Discusses the influence of E. FROMM on Mexican psychology, noting his influence in defining the role of the clinical psychologist in Mexico. FROMM's writings provide a means of understanding contemporary human existence.
Discusses the influence of E. FROMM on Mexican psychology, noting his influence in defining the role of the clinical psychologist in Mexico. FROMM's writings provide a means of understanding contemporary human existence.
Comments on >Psychoanalytic Theories of Gender Identity<, by Ethel Spector Person and Lionel Ovesey
(1984)
Reply
(1984)
The Problem of Authority
(1984)
The problem of authority is examined in the light of 1) the studies of authority and the authoritarian character by FROMM (1941), Adorno (1950), Rokeach (1960), and Dominian (1976); 2) the ARCIC reports on Authority in the church (1977, 1982); and 3) the use of authority in theology and the tension between tradition and experience. The conclusion is that >the strong regressive tendency in religion is a constant temptation to authoritarianism<, but because authoritarianism is an uncreative way of dealing with regressive needs, a healthy religion is threatened by authoritarianism.
Erich Fromm
(1984)
Group dream work and healing
(1984)
The State of War
(1984)
La violence du dialogue
(1984)
Discusses clinical approaches to dreams, beginning with Freud's theory of the dream-wish deriving from infantile sexual conflicts and the evolutionary character of Jung's dream conception--both of which are oriented to the individual. Also explored are the more socio-cultural approaches of Adler, FROMM, Sullivan, Horney, and Bonime. The value of both emphases is illustrated through the analysis of a dream.
Im zweiten Band des zweibändig angelegten Überblicks über die theoretischen Ansätze der Persönlichkeitspsychologie werden die dem organismischen und dem dialektischen Modell vom Menschen zugeordneten Persönlichkeitstheorien behandelt. Neben einer ausführlichen Darstellung der einzelnen Theorien erfolgt eine kurze Charakterisierung von Leben und Werk des jeweiligen Autors sowie eine kritische Stellungnahme zu seiner Theorie. Abschliessend werden einige wesentliche Forderungen für die Entwicklung einer umfassenden Persönlichkeitstheorie skizziert. – Aus dem Inhaltsverzeichnis: (A) Am organismischen Modell orientierte Persönlichkeitstheorien. (1) Philosophisch orientierte Charakterologien [Der Personalismus von William Stern; der Aufbau der Person nach Philipp Lersch. (2) Die humanistische Persönlichkeitstheorie von Abraham H. Maslow. (3) Die Selbsttheorie der Persönlichkeit von Carl R. Rogers. – (B) Am dialektischen Modell orientierte Persönlichkeitstheorien. (4) Die soziale Lerntheorie der Persönlichkeit von Julian B. Rotter. (5) Das kognitiv-soziale Persönlichkeitsmodell von Walter Mischel. (6) Die sozial-kognitive Lerntheorie von Albert Bandura. (7) Die humanistisch-sozialistische Charaktertheorie von Erich FROMM. (8) Holzkamps kritisch-psychologische Theorie der individuellen Subjektivität.
Societally transmitted stereotypes are examined as one of the types of cognitive factors that condition the motivation of human actions. Aspects discussed include the mechanisms by which stereotypes become part of an individual's system of values, and their effect on man's >social character< (as defined by Erich FROMM). Four pragmatic functions of stereotypes are identified and analyzed: socially integrative, defensive, ideology-forming, and political. All are characterized by a >screening off of social facts<, which is a major element of irrationality in human motivation.
M. Maccoby's (1972) attitude scale, which measures E. FROMM's (1973) concept of >biophilia< (emotional commitment to life), was administered to 45 university students, 54 Ss from groups for unemployed youth, and 58 young conservative activists. Ss also completed an environmentalism scale. Results suggest that emotionalism played only a small part in environmentalist attitudes and that conservatives were not less biophilic than the other groups. Thus, findings do not support the FROMM-Maccoby theory.
A major claim of opponents to abortion is that they are >prolife.< The validity of this claim is assessed in an investigation of attitudes to abortion, utilizing a questionnaire developed by Michael Maccoby to operationalize Erich FROMM's concept of >biophilia< (The Anatomy of Human Destructiveness, New York: Holt Rinehart, 1973). A modified form of Maccoby's questionnaire was developed, and also a scale of conservatism specifically designed for Australian conditions. These questionnaires and others on attitudes toward and social desirability of abortion were completed by a random cluster sample of 200 residents of Sydney. Antiabortionists were highly likely to be conservative and slightly likely to be prolife after the effects of conservatism were partialled out; they were also more likely to be Roman Catholics and frequent church attenders. Approval for abortion was high on all questions; only 16 percent of the sample both opposed unrestricted abortion and said the matter would have an important bearing on their vote. 1 Appendix, 14 References.
This study is an attempt to demonstrate empirically that the way in which one views love occurs within a broad and definable existential context. John Lee's (1974; 1977) typology of six >lovestyles< was investigated in relation to other phenomenological dimensions, including the fear of death, ego strength, self-esteem, and the meaningfulness of life. The lovestyles were also related to various self-ratings and demographic variables. One hundred and fifty-three undergraduates responded to measures of lovestyle and the existential and demographic variables. Existential profiles were generated for each lovestyle. A canonical correlation procedure resulted in an equation that placed the lovestyles along an existential dimension broadly conceived of as >affirmativeness<. The agapic and manic lovestyles were particularly prominent in that they seemed to occur within opposite existential contexts. The agapic appeared as a giving and positive position and the manic as dependent and negative. Comments are offered on the value of studying love and on the relevance of the findings to the theories of Maslow, Fromm, and others.
Termination in the Dora Case
(1984)
Homosexual Cross-Dressers
(1984)
The Poet as Dreamer
(1984)
Reviews Freud's case study in obsessionalism, >The Rat Man<, and discusses the positions on aggression held by M. Klein, D. W. Winnicott, and E. FROMM. It is suggested that aggression as instinct, reaction, or embedded in individuation has theoretical and clinical reality. The degree of health or pathology in aggressive experience is seen as a function of previously learned patterns and innovation in current interpersonal experience. Destruction is viewed as a pathological aggressive expression of any level of development.
Violence et non-violence
(1984)
A rationale for skeptical and controversial teaching about world economics is presented by maintaining that the nature of economics is controversial and that ideology and nationalism are dominant obstacles in economics education. Following an introduction, the first of six sections discusses major stereotypes and perceptions in economics. The next section emphasizes the disparities in economics by presenting the views of economists and economic commentators Milton Friedman, Paul Johnson, Herman Kahn, William Simon, Fred Hechinger, J. R. Shakleton and Gareth Locksley, Geoffrey Kay, Stephen Rousseas, Joan Robinson, Erich FROMM, Alvin Toffler, and others. The third section encourages critical scrutiny of ideological bases for schooling, the functionalist world view, and nationalistic bias. Examples of obstacles to critical skepticism are given next, including laws prohibiting the advocacy of communism in school and teacher socialization patterns which push teachers to conservative mainstream views and to self-censorship and political restraint. Similarly, the following section describes obstacles to economics teaching, primarily the lack of adequate treatment of labor, unions, and economic views differing from mainstream capitalism. The final section presents a pedagogy for world economics, emphasizing the importance of controversy and critical skepticism, scrutiny of ideology and nationalism, alternative teacher education and professional socialization, the use of diverse and provocative materials, collateral efforts of professionals, and legal support for academic freedom.
Commento
(1984)
Discussion of J. E. Dyrud, >Sartre and psychoanalysis: What we can learn from a lover's quarrel<
(1984)
Psicoterapia e formazione
(1984)
Group process as drama
(1984)
Discusses the traditional application of therapy and training models to the mechanisms and functions of small groups, arguing that culturally based alternative models reflect more accurately the relationship between the groups and the outlying culture of which they are a part. It is contended that groups symbolize a form of collective art in the context described by E. FROMM (1956), and that stages or forms of idiosyncratic group processes parallel the unfolding of dramatic performances. Stages of group development, including orientation, polarization and conflict, sharing and agreement, resolution, and dealing with termination issues, are outlined based on the ways in which they parallel theatrical or cinematic structures such as the unfolding of a plot. The roles of group members and group leaders, the processes of self-disclosure and experiencing emotion, and the framing effect of the group are described in dramatic terms. Implications of this dramatic group encounter perspective are discussed in terms of whether arrival of a stage of closeness and performance is necessary for effective group work, the type of learning that takes place within groups, and techniques for the training of group leaders, facilitators, and therapists.