Dissertations / Dissertationen
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The objective of this scientific research work is to develop the theme >Self - esteem and Development of Human Potential< in a psychoanalytical perspective. Within this proposal we intend to show the importance of this attribute in the life of the people mentioning the advantages of a healthy self-esteem as well as the losses of a deficit self-esteem. We will be discussing and evaluating the social influences in the formation and conservation of self-esteem, revealing that it is not born with the subject, but is formed through the first bonds and strengthened as the child finds favorable environments for its healthy development. We will look at the fact that every impression or internalized belief about inferiority comes from the interpretation of reality or the fantasy of rejection and abandonment, and that excesses or frustrations in excess in early childhood leave narcissistic wounds that can result in the existential void with reflection in the self esteem. We must prove that people with healthy self-esteem will be more courageous, bold, and confident, increasing the likelihood of being more assertive in their choices. We will look at the fact that there is enormous potential within each human being ready to be unveiled and utilized and the fertile ground by which the potential can manifest and develop is self-esteem. Finally, we must conclude that, in addition to being a daily achievement, self-esteem can be rescued at any moment, provided that one has a conscience, desire, attitude of change, courage and discipline.
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.