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(Foreword, Japanese)
(1991)
A Profile of Erich Fromm
(1991)
A biography of German psychoanalyst Erich FROMM, beginning with the influence of an intensive Jewish religious education, which was an admixture of philosophy, mysticism, socialism, psychoanalysis, and traditional rabbinical wisdom. It is argued that this early training is evidenced in FROMM's assertion that character can change throughout life, and that prevailing social character has a profound impact on the developing individual, regardless of family idiosyncracies or misfortunes. FROMM typified a Jewish synthesis of rationalism, mysticism, and love of tradition, combined with a prophetic element of radical protest. Also discussed are his progression through religious and sociological doctoral studies and analytic training from Freud loyalists. It is contended that FROMM emerged from the turbulent 1930s and 1940s to become one of the most prolific psychoanalytic authors of the twentieth century, and that his impact on the humanities and social sciences 1950-1970s is unparalleled. Alleged weaknesses in FROMM's work that suggest drawbacks for the clinician are discussed, including the complexities created by his deliberate policy of making minimal use of case histories and clinical vignettes, his tendency toward overstatement, inconsistency in his emphasis on the cultural and economic determinants of mental disturbance, and his purported reversion to a pre-Freudian psychology.
Unter Rückgriff auf eigene Erfahrungen und auf die in den dreissiger Jahren erstmals entwickelten und zur Zeit der Studentenbewegung wieder aufgegriffenen pädagogischen Konzepte politisch links orientierter Psychoanalytiker wie E. FROMM, S. Bernfeld und W. Reich wird das Normproblem in der Sozialpädagogik erörtert. Dabei wird vor allem FROMMs Konzept des Gesellschaftscharakters herangezogen. In Anwendung des theoretischen Ansatzes von FROMM auf die Sozialpädagogik wird das abweichende Verhalten von Jugendlichen zur Struktur der Gesellschaft in Beziehung gesetzt, und Möglichkeiten zur Einübung alternativer Orientierungen innerhalb sozialpädagogischer Institutionen werden untersucht. Im Mittelpunkt der Analyse steht dabei die Frage, inwieweit Anpassung an die gesellschaftlichen Normen im Interesse der Klienten erforderlich ist und wo Spielräume bestehen. Die Darstellung wird anhand eigener praktischer Erfahrungen in einer sozialtherapeutischen Institution veranschaulicht.