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Bridging psychoanalysis and literature, the present paper links literary depiction of traumatic terror with our own learning from psychoanalytic experience. It identifies psychodynamic understanding at two levels: (1) at the descriptive level of traumatic experience; and (2) at the specific level of working-through. Beginning with traumatic descriptions in ancient Western accounts, represented in the Biblical book of Lamentations and by Sophocles, the paper focuses on the dynamic work of affective and cognitive emergence, highlighting a sequence of repetitive traumatic reminiscences drawn from Samuel Beckett's literary productions across a 33-year period from >The end< to >Company.< In so doing, it illustrates both the literary and therapeutic efficacy in emotional conveyance of personal narrative in achieving the necessary cohesion after traumatic experience to more effectively go on.
This is a review article of the following five recent studies on populism: 1) Ruth Wodak’s The Politics of Fear: What Right-Wing Populist Discourses Mean (Sage, 2015); 2) Benjamin Moffitt’s The Global Rise of Populism: Performance, Political Style and Representation (Stanford University Press, 2016); 3) Cas Mudde and Cristóbal Rovira Kaltwasser’s Populism: A Very Short Introduction (Oxford University Press, 2017); 4) Jan-Werner Müller’s What is Populism? (University of Pennsylvania Press, 2016); and 5) John B. Judis’ The Populist Explosion: How the Great Recession Transformed American and European Politics (Columbia Global Reports, 2016). The review argues for a return to early Frankfurt School Critical Theory to address some of the shortcomings of these studies.
This article offers a reflection on conception, pregnancy, and the first mother–infant relationships of mothers with motoric and sensory disabilities. Based on more than 13 years of experience with women with motoric and sensory disabilities who had a desire for a child, the author analyzes this unusual situation from three different points of view: the medical help to procreate, meeting a partner for the mother, and the link with the initial maternal family, i.e. the mother’s mother. The last part concerns the possibility of the development of a mother–infant relationship when bodily function is lacking.
Group narcissism denotes the pathological version of the way in which individuals mirror themselves in a group, often associated with an idealized person. It comes to expression in religious or political extremism and in the celebrity media machine. The notions of a ‘healthy narcissism’ and a ‘natural narcissistic spectrum’ are criticized. The causes of narcissism are discussed.
Alan Watts’ seminal text >Psychotherapy East and West<was authored near Humanistic Psychology’s beginnings, also a transformational time for psychotherapy theory and practice. Watts fostered appreciation for Eastern philosophical traditions, particularly in relation to self, identity, and counterculture. In this article, contributions of innovative thinkers cited by Watts, including Gregory Bateson, Erich Fromm, Jay Haley, George Herbert Mead, Rollo May, and Carl Rogers, are highlighted and historically situated toward tracking threads of contemporary influence vis-à-vis social construction, brief therapy, and therapeutic simplicity. The article begins with a brief note on Watts’ countercultural positioning.
This paper contributes to the current debate about decolonisation by rethinking the theoretical base of psychotherapy. It offers, first, a reformulation of the problem of human suffering that draws on the concept of alienation as detailed in the works of Karl Marx, Frantz Fanon, and Erich Fromm. Second, it presents an alternative reading of Wulf Sachs’ psychoanalytic text, Black Hamlet, as viewed through the prism of alienation theory. And third, while affirming the significance of that classic work for psychotherapists today as well as the salience of alienation theory, the paper raises complex questions about the integration of Marxism and psychoanalysis.
This dissertation is centrally concerned with the ways in which Erich Fromm’s critical analysis of society can be applied to education, specifically looking at the ways in which Fromm’s conceptualizations of freedom, ethics, and love can be used both to critique education and to provide an alternative vision of education through an ethic of love. With its focus on humanization and freedom, critical pedagogy offers a powerful critique, but its liberatory potential has yet to be fully realized, largely because of the ways in which critical theory has been engaged in the work of critical pedagogy. Fromm’s work offers a necessary complication to critical pedagogy through his analysis of the psychological and emotional dimensions of authentic humanization. Combining the liberatory aims of critical pedagogy with Fromm’s work enables us to reveal how schooling functions to perpetuate negative freedom, to propose a universal ethic or moral vision for critical educational studies, and to engage in a critical humanizing praxis. Ultimately, the hope of this project is to show how a more complex understanding of freedom that centers a critical theory of love allows us to develop a pedagogical framework where education as the practice of positive freedom becomes synonymous with teaching as an ethic of love.