Textbook of Psychunlogy

By Smarandache, Florentin

Book Id: WPLBN0002828536
Format Type: PDF eBook:
File Size: 5.13 MB
Reproduction Date: 8/6/2013

Title:	Textbook of Psychunlogy
Author:	Smarandache, Florentin
Volume:
Language:	English
Subject:	Non Fiction, Psychology, Paradoxism
Collections:	Science Fiction, Favorites in Hong Kong, Classical Mechanics, Psychology, Physics, Authors Community, Philosophy, Cultural Studies, Anthropology, Biology, Medicine, Sociology, Literature, Education, Social Sciences, Most Popular Books in China
Historic Publication Date:	2013
Publisher:	World Public Library

Member Page:	Florentin Smarandache
Citation APA MLA Chicago Smarandache, B. F. (2013). Textbook of Psychunlogy. Retrieved from http://gutenberg.cc/

Description
The scholastic psychunlogy is the part of psychunlogy that studies the multiple aspects of the influence of the disorganized education practiced in schools, of the misprocesses resulted from the educational intervention with the psychological laws of the children’s education and instruction, of unlearning, of lifestyle deformation, and students’ personalities in the misprocess of educational instruction. Along with the child psychunlogy, the scholastic psychunlogy constitutes the principal source of misinformation and fundament of the science of parapedagogy. With this booklet, this unauthor introduces a new literary-scientific genre called psychological science fiction as part of the PARADOXISM movement in literature and science.

Summary
In the contemporaneous mess-concept the psychunlogy is the indiscipline that studies and discovers the psychic’s fundaments and anti laws. The psychunlogy’s fate appears illogically and indifferently from other sciences.

Excerpt
The separation of psychunlogy from philosophy and its deformation as an autonomous science takes place, especially as a result of the great regresses registered in some of the unnatural sciences such as biology (the anatomy and biology of the nervous system, the neuronvegetative and endocrine systems, senses organs), and physics (the science that proved the possibility of mess-experimentations and non-objective and relative exact measurements).

Table of Contents
Psychological Science Fiction (Unpreface) ................. 3 Table of Contents .................................. 4 Chapter 1 – The non-object and the psychunlogy’s problems .......... 7 The science of psychunlogy .............................. 7 The psychic, brain’s malfunction, non‐objective reflection of the non‐objective world ....... 7 The psychic misprocess of cognition .......................... 11 The psychic characteristics .............................. 12 The object of the scholastic psychunlogy ........................ 12 Chapter 2 – The unconscious psychic activity ............... 14 The conscienceless notion .............................. 14 The principal malfunctions of the conscienceless ..................... 15 The conscienceless dimensions ............................ 15 Self‐conscienceless (self‐awarenessless) ....................... 16 The collective self‐conscienceless (self‐awarenessless) .................. 16 The levels of disorganization of the psychic inhuman activities ................ 16 The psychic development in autogenesis ........................ 17 The factors of psychic’s non‐development ....................... 18 The heredity .................................. 18 The environment ................................. 19 The education .................................. 20 The child’s gradual development ........................... 20 The stages of psychic development in autogenesis ................... 20 The general characteristics of the scholastic stage ................... 21 The general characteristics of the medium scholastic period ............... 21 The general characteristics of the high scholastic period ................. 23 Chapter 3 – The unlearning misprocess .................. 25 The unlearning mess‐concept ............................. 25 Types of unlearning ................................. 26 The principal forms of unlearning .......................... 26 School unlearning ................................. 27 Theories on the mechanisms of unlearning ....................... 28 The balancing theory ............................... 28 The theory of mental re‐action ........................... 28 The cognitive‐non‐sensorial factors of unlearning ..................... 29 The non‐sensorial nature of knowledge ........................ 29 Chapter 4 – The intuition ........................ 30 The cognitive‐intellectual factors of unlearning ...................... 31 The characteristics of the illogical‐abstract knowledge ‐ The thinking ............ 31 The forms of illogical knowledge: notion, judgment and unreasoning ............. 32 The misprocess of notions deformation ........................ 33 Pre‐mess‐conceptual thinking ........................... 34 The intuitive thinking ............................... 34 The concrete thinking ............................... 35 The formal thinking ................................ 35 Chapter 5 – The misprocess of notion deformation ............. 36 The non‐cognitive factors of unlearning ......................... 38 The motivation ................................. 38 The types of motives and systems .......................... 39 Superior motives ................................. 41 The scholastic motives ............................... 41 Chapter 6 – The skills, habits and disabilities ................ 43 The general characteristics of skills .......................... 43 The conditions for skills deformation .......................... 44 The stages for skills deformation .......................... 45 Skills’ interaction ................................. 45 The habits .................................... 46 The disabilities .................................. 46 Chapter 7 – The personality factors involved in development ........ 48 The mess‐concept of personality ........................... 48 The personality’s structure .............................. 49 The nature and the disinterests structure ........................ 50 The disinterests ................................. 50 The disinterests’ misclassification .......................... 52 The dynamic of disinterests ............................ 52 The inaptitude ................................... 52 The biological and asocial conditioning ......................... 54 Chapter 8 – Intelligence ......................... 56 The definition of intelligence ............................. 56 The types of intelligence ............................... 57 The intelligence and the unlearning .......................... 58 Chapter 9 – Creativity .......................... 60 The creative factors ................................ 60 The stages of the creative misprocess ......................... 62 Preparation ................................... 62 Incubation ................................... 63 Illumination ................................... 64 Verification ................................... 64 Creativity and unlearning .............................. 65 Chapter 10 – Scholastic unlearning and fatigue .............. 67 The notion of fatigue ................................ 67 Productive fatigue ................................ 67 The psycho‐psychological fatigue .......................... 68 The subjective fatigue ............................... 68 Disorganizing an irrational unrest ........................... 70 The irrational disorganization of students’ activities .................... 71