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DI C\u0162 IO NA R
SUPRACOPERTA: GH. MARINESCU
Referen\u0163i \u015ftiin\u0163ifici:
Prof. dr. doc. STELU\u0162A TEODORESCU
Dr. doc. VICTOR SAHLEANU
PAUL POPESCU- NEVEANU
de
psihologie
BUCURE\u015eTI \u20221978
EDITURA ALBATROS
DIC\u0162IONARE DE SPECIALITATE
\u015eI ALTE LUCR\u0102RI ENCICLOPEDICE CONSULTATE
H.C. Warrcn (T\u00eed.),Dic\u0163ionary of PsycJwlogy, Boston \u2014 New York,
1934.
I.A. Kairov (red.),Pedagoghiceshisiovar, Moscova, 1960 (\u00eenl. rom. 1965).
K. Lafon,Vocabiilaire de psychopedagogie et de psychiatrie de l'enfant,
Paris, 1963.
J. Gould, W. Kolb (Ed.),A Dictionary of the social sciences, 1964.
X. Sillamy,Dictionaire de la psychologie, Paris, 1965.
K. Pratt Fairchild (Ed.).Dictionary of Sociology, Totowa \u2014 New
Jersey,1965.
H. Pieron (red.),Vocabulaire de la psychologie, Paris, 1967.
J. Laplanche, J.-B. Pontalis,V o c a b u la ir e d e p s y c h a n a ly s e . Paris, 1967.
A.M. Batro,Dictionaire d'epistemologie g\u00e2nitique, Paris, 1968.
A. Lalande,Vocabulaire technique et critique de la philosophie, Paris,
1968.
A.et. R. Muchielli,Lexique de la psychologie, Paris, 1969.
V.I. Gusikov,Tevminologhiceski slovar psihiatra, Moscova, 1969.
St. B\u00eers\u0103nescu (red.),D ic \u0163io n a r d e p e d a g o g ie c o n te mp o r a n \u0103 , Bucure\u015fti,
1969.
J.Dr ew er , W. D. Fr oh l i ch ,W o r te r b u c h fiir P s y c h o lo g ie , Mu nchen, 1970,
K.M. Goldenson,The Encyclopedia of human behavior, New York,
1970.
A.I. Diacikov (red.),Defcctologhiceski slovar, Moscova, 1970.
***Dic\u0163ionar de estetic\u0103 general\u0103, Bucure\u015fti, 1972.
*** Mic dic\u0163ionar de filosof ie, ed. a Ii-a, Bucure\u015fti, 1973.
S. L\u0103z\u0103rescu \u015f.a.,V a d e me c u m \u00een n e u r o lo g i e - , Crniova, 1974.
WC DL 1'RtrA\u0162\u00c2

Fiecare carie \u00ee\u015fi are istoria \u015fi soarta sa. \u00een momentul hi care, \u00eencheiem aceast\u0103 carie \u2022putem reiata ceva despre modul \u00een care a fost realizat\u0103 \u015fi conceput\u0103, dar nu-i putem prevedea \u201evia\u0163a".

Era prin 1965 c\u00eend mi s-a propus s\u0103 fac un dic\u0163ionar de psihologie pentru tineri \u00een scopuri orientative \u015fi autoeducative. M-am apucat de lucru cu entuziasm, socotind c\u0103 \u00eemi va fi u\u015for s\u0103 expun termenii de baz\u0103 ai psihologiei \u00een mod clar dar f\u0103r\u0103 concesii \u00een raport cu rigorile \u015ftiin\u0163ifice. Nu a fost \u00eens\u0103 deloc u\u015for. Am lucrat la acest dic\u0163ionar, cu \u00eentreruperi \u015fi relu\u0103ri, cu reveniri \u015fi reelabor\u0103ri, preocupat p\u00een\u0103 la obsesie c\u00eend de o pro- blem\u0103 sau termen, c\u00eend de altul,\u2014timp de 12 ani, investind, \u00een principal, \u00een aceast\u0103 lucrare, numai aparent simpl\u0103, cel de-al cincilea deceniu al vie\u0163ii mele. Am lucrat de unul singur, dar ce \u00eenseamn\u0103 \u201esingur" c\u00eend, \u00eencere\u00eend s\u0103 dau o baz\u0103 de cercetare logicopsihologic\u0103 dic\u0163ionarului de psihologie, am \u00eentrebat mereu c\u00eend pe colegi, c\u00eend pe discipolii mei ce \u00een\u0163eleg prin cutare cu- v\u00eent, cum v\u0103d problema etc. Nu puteam doar prescrie semnifica- \u0163iile termenilor, trebuia s\u0103-i urm\u0103rim \u00een sistemul obiectivat al \u015ftiin\u0163ei \u015fi \u00een folosirea lor curent\u0103 pentru a \u00een\u0163elege mai profund \u015fi a ne \u00een\u0163elege mai bine. Ne-a interesat s\u0103 reflect\u0103m \u00een dic\u0163ionar sistemul nostru de psihologie \u015fi g\u00eendire psihologic\u0103. Psihologia este o \u015ftiin\u0163\u0103 \u00een plin\u0103 dezvoltare, fiind str\u00eens corelat\u0103 cu multe

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alte discipline. Chiar pe parcursul elabor\u0103rii dic\u0163ionarului s-au produs importante deplas\u0103ri \u00een stocul de cuno\u015ftin\u0163e psihologice si acestea au trebuii s\u0103 fie adecvat integrate \u00een dic\u0163ionar. Mo- delul cursei cu obstacole este \u00een aceste condi\u0163ii nu doar o f igur\u0103 de stil. Important este ca dic\u0163ionarul s\u0103 fie mai pu\u0163in retrospec- tiv \u015fi mai mult prospectiv, s\u0103 orienteze \u015fi asupra evenimentelor \u015ftiin\u0163ifice \u00een curs de desf\u0103\u015furare. Aici apare \u015fi o complica\u0163ie \u00een plus. Psihologia, \u00een afara profundei ci \u00eenr\u0103d\u0103cin\u0103ri \u00een limba- jul natural, uzeaz\u0103 de mai multe limbaje \u015ftiin\u0163ifice\u2014 fizic \u015fi cibernciic-informa\u0163ional, ncurofiziologic \u015fi comportanientist, mentalist \u015fi reflexiv, sociologic \u015fi educa\u0163ional, matematic \u015fi fi- losofic\u2014 toate fiind aplicate convergent, c\u0103ut\u00eend s\u0103 surprind\u0103 unitatea \u00een diversitatea conduitei umane. C\u0103 termenii psiholo- gici s\u00eent prin excelen\u0163\u0103 polisemantici este un fapt demult atestat, dar important\u0103 a fost pentru noi nu doar \u00eenregistrarea tuturor sensurilor, ci indicarea leg\u0103turilor esen\u0163iale dinl\u0103untrul siste- mului de g\u00eendire psihologic\u0103, astfel \u00eene\u00eet fiecare concept s\u0103-\u015fi poat\u0103 dezv\u0103lui \u015fi preciza valorile sale generative.

Se \u015ftie c\u0103 \u015fi \u00een limbajul curent deseori utiliz\u0103m cuvintele f\u0103r\u0103 a fi p\u00een\u0103 la cap\u0103t con\u015ftien\u0163i de semnifica\u0163ia lor. Experien\u0163a noastr\u0103 personal\u0103, ca \u015fi observa\u0163iile f\u0103cute \u00een trei decenii de lucru cu studen\u0163ii, ne dovedesc c\u0103 nici limbajul \u015ftiin\u0163ific nu este scutit de astfel de reduc\u0163ii \u015fi particulariz\u0103ri. S-a spus de aceea c\u0103 a \u00eensu\u015fi corect codul unei \u015ftiin\u0163e. \u00eenseamn\u0103 practic a lua \u00een bun\u0103 m\u0103sur\u0103 \u00een st\u0103p\u00eenire acea \u015ftiin\u0163\u0103. Aceasta mai ales hi cazul \u00een care dic\u0163ionarul apare ca o variant\u0103 expus\u0103 analitic a unui tratat. Un tratat nu devine \u00eens\u0103 larg accesibil dac\u0103 nu este dublat de un dic\u0163ionar explicit. \u00een acest punct s-ar p\u0103rea c\u0103 discu\u0163ia devine prea preten\u0163ioas\u0103 \u015fi se abate de la formula unui

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vocabular psihologic care s\u0103 pun\u0103 la dispozi\u0163ia tinerilor conden- sate \u015ftiin\u0163ifice de natur\u0103 s\u0103 faciliteze cunoa\u015fterea de sine \u015fi cu- noa\u015fterea altora. \u015etim \u00eens\u0103 c\u0103 \u00een aceast\u0103 privin\u0163\u0103, a cunoa\u015fterii psihologice, tinerii s\u00eent vital \u015fi puternic interesa\u0163i. Or, \u00een zilele noastre, r\u0103spunsurile ce se ofer\u0103 tinerei genera\u0163ii nu pot fi apro- ximative \u015fi palide. Comanda lor este ferm \u015ftiin\u0163ific\u0103 iar a r\u0103s- punde adecvat acesteia \u00eenseamn\u0103 respect \u015fi binemeritai credit acordat tinerelor genera\u0163ii. Pentru acestea un anumit gen de \u201epopularizare" de mult timp a devenit impopular.

\u00een aceste condi\u0163ii, c\u0103ut\u00eend s\u0103 nu dr\u0103muim cuno\u015ftin\u0163ele pentru a permite fiec\u0103rui cititor s\u0103 \u00eenainteze at\u00eet c\u00eet \u00eei este necesar \u015fi... c\u00eet poate, dic\u0163ionarul, continu\u00eend s\u0103 fie adresat tineretului, \u015fi-a extins aria de cuprindere, interes\u00eend \u015fi pe psihologi, pe specia- li\u015fti din domenii conexe, ca \u015fi pe oricare din cei interesa\u0163i \u00een psihologia \u015ftiin\u0163ific\u0103, acum c\u00eend sarcina optimiz\u0103rii factorului uman este la ordinea zilei. Este ceea ce inevitabil trebuia s\u0103 re- vin\u0103 primului dic\u0163ionar de psihologie publicat \u00een \u0163ara noastr\u0103.

Semnifica\u0163ia acestei lucr\u0103ri, ce nu apar\u0163ine unui autor ci principalei \u015ftiin\u0163e despre om, este \u00een acela\u015fi timp legat\u0103 de l\u0103r- girea \u015fi intensificarea dialogului dintre public \u015fi psihologia \u015fti- in\u0163ific\u0103 \u015fi de maturizarea \u00eens\u0103\u015fi a psihologiei care-\u015fi poale oferi cristaliz\u0103rile teoretice \u015fi pune la dispozi\u0163ie valen\u0163ele sale aplica- tive, \u00een genere, elaborarea, ca \u015fi utilizarea unui dic\u0163ionar \u015ftiin- \u0163ific, implic\u0103 un efort de esen\u0163ializare, punere la punct, clarifi- care. Doar \u00een orice \u00eentreprindere cognitiv\u0103, primul demers este acela al definirii termenilor dup\u0103 care urmeaz\u0103 progresive co- rela\u0163ii \u015fi construc\u0163ii, ca \u015fi \u00een instruirea cu ajutorul unui ma- nual programat. Oferind peste 2 000 de termeni prin articole, caracteriz\u0103ri schi\u0163ate \u015fi definiri, cupriiiz\u00eeiid principalele ramuri

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