Posts Tagged Cultural
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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Witches Are For Burning – Insights From Quantum Psychology
A new psychology, quantum psychology, is bringing new insights into how both individuals and societies can stop repeating the past. As individuals, we can rapidly free ourselves from our past traumatic experiences, and achieve higher consciousness, by communicating with our unconscious minds in its own language – pictures. To acquire the open mind we need to accommodate an expanding consciousness, we also need to liberate ourselves from another aspect of our past: the beliefs and concepts we acquired from our social indoctrination, which is really a form of brainwashing. Social progress occurs when we morally confront the dark side of our society, information the winners left out when they wrote the history books. Presently, the history that we need to morally confront and bring into America’s mainstream culture, is a time when “witches” were for burning.
While America has made substantial progress in morally confronting the genocide of Native Americans and slavery, we have barely begun to morally confront the dark side of Christianity. In particular, we need to examine events that occurred in the Middle Ages, the thousand years between the fall of the Roman Empire and the Enlightenment. These were the formative years of modern Western Civilization, during which Judeo-Christianity replaced the secular humanism world view of the Greco-Roman world. Western Europe became a tyrannical theocracy, during which the Catholic Church controlled every aspect of people’s lives. This was a time of extreme brutality and suffering, a time when women were demonized by men struggling to be celibate, a time when upwards of one million women were tortured and burned alive. We have not yet fully recovered from these traumatic experiences.
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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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