Posts Tagged Conflict
Psychoanalysis and Educational Procedures – Possibilities of Interaction
Psychology and psychiatry construct models, clinical habits of behavior, pictures, types of personality, reception systems, etc. Objective of these models would be, in the words of Comte, “to know; to be able to foresee”. To find the common traces to all pathology would serve of practical guide for the therapeutical experient. The illusion would be to arrive in port to the moment when everything in the field is explained of beforehand. To find so many laws, concepts and characteristics where all singular trace is explicable by the generality. Illusion supported from the presumption of the particular individual in this case that of a universal, late or early order for scientific knowing. On the other hand, psychoanalysis operates on the citizen of science. Citizen that is included in this world to be able to consist as such. Science would be the ideology of the suppression of the citizen. And psychoanalysis would operate on what science globe and at the same time leaves to escape, as the interior, the improvisation, the feeling. (COUTINHO, 2000)
The first attempt of an operational joint of Psychoanalysis and Pedagogy can be observed since 1909 from personal texts between the Pedagogical Researcher Oskar Pfister and Freud. The first one produces two scientific texts of Pedagogy where are incorporated ideas inherent to psychoanalysis and requests the adhesion of the psychoanalytical theory to the operational Pedagogy. Freud answers affirmatively and thus a solid interlocution is initiated with an epistolar intercourse during following the thirty years (PATTO, 1996).
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The Psychology of Children
On the need to focus on childhood events along with the developmental theories for a comprehensive psychology of children
Child psychology is associated with the social and personal development of children and a child goes through several stages before stepping into the adult world. The psychology of children has been studied from various perspectives including issues of nature and nurture and whether the child is a product of genes and heredity or a product of society and environment as also different developmental stages of sensory discrimination and perception, emotional expression and learning through language and cognitive development, development of intelligence and the socialization process. The study of child sexuality and sexual and moral development are also very important especially from a psychoanalytic viewpoint.
Children are vulnerable and affected easily by all events in the immediate environment. Events which are only trivial or unimportant to adults, may leave deep scars or memories in a child’s mind. A child’s mind is extremely impressionable and changeable and before the child reaches adolescence, certain very insignificant events can have great personal significance in a child’s life. So ‘childhood memories’ and ‘childhood events’ are primary factors in determining adult personality pattern. Some major factors which can affect a child’s later development and have potential long term effects are:
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What is Ambivalence
Ambivalence refers to a motivational conflict such that one is simultaneously attracted to and repelled by the same goal. I can give you an example to understand well. In the novel Anna Karenina by Leo Tolstoy, Anna, a married women, finds herself attracted to the handsome bachelor Count Vronsky. Being married, she feels guilty about her attraction and struggles against the process of falling in love. Although she is strongly motivated to seek out the Count, she at the same time is ‘repelled’ by him in the sense that a sexual affair will spell disaster in her personal life. While she is going through the attraction repulsion phase of her struggle she is in a state of ambivalence. If you are familiar with the novel, you know she overcomes her ambivalence and eventually has an affair with Count Vronsky. And the novel has a tragic ending.
Now I am trying to explain a connection. A term sometimes used to characterize ambivalence is approach-avoidance conflict. Approach-avoidance conflicts were studied in some detail by Kurt Lewin, both a social and Gestalt psychologist. Lewin proposed that each of us lives in a psychological world, a personal world created by our own thoughts and feelings. This world is a kind of inner landscape or territory in which we move about. Within this inner space there are goals and valences, directional trends of a plus or minus variety. These valences are caused by our own motives and desires. (For example, it is Anna herself who creates the conflict that ends in tragedy, The conflict has no ‘real’ or objective status.) Looking at the word valence as Lewin used it helps us to see its meaning in the word ambivalence. A person who is ambivalent is affected by two valence.
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