TY - JOUR A1 - Zucker, H. T1 - Reality: Can It Be Only Yours Or Mine? JF - Contemporary Psychoanalysis, New York (William Alanson White Psychoanalytic Society), Vol. 29 (1993), pp. 479-486. Y1 - 1993 ER - TY - JOUR A1 - Ubilla, Enrique T1 - Presentation de la forma de evaluacion de las entrevistas del provecto aleman con ejemplos de la fase de analisis JF - Institutio Mexicano de Psicoanalisis, El caracter social, su estudio, un intercambio de experiencias, Coyoacán 1972, pp. 293-307. Y1 - 1993 ER - TY - JOUR A1 - Weber, M. T1 - The Spirit of Capitalism and the Iron Cage JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 11O-114. Y1 - 1993 ER - TY - JOUR A1 - Weber, M. T1 - The Bureaucratic Machine JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 114-120. Y1 - 1993 ER - TY - JOUR A1 - Weber, M. T1 - What Is Politics? JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 120-122. Y1 - 1993 ER - TY - JOUR A1 - Weber, M. T1 - The Types of Legitimate Domination JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 122-126. Y1 - 1993 ER - TY - JOUR A1 - Weber, M. T1 - Class, Status, Party JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 126-135. Y1 - 1993 ER - TY - JOUR A1 - Tsapanos, G. T1 - >Immer in Anführungszeichen< -Ausländer und Fremdenfeindlichkeit als Thema der Medien JF - Friedrich-Ebert-Stiftung (Ed.), Entstehung von Fremdenfeindlichkeit. Die Verantwortung von Politik und Medien, Bonn (Friedrich-Ebert-Stiftung) 1993, pp. 93-100. Y1 - 1993 ER - TY - JOUR A1 - Wehr, Helmut T1 - Reflexionen zur Humanisierung der Schule JF - Wissenschaft vom Menschen – Science of Man. Jahrbuch der Internationalen Erich-Fromm-Gesellschaft, Münster (LIT Verlag), Vol. 4 (1993): Arbeit - Entfremdung - Charakter, pp. 174-202. N2 - >The Humanist Critique of School Education<: In a dialectical intellectual process, this critique of school education succeeds in elucidating those typical influence patterns that go into forming social character – which precede the school stage even. Not only diminished authority but a loss of psychic roots testify to the contradictory nature of children’s liberation. The school’s emphasis on individualization means that pupils are educated with the needs of the marketplace in mind. In the school itself, the production of >marketing< character structures is promoted by institutional mechanisms which, in essence, compel pupils to adapt to an authoritarian and hierarchical educational theory. As a counterweight to this >colonization< of schoolchildren, discussion here focuses on key proposals of how the school may have its humanity restored. Paramount here would be a new role for teachers, one involving restructured cognition processes, revised educational programs, and altered self-perspectives in pedagogical psychology. Also needed is a reform of instructional forms so as to make them more living, adventurous, and socially responsive. Growing educationaldifficulties also render essential an extension of counseling and supervision in matters related to pedagogical psychology. Finally, a number of leading categories are developed within which the humanization of the school can best proceed. N2 - >La critica umanistica della formazione scolastica< : In un processo di pensiero dialettico, da una critica della formazione scolastica si possono ricavare i tipici modelli che formano il carattere sociale e che precedono la scuola nella socializzazione primaria. La diminuzione dell’autorità, ma anche quella della relazionalità, mostra il carattere contradditorio della >liberazione< infantile. L’individuazione più forte prepara le biografie scolastiche degli scolari in modo adatto al mercato. Nella scuola stessa viene favorita la produzione di caratteri mercantili attraverso meccanismi istituzionali, che portano ad un adattamento ad una pedagogia della supremazia e dell’informazione. Per contrapporsi ad una >colonizzazione< del bambino nella scuola si esaminano aspetti essenziali di un’umanizzazione della scuola: anzitutto, un mutamento della funzione didattica, che comprende un mutamento nell’autocomprensione pedagogico- psicologica, una ristrutturazione cognitiva e una revisione del lavoro di formazione. E’ tuttavia anche necessaria una riforma delle forme didattiche, che possono essere strutturate in modo più vitale, esplorativo e sociale. Le crescenti difficoltà pedagogiche rendono necessario uno sviluppo della consulenza e della supervisione pedagogico- psicologica. Infine, si sviluppano diverse categorie-guida, all’interno delle quali si può realizzare l’umanizzazione della scuola. N2 - >La crítica humanista de la formación escolar<: En un proceso de pensamiento dialéctico son elaborados, desde la crítica de la formación escolar, los típicos razgos impregnantes, que forman el carácter social y que anteceden en la primera fase de la socialización aquella de la escuela. La disminución de la autoridad, pero también la del vínculo señalan el carácter contradictorio de la >liberación< de la niñez. El fortalecimiento de la individualización prepara el currículo biográfico de los escolares de acuerdo al mercado. En la escuela misma se estimula la producción de caracteres mercantiles a través de mecanismos institucionales, los cuales conducen a una adaptación a una pedagogía de dominio y de instrucción. En contra de esto, de la >colonización< del niño en la escuela, son discutidos aspectos esenciales de una humanización de la escuela. Sobre todo de una transformación del rol del maestro que contiene una transformación de la autodefinición pedagógicopsicológica, una restructuración cognitiva y una revisión del trabajo de formación. Pero también es necesario una reforma de las formas de aprendizaje que podrián ser estructuradas de manera más vital, descubridora y social. Dificultades pedagógicas crecientes hacen necesaria la formación de una consejería y supervisión pedagógicopsicológicas. Finalmente se desarrollan diferentes categorías de orientación dentro de las cuales se puede realizar la humanización de la escuela. T3 - Yearbook / Jahrbuch (1990-1995) - w04/1993h Y1 - 1993 ER - TY - JOUR A1 - Weeks, J. T1 - Sexual Identification Is a Strange Thing JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 633-637. Y1 - 1993 ER - TY - JOUR A1 - Wallerstein, I. T1 - The Modern World-System JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 426-431. Y1 - 1993 ER - TY - JOUR A1 - Warren, B. T1 - Conformity with Basic Technical Rules Does not Lead to Conformistic Content in the Psychoanalytical Process. (Discussion) JF - International Forum of Psychoanalysis, Oslo (Scandinavian University Press), Vol. 2 (No. 1, March 1993), pp. 18-23. N2 - With the starting point in a discussion about social reality in the psychoanalytic process the definition of psychoanalysis is discussed. Then the concept of neutrality is examined somewhat more at length with the conclusion that the content of psychoanalysis must be determined by the patients' free associations, not excluding of course material of social and cultural origin. It is also suggested that the word neutrality could be replaced with reserve. Y1 - 1993 ER - TY - JOUR A1 - Trad, P. V. T1 - Psychoanalytic Models. Paradigms and Paradoxes JF - International Forum of Psychoanalysis, Oslo (Scandinavian University Press), Vol. 2 (No. 3, September 1993), pp. 155-167. N2 - This article compares some traditional psychoanalytic models, and determines whether a new model can overcome some of the drawbacks of these earlier approaches. Five prominent psychoanalytic models are examined-Freudian, object-relations, interpersonal, self-psychology, and perspectivist. The similarities and limitations of these models are clarified and a new approach, the prospective model, is introduced. Clinical cases describe how the prospective model may assist the therapist in detecting conflict and overcoming the defensive operations. This material suggests the prospective model may supplement more traditional techniques in the diagnosis and treatment of emotional disorders. Y1 - 1993 ER - TY - JOUR A1 - Zhang, Dongliang T1 - On Several Issues of Creative Thinking – About Traditional Education on Children's Creative Thinking Ability [略论创造性思维的几个问题——兼评传统教育对儿童创造性思维能力的影响] JF - Education Research Monthly [教育学术月刊], No. 6 (1993), pp. 44-45, 58. N2 - 当教育理论家们潜心于未来教育理论大厦的构建时,位于教育前沿阵地的教育工作者们也开始对当前教育改革的各领域纷纷发表自己的见地,其中,有一个问题已日益引起人们的注目:如何开发儿童的创造性思维? 一、需要澄清的几种认识首先,创造性思维是先天遗传还是后天习得的? 马斯洛(K.Marselor)在其论著《自我实现者的创造性》中称,>创造性是每一个人生下来就有的继承特质<他强调指出,创造性是非经验的,无法以传授的方式获得。弗洛姆(Erich.Fromm)也认为:>生产性是人类天生固有的<(生产性即创造性。) N2 - Educators are at the forefront of education in all areas of the current education reform education theorists have concentrated on the future of educational theory building built, have published their own insight, which a question has increasingly attracted the attention of the people: how to develop children's creative thinking? First, the need to clarify the understanding of several First, creative thinking is congenital or acquired? The Maslow (A. Maslow) of >self-achieve creative<, >creativity is an inherited trait in every life down there<, he stressed that creative non-experience, cannot be taught. Fromm (Erich Fromm) also said: >The production is an innate human< (productive, creative.) [automatic translation] Y1 - 1993 ER - TY - JOUR A1 - Yuan, Yijiang T1 - On Fromm’s Philosophy and His Attitude of Marxism [克简论弗罗姆的哲学思想和他对马思主义的态度] JF - Journal of Kashgar University (Philosophy and Social Sciences) [喀什师范学院学报(哲学社会科学版)] No. 2 (1993), pp. 8-12. N2 - 德裔美籍心里分析学家、哲学家和社会学家埃利希•弗罗姆(E(?) Fromm),1900年3月23日生于德国美因河畔法兰克福一个商人的家庭。他是一个独生子,双亲都是犹太人,母亲经常抑郁寡欢,父亲则只知赚钱,性格暴躁、喜怒无常。在这样的气氛中,他自述>成了一个孤独的孩子<。父母的神经质,加上他少年期间女友的自杀,以及二次大战法西斯主义的疯狂行径使他深人,也是法兰克福学派的重要代表人物之一。1980年3月18日于瑞士的洛迦诺逝世。 感孤独、苦闷,陷于沉思之中。1922年他在德国海德堡大学获哲学博士学位,曾在慕尼黑大学和柏林精神分析研究所工作;1929年到1934年,他在法兰克福心理分析研究所和社会研究所工作。纳粹夺取政权后,他流亡美国,曾在纽约社会研究所及美国心理分析研究所工作,并先后在耶鲁大学、墨西哥大学、密执安大学、纽约大学任教,是美国新弗洛伊德主义的创始 N2 - German-American psychoanalytic sociologist, philosopher and sociologist Erich Fromm, 1900 年 3 月 23, was born in Frankfurt am Main, Germany and the United States a merchant family. He was an only child, parents were Jewish, his mother often melancholy, and her father only know how to make money, irascible, moody. In this atmosphere, he readme >became a lonely child.< Neurotic parents, coupled with his girlfriend's suicide during his youth, as well as World War II fascist madness that he felt lonely, depressed, trapped in meditation. In 1922 the University of Heidelberg in Germany, he received his Ph.D., he worked in the University of Munich and Berlin Psychoanalytic Institute's work; 1929 to 1934, he was at the Frankfurt Institute for Psychoanalysis and Social Research Institute. After the Nazis seized power, his exile America, Institute for Social Research in New York and the American Institute for Psychoanalysis work, and has at Yale University, the University of Mexico, Michigan University, New York University, who is the new U.S. Freudianism founder of the Frankfurt School, one of the important representatives. March 18, 1980 in Locarno, Switzerland died. [automatic translation] Y1 - 1993 ER - TY - JOUR A1 - Storch, Werner T1 - Identität und Identitätsbrüche im vereinten Deutschland München 1993, Typescript 10 p. Y1 - 1993 ER - TY - JOUR A1 - Ubilla, Enrique T1 - Die Art der Auswertung der Interviews anhand von Beispielen für die einzelnen Auswertungsschritte Presentation on a Social-Psychoanalytic Seminar in México, 16. 10. 1992, Typescript 8 pp. Y1 - 1993 ER - TY - JOUR A1 - Dai, Kang T1 - From Witchcraft to Aesthetics – Hani Aesthetic Towards Traditional Culture [从巫术到审美——哈尼族传统文化中的审美走向] JF - Thinking [思想战线], No. 6 (1993), pp. 74-79. N2 - 弗洛姆说:>人经过了几十万年才在进入人类生活方面迈出第一步,他经历了一个以巫术无所不能的自我陶醉阶段。<显然,弗洛姆所谓的>人类生活<,是指人类的文明时代,而那漫长的人类史前文化时期包括了>一个以巫术无所不能的自我陶醉阶段<。在这个阶段,人类通过劳动使自己的感官逐步>人化<,也由于巫术的无所不在,人类的审 N2 - Fromm said: >The people after dozens of years before the first step into the aspects of human life, he experienced a witchcraft omnipotent narcissistic stage.< Clearly Fromm called >human life< refers to the era of human civilization, and that a long period of prehistoric culture includes >an omnipotent narcissistic stage of witchcraft.< At this stage, the human senses through labor and gradually make their >man< and also because of witchcraft ubiquitous human trial. [automatic translation] Y1 - 1993 ER - TY - JOUR A1 - Wehr, Helmut T1 - Gibt es einen neuen autoritären Charakter? Paper presented at a congress on Der Umgang mit dem Fremden in Verona on September 11, 1993. Typescript 19 pp. [Published in 1994. Y1 - 1993 ER - TY - JOUR A1 - Wehr, Helmut T1 - Schulalltag zwischen Ausbrennen und Wohlfühlen JF - Pädagogische Rundschau, Frankfurt Vol. 47 (1993), pp. 423-437. Y1 - 1993 ER - TY - JOUR A1 - Wolfer Melior, Wolfram T1 - Der >ganze< Fromm. Oder: Ein Fromm kommt selten allein JF - Päd. extra, Vol. 21 (No. 9, 1993), pp. 44f. Y1 - 1993 ER - TY - JOUR A1 - Werman, D. T1 - Methodological Problems in the Psychoanalytic Interpretation of Literature: A Review of Studies on Sophocles< Antigone, JF - E. Berman (Ed.), Essential Papers on Literature and Psychoanalysis, New York (New York University Press) 1993, pp. 217-237. Y1 - 1993 ER - TY - JOUR A1 - Zdenèk, Janík T1 - Doslov JF - E. Fromm, Strach ze svobody (1941a059), Praha (Nase Vojko) 1993, pp. 155-158. Y1 - 1993 ER - TY - JOUR A1 - Alexander, Franz T1 - La esperienza emozionale correttiva. [http://www.psychomedia.it/pm/modther/probpsiter/alexan-1.htm] JF - Psicoterapia e Scienze Umane, Vol. XXVII (No. 2, 1993), pp. 85-101 Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Bonomi, Carlo T1 - Freud, Jung, Ferenczi e la visione di un pene tagliato. Typescript, 34 pp. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Bonomi, Carlo T1 - Freud, Jung, Ferenczi and the vision of a cut-off penis. Paper presented at the Fourth International Conference of the Sandor Ferenczi Society. Budapest, July 28-31, 1993. Typescript, 30 pp. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Bonomi, Carlo T1 - Why have we ignored Freud the >paediatrician100 Years of Psychoanalysis<, Geneva, 17-18 September 1993. Typescript, 59 pp. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Conci, Marco T1 - Presentazione: S. Mitchell, Gli orientamenti relazionali in psicoanalisi. Per un modello integrato. Torino: Bollati Boringhieri, pp. ix-xv. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Conci, Marco T1 - Review of: L. Nissim Momigliano, Continuity and Change in Psychoanalysis. Letters from Milan. London: Karnac, 1992. Typescript, 7 pp. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Conci, Marco T1 - Review of: E.A. Levenson, The Purloined Self. Interpersonal Perspectives in Psychoanalysis JF - Contemporary Psychoanalysis Books, 1991. Typescript, 10 pp. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Conci, Marco T1 - Introduzione al convegno Psicoanalisi e religione, Collalbo. Typescript, 7 pp. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Cicchetti, D. A1 - Lynch, M. T1 - Toward an Ecological/Transactional Model of Community Violence and Child Maltreatment: Consequences for Children’s Development JF - Psychiatry, Vol. 56 (February 1993), pp. 96-118. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Funk, Rainer T1 - Erich Fromm JF - H. E. Lück and R. Miller (Eds.), Illustrierte Geschichte der Psychologie, München (Quintessenz Verlag) 1993, pp. 162-164. Y1 - 1993 ER - TY - JOUR A1 - Heydenreich, Konrad T1 - Meditation, Selbstartikulation und Reflexion in lebendiger Textarbeit [Arbeit mit Texten von Erich Fromm] JF - Eu. Ethik und Unterricht, Frankfurt (Diesterweg) Vol. 4 (No. 2, 1993), pp. 39-43. Y1 - 1993 ER -