TY - JOUR A1 - Risari, Giorgio T1 - Un viaggio tra filosofia, psicoanalisi e passione: il lavoro di una vita per riportare Erich Fromm al centro del dibattito culturale contemporaneo JF - Corriere della Economia, 16 Aprile 2025 Y1 - 2025 ER - TY - JOUR A1 - Roazen, Paul T1 - Introduction in: P. Heller, Reflections on a child analysis with Anna Freud and an adult analysis with Ernst Kris JF - The Journal of the American Academy of Psychoanalysis, Vol. 20 (No. 1, 1992), pp. 48-74. Y1 - 1992 ER - TY - JOUR A1 - Roazen, Paul T1 - Glasnost and Peristroika in Psychoanalysis. Opiniom JF - Academy Forum, Fall 1992, pp. 22f. Y1 - 1992 ER - TY - JOUR A1 - Roazen, Paul T1 - Felix Deutsch and the FBI JF - Psychologist, Psychoanalyst, Winter 1993, pp. 28-30. Y1 - 1993 ER - TY - JOUR A1 - Rodrigues, Flávio T1 - Docens: a percepção docente como estrutura de orientação do caráter social JF - Revista Educação Especial Santa Maria; Disponível em: https://periodicos.ufsm.br/educacaoespecial N2 - A percepção é um termo polissêmico e, por isso, exige delimitação conceitual para que se compreenda de qual ponto de vista conceitual se fala. Este artigo explora a percepção docente como uma estrutura de orientação do caráter social, influenciada por processos evolutivos, sociais e culturais. O objetivo é investigar a importância dessa percepção, considerando a constituição de um tipo específico de orientação do caráter social, desenvolvido em resposta às características morfológicas humanas em interação com o ambiente. A metodologia baseia-se em uma revisão teórica, utilizando referenciais da fenomenologia da percepção de Merleau-Ponty, da fenomenologia semiótica de Peirce e da teoria do caráter social de Erich Fromm, além de estudos sobre evolução, linguagem e comportamento social. Os resultados apontam que a percepção docente emerge como uma estrutura de orientação socialmente construída, ligada à necessidade humana de cuidado e cooperação. Conclui-se que essa orientação, enraizada no ato de ensinar, molda a prática docente e possui implicações significativas para a inclusão e o desenvolvimento social. N2 - Perception is a polysemous term and, therefore, requires conceptual delimitation to understand from which conceptual point of view it is being addressed. This article explores teacher perception as a structure of social character orientation, influenced by evolutionary, social, and cultural processes. The objective is to investigate the importance of this perception, considering the constitution of a specific type of social character orientation, developed in response to human morphological characteristics in interaction with the environment. The methodology is based on a theoretical review, using references from the phenomenology of perception by Merleau-Ponty, the semiotic phenomenology of Peirce, and the theory of social character by Erich Fromm, in addition to studies on evolution, language, and social behavior. The results indicate that teacher perception emerges as a socially constructed orientation structure, linked to the human need for care and cooperation. It is concluded that this orientation, rooted in the act of teaching, shapes teaching practice and has significant implications for inclusion and social development. N2 - La percepción es un término polisémico y, por lo tanto, exige una delimitación conceptual para comprender desde qué punto de vista conceptual se habla. Este artículo explora la percepción docente como una estructura de orientación del carácter social, influenciada por procesos evolutivos, sociales y culturales. El objetivo es investigar la importancia de esta percepción, considerando la constitución de un tipo específico de orientación del carácter social, desarrollado en respuesta a las características morfológicas humanas en interacción con el ambiente. La metodología se basa en una revisión teórica, utilizando referencias de la fenomenología de la percepción de Merleau-Ponty, de la fenomenología semiótica de Peirce y de la teoría del carácter social de Erich Fromm, además de estudios sobre evolución, lenguaje y comportamiento social. Los resultados señalan que la percepción docente emerge como una estructura de orientación socialmente construida, ligada a la necesidad humana de cuidado y cooperación. Se concluye que esta orientación, arraigada en el acto de enseñar, moldea la práctica docente y posee implicaciones significativas para la inclusión y el desarrollo social. Y1 - 2025 ER - TY - JOUR A1 - Rodrigues, Flávio T1 - Educator Perception: The Orientations of Social Character and Professional Identity. Paper to be published 2ß24, 14 pp. N2 - Why study teacher perception? To answer this question, let's consider the teaching profession as a perceptual process. Teaching viewed as a way of experiencing the world, a perception in the mold of Merleau-Ponty. But how can we support this claim without placing the teaching professional in a biological or innate role? Between the purely innate and the purely empirical, we propose the ex-ducere, the act of educating – Ex Ducere: Ex = out; Ducere = to lead – as a central trait of teaching praxis. In this way, we point to a possible teaching orientation of character and a probable teaching identity, productive when inclusive and non-productive when exclusive – in both cases, guided by the act of educating. This trait would emerge from the perception of human fragility itself. These ideas come from a set of studies on the need for relationships. Among them are the studies of Shulz & Waldinger on relationships and longevity; Erich Fromm on the need for relationships; and Gottlieb on the evolution of behavior, as well as the studies of Neves, Junior & Murrieta. To confirm the above statement of a type of teaching orientation, this study aims to demonstrate that morphological characteristics, such as human fragility in contact with the environment, forced a type of orientation structure; they caused habits, behaviors, and character orientations to be constituted and developed into sophisticated social instruments. Such devices are refined modes of caring for offspring, increasingly requiring parental involvement over time, which gradually was delegated to a specific type of professional: the educator. Y1 - 2024 ER - TY - JOUR A1 - Rodado, Juan T1 - A relational psychoanalysis: The real presence of the analyst JF - International Forum of Psychoanalysis, Vol. 34 (No. 1, 2025), pp. 020-027. N2 - The Argentine psychoanalyst Julio Moreno (2010) theorizes two models of psychic functioning. One he calls associative functioning, which is composed of mental representations and words that link together in association, integrating both the conscious and preconscious. These representations are subject to repression and phenomena of displacement and condensation. The other type of psychic functioning is what Moreno refers to as connective functioning, which is represented by the immanent, the immediate, which falls outside the order of representation. These two types of psychic processing coexist and occur simultaneously and, for Julio Moreno, “the link” is the space between the two. This work intends to explore the linking dimension that an analytic relationship proposes and that is established in each analytic session in the patient–therapist pair. For this purpose, a clinical case is shown, describing the bonding climate, the analyst’s countertransference and the mutual unconscious work. It emphasizes that, in severely ill patients, the quality of the bond is more crucial than interpretative work, and for this, the live and real presence of the analyst is necessary. Y1 - 2025 ER - TY - JOUR A1 - Rudnytsky, Peter L. T1 - Los determinantes sociales de la terapia psicoanalítica: la >tarjeta de presentación< antiautoritaria de Fromm. Traducción al español para la Sociedad Erich Fromm en Norteamérica EFSNA, 2025, 10 pp. JF - Este artículo examina el artículo de Fromm de 1935, >Los determinantes sociales de la te-rapia psicoanalítica<, situándolo en el contexto de la vida de Fromm y estableciendo el contraste entre la >actitud autoritaria y patricèntrica< de Freud y la >actitud humana y filantrópica< de Ferenczi, quien estuvo profundamente influido por Groddeck. A pesar de criticar la tendencia de Fromm a prestar una atención insuficiente al >destino individual de la persona<, al exponer su concepto del >carácter social< tal como sería necesaria para explicar las diferencias entre Freud y Ferenczi, el presente artículo sostiene que la >tarjeta de presentación< de Fromm, publicada cuando Freud aún estaba vivo, es >uno de los me-jores artículos de la literatura psicoanalítica<. Y1 - 2025 ER - TY - JOUR A1 - Rubel, Maximilien T1 - (Reflections on Utopia and Revolution, Hebrew) JF - E. Fromm (Ed.), (Socialist Humanism. An International Symposium - Hebrew), Tel Aviv (Sifriat Poalim), 1967, pp. 182-187. Y1 - 1967 ER - TY - JOUR A1 - Roazen, Paul T1 - Philosophy, Banality, and Barbarism Considered - Hannah Arendt - Jaspers Correspondence JF - Queen's Quarterly, Vol. 101 (No. 4, Winter 1994), pp. 886-892. Y1 - 1994 ER -