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In the process of the continuous development of capitalism, the ecological crisis and a series of environmental problems have been caused by the incorrect understanding of the relationship between man and nature. In this context, William Leiss, who has long been concerned about ecological issues, criticized the capitalist society on the basis of inheriting and developing Marxism’s theory of need and Herbert Marcuse’s theory of >True or false need<, with a new perspective to explain the needs of the capitalist system of human needs, the formation of their own ideological characteristics of the needs of the theory. Specifically, William Leiss is mainly concerned with the complexity of human desires, which is an important reason for the formation of the capitalist high consumption society, and the need to be oriented toward the commodity world, which is the root cause of the formation of the capitalist high consumption society, and the thought of human conquering nature is the important foundation of the formation of the capitalist high-consumption society. On this basis, Leiss pays attention to the quality of commodities, pays attention to the multi-dimension and relevance of human needs, and understands the close relationship between human needs and natural environment, familiar with the estimated characteristics of commodities in four aspects of the future human needs to express and meet the concept, and the future human needs to express and meet the way to explore, namely the following four aspects, advocating a general orientation of human needs towards a non-single field of goods, and an open minded self-interest to replace anthropocentrism ideology in an easily viable society, it is suggested that natural entities have the same legal rights as human beings. William Leiss’s theory of needs, while providing a new perspective on the mode of production of capitalism, enriches ecological Marxism and provides a useful reference for the establishment of a correct concept of consumption, but there is also a certain degree of misunderstanding of Marxism’s concept of goods, the lack of a certain global vision, its proposed solution is utopian. [Translation: www.cnki.net, 4/2023]
Nowadays, the society is in the rapid development stage of scientific and technological innovation. However, to some extent, the traditional extensive concept of development has led to increasingly tense conflicts, resulting in increasingly serious conflicts between man and nature, man and man, man and society, and man and himself, seriously affecting the sound development of human society. In China, people-oriented is the starting point and the driving force of social development. >People-centered< is an important principle for upholding and developing socialism with Chinese characteristics. In this regard, the importance of human beings is self-evident. In the field of foreign humanistic thought, Fromm is one of the most representative scholars. This thesis examines Fromm’s anthropological thought from three aspects: the formation, logical composition, and evaluation of his anthropological thought. The formation of Fromm’s humanistic thought is inseparable from three aspects: personal experience, social background, and its theoretical origin. In the logical composition of Fromm’s humanistic thought, human nature is the core element of Fromm’s humanistic thought. He carried out research and analysis on human nature from four aspects. First, the dualistic definition of human nature. Specifically discussed from the following angles: one was based on the original living conditions, insurmountable survival ambiguities and non-inevitable history to explain the contradiction of human nature; the other was to analyze the relationship between human nature and human nature and the relationship between human nature and survival needs to interpret human consciousness. Secondly, Fromm regarded the concept of social character as the intermediary link between individuals and society. Thirdly, Fromm analyzed the concept of alienation from the perspective of psychology and sociology, and exposed the alienation of people in modern Western society in the unconscious level and the reality level through criticizing the alienation of capitalism. Finally, Fromm put forward a set of strategies for solving alienation problems based on psychological revolution and social revolution, which provides a relatively complete solution strategy for the problem of social change. Specifically, it takes >moral renewal< as a prerequisite, and at the same time takes into account the reform work in the political, economic and cultural fields, so as to create a better environment for the all-round development of individuals. Fromm’s anthropological thought has the characteristics of value presupposition and utopia. From the standpoint of Marxism, although Fromm’s humanistic thought has certain limitations, the humanistic criticism of his humanistic thought on society has promoted the happiness and development of human beings, which has certain practical significance. [Translation: www.cnki.net, 4/2023]
More simply human than otherwise: interpersonal psychoanalysis and the field of the >negro problem<
(2022)
The philosophical foundations of interpersonal psychoanalysis: Albert Dunham Jr. and racial politics
(2022)
Obedience
(2022)
This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds.: This paper forms part of a special issue titled >Beyond Virtue and Vice: Education for a Darker Age<, in which the editors invited authors to engage in exercises of >transvaluation<. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses.
This chapter presents several different conceptualizations of the ambivalence which, it argues, is a central feature of the psyche of the modern individual. It is produced by two basic but potentially contradictory needs – for the assertion of individuality, and for membership of a collectivity. The understanding of this ambivalence is an important contribution of psychoanalysis to psychosocial theory. It bridges between sociohistorical and clinical perspectives and throws light on many aspects of the contemporary world.– The starting point is Fromm’s >Fear of Freedom< (1942). Fromm describes the depth of fearful aloneness and vulnerability felt by the modern individual who has emerged from the very limited individuation of pre-modern societies. This leads to the dangers of a regressive escape from that fear, and into identification with an idealized collective, which is the basis of popular support for authoritarianism.– This remains a highly relevant analysis, though another, complementary dynamic must now also be considered. This involves a fear of the collective, a libertarian denial of the pains of separation, and an idealization of the unfettered individual. A deficit of confidence in the core, individuated self produces vulnerability to both of these anxieties, trapping us in an ambivalence between freedom and belonging, unable to feel fully secure with either.– Developments in post-Freudian theory have offered clinically-based elaborations and variations on this idea of a basic ambivalence. Here the focus is on Guntrip’s account of the schizoid dilemma, and on descriptions of a >core complex< (Glasser) involving agoraphobic and claustrophobic impulses and oscillations between them. These different formulations converge in their picture of a self unable to live either with or without human relationships.– A number of key topics in politics today are then considered in the light of this analysis: attitudes toward the state, national identity and nationalism, terrorism, and populism. In each area, the expression and interplay of these complementary anxieties and defences against them are seen to contribute to the present difficulties of democracy.
Direct-to-consumer pharmaceutical advertising (DTCPA) is pervasive in the United States. Beyond its effect on consumer behavior, DTCPA changes the relationship between individuals and physicians. The author provides a brief history of pharmaceutical advertising in the United States. The author then analyzes the current commonly used marketing techniques of pharmaceutical companies and argues that pharmaceutical companies are >irrational authorities< in Erich Fromm’s sense of the term since they seek to exploit persons. Using concepts from various philosophers from the Continental tradition, with a particular emphasis on the work of Michel Foucault, the author analyzes the power relations involved in DTCPA and ultimately argues that DTCPA subtly undermines the contemporary paradigm of patient autonomy while simultaneously depending upon it by treating health consumers as >dividuals<, that is, as porous entities to be manipulated.
This paper explores Erich Fromm’s contribution to Deweyan democratic education by referring to his psychoanalytic interpretation of John Dewey’s pragmatic theory. First, it employs the work by Gert Biesta to secure a space between critical pedagogy and Deweyan democratic education, from which Fromm’s theory can be discussed. Furthermore, it argues that Biesta’s perspective offers a valuable theoretical ground to extend the emancipatory potential of Deweyan democratic education, while avoiding some pitfalls of critical pedagogy. Subsequently, the paper contrasts Marcuse’s and Fromm’s views on Dewey to show how Fromm’s understanding of Dewey was more effective than that of Marcuse for developing the potential of Dewey’s philosophy. Next, the paper clarifies key similarities and differences between Fromm’s psychoanalysis and Dewey’s pragmatism, as it is applicable specifically to emancipatory education. Finally, the paper argues that despite the differences between these two thinkers, Fromm’s theory further radicalizes Deweyan democratic education by adding new elements to the list of preconditions on the role of the emancipatory teacher.