@article{Wernet, author = {Wernet, Verena Caroline}, title = {Die Liebe und der Liebesbegriff in Goethes >Die Leiden des jungen Werther< und Dostojewskis >Weiße N{\"a}chte, Studienarbeit, Fachbereich Germanistik - Neuere Deutsche Literatur, Albert-Ludwigs-Universit{\"a}t Freiburg, Grin Verlag 2014, 28 pp.}, abstract = {Die Studienarbeit erl{\"a}utert zun{\"a}chst Fromms Liebesbegriff. Anschließend wird auf Goethes >Die Leiden des jungen Werther< und Dostojewskis >Weiße N{\"a}chte< eingegangen. Im Zentrum der Analyse stehen (1) die Ausgangssituation des Protagonisten vor dem Liebeserlebnis, (2) die Begegnung mit der geliebten Frau und das sich daraus ergebende Liebesverst{\"a}ndnis des Protagonisten und schließlich (3) die aus dem Liebeserlebnis resultierenden Folgen f{\"u}r den Protagonisten. [Bol.com]}, language = {de} } @misc{Wen, author = {Wen, Hongli}, title = {Discussion on Fromm's Theory of Human Nature [浅析弗洛姆的人性理论], Master thesis, Marxist Theory, Southwest University of Political Science \& Law, Yubei, Chongqing, China 2014.}, abstract = {埃里希•弗洛姆是西方人性理论的代表者,他始终关注20世纪人的生存状况。他观察到现代经济条件下被异化了的人孤立无援的生存困境,在至高无上的权力制度和意识形态的压迫下,使人性发生了畸形的变化,精神也出现分裂的病态表现。弗洛姆的人性理论的核心就是阐述人的生存困境以及寻找一条使人走出这样困境的道路。弗洛姆批判资本主义异化的人以及异化的社会,使人认识到了自己的孤独、寂寞、恐惧与无助,认识到了自己正在这样的生活环境下不断地失去自我。因此,弗洛姆综合了弗洛伊德的精神分析学说和马克思的主义理论中的人性理论精髓,提出了自己独特性的见解,设想通过各种形式的改革,来纠正人的扭曲人格,构建健全的社会,进而使人能够实现自我,充分展现人性的本然状态,消除人的心理疾病。本文主要对弗洛姆的人性理论进行系统分析与阐述。全文主要是围绕人性、异化、自由、健全的社会这四个关键词展开的。第一章阐述了选题背景、意义和国内外学者对人性理论的研究现状;第二章指出弗洛姆的思想是在综合弗洛伊德和马克思人性理论的基础上形成的;第三章阐述了弗洛姆关于人的异化理论,总结资本主义条件下人的全面异化以及制度的异化。第四章阐述了弗洛姆通过经济、政治领域的改革,从而构建健全社会的完美构想。第五章是对弗洛姆人性理论的总体评价,包括弗洛姆人性理论的局限性和对现代社会的指导意义。}, language = {zh} } @article{Wehr, author = {Wehr, Helmut}, title = {Zivilcourage in der Schule - Ein Herausforderung f{\"u}r Lehrer/innen}, series = {Lehren und Lernen. Zeitschrift f{\"u}r Schule und Innovation aus Baden-W{\"u}rttemberg, Vol. 40 (No. 1, 2014), pp. 29-34}, journal = {Lehren und Lernen. Zeitschrift f{\"u}r Schule und Innovation aus Baden-W{\"u}rttemberg, Vol. 40 (No. 1, 2014), pp. 29-34}, language = {de} } @article{Watkins, author = {Watkins, C. Edward}, title = {The competent psychoanalytic supervisor: Some thoughts about supervision competences for accountable practice and training}, series = {International Forum of Psychoanalysis, Abingdon (Routledge - Taylor and Francis) Vol. 23 (No. 4, 2014), pp. 220-228.}, journal = {International Forum of Psychoanalysis, Abingdon (Routledge - Taylor and Francis) Vol. 23 (No. 4, 2014), pp. 220-228.}, abstract = {What are the competences required to satisfactorily practice effective or >good enough< psychoanalytic supervision? In this paper, I would like to consider that question. Over the past approximate 15-year period, increasing attention has been directed toward more specifically identifying and defining the components of competent psychoanalytic practice. But any parallel attention toward identifying and defining the components of competent psychoanalytic supervision practice has, in comparison, been sorely limited if not virtually absent. If we are to best practice competent psychoanalytic supervision and best train future psychoanalytic supervisors for competent practice, effort needs to be made to concretely delineate the competences that are requisite for such practice. In what follows, I present and adapt six broad-based families of internationally relevant supervision competence areas for use in psychoanalytic supervision: (1) knowledge about/understanding of psychoanalytic supervision models, methods, and intervention; (2) knowledge about/skill in attending to matters of ethical, legal, and professional concern; (3) knowledge about/skill in managing psychoanalytic supervision relationship processes; (4) knowledge about/skill in conducting psychoanalytic supervisory assessment and evaluation; (5) knowledge about/skill in fostering attention to difference and diversity; and (6) openness to/utilization of a self-reflective, self-assessment stance in psychoanalytic supervision. Although by no means an exhaustive list, 30 supervision competences (five per family) are proposed as significant for guiding competent psychoanalytic supervision practice and supervisor training, and a brief explanatory comment is offered in support of each broad-based family of competences.}, language = {en} } @article{Wang, author = {Wang, Yun}, title = {Reading Aili Xi Fromm, >The Art of Loving< Impressions - Love is a Positive Attitude, a Practical Ability [读爱利希•》有感——爱是一种积极态度、一种实践能力]}, series = {Jin Tian.}, journal = {Jin Tian.}, abstract = {人的一生,是由无数个日月堆砌而成,我们在自己的小小世界里安稳的生活与成长,我们的生命与大地万物相比如微尘。有时候我们会忧郁、会茫然,会感叹命运的束缚与捉弄,甚至怨天尤人。然而只有爱能点燃我们对生活的热情,只有爱能化解我们内心的烦乱与忧愁,爱始终伴随在我们的身边。本文通过读弗洛姆《爱的艺术》,浅谈爱是一种积极态度,一种实践能力。}, language = {zh} } @article{Wang, author = {Wang, Xinhuan}, title = {Fromm's View on the Difference between Self-love and Selfishness [论弗洛姆对自爱与自私的区别]}, series = {Journal of Cangzhou Normal University [沧州师范学院学报 ], No. 1 (2014), pp. 79-81, 110.}, journal = {Journal of Cangzhou Normal University [沧州师范学院学报 ], No. 1 (2014), pp. 79-81, 110.}, abstract = {长期以来,许多思想家认为自爱与自私是一回事,自爱是不道德的.艾里希•弗洛姆对此观点持不同的态度,他认为自爱与自私根本不是一回事.自爱是美德,而自私是罪恶.自爱的人有能力爱他人,而自私的人没有能力爱他人.弗洛姆对自爱与自私所作的区分,饱含着对人类生存状态的深切关怀,这对于促进个体人格的健全与人际关系的和谐具有重要的启示意义}, language = {zh} } @article{Wang, author = {Wang, Lulu}, title = {Contemporary Aesthetic Shaping the Thinking of Humanity [当代审美思维对人性的塑造]}, abstract = {弗洛姆说十九世纪的哲学问题是上帝之死,而二十世纪的哲学命题则是人类的灭亡。这里人类的灭亡并不是说生理的中介,而是人作为一种传统的存在状态的终结。按照弗洛姆的说法,认得天生存在是劳作的存在,而新的人类存在方式则是劳作的终结以及新的存在方式的产生。人类超越所谓的劳作去突破传统的牢笼。20世纪的人死了。人类最终级的关怀首先就是认识人自己,其次是认识他人以缔造和谐公正的社会最后就是认识人所在的自然界乃至整个宇宙。早在希腊时代苏格拉底提出一个经典的命题,那就是>认识人自己<,而当我们对这个问题进行终极追问的时候,我们将面对一个不能回避又必须回答的问题,那就是人性是什么?我们又应该如何对人性进行塑造让人们挣脱孤独的牢笼发现自己内心的信仰以充实精神世界呢?本文从对人性的解析到审美思维的介入以解决这两个重要的问题}, language = {zh} } @article{Wang, author = {Wang, Lin-na}, title = {Reflection and Enlightenment of Fromm's Social Personality Theory [弗洛姆社会性格理论的反思与启示]}, series = {Journal of Baoji University of Arts and Sciences (Social Science Edition) [宝鸡文理学院学报(社会科学版)], No. 5 (2014), pp. 157-160.}, journal = {Journal of Baoji University of Arts and Sciences (Social Science Edition) [宝鸡文理学院学报(社会科学版)], No. 5 (2014), pp. 157-160.}, abstract = {埃里希•弗洛姆批判的继承了弗洛伊德的精神分析学说,丰富了马克思人与社会的思想,用心理学的方法对人的社会性格进行研究,开拓了研究人性的新思维。弗洛姆注重分析人性的发展及人的价值,形成其独特的社会性格理论。弗洛姆人性理论在实现个体的人格健全以及和谐社会的建设两方面有着重要的理论指导价值。}, language = {zh} } @article{Wang, author = {Wang, Lin}, title = {Characters Analysis on Das Experiment - According to Erich Fromm's Theory of Escape Mechanism [德国电影《死亡实验》的角色分析——以埃里希•弗洛姆的>逃避机制<为理论依托] [application of Fromm's theories to art]..}, series = {Journal of Heze University [菏泽学院学报], No. 1 (2014), pp. 134-137.}, journal = {Journal of Heze University [菏泽学院学报], No. 1 (2014), pp. 134-137.}, abstract = {[国电影《死亡实验》通过对剧中角色的戏剧化分配和精准捕捉,生动展现了纳粹人格在特殊情境中的形成和发展。以弗洛姆的>逃避机制<为理论依托,从该理论的>权威主义人格<和>机械趋同<两个方面,可以为《死亡实验》中的不同角色找到精神分析学范畴的阐释。弗洛姆的精神分析成果直指纳粹主义心理与现代民主,而这一点正是《死亡实验》的深层创作意图,即在假定的现代语境下进行历史反思。 ]}, language = {zh} } @article{Wang, author = {Wang, Li}, title = {The Meaning of Fromm's Thought on Care Education [弗洛姆关爱教育思想的意义探究]}, series = {Journal of Shenyang Institute of Engineering(Social Sciences) [沈阳工程学院学报(社会科学版)], No. 1 (2014), pp. 133-135.}, journal = {Journal of Shenyang Institute of Engineering(Social Sciences) [沈阳工程学院学报(社会科学版)], No. 1 (2014), pp. 133-135.}, abstract = {[弗洛姆关爱教育思想以给予为核心内容,以了解、关心、责任和尊重为基本要素,阐述了关爱是一种主动的能力,是一种丰富人的本质并且使人得以提高的能力。在当代社会,关爱教育作为一个古老而常新的课题,依旧面临着很多困境。因此,借鉴和吸收弗洛姆关爱教育思想精华,对我国当代社会的关爱教育具有很重要的意义。}, language = {zh} }