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Psychoanalysis and the academy: Reflections on undergraduate teaching

  • This article addresses both the rewards and the daunting complexities of teaching psychoanalysis to undergraduates in the USA, where the idea of a university as a site for the cultivation of the life of the mind is under siege. The essay recommends a close critical reading of key Freudian texts, the establishment of a classroom atmosphere of trust, genuine respect for expectable student skepticism, and the capacity to wait as dystonic ideas gradually take hold and reveal their worth. Speed, a ubiquitous feature and a questionable desideratum of twenty-first century US culture, as well as facile cleverness, a desideratum within academia, tell against the psychoanalytic process, which is long, slow, halting, laborious, and painful, but a process that can, at best, open what has heretofore been sealed.

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Metadaten
Author:Ellen Handler Spitz
Parent Title (English):International Forum of Psychoanalysis, Vol. 27 (No. 2, 2018), pp. 082-089.
Document Type:Articles
Language:English
Year of first Publication:2018
Release Date:2019/03/04
Format:PDF-scan upon request / PDF-Scan auf Anfrage
IdNo:Handler-Spitz_E_2018
Erich Fromm's Library and Erich Fromm Archive:Articles / Artikel
Licence (German):
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