The role of artistic and literary imagery in existential psychology: A case study of choices made by students of psychology

Abstract

This article examines the use of artistic and literary imagery as a tool for exploring profound existential experiences. It addresses the challenges of studying existential psychology, such as its inherent subjectivity, abstract concepts, and the difficulty of establishing cause-and-effect relationships. The proposed approach is to utilize aesthetic experiences — works of art that reflect deep emotions, values, and meanings — offering insight into the subjective experiences of both the creator and the perceiver. The aim of the study is to analyze the selection of artworks that reflect ultimate concerns such as death, freedom, isolation, and meaninglessness. The research involved undergraduate students in their 2 nd and 3 rd years, as well as first-year master’s students, from the Faculty of Psychology at St. Petersburg State University (56 works in total). The chosen artworks were diverse, encompassing both classical (visual arts, architecture, music, literature, theatre) and contemporary forms (cinema, animation, performance). The study examines the connection between the students’ choice of art objects and their engagement with existential themes, highlighting how these works resonate with their personal involvement and preferences. Artistic and literary imagery plays a key role in existential psychology by providing a gateway to complex psychological concepts, creating a safe space for reflection and offering new avenues for a deeper exploration of human experience within the educational environment. The findings of the study offer valuable insights into the relationship between existential concepts and students’ engagement with art. The findings may inform the development of effective methods of teaching and foster self-awareness in educational settings.