Psychoanalytic Pedagogy Research Articles

THE ISSUE OF GIFTEDNESS IN PSICHOANALYTIC-PEDAGOGICAL STUDIES

The article presents the ideas of several psychoanalysts regarding the formation, diagnosis, and development of child giftedness. Contradictions in the views on the development of giftedness are identified, particularly among representatives of experimental psychology, behaviorism, and psychoanalysis. It is noted that the greatest contributions to the study of giftedness were made by S. Freud, his daughter A. Freud, and her follower H. Hartmann. Specifically, H. Hartmann emphasized that there are three philosophies of education within society: 1) adapting the child to the realities of the world; 2) preparing the child for future activities; and 3) shaping educational goals based on past societal ideals.The article also examines the unique experiences of gifted students and how educators and psychologists respond to potential conflicts between gifted children, their peers, and parents. For the first time, the specific psychological complexes observed during the learning process are discussed. In particular, the article explores the God Complex, Jonah Complex, and Prometheus Complex.The conclusion suggests that the development of child giftedness often becomes an obsessive pursuit for parents, who may seek to fulfill their own ambitions and dreams through the child. As a result, instead of understanding that the world is imperfect, the child attempts to fit their new identity into an “ideological model” of adult life, conforming to external expectations and role demands.The article outlines prospects for further research into psychoanalytic pedagogy, particularly in developing pedagogical technologies that engage the deeper structures of the psyche and the unconscious. It is emphasized that such technologies can promote the child’s self-knowledge and self-realization.

August Aichhorn educational centers for delinquent adolescents as an example successful extrapolation of psychoanalytic theory into the practice of social and pedagogical work

August Aichhorn educational centers for delinquent adolescents as an example successful extrapolation of psychoanalytic theory into the practice of social and pedagogical work The article is devoted to a topical and little-studied issue – the extrapolation of psychoanalytic theory into the practice of social and pedagogical work with delinquent teenagers on the example of the educational centers of the Austrian psychoanalyst and pedagogue August Aichhorn. The article examines the methodological foundations of A. Aichhorn’s pedagogical activity, shows the influence of S. Freud’s classical psychoanalysis, A. Adler’s individual psychology, and European reform pedagogy. The similarities and differences of his psychoanalytic pedagogy from representatives of European schools of “free education” and representatives of “humanistic pedagogy” are analyzed. The specifics of the work of A.Aichhorn and his colleagues with delinquent teenagers in the “Youth House” educational center are revealed, and the requirements for pedagogical staff are considered. The psychoanalytic concept of juvenile delinquency developed by A. Aichhorn, namely the concept of latent and overt child delinquency, is analyzed in detail, its causes and consequences, the main unconscious psychological motives that encourage illegal behavior are analyzed. The influence of the family on the formation of a delinquent personality is highlighted. Special attention is paid to modern psychoanalytic concepts of delinquency, namely: the psychoanalytic concept of internal regulation of behavior (W. Reckless), the concept of neutralization (in-depth analysis of the protective mechanisms of the psyche, which are the basis of delinquent motivation (G. Sykes and D. Matza), psychoanalytical concept of criminal behavior (J. Coleman). The psychoanalytical methods and techniques used in penitentiary practice on offenders (including juveniles) are explained. The importance of A. Aichhorn’s psychoanalytical pedagogy for modern pedagogical science is proved. The article analyzes the activities of the “August Aichhorn Center for Adolescent Residential Care” (New York, USA), which specializes in work with delinquent and antisocial children and adolescents.

Anna Freud’s Advances in Community Psychoanalysis

At the height of Viennese modernism in the 1920s, the new psychoanalytic pedagogy “came on the scene,” Anna Freud said, “in a revolutionary spirit.” Whether by intent or historical circumstance, so too did the field of child analysis and the community clinics. Known as educational counseling services, and generally located within public schools and community housing centers, the clinics served children, adolescents and families with an approach that unified education with health and mental health. Psychoanalysis and education should evolve symbiotically, reinforcing each other’s strengths. Anna Freud’s defense of children’s rights, her pioneering theories and public practice were all uniquely her own yet characteristic of a city that embraced the pursuit of a just society.

Problems and possibilities concerning the concept of psychoanalytic pedagogy in the light of the work of Susan Isaacs in the malting house school.

In the first decades of the 20th century, high hopes were raised of the adaptability of psychoanalysis into the pedagogical field. According to this new discourse, the possibilities of educational application became one of the most important research areas within the psychoanalytical community. However, several definitional and technical questions have remained unexplained. The aim of this article is to highlight the theoretical and methodological difficulties and opportunities regarding the concept of the so-called "psychoanalytically informed pedagogy" through the examination of the Malting House School, a unique and well-documented nursery in British educational history. This article focuses on Susan Isaacs' educational practice from 1924 until 1927 and its connection with psychoanalytic theory. Isaacs' critical reflections concerning her work at the Malting House School can offer a different perspective not just to the historical examination of psychoanalytic pedagogy, but generally to the scientific relationship between theory and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

DISSEMINATION OF IDEAS OF PSYCHOANALYTIC PEDAGOGY IN THE RESEARCH OF THEORETISTS OF NEO-FREUDIANISM

The purpose of the article is to reveal the views of neo-Freudians on the problem of personality upbringing and the use of psychoanalysis in education. To achieve this goal, a set of theoretical methods was used: literature analysis, synthesis, interpretation and generalization. The article analyzes the contribution of neo‑Freudians to the spread of the theory and practice of psychoanalytic pedagogy. The key ideas of E.Fromm, K.Horney, H.S.Sullivan and A.Cardiner on the problems of personality formation, philosophy of education, organization of education and upbringing of the future generation are revealed. It is established that the views of the neo-Freudians were related to the ideas of anti-pedagogy and consisted in the deschooling and dissemination of alternative educational technologies. In particular, E.Fromm criticized the school for the fact that its main goal is to provide each student with a clearly defined amount of "cultural heritage". Horney's research was devoted to the social conditions of child development and the formation of feelings of anxiety. H.S.Sullivan studied the phenomena of individuality and self. The self is the result of experiencing educational influences, which aims to reduce feelings of anxiety and excitement. A.Cardiner's research was dominated by the thesis that the "primary institutions of every culture" have a decisive influence on the formation of personality. Inn contrast to the Freudians, who viewed the individual in the context of biological conditioning, the neo-Freudian ideas focused on the social environment, the culture in which the individual grows. The concept of psychoanalytic pedagogy in the views of neo-Freudians has acquired the features of cultural anthropology and began to take into account the ideas of social philosophy in education.

ПРОБЛЕМА РОЗВИТКУ ОБ’ЄКТНИХ ВІДНОСИН В ІДЕЯХ ПСИХОАНАЛІТИКІВ «НЕЗАЛЕЖНОЇ» ГРУПИ

The article reveals the key ideas of psychoanalysts of the «independent» group of the British Psychoanalytic Association. To date, the framework of the modern anthropological system consists of psychoanalytic theories of personality development. In addition to the orthodox (classical) psychoanalysis of S. Freud, individual psychology of A. Adler and analytical psychology of Jung, an important place in the system of psychoanalytic directions is occupied by the theory of object relations - psychoanalytic current, which is based on the idea that as much the satisfaction of internal urges, as Freud argued, as the successful search and establishment of relationships with others. However, in addition to the work of M. Klein and the followers of her scientific and practical school, the creative work of other representatives of British psychoanalysis remains little studied for Ukrainian science. On the basis of the theoretical analysis of literary sources the main principles of psychoanalytic pedagogy within the theory of object relations are revealed. The main features of the theory of object relations, around which the representatives of the «independent» group gathered, have been identified. Emphasis is placed on the common and different views of British psychoanalysts on the formation of the child's personality, as well as criticism of the ideas of classical psychoanalysis. In particular, it is proved that the representatives of the «independent» group departed from the classical Freudian idea of the dominant influence of the Oedipus complex and the rigid «Super Ego» on the formation of personality. It is proved that the representatives of the «independent» group adhered to three common ideas: 1) each person from birth seeks to object relations, rather than to meet needs; 2) the interaction of the newborn with the outside world, especially in the dyad with the mother, has a decisive influence on the evolution of his inner world, which is considered through the prism of introjected inner objects; 3) a person's attitude to external objects is determined by imaginary internal object relations, which were formed in the child's psyche at an early age. It was concluded that the activities of analysts of the «independent» group focused on the problems of interpersonal communication, the child's interaction with parents at an early age, as well as the problems of identification and self-perception. Prospects for further research are planned in revealing the peculiarities of the work of Balint’s groups and the organization of scientific and practical measures for the prevention of pedagogical burnout.

A study of psychoanalytic pedagogy in the ideas of post-Jungians

A study of psychoanalytic pedagogy in the ideas of post-Jungians

AUGUST AICHHORN'S ACTIVITY (1878–1949) AS AN EXAMPLE OF THE DISSEMINATION OF IDEAS OF PSYCHOANALYTIC PEDAGOGY

In the conditions of the New Ukrainian School research of effective methods of partnership pedagogy is of priority importance. A striking example of this is the work of the Austrian psychoanalyst A. Aichhorn . The purpose of the article is to analyze the ideas of A. Aichhorn and reveal the specifics of the organization of the educational process in terms of alternative educational institutions for juvenile offenders. To do this, we used a set of theoretical methods, including analysis, synthesis and interpretation. As a result of scientific research it was established that A. Aichhorn considered work with pedagogically neglected children in the context of free education and expansion of student autonomy. The analysis revealed the specifics of the organization of the educational process in educational centers, which provided assistance to difficult adolescents. It is established that A. Aichhorn criticized traditional pedagogy and developed his own course of alternative education, which was based on a keen interest in the student's personality and understanding of his psychological needs. It is proved that A. Aichhorn considered working with pedagogically neglected children in the context of free education and the expansion of student autonomy. The specifics of working with the transfer and the protective mechanism of sublimation are disclosed, which allowed children to develop their talents and adapt more quickly to social requirements. It is concluded that in the conditions of realization of the New Ukrainian School and distribution of pedagogy of partnership researches of alternative educational technologies and psychoanalytic pedagogy as one of the most perspective concepts of the present acquire great value. Prospects for further research are seen in the study of A. Adler’s contribution to work with defective children and techniques of individual psychology.

СТАНОВЛЕННЯ ПСИХОАНАЛІТИЧНОЇ ПЕДАГОГІКИ У КОНТЕКСТІ МЕТАПСИХОЛОГІЇ З. ФРЕЙДА (Ч. 2)

СТАНОВЛЕННЯ ПСИХОАНАЛІТИЧНОЇ ПЕДАГОГІКИ У КОНТЕКСТІ МЕТАПСИХОЛОГІЇ З. ФРЕЙДА (Ч. 2)

Формы трансфера в педагогическом общении

The subject of the study is the phenomenon of pedagogical communication and interpersonal relations projected onto the teacher by students. The theoretical foundation for the study was formed by the ideas of psychoanalytic pedagogy, presented in the works of the modern Austrian psychoanalyst Helmuth Figdor. The main phenomenon investigated in the empirical part of this work is the phenomenon of transfer and its forms. Pedagogical transfer brings its negative contribution to the process of professional burnout, complicating the process of reflection on professional activity and provoking defensive counter-transference reactions aimed at students. The authors hypothesise that the transfer phenomenon is an element of pedagogical interaction and its existence may be empirically confirmed; based on prior experiences of communication, students associate a teacher with important figures from their past and project their qualities upon the teacher. In order to verify the hypothesis we used a colour-associative test developed by I. L. Solomin on the basis of the A. M. Etkind’s colour position test. The method of colour semantics is used to minimize distortions of social desirability typical to the tasks which require respondents to evaluate individuals involved in social roles tabooed for negative assessment. The sample consisted of 38 bachelor program graduates (correspondence and full-time) of the Institute of Psychology of the Herzen State Pedagogical University of Russia, St. Petersburg. The respondents were asked to associate each of the 48 concepts of the test with one of the 8 colours provided. The researchers than undertook an analysis of the colour-associative responses’ cluster structures. The preliminary results of the study suggest the presence of the transfer phenomenon in pedagogical communication in the forms of objective (fatherly), negative transfer, positively idealized, and supporting or analytical forms of transfer. Most often (in 57.9 % of cases) the teacher is endowed with the qualities of a controlling, evaluating and “punishing” figure, and at the same time the teacher is perceived to be indifferent and detached like a passer-by. That is, in the eyes of students, the teacher is primarily an influential figure, endowed with power and authority.

The Hietzing Years

ABSTRACTIn the field of psychoanalytic pedagogy of the late 1920s, Anna Freud and Dorothy Tiffany Burlingham were the pacesetters. They launched the Hietzing School during Vienna’s years of remarkable strides in social welfare, cultural innovation, and concurrently advancing fascism. Along with Erik H. Erikson, Peter Blos, August Aichhorn, and Eva Rosenfeld–among others–in a log cabin built in a suburban backyard, they crafted a new pedagogy for the modern child in the context of individual and group development. The small school led to further Freud–Burlingham endeavors, including the Jackson Nursery in Vienna, and the Hampstead War Nurseries and the Hampstead Child Therapy Course and Clinic in London. Arguably more valuable, however, are the many theories that emerged from the school: child analysis, psychoanalytic pedagogy, self-regulation, adolescent psychology, self and identity. Endearingly called the “Matchbox School” by its students and faculty, the Hietzing School closed in 1932, yet it left an outstanding institutional and conceptual legacy with which we are still working today.

СТАНОВЛЕННЯ ПСИХОАНАЛІТИЧНОЇ ПЕДАГОГІКИ У КОНТЕКСТІ МЕТАПСИХОЛОГІЇ З. ФРЕЙДА (Ч. 1)

СТАНОВЛЕННЯ ПСИХОАНАЛІТИЧНОЇ ПЕДАГОГІКИ У КОНТЕКСТІ МЕТАПСИХОЛОГІЇ З. ФРЕЙДА (Ч. 1)

On Whether to Convert from a Rhetorical to a Psychoanalytical Pedagogy

Like psychoanalysis, psychoanalytic pedagogy is a particular way of paying attention, a way of paying attention that deflects attention away from other pedagogies' means and goals. Looking for what psychoanalysis deems the root cause of writing problems—intrapsychic conflict—foregrounds that kind of conflict, relegating to the background other kinds of conflict, such as the rhetorical. Even more than relegating, looking psychoanalytically can transform rhetorical conflict from that which initiates and helps develop discourse into that which impairs it. The case this article will make is not that it is impossible to reconcile rhetoric and psychoanalysis, only that because they can (as forms of writing instruction) contradict each other, such reconciliation is not easy.

Drawing on Psychoanalytic Pedagogy: the Influence of August Aichhorn on the Psychotherapy of Adolescents

The authors locate August Aichhorn’s pioneering ideas about the psychodynamics and psychotherapy of adolescents in the context of psychoanalytic pedagogy in Europe in the 1920s and ′30s. Strongly influenced by Freud’s discoveries and theory, Aichhorn was himself a major influence on the work of Anna Freud and of many other child and adolescent psychoanalytic theoreticians, including Spitz, Mahler, Eissler, Erikson, and Blos. His technique drew heavily on the element of surprise and on the adolescent patient’s identification with the analyst, as well as on the use of humor and empathy in treatment. The authors utilize brief vignettes from Aichhorn’s descriptions of his practice to illustrate his unique clinical style.

Touched by injury: toward an educational theory of anti-racist humanism

Informed by the critical humanisms of Hannah Arendt, Frantz Fanon, and Paul Gilroy, the authors argue for an orientation to teaching and learning that troubles the continuing effects of dehumanizing race logic. Reflecting on Paul Haggis's Oscar award winning film Crash from 2004, they suggest that the metaphor of racial ‘crashing’ captures what happens when we act out from experiences of racial injury instead of being touched by it. They propose a psychoanalytic pedagogy of emotions as a method for reading representation beyond the limits of detached rational critique. Learning from the affect of racial injury as it is made manifest in representation, they suggest, is an important ethical starting point for generating new insights into what it might mean to live within and beyond contemporary legacies of racial hatred.

Writing as Psychoanalytic Pedagogy: a Primer (the Columbia Psychoanalytic Writing Program)

Writing as Psychoanalytic Pedagogy: a Primer (the Columbia Psychoanalytic Writing Program)

Teaching the rhetoric of resistance: the popular Holocaust and social change in a post 9/11 world

Introduction: Psychoanalytic Pedagogy, Cultural Defense Mechanisms, and Social Change What's a Concentration Camp, Dad?: Museums, Pedagogy, and the Rhetoric of Popular Culture Remembering to Forget: Schindler's List, Critical Pedagogy, and the Popular Holocaust Life Is Beautiful, but for Whom?: Transference, Counter-Transference, and Student Responses to Teaching about the Holocaust Freud Goes to South Park: Teaching Against Postmodern Prejudices and Equal Opportunity Hatred Teaching Against Binaries: Anti-Semitism and the Holocaust in the Culture of Rhetorical Reversals Conclusion: From the Holocaust to the Global War on Terror

Psychodynamic Theory in Early Childhood Education: A Look at the Contributions of Anna Freud, Melanie Klein, Krik H. Erikson, Susan Isaacs, Bruno Bettelheim, E.C.M. Frijling-Schreuder and Margaret Ribble

In this paper I will examine implications of psychodynamic theory for teaching and learning in early childhood education. The indivudual pioneering efforts of Anna Freud and Melanie Klein in understanding childhood neurosis and in developing child analysis and play therapy will be described and compared. Anna Freud's strong early convictions of need for a psychoanalytic pedagogy and later disillusionment will be discussed. Basic psychoanalytic terms such as the unconscious, Id, Ego, Superego, transference etc. will be broadly defined to illuminate early psychoanalytic theory. A psychohistorical perspective on initial attempts to create a psychoanalytic pedagogy in Europe will be synthesized and current pre-school developmental programs in North America described, programs which draw from psychodynamic theory. The theories of Eric H. Erikson, Susan Isaacs, Bruno Bettelheim, E.C.M. Frijling-Schreuder and Margaret Ribble will be presented. In conclusion, some criticisms of psychodynamic theories' impact on education will be aired.

Complicating Visual Culture

Arguing for complicating the study of visual culture, as advocated by James Elkins, this article explicates and explores Lacanian psychoanalytic theory and pedagogy in view of its implications for art education practice. Subjectivity, a concept of import for addressing student identity and the visual, steers the discussion informed by pedagogical perspectives of Lacan from theorists Mark Bracher, Shoshana Felman, and jan jagodzinski. A reading of contemporary artist Glenn Ligon's work, Annotations (2003) demonstrates how unconscious desires, affective responses, and multiple, shifting, and contradictory beliefs are central to Lacanian psychoanalytic pedagogy and subjectivity in classroom practice.

The force of ideas

The Force of Ideas describes a little‐known aspect of both educational history and Viennese psychoanalysis during the interwar years: the movement for psychoanalytic pedagogy. The author traces her father’s own story, beginning with his application to the Vienna Psychoanalytic Society for training as a psychoanalytic pedagogue, as a way to follow this now‐forgotten movement. Psychoanalytic pedagogues saw themselves as part of building a democratic socialism in Austria by bringing a psychoanalytic understanding of themselves and others to teaching. The movement was cut short by the Anschluss, as psychoanalysts and psychoanalytic pedagogues, most of whom were Jews, escaped Austria. Although some of the ideas developed during the interwar years continued as émigrés worked in clinics, child welfare organizations, and schools, in the face of survival and assimilation in postwar US, an identifiable theory and practice of psychoanalytic pedagogy were largely lost.