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War is a uniquely human scourge with complex biological, psychological, social, and political determinants. In this paper, repetition-compulsions both in making war and in the diagnosis and treatment of war trauma are documented. The diagnosis and treatment of war trauma are reviewed from the Napoleonic wars until the present, and parallel tracks in the development of military history, neurology, and psychoanalysis are traced. A personal history of the author and a clinical case history are included to demonstrate the effect of war on both family members and soldiers. Prevention of war through political negotiation is emphasized.
Just as there are many roads to Rome, the trial period may be considered one of many opening moves in psychotherapy or psychoanalysis. The responsive – and responsible – therapist must be many things to many patients, some of whom know nothing about the psychotherapeutic/analytic process. Freud advocated the trial period to help him take a >sounding< when he knew little about the patient and when the patient knew little about psychoanalysis. R.I.P.? This brief communication laments the apparent demise of this promising procedure and makes an effort at resurrection by describing the hitherto unmapped latent structure of the trial period. Even if there are fewer patients in psychoanalysis today, there may be a number of reasons to recommend a trial period, no matter what we name this period of optimistic uncertainty at the beginning of every treatment. Even if >consultation< is the term de jour, the psychoanalytic psychotherapist cannot escape certain role responsibilities at the beginning of every treatment, which has been made clear in the ethical principles of the American Psychoanalytic Association. What we will learn about the trial period should serve our understanding of what must also occur in the beginning of every psychotherapy or psychoanalysis. Conceptually, I propose that a trial analysis (1) will serve as a discriminative stimulus, signaling, to the patient, the unique nature of the analytic conversation; (2) will permit an in vivo assessment of the patient's suitability for psychoanalysis, and, more importantly, the fit between analyst and patient; (3) will provide anticipatory socialization for the unfamiliar and difficult roles of patient and therapist within the analytic process; (4) will offer true informed consent about the task facing therapist and patient; and (5) will facilitate an opportunity for therapeutic assessment, all of which will help the naive patient acquire the skills and lived experience to become an analytic patient. The trial period is the perfect host for all that must happen – and what we can do– to help naive patients become analytic patients.
Atheïsme en religiositeit lijken elkaars absolute tegenpolen. Filosoof Wim Van Moer stelt deze intuïtieve, ook onder atheïsten wijdverspreide overtuiging ter discussie. Deze analyse onthult dat de religieuze ervaring niet verbonden hoeft te zijn met een geloof in een bovennatuurlijke entiteit of realiteit. Geïnspireerd door Leo Apostel en in de voetsporen van William James en Erich Fromm, betoogt de auteur dat deze tegenstrijdigheid, zelfs binnen een radicaal atheïstisch vertoog, niet automatisch geldig is. Van Moer staaft deze stelling met een meeslepende fenomenologische analyse van de religieuze ervaring, die uitmondt in een theoretisch model waarmee hij religieuze ervaringen binnen een atheïstische context kan onderzoeken. [Taken from Publisher’s Website: http://nl.aup.nl/books/9789089644626-atheistische-religiositeit.html]
How did psychoanalysis find its way from >traumatic progression< or >precocious maturity,< as described by Ferenczi at the beginning of the 1930s with its background in the >wise baby< phenomenon, to research on resilience? The paper focuses on psychoanalytic approaches to resilience. What was the contribution of ego psychology, object relations and attachment theories, self-psychology, and group experiences to understanding resilience? Results concerning resilience are based on longitudinal studies of early hospitalized or traumatized but >resilient children,< child survivors of genocides, wars, and communal violence, populations of children and adult refugees. The paper shows the different approaches to resilience, from factoral components to views of structures and processes, including the new ideas that place resilience and depletion as phenomena at the two ends of the same continuity of structural dimensions: psychobiological and object relational.
The author traces the profile of psychoanalyst Igor Caruso, one of the founders of the International Federation of Psychoanalytic Societies, an alternative institution to the dogmatic International Psychoanalytic Association. She comments on his first visit to Brazil in 1956, and his longer stay in 1968/69 in Belo Horizonte, where he helped to consolidate the then newborn Círculo Psicanalítico de Minas Gerais, as well as taking part in the foundation of Círculo Brasileiro de Psicanálise. Caruso was also important in the creation of other circles of psychoanalysis in Latin America. The article presents his psychoanalytic ideas, especially about personalization and the permanent dialectic influence of socialization, still emphasizing his human qualities.
埃里希•弗洛姆是20世纪美籍德裔的哲学家、精神分析学家和社会学家,法兰克福学派重要成员,弗洛伊德马克思主义的重要代表人物,被誉为>20世纪的心灵透视者<>本世纪最有影响的思想家之一<。论文主体共分四章:第一章,着重阐述弗洛姆人性思想的生成语境。首先,弗洛姆的人性思想发端于人道主义与反人道主义的论争;其次,其人性思想回应了马克思主义是科学主义还是人道主义的论战,为马克思主义做了人道主义的辩护;最后,其人性思想超越了相对主义和绝对主义的人性观。第二章,从三个层面分析弗洛姆人性思想的主要内容。首先,探究弗洛姆人性思想的理论源流,其理论并不是简单综合弗洛伊德和马克思的思想,而是以马克思的历史唯物主义为基础扬弃弗洛伊德的精神分析学说;同时,犹太教信仰和东方禅宗的价值诉求也渗透进他的人性思想中。其次,重点论述弗洛姆人性思想的主要内容,其人性思想以人的生存处境作为逻辑起点,分析生与死、生命有限和潜能无限、个体化与孤独感这三对矛盾,人们在不断寻求解决这些矛盾的过程中产生了人的种种需要。最后,论述社会性格和社会无意识在社会发展中的作用。第三章,致力于揭示现代工业社会人的异化,分析几种典型的异化性格,探索实现人的解放、人的自由和人的全面发展。第四章,论述弗洛姆人性思想的时代价值。尽管弗洛姆的人性思想与建设和谐社会之间的差异是显要的,但两者都以人的发展和完善作为重大关切,因此可以比较、借鉴。首先,弗洛姆人性思想的目标与和谐社会构建的目标相一致;其次,就实现目标的路径而言,二者也不谋而合。因此,弗洛姆的人性思想作为一个基本成熟的理论,其包含若干的真知灼见对于我国和谐社会的构建具有重要的借鉴意义。
艾里希•弗洛姆是20世纪美国颇富影响的精神心理分析学家和杰出的人本主义哲学家,其宏富的思想体系中蕴含着深刻的道德观与道德教育见解。他以>异化<思想为理论武器,深刻而辩证地分析、批判了资本主义社会的种种道德病态现象。以此为基础,弗洛姆合理阐论了犹太教的道德观、马克思主义的人道观、弗洛伊德精神分析理论等思想体系的道德内核,提出了具有鲜明人本主义特色的人道主义伦理观、道德观,意在使西方社会从>异化<状态走向>健全社会<。本文旨在通过对弗洛姆伦理道德观的梳理,较为系统地阐述弗洛姆人道主义道德观的核心主张、精神实质及其之于道德教育建设的理论启示与实践价值。本论文除引论外,主要包括四部分。引论部分主要介绍了国内外学者对弗洛姆伦理道德观的研究现状以及本文选题的缘由与研究方法。第一部分考察了弗洛姆伦理道德思想形成的历史背景与理论来源,主要阐述了弗洛姆独特的个人成长经历及其人道主义伦理观的历史境遇,重点分析了犹太教、马克思主义人道观、弗洛伊德精神分析理论、巴赫芬母系氏族社会和禅宗佛学等多元思想对弗洛姆伦理道德观的影响。第二部分从人性论视角入手,较为系统地梳理了弗洛姆道德思想的理论要旨,阐述了其伦理观的理论内核——良心,自爱与幸福。第三部分重点探讨了弗洛姆道德教育思想的核心观点,主要包括:培养具有生产性人格的道德教育目标观;注重体验性知识的道德教育内容观;注重言传身教、榜样示范的道德教育方法论;注重平等互爱、和谐交流的师生观等。第四部分主要从培养目标、师生关系、校园文化和家庭教育等方面论述了弗洛姆道德教育思想对我国道德教育理论与实践的启示。
教育是爱的事业。作为学生,其内心深处都期待感受到教师对自己的爱,都渴望获得教师园丁一般的呵护。但学生对此常常感到困惑与失望,困惑为何感受不到教师的爱,失望教师不仅不理解自己,还将意志强加于自己。如此,教育爱对于学生来讲,成为了稀世罕见的珍宝一般,可望而不可即。但是,无论教育爱面对着误会或者困境,教育永远都离不开它。当前,教育爱面对着前所未有的异化困境,若要解决其异化困境,不仅要从外部因素分析,更应带从本质的层面进行解析。本文探讨了教育爱的异化的问题,从探讨教育爱的本质着手,辨析什么不是教育爱,什么是虚假的教育爱,从而清楚的分辨出教育活动当中各种借着爱的理由而出现的非理性行为。主要观点是:教育爱是教师追求自身完整的渴望;是人的固有属性善的直接体现;是源自于内心对他人同情的感情流露;是推己及人对待他人的尊重。教育爱对于受教育者身心的健康发展起到不可替代的促进作用,同时,对于教育者自身的追求和成长也会产生潜在的推动力。只是,在当前工具理性,社会冷漠以及生活根基变化的多方面因素的影响下,教育爱出现了向错误方向发展的倾向,包括教育爱的变质,偏倚,冷漠化以及平庸。只有认识并且深刻理解教育爱的本质,才能使教育爱拜托异化的困境,走向永恒。全文分为四部分,由探讨教育爱出现异化为初,以教育爱的救赎为止。具体是:第一部分提出了教育爱日益显现出了各种异化的问题,该问题会导致较为严重的后果。第二部分从分别从教育者本身,社会以及生活的层面,分析了教育爱出现异化问题的原因所在,主要包括工具理性的诱导,教育考评制度的单一,社会冷漠化以及生活根基改变的影响。第三部分从爱的理论方面着手,通过对柏拉图爱欲说,弗洛姆爱的哲学思想以及罗洛梅的爱欲思想进行阐 述,探索其中所蕴含的爱的启发与哲理。通过对爱的探索,找到教育爱的本质,即完整,同情,善良以及尊重。第四部分从主观和客观两方面,提出了对教育爱救赎 的方法建议