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Die Überlegungen von Erich Fromm bezüglich eines Lebens im Konsum und einem Leben im Sein sind in Zeiten wie den unseren nötiger denn je. In dieser Hausarbeit werden seine Gedanken zusammengefasst und kommentiert.Unsere Gesellschaft versucht den Spagat zwischen maximalem Konsum und Umweltschutz. Dieser Spagat ist nach Erich Fromm unmöglich. Die Probleme der heutigen Gesellschaft führt er auf die Lebensweise des Habens zurück, womit sich die Umweltverträglichkeit bei gleichzeitig maximalem Konsum ausschließt. Durch psychoanalytische Methoden versuchte er die empirische Grundlage zur Unterscheidung von der Lebensweise des Habens von der des Seins zu ermitteln. Was sind das für Lebensweisen, die nach Fromm für das Scheitern oder das Gelingen unserer Gesellschaft verantwortlich sind? [Buecher.de]
Übersicht der Übertragungsneurosen. Ein bisher unbekanntes Manuskript. Franfurt a/M (Fischer) 1985.
(1985)
Übertragung
(1974)
Izmantojot Fromma izstrādnes, kļūst iespējams nošķirt arī iedomātās un faktiskās vērtības. Iedomātās vērtības var gūt racionalizēšanas ceļā, kaut gan pastāvošās, faktiskās vērtības liecina par kaut ko citu. Fromms piedāvā šādas principā nedzīvošanas, proti, nebūšanas aprakstu (459): >Tagadējais vidējais cilvēks pats gandrīz vai nedomā. Viņš atceras tikai datus, kas viņam sniegti skolā un masu medijos. Balstoties uz paša novērojumiem un domāšanu, viņš praktiski neko nezina no tā, ko viņš zina. Arī priekšmetu izmantošana gandrīz neprasa paša domāšanu un speciālās zināšanas. Dažas ierīces, piemēram, telefons, neparedz nekādu prasmi un piepūli. Cita priekšmeta, piemēram, automašīnas, izmantošana paredz mācīšanos tikai sākumā. Kolīdz tas kļuvis par rutīnu, vajadzīga tikai ļoti niecīga personiskā piepūle un speciālas zināšanas. Pat izglītoti mūsdienu cilvēki ļoti maz domā par reliģiskām, filosofiskām problēmām un pat nedomā par politiskām problēmām. Lielākoties viņi no politiskām un reliģiskām grāmatām un oratoriem tikai pārņem daudzkārt piedāvātās klišejas, nevis nonāk pie secinājumiem, kas ir darbīgas un dzīlēs ietiecošas pašu domāšanas rezultāts. Viņi labprātāk izvēlas tās klišejas, kas vairāk atbilst viņu pašu raksturam un viņu pašu sociālajai šķirai.<
Știința umanistă despre om
(1991)
Working with text suggests a kind of dialogue between readers and authors, which is especially important in the educational process. Regardless of when the text was written, each new reading can create its new life. Regardless of the form of representation (on paper or digital) every time in the process of education, classic text (under careful reading) raises questions and creates the conditions of dialogue through the centuries, which is the main feature of educational environment. Texts on the same issue could be written in different times and can express different points of view. So, the task for both students and skilled researchers is the ability to correlate various positions, to join with them in an equal dialogue considering features of the epoch text writing and the era to which the reader belongs. It is important not only to learn and remember the text. Researchers should be able to form their own position by comparing all this discordance. The subject of my article is essence and methodology of questioning the text as a special kind of text-based communication in educational process of critical thinking development. For this purpose, I use the technique of analytic questioning, as well as methods of system and discourse analysis, formal and modal logic. Applying these methods, on the examples of creative works of Immanuil Kant, Erich Fromm, Osip Mandelshtam, Alexander Pushkin, and Marina Tsvetaeva, I show how the authors of classical humanitarian texts used the practice of questioning to establish and strengthen their communication with the readers (current and future). In my article, I analyze Mandelshtam’s, Pushkin’s and Fromm’s approach to questioning and compare their way of questioning with the Kantian one. On the example of Marina Tsvetaeva’s essay >My Pushkin<, I also show the effect of poetic questioning (questioning of the author of poetic text to its reader) on the young reader in the process of forming his own worldview. As a possible tool for dialogue with the text in the educational process, I propose to use the methodology of expert work that was developed by me earlier. This methodology is a tool of modern educational communications, the way to dialogue with author regardless of the time of writing the analyzed text. Under this methodology, the student fixes the results of text analysis in his analytical report, which is an analytical table (such tables initially presuppose consistent dialogue with the text). Analytical report (analytical table) contains the following sections: (i) List of the basic concepts presented in the text, and their most important characteristics; (ii) Questions to the text; (iii) Reflections and comments; (iv) Possible associations and analogies related to the professional activities of the author of the report. In the process of expert work, formulating questions, engaging in dialogue with the text, students gain a new vision of the investigated text and studied disciplines. This vision is refined in the process of group discussion influenced by questions of other participants of practical training. I conclude that this methodology allows the creation of conditions for the formation of a consistent dialogue with the text on a regular basis. [Taken from Scientific Library Cyberlenika: http://cyberleninka.ru/article/n/dialog-skvoz-veka-obrazovatelnoe-kommunikativnoe-prostranstvo]
Фромм в отличие от Фрейда пришел к убеждению, что лечить следует не пациента, а все общество. Основная идея статьи – характеристика здорового общества, основанного на здоровых человеческих потребностях. Анализируется положение о человеческой ситуации, как ее характеризует Э. Фромм. Значительное внимание уделено понятию >социального характера<