The Bureaucratic Machine
(1993)
What Is Politics?
(1993)
Class, Status, Party
(1993)
>The Humanist Critique of School Education<: In a dialectical intellectual process, this critique of school education succeeds in elucidating those typical influence patterns that go into forming social character – which precede the school stage even. Not only diminished authority but a loss of psychic roots testify to the contradictory nature of children’s liberation. The school’s emphasis on individualization means that pupils are educated with the needs of the marketplace in mind. In the school itself, the production of >marketing< character structures is promoted by institutional mechanisms which, in essence, compel pupils to adapt to an authoritarian and hierarchical educational theory. As a counterweight to this >colonization< of schoolchildren, discussion here focuses on key proposals of how the school may have its humanity restored. Paramount here would be a new role for teachers, one involving restructured cognition processes, revised educational programs, and altered self-perspectives in pedagogical psychology. Also needed is a reform of instructional forms so as to make them more living, adventurous, and socially responsive. Growing educationaldifficulties also render essential an extension of counseling and supervision in matters related to pedagogical psychology. Finally, a number of leading categories are developed within which the humanization of the school can best proceed.
The Modern World-System
(1993)
With the starting point in a discussion about social reality in the psychoanalytic process the definition of psychoanalysis is discussed. Then the concept of neutrality is examined somewhat more at length with the conclusion that the content of psychoanalysis must be determined by the patients' free associations, not excluding of course material of social and cultural origin. It is also suggested that the word neutrality could be replaced with reserve.
This article compares some traditional psychoanalytic models, and determines whether a new model can overcome some of the drawbacks of these earlier approaches. Five prominent psychoanalytic models are examined-Freudian, object-relations, interpersonal, self-psychology, and perspectivist. The similarities and limitations of these models are clarified and a new approach, the prospective model, is introduced. Clinical cases describe how the prospective model may assist the therapist in detecting conflict and overcoming the defensive operations. This material suggests the prospective model may supplement more traditional techniques in the diagnosis and treatment of emotional disorders.
德裔美籍心里分析学家、哲学家和社会学家埃利希•弗罗姆(E(?) Fromm),1900年3月23日生于德国美因河畔法兰克福一个商人的家庭。他是一个独生子,双亲都是犹太人,母亲经常抑郁寡欢,父亲则只知赚钱,性格暴躁、喜怒无常。在这样的气氛中,他自述>成了一个孤独的孩子<。父母的神经质,加上他少年期间女友的自杀,以及二次大战法西斯主义的疯狂行径使他深人,也是法兰克福学派的重要代表人物之一。1980年3月18日于瑞士的洛迦诺逝世。 感孤独、苦闷,陷于沉思之中。1922年他在德国海德堡大学获哲学博士学位,曾在慕尼黑大学和柏林精神分析研究所工作;1929年到1934年,他在法兰克福心理分析研究所和社会研究所工作。纳粹夺取政权后,他流亡美国,曾在纽约社会研究所及美国心理分析研究所工作,并先后在耶鲁大学、墨西哥大学、密执安大学、纽约大学任教,是美国新弗洛伊德主义的创始
Doslov
(1993)
La esperienza emozionale correttiva. [http://www.psychomedia.it/pm/modther/probpsiter/alexan-1.htm]
(1993)
Erich Fromm
(1993)