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- 1985 (201) (remove)
This paper explores the rôle that Fromm-Reichmann's parents' adult-onset severe familial deafness may have played in the development of Fromm-Reichmann's career choice and of her charismatic style. She, too, became deaf. Her final paper, >Loneliness< is perhaps her most emotionally evocative work. Perhaps her own increasingly severe experience of loneliness motivated her writing on this theme. Just as she expected self-honesty from her Chestnut Lodge colleagues, this paper demonstrates that she held herself to this same standard. The author urges the deaf community to seek out the newly deaf and to encourage their learning to sign, thus ameliorating the newly deaf individual's loneliness.
With emphasis on E. FROMM's (1947) Man for Himself, an ethological perspective on the relationship between FROMM's interpersonal-cultural theory of behavior and J. Bowlby's (1969, 1973, 1980) attachment theory is presented. Extensions of the attachment theory to autonomy needs, the Oedipus complex, symbiosis, peer relationships, and the family are proposed. Specific aspects of FROMM's theories that are related to ethological principles include the concept of a basic split between humans and nature, the idea of a humanistic conscience, the idea of productive love, and the definition of productiveness.
Discusses the ethical humanism of the late psychoanalyst Eric FROMM and compares it with traditional Judeo Christian theism. Posits that FROMM and traditional theists take radically different positions, making their religious stances fundamentally incompatible. Suggests how these differences could have significant implications for pastoral care.
Interaction between hypnotist and subject: a social psychophysiological approach, preliminary report
(1985)
This article is a chapter from a shortly to be published comprehensive research on the educational theories of Erich Fromm. This research does not only deal with the philosophical, psychological and social basis of his educational approach; it attempts, in the first instance, to establish that his educational theory is based on a haphazardly constructed foundation, and is in part rooted in psychoanalytical theories, in part derived from the teachings of Karl Marx, partly from his interpretation of the Bible as well as in part also from mystic teachings. The article attempts to present a basis for Fromm's humanistic and radical educational theories and to determine his place among the >Freudian left< on the one hand, and the humanistic philosophers on the other.
Symposium. >On psychoanalytic training<: Difficulties in beginning the candidate's first case.
(1985)
Selections from Writings
(1985)
Dedication
(1985)
Helen Ekstein, 1904-1985
(1985)
Parameters and the Analytic Process: A Contribution to the Theory of the >Mature Transference<
(1985)
An assessment of Rainer Funk's account of Erich FROMM's career and publications. The strengths of Funk's book lie in its treatment of FROMM's intellectual roots, and in its analyses of FROMM's social character theory and of his interpretation of humanistic ethics and religion. Its weaknesses are its inadequate critique of FROMM's relation to Freud and its failure to deal with FROMM's role in the Frankfurt School. Evaluates Funk's approach to FROMM's >having/being alternative<. Argues that FROMM failed to develop a completely adequate treatment of individualization, and that Funk missed the opportunity to clarify FROMM's position on this issue.
Psychoanalytic Constructions of Female Development and Women's Conflicts about Achievement. Part I
(1985)
Psychoanalytic Constructions of Female Development and Women's Conflicts about Achievement – Part II
(1985)
A Response of Peterfreund
(1985)
The >Outcome< of Psychoanalytic Psychotherapy: Conformity, Peculiarity and >Common Unhappiness<
(1985)
The Rules of the Game
(1985)
Hitler's Table Talk
(1985)