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- 1991 (768) (remove)
In this paper, we present a model for conceptualizing the etiology of boyhood gender identity disorder. We illustrate the model with a specific case of a three-year-old boy who developed a gender identity disorder in reaction to his mother's depression after she had an abortion. We describe how the temperament of the child, his reaction to a psychic trauma during a sensitive period of mental representational development, and multigenerational transmission of psychodynamics lead to a gender identity disorder. We view the cross-gender fantasy as a compromise formation for the management of separation anxiety and aggression, and we view its enactment in behavior, in part, as a defensive attempt to understand an unmetabolizable experience of aggression. This case offers an unusual window into understanding how interpersonal experience, particularly in the face of severe anxiety, becomes transformed into intrapsychic phenomena and how pathological beliefs both encode experience and construct psychic reality.
A Profile of Erich Fromm
(1991)
A biography of German psychoanalyst Erich FROMM, beginning with the influence of an intensive Jewish religious education, which was an admixture of philosophy, mysticism, socialism, psychoanalysis, and traditional rabbinical wisdom. It is argued that this early training is evidenced in FROMM's assertion that character can change throughout life, and that prevailing social character has a profound impact on the developing individual, regardless of family idiosyncracies or misfortunes. FROMM typified a Jewish synthesis of rationalism, mysticism, and love of tradition, combined with a prophetic element of radical protest. Also discussed are his progression through religious and sociological doctoral studies and analytic training from Freud loyalists. It is contended that FROMM emerged from the turbulent 1930s and 1940s to become one of the most prolific psychoanalytic authors of the twentieth century, and that his impact on the humanities and social sciences 1950-1970s is unparalleled. Alleged weaknesses in FROMM's work that suggest drawbacks for the clinician are discussed, including the complexities created by his deliberate policy of making minimal use of case histories and clinical vignettes, his tendency toward overstatement, inconsistency in his emphasis on the cultural and economic determinants of mental disturbance, and his purported reversion to a pre-Freudian psychology.
Se analizan ambos polos de la ecuación >adolescencia< y >política<desde la politica, por una parte, se describen las dificultades epistemológicas subyacentes a su praxis, vinculadas a la causalidad lineal y al >racionalismo mórbido< de Gabel. También se estudia cómo éstas se relacionan con la enfermedad social a través del >narcisismo institucional<. Las posibles elecciones del adolescente están condicionadas por su carácter político (en el sentido de Fromm y Adorno) y se basan sobre la tipología de Merton, de respuestas a la anomia. Se describe el carácter revolucionario como más cercano a la respuesta >rebelled< de Merton y se la considera como respuesta más sana – en el sentido de salud social –. Se subraya la función de los educadores con relación al desplazamiento (en niños y jóvenes) desde el polo autoritario al polo revolucionario del carácter dada, entre otras cosas, su trascendencia social.
Aggression, Rage and the >Destructive Instinct,< Reconsidered from a Psychobiological Point of View
(1991)
Unter Rückgriff auf eigene Erfahrungen und auf die in den dreissiger Jahren erstmals entwickelten und zur Zeit der Studentenbewegung wieder aufgegriffenen pädagogischen Konzepte politisch links orientierter Psychoanalytiker wie E. FROMM, S. Bernfeld und W. Reich wird das Normproblem in der Sozialpädagogik erörtert. Dabei wird vor allem FROMMs Konzept des Gesellschaftscharakters herangezogen. In Anwendung des theoretischen Ansatzes von FROMM auf die Sozialpädagogik wird das abweichende Verhalten von Jugendlichen zur Struktur der Gesellschaft in Beziehung gesetzt, und Möglichkeiten zur Einübung alternativer Orientierungen innerhalb sozialpädagogischer Institutionen werden untersucht. Im Mittelpunkt der Analyse steht dabei die Frage, inwieweit Anpassung an die gesellschaftlichen Normen im Interesse der Klienten erforderlich ist und wo Spielräume bestehen. Die Darstellung wird anhand eigener praktischer Erfahrungen in einer sozialtherapeutischen Institution veranschaulicht.
>The Search for an Up-to-Date Theoretical Recasting of Marxism. Sketches towards the Intellectual History of a Dominant Theme in the Early Critical Theory<: The Critical Theory in its early version conceived of itself as a form of Marxist theory, and endeavored to cast itself in an up-to-date theoretical form appropriate to its historical context – one which by the end of the first half of the 20th century had taken a dramatic turn for the worst. Thus the principal propounders of the Critical Theory found themselves departing more and more from orthodox Marxism and devizing provisional positions that were revisionistic in nature. This essay focuses on reconstructing the principal waystations this revisionistic logic passed through, placing the lapse from orthodoxy in its intellectual history context. The central object of attention is the change in status undergone by economic theory and its dialectical structure. Grossmann's law of disintegration exemplifies admirably the attempt to preserve the body of theory in its orthodox form, notwithstanding the deep-reaching changes in the social configurations of the times. Pollock, on the other hand, wishes to embark on a provocative new theoretical construction. Of central concern are his theses on state capitalism, against which Neumann once again mounts a very powerfully argued defense of the theoretical tradition (i.e. one going considerably beyond the Pollock- Neumann controversy of such great importance to fascism theory). In the light of this scrutiny, Fromm's own revisionistic effort, analytic social psychology, is revealed as essentially an addendum focusing on the decay and reconstruction of the revolutionary subject – and indeed emerges as being strikingly compatible with Horkheimer's own position. Horkheimer it was too who took Pollock's thesis of the primacy of politics and reworked it to yield the bizarre racket theory – which just went to show just how far the Frankfurt School had distanced itself from traditional Marxism (or at least this was the case prior to the Institute's return to Germany from its American exile).
Auf der Basis von Persoenlichkeits- und Kommunikationstheorien (unter anderem von Karl und Charlotte Buehler, Erich FROMM, Joseph Luft, Elias Porter und Paul Watzlawick) werden Organisationsstrukturen in Institutionen und Unternehmen auf allen Ebenen einer Analyse unterzogen. Der Autor stellt den Uebergang von der Industrie- zur Bildungsgesellschaft fest und plaediert fuer eine >Lerngesellschaft< und kreatives Management. – Inhalt: (A) Das Ich entwickeln: Persoenlichkeits-wachstum. (1) Selbsterkenntnis des Managers und Ich-Staerke. (2) Soziales Lernen und Selbsterkenntnis. (3) Voraussetzungen fuer das Persoenlichkeitswachstum. – (B) Zum Du gelangen. (4) Kommunikation. (5) Architektur und Herrschaft. (6) Rede, Gespraech und Verhandlung: Formen und Techniken. – (C) Zum Wir gelangen. (7) Fuehrung und Motivation von Mitarbeitern. (8) Gruppe, Team, Entscheidung in Gruppen. (9) Organisation. (10) Interkulturelles Management und Globalisierung.
Biblical Job
(1991)