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The psychic Black Hole is a primitive psychosomatic representation of undifferentiation and loss of the vanished mother of infancy. It is evoked during a psychic collapse, originated when awareness of the reality of separation from the mother comes in too soon. Its repetition creates an implosion into the self instead of an explosion into the receiving other. The catastrophe that it marks is an overwhelming affective storm that has resulted from a loss of the containing (m)other and a subsequent annihilation of the self. As a sign or a signal used for self-regulation, the Black Hole marks a deficit in the ability to symbolize that evokes states of meaninglessness, nothingness, and hopelessness.
Biophilia as Evolutionary Adaptation: An Onto- and Phylogenetic Framework for Biophilic Design
(2021)
Biophilia is a human personality trait described initially by Erich Fromm and later by E.O. Wilson, both of whom agree that biophilia has a biological basis and that it is fundamental to develop harmonious relationships between humans and the biosphere. This review aims at establishing a definition of biophilia as an evolutionary process. To this end, the most significant studies of evolutionary psychology were considered, to outline the fundamental characteristics of a hypothetical biophilic temperament/personality and to reconstruct a plausible history of biophilia as an evolutionary process. This process considers different typologies of Nature (wilderness, rural, and urban) and human cultures (Paleolithic, Neolithic, and Burg) and leads us to consider environmental preference and psycho-physiological recovery in relation to the threshold of time spent in contact with Nature. Unfortunately, modern people, especially children, lack direct and frequent contact with Nature and this can have negative consequences on their physical and mental health. Biophilic design, considering the evolutionary roots of this architectural approach, is an effective way of planning/designing interior and urban environments to stimulate the innate biophilia of the individual.
As perspectivas de pensamentos da Logoterapia e Análise Existencial de Frankl e a Psicanálise de Freud, apesar de visões diferentes de ser humano e mundo, há muito em comum, principalmente quando as influências do humanismo e existencialismo afetam os pensamentos de psicanalistas. Esse trabalho tem como objetivo apresentar os pressupostos teóricos sobre o amor e humanidade de Viktor Emil Frankl e Erich Fromm considerados dois humanistas. O artigo busca indicar, apesar das divergências entre as duas abordagens psicológicas, posições em comum principalmente semelhanças de pensamentos, ou seja, concordâncias de ideias em benefício de um bem comum da saúde mental do indivíduo na terapia. Foram utilizadas pesquisas bibliográficas em livros e artigos em bases de dados, por meio dos fundamentos teóricos dos pensamentos de Viktor Emil Frankl e de Erich Fromm. Averiguou-se que, mesmo de escolas divergentes em relação aos conceitos de ser humano e mundo, as duas abordagens apresentam, de acordo com os pensadores, perspectivas que convergem em relação aos construtos de amor e humanidade.
When viewed from the vantage point of embodiment, the psychoanalytic understanding of traumatic experience is transformed. In this article, a new language is proposed that describes traumatic experience as disturbances in the flow of an individual’s effortless, unconscious focusing on oneself (>I<), the other or others (>you<), on oneself as connected to others (>we<), and on all that involves the nonhuman surround (>world<). From this perspective, developmental and late-onset trauma models are seen as overlapping rather than competing. The authors support their proposal by drawing on self psychology, relational theory, and the Boston Change Process Study Group and offer illustrative clinical material.
The knowledge culture of psychoanalysis relies heavily on the practical wisdom of competent psychoanalytic clinicians. In order to become competent analysts, analysts in training should not content themselves with trusting in their supervisors’ intuition and expertise. There is a need for supervisors and supervisees to explicate implicit theories of interpretive and supervisory techniques in psychoanalytic supervision by raising the question >Where does it come from?< with regard to three too often neglected issues. First, both the supervisor and the analyst in training should actively and constantly try to make transparent the process of contextualization, that is, the methodology of inferring latent meaning from manifest content through privileging certain pieces of information over others. Second, it should become an ongoing task in supervision that concrete (recommendations about) technical interventions are embedded in and reflect the application of a particular theory of technique. This facilitates an understanding that goes beyond the interpretation in a concrete situation and helps to generalize learning into a gradually expanding, integrated technical framework. Third, we should reflect and explicate the (predominant) supervisory approaches we are using in order to remain flexible with regard to both supervisory material and ways of reacting to it. Discussing these issues will enable analysts in training to develop their own psychoanalytic identity and integrated frame of reference for their practice that they critically and deliberately reflect upon and actively acquire rather than passively and seemingly intuitively absorb and adopt. Examples for illustrating the explication of theories of interpretive and supervisory techniques are provided.
Character education is a learning model that aims to introduce character values to students, which include the value of love for God and His creation, responsibility, honesty, fairness, mutual respect and courtesy, caring, cooperation, confidence, creative and innovative, hard work, never give up, tolerance, love peace, and love unity. Character education is basically designed and implemented to help students understand the character values in humans individually (cognitive, affective, and psychomotor), or even in the context of their socio-cultural interactions (family, school, community and nation). This study attempts to describe the theoretical basis of character education as a basis for learning, especially in the learning of the Social Studies field of History in Elementary Schools, by referring to the perspective of JW Foster, Thomas J. Lickona, and Erich Fromm. With the results of this study, at least the basic similarities and differences can be described in placing the context of character education as the basis for character education development in accordance with the principles of education in Indonesia which are knowledgeable and ethical.
Chinese abstract not available] This article aims to interpret dreams in John Keats’s narrative >The Eve of St. Agnes< from different perspectives: the Beadsman’s, Porphyro’s, Madeline’s and John Keats’s, the poet. We will analyze their functions respectively, and then draw a conclusion of Keats’s purpose in structuring such a way of weaving dreams. After summarizing studies and theories on dream and soul from the perspective of psychoanalysis and scholars’ views on >The Eve of St. Agnes<, we will continue to illustrate the ways in which John Keats constructs three layers of dreams with the pertinent approaches by Freud, Fromm, Lacan, Rank, Žižek, etc. so as to reveal John Keats’s viewpoints on life and death, dream and reality, and pleasure and pain. [Author's English]