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Erich Fromm
(1989)
Compares FROMM's position on psychoanalytic technique with that of other analysts. Of the 2 essential therapeutic factors, insight and experience of new relationships, FROMM only stresses the first. Yet, his insistence on direct relatedness implies that the patient's experience of a new relationship with the analyst would inevitably become the 2nd major factor in a FROMMian analysis. However, FROMM never discussed this in theoretical terms. FROMM's reference to nonerotic love would lead one to define his attitude as that of parental love, although FROMM would suspect this definition to encourage in the analyst a narcissistic self-image as a good parent.
This article attempts to integrate Bowlby’s various contributions to the subject of ag-gressiveness. His early views, the role of aggressiveness in attachment theory and his more recent work on violence in the family are reported. In both his early and his later work Bowlby distinguishes between a primary form of aggressiveness which is reactive to frustration – in particular to separation – and a secondary form which arises from the first as a result of adverse parental reactions. His more recent work stresses the impor-tance of the displacement of parental hostility on to the children – due to role reversal – in eliciting dysfunctional anger in children. It is suggested that this component was al-ready implicit in much of Bowlby’s previous work on separation. It is further suggested that J.P. Scott’s model of agonistic behaviour is relevant in these situations.
In Memoriam Joseph Barnett
(1989)
Discussion of J. Körner, >Transference and Countertransference: A Contemporary German Perspective<
(1989)
In Memoriam Joseph Barnett
(1989)
Working Through
(1989)
Discusses the author's own belief system about psychoanalytic theory and practices, presents arguments regarding a 1-person vs 2-person psychology, and notes that with the repudiation of the seduction theory, Freud developed psychoanalysis on the basis of a 1-person psychology. Repudiation of the primacy of Freud's drive theory by K. Horney, E. FROMM, and H. S. Sullivan led to the development of a 2-person psychology, as represented in relational theories. Kohut's self-psychology represents a shift back to a 1-person psychology by introducing the dimension of talents, ideals, and ambitions. In line with D. Stern's (1986) view that the self is present at birth and emerges during life, the author suggests that motivations operate as a fully open system tending toward increasing complexity, rather than as a closed homeostatic loop.
An exploration of the influence on the US New Left of Raya Dunayevskaya's Marxism and Freedom ... from 1776 until Today (New York: Columbia U Press, 1988 1958), with its emphasis on the revolutionary humanism of the young Karl Marx and his Hegelian roots. Her Philosophy and Revolution: From Hegel to Sartre and from Marx to Mao (New York: Columbia U Press, 1989 1973) showed the linkage between actual revolutionary struggles and revolutionary philosophy. Her extensive correspondence with other theoretical mentors of the New Left-Herbert Marcuse and Erich FROMM-is especially important. Despite their sometimes sharp exchanges, Marcuse wrote the Preface to Marxism and Freedom and corresponded with Dunayevskaya on the effects of automation on the working class. FROMM's correspondence with Dunayevskaya reveals some of his many criticisms of Marcuse.
Discussion of J. Körner, >Transference and Countertransference: A Contemporary German Per- spective<
(1989)
Reactions of Supervisees (and Supervisors) to New Levels of Psychoanalytic Discovery and Meaning
(1989)
Relinquishing Idealizations and False Memories of the Unempathic Parent: Therapeutic Dilemmas
(1989)
An analysis of the causes of unrest among contemporary Nigerian students, with special focus on campus violence. The broad categories of causative factors examined include: (1) generation conflict (especially between adolescents and adults); (2) socialization experiences, eg, childhood familial socialization, political socialization, and political recruitment; (3) social-psychological and psychiatric causes, drawing on theories of Sigmund Freud, Erich FROMM, J. Dollard, Anthony Storr, and Ted Gurr; (4) the university environment and community; (5) theories of collective behavior, which cite loss of identity and disappearance of personality and self-control; and (6) class conflict, which draws from Marxist theories. It is argued that student unrest is too complex to be attributed to only one cause, particularly in the case of current Nigerian student unrest, which is distinct from previous episodes; examination of the causes of student unrest must consider situational factors peculiar to each specific revolt.