TY - JOUR A1 - Šebekand, Michael T1 - Reply to Carolyn Clement's commentary JF - Psychoanalytic Dialogues Vol. 10 (2000), pp. 315-317. Y1 - 2000 ER - TY - JOUR A1 - Çağlar, G. T1 - >Krieg der Zivilisationen< oder rechtsintellektuelle Deutungsmacht im Dienste westlicher Hegemonie JF - M. Zimmer (Ed.), Der 11. September und die Folgen. Beiträge zum Diskurs nach den Terroranschlägen und zur Entwicklung einer Kultur des Friedens, Tübingen (Selbstverlag) 2002, pp. 300-310. Y1 - 2002 ER - TY - JOUR A1 - Zyl, Sue van T1 - Outside In: Commentary on Paper by Dianne Elise JF - Psychoanalytic Dialogues Vol. 09 (1999), pp. 249-274. Y1 - 1999 ER - TY - JOUR A1 - Zyl, J. A. von A1 - et al, T1 - Comparison of conventional and newer methods of immunosuppression in Baboon renal allotransplants JF - C. R. Carpenter (Ed.) Neurology, Physiology and Infectious Diseases, Basel and New York (S. Karger) 1969, pp. 129-137. Y1 - 1969 ER - TY - BOOK A1 - Zweig, S. T1 - Joseph Fouché, Frankfurt a. M. (Fischer Taschenbuch Verlag) 1977. Y1 - 1977 ER - TY - JOUR A1 - Zvotic, M. T1 - Ideology and Values JF - Sher, G. S. (Ed.): Marxist Humanism and Praxis, New York (Prometheus Books) 1978, pp. 133-159. Y1 - 1978 ER - TY - JOUR A1 - Zurovac, M. T1 - Zan-Pol Sartr – Mislilac Egzistencijalne Slobode (Jean-Paul Sartre – A Thinker in the Tradition of Existential Freedom) JF - Gledista, Beograd, Vol. XXI (No. 7-8, 1981), pp. 49-55. Y1 - 1981 ER - TY - JOUR A1 - Zurcher, L. A. T1 - The >Friendly< Poker Game: A Study of an Ephemeral Hole JF - H. M. Hodges (Ed.), Conflict and Consensus. Readings Toward a Sociological Perspective, New York et al. (Harper and Row, Publishers) 1973, pp. 119-130. Y1 - 1973 ER - TY - JOUR A1 - Zurabashvili, A. D. T1 - Totus Homo and Problems of Personology and Pathopersonology JF - Totus Homo. Rivista Scientifica Interdisciplinare, Milano, Vol. 2 (No. 2, 1970), pp. 83-87. Y1 - 1970 ER - TY - JOUR A1 - Zupanov, J. T1 - Participation and Influence JF - B. Horvat, M. Markovic, and R. Supek, R. (Eds.), Self-governing Socialism. A Reader, Vol. 2: Sociology and Politics. Economis, White Plains (International Arts and Sciences Press) 1975, pp. 76-87. Y1 - 1975 ER - TY - JOUR A1 - Zupanjevac, Z. T1 - Tretman autisticne dece u Zavodu zu psihofizioloske i govorne poremecaje (Treating of Autistic Children in the Institute for Psychophysiological and Speaking Disorders) JF - Psihologija, Beograd, Vol. XIV (No. 3, 1981), pp. 115-120. Y1 - 1981 ER - TY - JOUR A1 - Zuo, Yurong T1 - Fromm's Personality Theory and Contemporary Ethical Education [弗罗姆性格理论与当代伦理教育] JF - Journal of Harbin University [哈尔滨学院], No. 5 (2010), pp. 20-23. N2 - 埃里希.弗罗姆性格理论是其对弗洛伊德性格理论与马克思历史唯物主义思想综合发展的结果。尤其是他通过建构一种社会性格理论,并将其作为社会批判、诊断社会缺陷的思想武器,从而能够为人类提供一种社会改造方案,是弗罗姆独特的贡献与最终目标。虽然弗罗姆性格理论的基石——人性论内含着不可调和的矛盾,导致其性格理论同样不能脱离唯心主义的篱藩,但其性格理论对于当代的伦理教育仍然有着重要的价值。 N2 - Erich Fromm’s personality theory is the one of Freud’s personality theory of historical materialism and Marxist thinking on development results. In particular, his character through the construction of a social theory and social criticism, the diagnosis of the ideological weapon of social deficiencies, which can provide humanity with a kind of social transformation program, is a unique contribution to Fromm and the ultimate goal. Although the cornerstone of Fromm’s personality theory – the theory of human nature within the irreconcilable contradictions, resulting in the character theory of the same idealism, cannot be divorced from the Lei-fan idealism, but the character of the ethical theory for contemporary education remains an important value. [automatic translation] Y1 - 2010 ER - TY - GEN A1 - Zuo, Heting T1 - Difficulties and Persistence of Teachers’ Career in Remote Mountainous Areas – A Narrative Study of Teachers at F Middle School, Master thesis, Secondary Education, Yunnan University, Kunming, Yunnan, China 2022. N2 - With the continuous improvement of the state’s attention to teachers in remote mountain areas, the consolidation of poverty alleviation and the promotion of rural revitalization, the quality of life of teachers still needs attention and improvement. Teachers’ career development is related to teachers’ quality, which directly affects the improvement of education quality in remote mountainous areas. Due to the dynamic, developmental and original nature of teachers’ career, this study adopts the method of narrative research, aiming to pay attention to the overall quality of life of teachers. Through the overall observation of the teachers of F middle school in Fugong County, remote mountain area, this study selects three typical teachers in three stages as the research objects to carry out case studies, mainly narrative research, supplemented by generic analysis. Combined with Maslow’s hierarchy of needs theory, Fromm’s survival situation research theory, and the dynamic model of teachers’ career development as the theoretical basis, each teacher’s career takes the typical and critical stories that occur in chronological order as the vertical axis, and takes the three dimensions of material life, career development and spiritual life as the horizontal axis, outlines the current situation of the three teachers’ career in the horizontal and vertical crisscross, and summarizes the existing difficulties, On this basis, combined with theoretical analysis of the reasons for hardship and persistence, and finally make a reflection. The study found that the three teachers in the three stages were in three states: rejection of professional identity, compromise under the action of multiple factors, and attribution of educational beliefs. The three states are a process of development. According to the research results, the structural logic diagram of the difficulties and persistence of teachers’ career in remote mountain areas is constructed. Difficulties are mainly manifested in: material life cannot meet the growing material needs, low professional identity in career development, the restriction of self–development in remote mountainous environment, and spiritual dissociation. The reasons for persistence include: lack of professional ability and sense of security, persistence under weighing the pros and cons; the improvement of professional ability and the support of professional achievement; the original intention does not change, the support of educational belief. [Translation: www.cnki.net, 1/2025] Y1 - 2022 ER - TY - GEN A1 - Zuo, Danhua T1 - To Have or to Be – Fromm’s Critical Society Theory [占有还是存在 – 弗洛姆社会批判理论研究], Master thesis, Marxist Philosophy, Fudan University, Shanghai, China 2012. N2 - >占有还是存在<这是一个现代生活中的重要问题,也是弗洛姆社会批判理论和实践中一条隐含的线索。本文首先对重占有和重存在两种生存方式进行了剖析,从中挖掘出了弗洛姆这一生存理论的前提,即人道主义原则、异化理论和社会性格理论。在此基础之上指出他这一理论的主旨:社会批判基础之上的社会拯救——构建>新人<和>新社会<。弗洛姆整个生存方式理论是以他对人性的分析作为基础的,人性中所固有的矛盾性是出现两种生存方式对立的根本原因,而人性中的主动和创造性本质又是消除这种对立,使得人类最终扬弃>重占有<的生存方式,建立>重存在<的生存方式的可能性所在。整篇文章的主要目的是对弗洛姆生存方式理论做一个较为全面的整理工作,同时站在马克思主义的哲学立场上对他的这种理论进行了分析。他这一生存方式理论主要涉及了三个方面:第一,对人的本性、人的生存状况作出的分析说明;第二,对社会状况、特别是社会病态进行了批判剖析;第三,为医治社会、拯救人类提供方案。这三方面也是他整个社会哲学所主要进行的工作。尽管弗洛姆的理论有偏颇之处,但是他为综合马克思的历史唯物主义和弗洛伊德的精神分析学说所做的努力是不容忽视的,正是他的这种努力为我们打开了一个应用马克思主义哲学分析当下社会问题的新视角。 N2 - >To have or to be?< is an important question in modern life, as well as an implicit clue in Fromm's social-critical theory and practice. This paper first analyzes the two modes of existence, namely, possession and existence, and finds out the premises of Fromm's theory of existence, namely, the humanitarian principle, the theory of alienation and the theory of social character. On this basis, he points out the main theme of his theory: social salvation on the basis of social criticism - the construction of a >new man< and a >new society<. The contradiction inherent in human nature is the fundamental reason for the emergence of two opposing ways of living, while the active and creative nature of human nature is the key to eliminate this opposition and make human beings finally abandon the >possession-oriented< way of living and establish a >new society<. The possibility of a >re-existential< way of being. The main purpose of the whole article is to make a comprehensive arrangement of Fromm's theory of ways of life, and at the same time analyze his theory from a Marxist philosophical standpoint. This way of life theory mainly involves three aspects: firstly, the analysis and explanation of human nature and human existence; secondly, the critical analysis of social conditions, especially social pathologies; thirdly, providing solutions for healing society and saving mankind. These three aspects are also the main work of his entire social philosophy. Despite the bias of Fromm's theory, his efforts to synthesize Marx's historical materialism and Freud's psychoanalysis should not be overlooked, and it is his efforts that have opened up a new perspective on the application of Marxist philosophy to the analysis of current social problems. [Automatic translation] Y1 - 2012 ER - TY - BOOK A1 - Zulueta, F. de T1 - From Pain to Violence. The Traumatic Roots of Destructiveness. London. Whurr) 1993. Y1 - 1993 N1 - Ex libris Marco Bacciagaluppi ER - TY - JOUR A1 - Zulliger, M. T1 - Marieanne will nicht baden JF - Zeitschrift für Psychoanalytische Pädagogik, Wien (Verlag der Zeitschrift für Psychoanalytische Pädagogik), Vol. 2 (1928), pp. 60-61 Y1 - 1928 ER - TY - JOUR A1 - Zulliger, Hans T1 - Notizen über das kindliche Gewissen und seine Bildung JF - Zeitschrift für Psychoanalytische Pädagogik, Wien (Verlag der Zeitschrift für Psychoanalytische Pädagogik), Vol. 1 (1927), pp. 7-22. Y1 - 1927 ER - TY - JOUR A1 - Zulliger, Hans T1 - Ein Mädchenstreit und seine tieferen Ursachen JF - Zeitschrift für Psychoanalytische Pädagogik, Wien (Verlag der Zeitschrift für Psychoanalytische Pädagogik), Vol. 1 (1927), pp. 77-89. Y1 - 1927 ER - TY - JOUR A1 - Zulliger, Hans T1 - Geständnisangst und Geständniszwang bei Kindern JF - Zeitschrift für Psychoanalytische Pädagogik, Wien (Verlag der Zeitschrift für Psychoanalytische Pädagogik), Vol. 1 (1927), pp. 161-172. Y1 - 1927 ER - TY - JOUR A1 - Zulliger, Hans T1 - Kindliches Zeremoniell zur Umgebung einer Gewissensreaktion JF - Zeitschrift für Psychoanalytische Pädagogik, Wien (Verlag der Zeitschrift für Psychoanalytische Pädagogik), Vol. 1 (1927), pp. 370-372. Y1 - 1927 ER -