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 - 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 - Zdenèk, Janík T1 - Doslov JF - E. Fromm, Strach ze svobody (1941a059), Praha (Nase Vojko) 1993, pp. 155-158. Y1 - 1993 ER - TY - JOUR A1 - Zaphiropoulos, Miltiades T1 - Sir Gawain and The Green Knight (A Symposium) JF - Contemporary Psychoanalysis, New York (William Alanson White Psychoanalytic Society), Vol. 29 (1993), pp. 123-129. 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 - Young, Robert M. T1 - Introduction: the profession of psychotherapy in Britain JF - Free Association, No. 29 (1993), pp. 079-084. Y1 - 1993 ER - TY - JOUR A1 - Young, Robert M. T1 - Psychoanalytic teaching and research: knowing and knowing about JF - Free Association, No. 29 (1993), pp. 129-137. Y1 - 1993 ER - TY - JOUR A1 - Wright, Kenneth T1 - Review T. Berry Brazelton and Bertrand G. Cramer: The Earliest Relationship: Parents, Infants and the Drama of Early Attachment JF - Free Association, No. 29 (1993), pp. 138-150. Y1 - 1993 ER - TY - JOUR A1 - Woolf, V. T1 - A Room for One's Own JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 278-279. Y1 - 1993 ER - TY - JOUR A1 - Wolstein, B. T1 - The Lost Uniqueness of Kohut's Self Psychology. An Instance of Narcissism JF - J. Fiscalini and A. L. Grey (Eds.), Narcissism and the Interpersonal Self New York (Columbia University Press) 1993, pp. 107-129. 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 - West, L. J. T1 - A Psychiatric Overview of Cult-Related Phenomena JF - The Journal of the American Academy of Psychoanalysis, Vol. 21 (1993), pp. 001-020. Y1 - 1993 ER - TY - JOUR A1 - West, C. T1 - The New Cultural Politics of Difference JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 577-589. 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 - Werder, Lutz von T1 - Geschichte der Selbstanalyse JF - Ich. Die Psychozeitung, Berlin (UVA), Vol. 4 (No. 4, 1993), pp. 25-27. Y1 - 1993 ER - TY - JOUR A1 - Wehr, Helmut T1 - Esiste un nuovo carattere autoritario? Paper presented at a congress on Il confronto con l'estraneo in Verona on September 11, 1993. Typoscript 20 pp. 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 - 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 - 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 - 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 - 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 - Warner, Lyle L. T1 - Family Romance Fantasy Resolution in George Eliot's Daniel Deronda JF - The Psychoanalytic Study of the Child, Yale University Press, Vol. 48 (1993), pp. 379-397. 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 - Wachtel, Paul L. T1 - Bold analysis and associative dialogue. Freedom and continuity in analytic discourse JF - Psychoanalytic Dialogues Vol. 03 (1993), pp. 589-603. Y1 - 1993 ER - TY - JOUR A1 - Vida, J. E. T1 - Ferenczi's Clinical Diary: Roadmap to the Realm of Primary Relatedness JF - The Journal of the American Academy of Psychoanalysis, Vol. 21 (1993), pp. 623-636. Y1 - 1993 ER - TY - JOUR A1 - Ullman, M. T1 - Of Sleep and Dream: a Psychoanalytic Essay by Joyce McDougall (Discussion) JF - International Forum of Psychoanalysis, Oslo (Scandinavian University Press), Vol. 2(No. 4, December 1993), pp. 219-225. N2 - An alternative view of the nature of dreaming consciousness is presented that differs from that of Dr. McDougall in three important ways. The dream is not regarded as the result of a return to a regressive state. It is a highly creative metaphorical representation of the subjective state of the dreamer. The dreamer is involved in a selfconfrontational act that is revelatory rather than disguised. Secondly, the dream is the result of the interplay of motivational sources that go beyond wish-fulfilment and that are mobilized by the effort to move against inner and outer constraints. Finally, dream content is concerned with issues of connectedness to the self and others. A distinction is drawn between an approach based solely on the basic phenomenological features of dreaming consciousness namely, the linkage of present and past subjective residues of experience and an approach in which metapsychological theory is used as a superimposed template in arriving at the meaning of dream imagery. The implications of this point of view are explored in connection with the clinical material presented by Dr. Mc- Dougall, A greater emphasis is placed on amplifying the recent emotional context of the dream, the specificity of the dream imagery and the dialogue needed to develop as fully as possible the associative matrix of the dream. 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 - 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 - Turkel, Ann Ruth T1 - Clinical Issues for Pregnant Psychoanalysts JF - The Journal of the American Academy of Psychoanalysis, Vol. 21 (1993), pp. 117-132. 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 - 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 - Tomov, Totna A1 - Guentchev, Evgueni T1 - Post-traumatic stress disorder among victims of organized violence: a report from Bulgaria JF - Free Association, No. 30 (1993), pp. 180-190. Y1 - 1993 ER - TY - JOUR A1 - Thrasher, F. M. T1 - Personality and Status Within the Gang JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 274-276. Y1 - 1993 ER - TY - JOUR A1 - Thomas, W. I. A1 - Znaniecki, F. T1 - Disorganization and the Polish Immigrant JF - Ch. Lemert (Ed.), Social Theory. The Multicultural and Classic Readings, Boulder etc. (Westview Press) 1993, pp. 268-273. Y1 - 1993 ER - TY - JOUR A1 - Teurnell, L. T1 - An Alternative Reading of Winnicott: The Piggle - a Sexually Abused Girl? JF - International Forum of Psychoanalysis, Oslo (Scandinavian University Press), Vol. 2 (No. 3, September 1993), pp. 139-144. N2 - After having read: The Piggle. An Account of the Psychoanalytic Treatment of a Little Girl by D W Winnicott the author presents the hypothesis that the Piggle is a sexually abused girl, who during the treatment is trying to tell what has actually happened to her. – The facts upon which the hypothesis is built are presented and discussed. The author suggests that Winnicott because of his countertransference is not capable to understand what his patient is telling him. His resistance is supposed to be acted out in an unfortunate way because of the weakness of the method of the treatment, psychoanalysis on demand, which means that Winnicott meets his little patient when she herself demands it. Y1 - 1993 ER - TY - JOUR A1 - Temperley, Jane T1 - Is the Oedipus complex bad news for women? JF - Free Association, No. 30 (1993), pp. 265-276. Y1 - 1993 ER - TY - JOUR A1 - Tauscher, Petra T1 - Comperative study of the social character of teachers in eastern and western germany JF - Institutio Mexicano de Psicoanalisis, El caracter social, su estudio, un intercambio de experiencias, Coyoacán 1972, pp. 125-135. Y1 - 1993 ER - TY - JOUR A1 - Tauscher, Petra T1 - El grupo de trabajo investigacion del caracter social del la sociedad international Erich Fromm JF - Institutio Mexicano de Psicoanalisis, El caracter social, su estudio, un intercambio de experiencias, Coyoacán 1972, pp. 259-293. Y1 - 1993 ER - TY - JOUR A1 - Tauscher, Petra T1 - Der Arbeitskreis Gesellschafts-Charakter-Forschung im Rahmen der Internationalen Erich-Fromm-Gesellschaft Presentation on a Social-Psychoanalytic Seminar in México, 16. 10. 1992, Typoscript 13 pp. Y1 - 1993 ER - TY - JOUR A1 - Tatara, M. T1 - Patterns of Narcissism in Japan JF - J. Fiscalini and A. L. Grey (Eds.), Narcissism and the Interpersonal Self New York (Columbia University Press) 1993, pp. 223-237. Y1 - 1993 ER - TY - JOUR A1 - Tarr, Block A1 - Marcus, J. T1 - Erich Fromm es a zsidosag [Erich Fromm und das Judentum] JF - Magyar Filozofiai Szemle, No.5-6, 1993, pp. 1002-1013. [Translated by Andras Czegled. Y1 - 1993 ER - TY - JOUR A1 - Tarpley, H. T1 - Vagina Envy in Men JF - The Journal of the American Academy of Psychoanalysis, Vol. 21 (1993), pp. 457-464. Y1 - 1993 ER - TY - JOUR A1 - Sánchez Enriquez, Guadalupe T1 - See, hear, feel and speak: the children's workshop JF - Institutio Mexicano de Psicoanalisis, El caracter social, su estudio, un intercambio de experiencias, Coyoacán 1972, pp. 95-107. Y1 - 1993 ER - TY - JOUR A1 - Sánchez Enriquez, Guadalupe T1 - Ve, oye, siente y habla: el taller de los ninos JF - Institutio Mexicano de Psicoanalisis, El caracter social, su estudio, un intercambio de experiencias, Coyoacán 1972, pp. 225-237. Y1 - 1993 ER - TY - JOUR A1 - Sánchez Enriquez, Guadalupe T1 - Ve, oye, siente y habla: el taller de los ninos JF - Institutio Mexicano de Psicoanalisis, El caracter social, su estudio, un intercambio de experiencias, Coyoacán 1972, pp. 225-237. Y1 - 1993 ER -