communication. Univ of South Carolina Press.

Pham, T. H. (2021). Re-examining the Cult of Personality: A Comparative Cross-national Case Study of Kim Il Sung, Mao Zedong, and Ho Chi Minh.

Wade, R. A. (2017). The Russian Revolution, 1917 (Vol. 53). Cambridge University Press.