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