TY - JOUR A1 - Kiyoshi, Mahito T1 - フランクルをフロムと対話させる試み清眞人 [Attempt to Image a Frankl’s Dialog with Fromm] JF - 全人的医療 [Comprehensive Medicine], Vol. 20, No. 1 (2020), pp. 53-67. doi.org/10.32183/ifcm.20.1_53] N2 - 私がここで試みるのは,フランクルとフロムとの対話を想像することである.実際には両者は対話を行っていない.しかし,両者は有意義な対話を生む十分な理由を持つ.二人は同時代のユダヤ人であり,反ナチスの勇敢な闘士であり,それぞれの仕方でフロイトの精神分析学から「実存的精神分析」を生みだそうとした思想家であった.二人は,人間が抱く根本的な欲求はリビドーではなく,自分の人生を有意義な人生として実現しようとする「意味への欲求」であると考えた.フランクルは言う.「人生が君に投げかける問いに一つ一つ真摯に応えようとする営為が君に人生の意味を発見させるだろう」と.フロムは言う.「責任感とは,《自分には応答する力がある,だから応答する,応答したい》という自発的意識にほかならない」と.そして,フロムは指摘した.生き生きした豊かな応答関係の再生,これこそ今日の精神的課題である,と. N2 - I will imagine a dialog between Frankl and Fromm. Actually, they never engaged in a dialog: however, both had enough reasons to produce meaningful dialogs. Both were contemporaneous Jews, both fought bravely against the Nazis, and both were thinkers who sought to create a system of existential psychoanalysis from Freud’s psychoanalysis. They both thought that our fundamental desire was not libido but the desire for meaning, individuals wanting to realize meaningfulness in their lives. Frankl said, >We find meaning in life through a sincere effort to answer the questions that life throws at us.< Fromm said >The sense of responsibility is nothing but the voluntary consciousness that we have the ability to respond, so we surely respond that we want to.< Then Fromm pointed out, that a lively and abundant reproduction of response-relationships are just the spiritual task of today. Y1 - 2022 ER - TY - JOUR A1 - Morita, Kazunao T1 - E. フロム精神分析理論における宗教論の教育的含意 [Educational Implications of the Theory of Religion in E. Fromm's Psychoanalysis] JF - 教育学研究 [The Japanese Journal of Educational Research], Vol. 87, No. 4 (2020), pp. 131-141. [doi.org/10.11555/kyoiku.87.4_597] N2 - 本稿の目的は、精神分析家エリッヒ・フロムの宗教論を検討し、「教化」する権威的な「宗教」に抵抗しつつ、なおも「宗教的」に生きる方途を探った彼の思索の教育的含意を明らかにすることである。結論として、本稿は、フロムが「気づき」の「能力」を尊重することによって、「宗教的」に生きることを構想していた事実を闡明し、最後に、彼の理論が道徳教育の教科化の事例に先鋭化される現代教育の問題に対してもつ意義を明示する。 N2 - German-born psychoanalyst Erich Fromm (1900-1980), who worked mainly in the U.S., criticized the forcible indoctrination of authoritarian religion. However, at the same time he tried to help his clients achieve an attitude that could be called religious in the humanistic sense. In this sense, his psychoanalytic theory has educational implications. This paper explains the structure of Fromm's discussion of religion in his psychoanalytic theory, and presents a critical viewpoint on contemporary Japanese education based on Fromm's theory. To this end, this study focuses on Fromm's theory of religion in his psychoanalytic theory as found in his Psychoanalysis and Religion. First, the paper outlines Fromm's theory of religion, namely, the functional definition of >religion<, >humanistic religion>, and >authoritarian religion<, in comparison with Freud's understanding of religion. Then the paper examines Fromm's idea of the relationship between psychoanalysis and religion, neither irreconcilable nor conciliatory. Second, this paper reviews previous studies discussing and lauding Fromm's ideas of the relationship between psychoanalysis and religion, finding that these studies have already criticized because of their conciliatory stance on the relationship. Subsequently, the paper shows that most Fromm-related studies in education overlook the theory of religion and conciliate his psychoanalytic and religious theories. The paper also addresses a study that does not conciliate the relationship but overlooks the importance of Fromm's theory of religion, focusing only on the logic of Freudian psychoanalytic theory. Third, this paper confirms how Fromm's >revised< psychoanalytic theory grasps the position of >religion< in its theory, and clarifies the point that Fromm regards >religion< as a product of human need springing from human beings' existential dichotomy. Therefore, Fromm's psychoanalysis is a theory that continues to face the problems of >religion< and of how to identify >religion.< Fourth, this paper considers how Fromm's psychoanalytic theory distinguishes the nature of >religion< from the perspective of whether the domain is humanistic or authoritarian. The paper then demonstrates that this distinction is governed by the role of >awareness< in his psychoanalytic process, which Fromm refers to as a search for the truth: a step in the direction of un-deception (de-deception [Ent-täuschung]). Then the paper shows that his psychoanalytic theory is an educational theory that discovers the truth while becoming aware of the unconscious and aims at attaining religious experience. Finally, the paper reveals that discussing Fromm's psychoanalytic theory while focusing on his theory of religion has its own educational implications. Y1 - 2020 ER - TY - JOUR A1 - Kiyoshi, Mahito T1 - 関係性の病をいかに突破するか?―拙著『フロムと神秘主義』の視点に立って [How do we break through the illness of relationship? – On the viewpoint of my book >Erich Fromm and Mysticism<] JF - 全人的医療 [Comprehensive Medicine], Vol. 18, No. 1 (2020), pp. 57-65. [doi.org/10.32183/ifcm.18.1_57] N2 - フロムとフランクル,両者には深い共通点がある.両者とも,人間の《実存的特質》から生まれる《生きる意味を欲する》という根源的欲求との関連で人間の抱える精神的病理を解明するという視点に立つ.共にこう主張する.生きる情熱は生きる意味を掴むことによって生まれ,生きる意味を感得することは他者と深い愛の関係性(愛し愛される)を結ぶこと,いいかえると深い《応答の絆》を結ぶことによってのみ可能になる,と.この両者の観点から,現代日本の若者の精神状況を振り返るなら,我々は深い憂慮を感じざるを得ない.昨今の「拡大自殺」と名づけられた病理,自殺念慮者の増加,我が子虐待,イジメ,等々は今日の精神的荒廃を語るキーワードである.だからこそ,フロムとフランクルは若者によって再発見されねばならないし,実は両者との出会いを若者は待っている. N2 - Fromm and Frankl, both have a point of deep sameness. Both stand on the same viewpoint, that man must elucidate the psychopathy in the relationship with >the fundamental desire for sense of life<, which results from >the existential specific character< of human being. Both insistence equally, that man can get the passion to live only by grasping the sense of life, and man can feel the sense of life only by binding together >the deep cords of love< (loving and being loved) with others, that is, >the deep cords of call & response<. When we turn now to the mentality of Japanese youth today from that viewpoint of both, we must feel the deep anxiety. The psychopathy, which is called recently >the expanded suicide<, the increase of suicide-intending youth, the cruel treatment for own child, IJIME (rag), etc. these are the keywords, which indicate today's mental desolation. So, now, Fromm and Frankl must be re-found by the youth! Really they are waiting for their encounter with both! Y1 - 2020 ER - TY - GEN A1 - Kiyoshi, Mahito T1 - (Erich Fromm and Mysticism, Japanese), Tokyo (Fujiwara Publishing), 2018, 460 pp. Y1 - 2018 ER - TY - JOUR A1 - Nakagawa, Yoshiharu T1 - 「永遠の哲学」における「気づき」の存在論 – マインドフルネスの新たな基礎づけを求めて [An Ontology of Awareness in the Perennial Philosophy: Toward a New Foundation of Mindfulness] JF - トランスパーソナル心理学/精神医学[Japanese Journal of Transpersonal Psychology/Psychiatry], Vol. 17, No. 1 (2018), pp. 33-48. [doi.org/10.32218/transpersonal.17.1_33] N2 - づき」の概念が位置しており、この意味で永遠の哲学はマインドフルネスの理論基盤になりうるものである。本考察ではまず、ハクスレー、スミス、ラム・ダス、ウィルバーを援用し、永遠の哲学が多次元的な理論であることを示し、とくに魂の本質が気づき、観照であり、さらにスピリットが限りない純粋な気づきであること明らかにし、非二元的気づきに言及した。つぎに気づきの存在論を、ウパニシャッド、シャンカラ、ラマナ・マハルシ、ニサルガダッタ・マハラジを引きながら検討した。そしてクリシュナムルティ、フロム、ウィルバーを用いて、気づきと身心の関連を考察し、最後にハクスレーの端緒をもとに、気づきの多次元的教育をとりあげた。 N2 - This paper is an attempt to provide a foundation of mindfulness by >perennial philosophy. >The perennial philosophy includes essential ideas on the world and the human beings across the world wisdom traditions. The central concept of perennial philosophy is >awareness.< In this regard, perennial philosophy becomes a theoretical foundation of mindfulness, or awareness practice in general. Relying on Aldous Huxley, Huston Smith, Ram Dass, and Ken Wilber, this paper firstly states that the perennial philosophy is a multidimensional theory and suggests that the essence of the soul is awareness or witness and spirit is boundless pure awareness, including an important discussion of nondual awareness. In the next section, it explores an ontology of awareness by referring to the Upanishad, Shankara, Ramana Maharshi, Nisargadatta Maharaj, and others. Then, referring to J. Krishnamurti, Erich Fromm, and Wilber, it discusses how awareness relates to the body-mind aspect. Finally, it explores a multidimensional way of awareness practice in education, based on Huxley's pioneering ideas on the education of awareness that provides a wider perspective for the current mindfulness practices. Y1 - 2018 ER - TY - JOUR A1 - Omine, Mitsuhanu T1 - 運動部活動における生徒の体罰受容の問題性:エーリッヒ・フロムの権威論を手掛かりとして [Problems Related to Student Acceptance of Corporal Punishment During Extracurricular Sports Activities: With Reference to Erich Fromm's Authority Theory] JF - 体育学研究 [Japan Journal of Physical Education, Health and Sport Sciences], Volume 61, No. 2 (2016), pp. 629-637. [doi.org/10.5432/jjpehss.15109] N2 - The purpose of this study was to analyze problems related to the mechanism whereby students can accept corporal punishment during extracurricular sports activities with reference to the books Escape from Freedom and Man for Himself that were central to Erich Fromm's authority theory. Specifically, the author focused on the concepts of >authoritarian character,< >authoritarian ethics,< and >authoritarian conscience.< Fromm pointed out that anxiety prompted Germany's citizens to give up their freedom in order to obey authoritarian powers such as Hitler and the Nazis. Students taking part in extracurricular sports activities were considered from the viewpoint of Fromm's authority theory. It was revealed that students comply with a leader's authority in order to relieve anxiety, and have positive thoughts about corporal punishment. Furthermore, it was found that such acceptance of corporal punishment succeeded in eliminating conspicuous suffering, but not in removing any underlying conflicts. Fromm pointed that fear of anxiety was relieved by spontaneous activity. To achieve spontaneous activity by students, it was suggested that some form of measure that does not create the type of partnership that occurred between Germany's citizens and Hitler would be desirable for any relationship between the leader of extracurricular sports activities and the students. Y1 - 2016 ER - TY - JOUR A1 - Kyosuke, Nukaga T1 - 超自我支配による疎外現象 - フロム自我理論における疎外論 [Alienation Phenomenon Generated by Super-ego – Alienation Theory on Fromm’s Ego Theory] JF - 現代社会学理論研究 [The Journal of Studies in Contemporary Sociological Theory], Vol. 10 (2016), pp. 115-127. [doi.org/10.34327/sstj.10.0_115] N2 - エーリッヒ・フロムは、フランクフルト社会研究所在籍時に、権威主義に対する批判的考察を行っている。この考察は、フロム独自の自我理論と疎外‐ 物象化論として把握可能である。この権威主義研究の際、フロムはフロイト自我理論への批判を、フロイトの概念である超自我、自我、エスという自我三層構造論を踏襲しながら行っている。自我が弱い時、彼は、「内部世界と外部世界」を生活充足の対象とする人格的課題を、超自我が担うことを認めている。しかしこの時、超自我が精神を支配し、この過程内で抑圧という心的機制が生じる。この抑圧によって自己は消耗し、自我の能動的行為編成機能と現実検証機能が低下するのである。そして、この超自我は権威との相互的な再帰的構造化過程を形成する。超自我は、自己の精神的エネルギーを権威対象へ投影する。さらに投影、備給された精神的エネルギーが、権威の命令を内化することによって、超自我に回帰していく。この諸過程によって、権威への合理的批判は抑制され、自我機能の低下が起こる。さらに、これは社会的相互作用として成立しているため、社会文化領域での物象化が生じるのである。最終的に、この超自我による物象化‐ 疎外現象は、次の四つの具体的事象へと帰結する。それは①精神的なエネルギーの譲渡=疎外、②自己関係の疎外、③自己による自己産出過程の物象化された超自我と権威への譲渡=疎外、④自己関係内部にある、権威対象以外の他者からの疎外である。 N2 - When Erich Fromm belonged to The Institute for Social Research, he did critical study of authoritarianism. This study can be considered to be the source of original ego theory and alienation-reification theory for Fromm. When he critically researched authoritarianism, he followed the three-layer structural theory of ego taken from Freud (super-ego, ego, id). Fromm acknowledges that super-ego carries out personal aims making >inner world and outer world< object of life’s satisfaction in life. But at this time, the super-ego dominates mind and repression as psychic mechanism is generated in this process. By this repression self is consumed and the function of ego in moderating action and self-reflection is decreased. The super-ego forms mutual and reflexive structuring process with respect authority. The super-ego projects its own mental energy on the object of authority. Projected and concentrated mental energy recurs to the super-ego through internalizing the commands from the source of authority. Rational criticism of authority is constrained, and the function of the ego is decreased. As a consequence of the establishment of social interaction reification in the socio-cultural area occurs. Finally, the reification-alienation phenomenon generated by super-ego generate four concrete effects: 1 the transfer of mental energy = alienation; 2 alienation from the self; 3 the transfer to authority of reified self-productive process of the ego = alienation; 4 alienation from others outside the internalized object of authority. Y1 - 2016 ER - TY - JOUR A1 - Sakurai, Takamichi T1 - Contemporary Fascist Chauvinism in Terms of Erich Fromm’s Theory of Alienation. A Theoretical Suggestion for an Analysis of Contemporary Society (in Japanese) JF - Journal Jōkyō, Vol. 5 (No. 6, 2017), pp. 115-126. Y1 - 2014 ER - TY - JOUR A1 - Sekine, Hiroaki T1 - エーリッヒ ・ フロム ノ 「 リセイテキ ケンイ 」 ガイネン ニ タイスル イチ コウサツ : キョウイク ニ オケル ケンイ ニ ツイテ ノ シロン [An Essay about Authority in Education: Focusing Erich Fromm's Thoughts on >Rational Authority<] JF - リベラル・アーツ [Liberal Arts], No. 8 (2014), pp. 39-51. [ISSN 18816746] [core.ac.uk/download/229829681.pdf] N2 - The aim of this article is to rethink the authority in education tentatively. For this purpose, this article pays attention to a conception called >rational authority<, which was presented by Erich Fromm (1900-80), who was famous sociopsychologist in the 20th century. Many studies of pedagogy or educational science have emphasized the need of the authority in education. But most of them tend to discuss a desirable quantity of the authority and do not fully have qualitative discrimination of the authority in educational fields. However, Erich Fromm's thoughts on authority seem to have potentiality for that qualitative discrimination. According to Fromm's early texts, especially in Escape from Freedom (1941) and Man for Himself (1947), >rational authority< have four characteristics. That is, 1) >rational authority< is ruled by the elements of love, admiration and gratitude, 2) it can become the model of the identification generally or partially, 3) the authority has its source in competence, and 4) it is always temporary. It is certain that these characteristics are rather abstractive, but in considering works of his latter period, the dynamics between >rational authority< and >inhibiting authority< is suggested. This dynamism hints for the possibility of rethinking of the authority in education. Y1 - 2014 ER - TY - JOUR A1 - Sekine, Hiroaki T1 - エーリッヒ・フロム「自己実現」論の再構成 : 「持つこと」と「在ること」の連関に注目して [The Reconstruction of Erich Fromm's >Self-realization< Theory: Focusing on the Organic Relation between >To Have< and >To Be<] JF - [教育学研究 [The Japanese Journal of Educational Research], Vol. 76, No. 3 (2009), pp. 334-346. [doi.org/10.11555/kyoiku.76.3_334] N2 - 本稿の目的は、エーリッヒ・フロムの「自己実現」論を再構成し、その人間形成論的な可能性を提示することである。フロムはしばしば社会および人間を二つの位相に分けたうえで、片方を持ち上げてもう片方を非難するという論法を採用したが、従来それらは素朴な勧善懲悪的図式として理解される傾向にあった。だがその遺稿から明らかになったフロムによる初期マルクスへの直接的な参照は、そうしたフロムの方法論が決して単純な善悪二元論にはおさまらないことを示唆している。マルクスの言う私有財産の「止揚」プロセスとフロムの想定したこつの様式観が交わりあう過程とをそれぞれのテクストにより突き合わせていくことで、フロムの「自己実現」論は、発達の脱中心化を志向する近年の教育人間学的なモメントを理論レベルにおいて批判的に彫琢しうる、他とのつながりに開かれながらも「自己」へと再帰的に準拠する人間形成論として、新たに定位される。 N2 - The purpose of this paper is to reconstruct >Self-realization< theory of Erich Fromm (1900-1980) and to show the pedagogical potentiality through focusing on the dynamism of his methodized dichotomy. Erich Fromm used dichotomies repeatedly to analyze the composition of society and person. In fact, there were several instances such as >the nonproductive orientation< or >the productive orientation<, >necrophilia< or >biophilia<, and >to have< or >to be<. These ideas are usually thought to be simple dualism. In other words, these ideas are seen to have a naive character that one side of a problem is to be praised and the other side of the problem is to be criticized. So, many studies have pointed out critically that these ideas of Fromm tend to fall into excessive simplification and that he is a naive moralist. In pedagogy, the dichotomies of Fromm are always taken statically in the same way. Because those studies, most of which are developed as >Self-realization< theory, often set up a utopian goal unquestioningly, they have been unable to escape from the above-mentioned criticisms. However, can we find the depth which is beyond simple dualism in Fromm's way of presenting the dichotomy? We should not overlook the fact that Fromm has continued to criticize human reason as one of the members of the Frankfurt Institute for Social Research, and he did take it into account that persons and societies are full of contradictions. When we see Fromm says that one side of man is good and the other is bad, is it rather natural that we should assume some overlap behind his simple dualism? Assuming that his dichotomy has organic relation within, our understanding about his >self-realization< theory will be reformed to be more sound. On that concern, we take one of Fromm's dualistic ideas, >to have< and >to be,< and attempt to analyze the inner relation. For, this dualistic idea is thought to be the most representative and abstract one of Fromm's dualistic ideas. Actually, there are many examples to support this hypothesis on the ideas, >to have< and knowledge< seem to have some room to interpret his dualistic ideas and have organic relation with each other. Fromm refers to the possibility of the >productive< knowledge (= >being knowledge<) without overlooking the importance of the >non-productive< knowledge (= >having knowledge<). He thinks the latter knowledge can be changed to the former knowledge. Then, how does >the mode of having< develop to be >the mode of beingalienationto have< with the structure of private possession which Marx investigated. Throughout our examination to check the crossing between two forms with the process of >Aufhebung< of private property on their texts, Fromm's >self-realization< theory is redefined as the theory of the unique character-building driven by the unity with other people, which can critically reinforce pedagogical thoughts of decentralization at the conceptual level. Y1 - 2009 ER -