Although Bruno Bettelheim died before this book was finished, he was presentatitsbirth. In1985, wefeltwewantedtogivehimagiftforwhathe taught us: how to think criticallyabout ourselvesand our society; how to inform our emotions; how to move from self-knowledge to empathy for others,andhowwithsuchempathy,intum, toenrichandexpandourself knowledge; and most important, how to integrate a sense of personal autonomy with a sense of responsible living with one's community. For many of us, he was our Socrates. His best, most lively teaching was in the presence of a group of questioning, intellectually…mehr
Although Bruno Bettelheim died before this book was finished, he was presentatitsbirth. In1985, wefeltwewantedtogivehimagiftforwhathe taught us: how to think criticallyabout ourselvesand our society; how to inform our emotions; how to move from self-knowledge to empathy for others,andhowwithsuchempathy,intum, toenrichandexpandourself knowledge; and most important, how to integrate a sense of personal autonomy with a sense of responsible living with one's community. For many of us, he was our Socrates. His best, most lively teaching was in the presence of a group of questioning, intellectually hungry students. We sought simpleanswers to our life problems, or those ofour patients. He would press us, insisting that wenotsettlefor stock phrases. Thefirst place to learn was from within. He seemed to thrive on teaching those who were prepared to follow his example of demanding self examination, often a painful process, with felt reasoning that could result in an informed heart. Bettelheim treasured the written word. Fortunately, unlike Socrates, and despite believing that the bestlearningcomes dialectically, he wrote.
1 The Individual and Society's Institutions: Autonomy and Integration.- Introduction: Maintaining Autonomy and Integration with Society's Institutions.- Autonomous versus Alienated Responses to Institutional Vicissitudes.- Dénouement.- 2 Psychoanalysis and the Classroom: Intent and Meaning in Learning and Teaching.- Changing Perspectives on the Study of Psychoanalysis and Education.- Psychoanalysis, Subjectivity, and Education.- Conclusion.- 3 History of Milieu in the Residential Treatment of Children and Youth.- Eighteenth-Century Europe: Corrective Discipline, Orphanages, and Penal Reform.- Interplay and Impact of Different Populations Upon Juvenile Care.- Nineteenth-Century America.- The Twentieth Century.- Conclusion: The Loss of the Therapeutic Milieu.- 4 Orthodoxy and Heresy in the History of Psychoanalysis.- Conflicting Philosophies in Psychoanalysis: Orthodoxy and Heresy in the Teaching of Bruno Bettelheim.- Origins of the Controversy in Freud's Unconscious Conflict.- Origins of the Controversy in Conflicting Philosophies.- Waelder's Synthesis and the Historical Working Through of the Conflict.- 5 Bettelheim's Contribution to Anthropology.- Summary of Symbolic Wounds.- Ethnographic Support.- Critiques of Bettelheim and Responses.- Conclusion.- 6 From the Orthogenic School to the Reservation: Acculturation of a Psychoanalyst.- Different Ways of Talking.- Navajo-White Marital Tangles.- Within-Family Navajo Tangles.- Conflicts with the Civil Service.- Acculturation: The Navajo and the Psychoanalyst.- Récherché.- 7 Secrecy and Privacy in a Psychodynamic Milieu: The Individual and His Community.- Secrecy among the Milieu Staff: Destructive Consequences.- Secrets and Boundaries.- Toward Privacy among the Staff.- Patients' Secrets as DevelopmentalAchievements.- Secrecy Masquerading as Privacy: Boundary Formation.- Privacy and Community: Tensions Replayed in the Milieu.
1 The Individual and Society's Institutions: Autonomy and Integration.- Introduction: Maintaining Autonomy and Integration with Society's Institutions.- Autonomous versus Alienated Responses to Institutional Vicissitudes.- Dénouement.- 2 Psychoanalysis and the Classroom: Intent and Meaning in Learning and Teaching.- Changing Perspectives on the Study of Psychoanalysis and Education.- Psychoanalysis, Subjectivity, and Education.- Conclusion.- 3 History of Milieu in the Residential Treatment of Children and Youth.- Eighteenth-Century Europe: Corrective Discipline, Orphanages, and Penal Reform.- Interplay and Impact of Different Populations Upon Juvenile Care.- Nineteenth-Century America.- The Twentieth Century.- Conclusion: The Loss of the Therapeutic Milieu.- 4 Orthodoxy and Heresy in the History of Psychoanalysis.- Conflicting Philosophies in Psychoanalysis: Orthodoxy and Heresy in the Teaching of Bruno Bettelheim.- Origins of the Controversy in Freud's Unconscious Conflict.- Origins of the Controversy in Conflicting Philosophies.- Waelder's Synthesis and the Historical Working Through of the Conflict.- 5 Bettelheim's Contribution to Anthropology.- Summary of Symbolic Wounds.- Ethnographic Support.- Critiques of Bettelheim and Responses.- Conclusion.- 6 From the Orthogenic School to the Reservation: Acculturation of a Psychoanalyst.- Different Ways of Talking.- Navajo-White Marital Tangles.- Within-Family Navajo Tangles.- Conflicts with the Civil Service.- Acculturation: The Navajo and the Psychoanalyst.- Récherché.- 7 Secrecy and Privacy in a Psychodynamic Milieu: The Individual and His Community.- Secrecy among the Milieu Staff: Destructive Consequences.- Secrets and Boundaries.- Toward Privacy among the Staff.- Patients' Secrets as DevelopmentalAchievements.- Secrecy Masquerading as Privacy: Boundary Formation.- Privacy and Community: Tensions Replayed in the Milieu.
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