A Critique of Three Psychological Theories of Behavior and the Presuppositions Which Underly Their Model of Man

Total Page:16

File Type:pdf, Size:1020Kb

A Critique of Three Psychological Theories of Behavior and the Presuppositions Which Underly Their Model of Man Andrews University Digital Commons @ Andrews University Master's Theses Graduate Research 1981 A Critique of Three Psychological Theories of Behavior and the Presuppositions Which Underly Their Model of Man Marek Jantos Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/theses Recommended Citation Jantos, Marek, "A Critique of Three Psychological Theories of Behavior and the Presuppositions Which Underly Their Model of Man" (1981). Master's Theses. 12. https://digitalcommons.andrews.edu/theses/12 This Thesis is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Master's Theses by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. Andrews U nive rsity School o f Graduate Studies A CRITIQUE OF THREE PSYCHOLOGICAL THEORIES OF BEHAVIOR AND THE PRESUPPOSITIONS WHICH UNDERLY THEIR MODEL OF MAN Thesis Presented in Partial Fulfillment o f the Requirements fo r the Degree Master of Arts by Marek Jantos August 1981 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A CRITIQUE OF THREE PSYCHOLOGICAL THEORIES OF BEHAVIOR AND THE PRESUPPOSITIONS WHICH UNDERLY THEIR MODEL OF MAN A thesis presented in partial fulfillm ent of the requirements fo r the degree Master of Arts by Marek Jantos raduate Studies /Û . / f . J C :y < y r G. Knight ^ _ _ 7 1 1 ^1 M. J ./ Meircrfant ' ' Date A d ^ Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT A CRITIQUE OF THREE PSYCHOLOGICAL THEORIES OF BEHAVIOR AND THE PRESUPPOSITIONS WHICH UNDERLY THEIR MODEL OF MAN by Marek Jantos Chairperson: Ruth R. Murdoch Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT OF GRADUATE STUDENT RESEARCH Thesis Andrews U niversity Department o f Education T itle : A CRITIQUE OF THREE PSYCHOLOGICAL THEORIES OF BEHAVIOR AND THE PRESUPPOSITIONS WHICH UNDERLY THEIR MODEL OF MAN Name of researcher: Marek Jantos Name and title of faculty adviser: Ruth R. Murdoch, Ed. D. Date completed: August 1981 Problem Each psychological theory of behavior is based on a specific model of man. The models of man in turn, are built on particular presuppositions concerning the nature of man. To fu lly understand the implications and lim itations of the different models and theories i t is necessary to examine the presuppositions upon which each model and theory is b u ilt. The purpose o f th is study is to examine and critique the presuppositions of three models of man as presented in three psychological theories of behavior. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Method The method of this study consisted of a search of literature using as primary sources the writings of the authors of the theories and as secondary sources commentaries on the theories. On the basis of the statements found in the primary sources, each theory's model of man was restructured and the underlying presuppositions critiqued. Conclusions The models and presuppositions o f the three psychological theories of behavior underestimate the uniqueness and complexity of human nature. This leads to a theoretical dehumanization of man and to a psychological dilemma o f meaninglessness in existence. A Christian model of man may provide a more complete, meaningful and coherent view of man and should be further studied in more detail. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGEMENTS ....................................................................................... v i i i Chapter I . INTRODUCTION ................................................................................... 1 Problem ....................................................................................... 1 Justification of Study ........................................................... 2 Purpose o f the S tu d y ............................................................... 3 Definitions ............................................................................... 5 B e h avio ristic School ........................................................... 5 Humanistic School ............................................................... 5 Model o f M an ........................................................................... 5 Presupposition ....................................................................... 5 Psychoanalytic School ....................................................... 5 School o f Psychology ...................................................... ; . 5 M aterials and Methods ........................................................... 5 Organization of the Thesis ................................................... 6 I I . PSYCHOLOGY—THE STUDY OF MAN................................................... 7 Presuppositions ....................................................................... 9 M odels ........................................................................................... 15 Sum m ary ....................................................................................... 20 I I I . THE PSYCHOANALYTIC MODEL OF M A N............................................ 21 The H is to ric a l Development o f the Psychoanalytic View 22 Sigmund Freud - The A u th o r ................................................ 23 Freud on Human S e x u a lity ................................................... 27 Freud on the Unconscious M i n d ........................................ 30 Freud, Mythology and the Occult Phenomena .................. 34 Freud's Psychoanalytic Theory ...... ......................................... 38 S tructural Concepts ........................................................... 38 Dynamic Concepts ................................................................... 40 Developmental Concepts ....................................................... 42 A Model o f Man ........................................................................... 45 The Origin of M an ............................................................... 47 Man the Subject of the Unconscious ................................ 49 Sum m ary ....................................................................................... 55 IV. THE BEHAVIORISTIC MODEL OF MAN................................................ 56 H is to ric a l Development o f the Be h avio ristic View . 57 Fechner's and Wundt's Psychophysic ................................ 57 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Chapter Thorndike's and Pavlov's Laboratory Experiments . 59 Modern Behaviorism ............................................................... 59 Skinner's Behaviorism ........................................................... 61 Behaviorism as a Philosophy ........................................... 62 Respondent Behavior ........................................................... 65 Operant Behavior ................................................................... 66 Role of the Environment ................................................... 67 A Model o f Man ........................................................................... 68 The Origin of M an ............................................................... 69 Man the Subject of the Environment ................................ 70 The Mind o f M a n ................................................................... 71 Sum m ary ...................................................................................... 75 V. THE HUMANISTIC MODEL OF M A N................................................... 77 The H is to ric a l Development o f the Humanistic View . 80 Heidegger's Phenomenology ............................................... 80 Roger's Self Theory ............................................................... 85 Major Constructs of Roger's Theory ................................ 86 The Organism and the S e l f ............................................... 87 Congruence and Incongruence ............................................ 88 P ositive Regard ................................................................... 89 Maslow's Self-Actualization Theory .................................... 90 Hierarchy of Needs ............................................................... 90 Maslow's Concept o f S e lf-A ctu a liza tio n ........................ 91 A Model o f Man ........................................................................... 92 The Origin of M an ............................................................... 93 The H o lis tic Nature o f Man ................................................ 93 Uniqueness o f Man ............................................................... 94 Growth and the Positive Nature o f M a n ........................ 95 Man's Subjective Nature ................................................... 97 Sum m ary .....................................................................................
Recommended publications
  • Unit 7 Psychology of Adult Learning and Motivation
    UNIT 7 PSYCHOLOGY OF ADULT LEARNING AND MOTIVATION - - - - - - - - - - - - Structure 7.0 Introduction 7.1 Objectives 7.2 Definitions of Certain Terms Used 7.2.1 Psychology 7.2.2 Educational Psychology 7.2.3 Adult Psychology 7.3 Nature of Psychology/Teaching-Learning 7.3.1 Nature of Teaching 7.3.2 Nature of Learning 7.3.3 Nature of Adult Learning 7.4 Scope of Psychology of Learning 7.5 Relevance of Psychology to Adult Learning 7.6 Theories of Learning and their Relevance to Adult Learning 7.6.1 Learning by Associat~on 7.6.2 Learning by Conditioning 7.6.3 Learning by Doing (Trial and Error) 7.6.4 Learn~ngby Insight 7.7 Motivation for Adult Learning 7.7.1 Concept of Motivation 7.7.2 Functions of Motivation 7.7.3 Types of Motivation 7.8 Theories of Motivation 7.8.1 Psycho-Analytic Theory 7.8.2 Maslow's Theory of Self-Actualisation 7.8.3 Psychological Theory of Motivation 7.8.4 Achievement-Motivation Theory 7.9 Approaches to Motivation of Adult Learners 7.10 LetUsSumUp 7.1 1 Answers to Check Your Progress 7.1 2 References 7.0 INTRODUCTION Dear student, in the previous unit, i.e. Unit 6 under Block 2, we could understand the trends in philosophical foundations of adult education in which we have studied the philosophies of Jean Piaget (1896- 1980), John Deway (1 859- 1952) Antonio Gramsci (189 1- 1937) and Paulo Freire (I92 1 - 1997). We have also discussed the philosophies of Indian thinkers viz., M.K.Gandhi and Rabindranath Tagore and their contributions to adult education.
    [Show full text]
  • An Introduction to Learning Todd M
    An Introduction to Learning Todd M. Gureckis ([email protected]) http://smash.psych.nyu.edu/ Fridays 12:30pm-2:30pm, Rm 469 Overview: Learning is a critical component of adaptive behavior in animals and humans. This course will expose students to key concepts, theories, and experimental paradigms for studying human learning. The goal is to provide an integrative view of the area that crosses both classic approaches (e.g., classical conditioning, instrumental learning) as well as modern issues (e.g., cognitive neuroscience of learning, language learning, social learning, computational approaches). Special attention will be given to exploring what is known about the neural substrates of learning and memory, as well as computational and mathematical theories. In addition, the class is oriented toward a understanding of the evolution of ideas about learning in the field. Students will leave the course as sophisticated consumers of learning research and be able to apply learning concepts directly to their own research. This course fulfills part of the introductory “core” cognition requirements for the NYU psychology program. As such there will be a series of exams throughout the semester that assess mastery of the key concepts. Grading: Active class participation (15%) and homeworks and assignments based on readings (15%), two exams (each worth 35%). Course Website: Bookmark and check back often for announcements and links to the readings: http://smash.psych.nyu.edu/courses/fall10/learning Textbook: Learning and Memory: From Brain to Behavior by Gluck, Mercado, and Myers (should be available at the NYU Bookstore). The Gluck text is geared at a slightly introductory level but provides a useful “frame” within which to structure our dialog this semester.
    [Show full text]
  • Neuropsychodynamic Psychiatry
    Neuropsychodynamic Psychiatry Heinz Boeker Peter Hartwich Georg Northoff Editors 123 Neuropsychodynamic Psychiatry Heinz Boeker • Peter Hartwich Georg Northoff Editors Neuropsychodynamic Psychiatry Editors Heinz Boeker Peter Hartwich Psychiatric University Hospital Zurich Hospital of Psychiatry-Psychotherapy- Zurich Psychosomatic Switzerland General Hospital Frankfurt Teaching Hospital of the University Georg Northoff Frankfurt Mind, Brain Imaging, and Neuroethics Germany Institute of Mental Health Research University of Ottawa Ottawa ON, Canada ISBN 978-3-319-75111-5 ISBN 978-3-319-75112-2 (eBook) https://doi.org/10.1007/978-3-319-75112-2 Library of Congress Control Number: 2018948668 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.
    [Show full text]
  • V O L N E Y P. G a Y R E a D I N G F R E U D
    VOLNEY P. GAY READING FREUD Psychology, Neurosis, and Religion READING FREUD READING FREUD %R American Academy of Religion Studies in Religion Charley Hardwick and James O. Duke, Editors Number 32 READING FREUD Psychology, Neurosis, and Religion by Volney P. Gay READING FREUD Psychology, Neurosis, and Religion VOLNEY P. GAY Scholars Press Chico, California READING FREUD Psychology, Neurosis, and Religion by Volney P. Gay ©1983 American Academy of Religion Library of Congress Cataloging in Publication Data Gay, Volney Patrick. Reading Freud. (Studies in religion / American Academy of Religion ; no. 32) 1. Psychoanalysis and religion. 2. Freud, Sigmund, 1856-1939. 3. Religion—Controversial literature—History. I. Title. II. Series: Studies in Religion (American Academy of Religion) ; no. 32. BF175.G38 1983 200\1'9 83-2917 ISBN 0-89130-613-7 Printed in the United States of America for Barbara CONTENTS Acknowledgments viii Introduction ix Why Study Freud? Freud and the Love of Truth The Goals of This Book What This Book Will Not Do How to Use This Book References and Texts I Freud's Lectures on Psychoanalysis 1 Five Lectures on Psycho-analysis (SE 11) 1909 Introductory Lectures on Psycho-analysis (SE 15 & 16) 1915-16 II On the Reality of Psychic Pain: Three Case Histories 41 Fragment of an Analysis of a Case of Hysteria (SE 7) 1905 "Dora" Notes Upon a Case of Obsessional Neurosis (SE 10) 1909 "Rat Man" From the History of an Infantile Neurosis (SE 17) 1918 "Wolf Man" III The Critique of Religion 69 "The Uncanny" (SE 17) 1919 Totem and Taboo (SE 13) 1912-13 Group Psychology and the Analysis of the Ego (SE 18) 1921 The Future of an Illusion (SE 21) 1927 Moses and Monotheism (SE 23) 1939 References Ill Index 121 Acknowledgments I thank Charley Hardwick and an anonymous reviewer, Peter Homans (University of Chicago), Liston Mills (Vanderbilt), Sarah Gates Campbell (Peabody-Vanderbilt), Norman Rosenblood (McMaster), and Davis Perkins and his colleagues at Scholars Press for their individual efforts on behalf of this book.
    [Show full text]
  • Chapter 12 Personality
    Chapter 12 Personality Chapter Outline 12.1 The Nature of Personality a Consistency and Distinctiveness Defi ne Personality. b Culture and Evolutionary Processes Shape Personality. 12.2 The Psychoanalytic Perspective a Psychoanalytic Theory Asserts that the Unconscious Controls Behavior. b Freud Divided Personality into the Id, the Ego, and the Superego. c Personality Development Occurs in Psychosexual Stages. d Defense Mechanisms Reduce or Redirect Unconsciously Caused Anxiety. e There Are Many Variations on Psychoanalytic Theory. 12.3 The Humanistic Perspective a Rogers’s Person-Centered Theory Emphasizes Self-Realization. b Maslow’s Self-Actualization Theory Stresses Maximizing Potential. c The Humanistic Perspective Has Been Criticized as Being Overly Optimistic. 12.4 The Trait Perspective a Trait Theories Describe Basic Personality Dimensions. b Factor Analysis Is Used to Identify Personality Traits. c The Five-Factor Model Specifi es Five Basic Traits. d Positive Psychologists Identify Personality Traits that Are Character Strengths. e Critics Challenge Whether Traits Reliably Predict Behavior. 12.5 The Social Cognitive Perspective a Personality Is Shaped by the Interaction of People’s Cognitions, Behavior, and Environment. b Life Experiences Foster Beliefs about Either Control or Helplessness. c Social Cognitive Psychologists Have Extensively Studied the Self. d The Social Cognitive Perspective Has Diffi culty Explaining Nonrational Behavior. 12.6 Measuring Personality a Projective Tests Indirectly Measure Inner Feelings, Motives, and Confl icts. b Objective Tests Ask Direct Questions about a Person’s Thoughts, Feelings, and Behavior. 12.7 The Biological Basis of Personality a Personality Is Shaped by Nervous System Arousal and Specifi c BrainActivity. b Both Genetic and Environmental Factors Shape Personality.
    [Show full text]
  • Graphologist
    Confessions of a (Former) Graphologist A first-hand report of one man's entry into the field of graphology, his later deep involvement with the practice, and his subsequent disillusionment. Along the way he encountered a continuing lack of scientific validation and a refusal of graphologists to face graphology's validity problems. ROBERT J. TRIPICIAN round 1972 I happened upon a magazine article describing handwriting analysis. The article got my A immediate attention as it showed a sample of hand- writing that closely resembled that of a co-worker. The per- sonality factors described in the analysis of this sample appeared to match the co-worker's personality very closely. This piqued my interest. After retirement I pursued the study and practice of graphology rather heavily, even becoming a Certified Professional Graphologist. I soon found that while texts on the subject are in general agreement regarding the meaning and interpretation of individual handwriting features, none of them describe an orderly approach to developing a com- 4 4 January/February 2000 SKEPTICAL INQUIRER plete profile. Indeed, developing profiles is described as an eso- with a sharp point denotes a sharp temper. teric and intuitive process. Furthermore, none of the texts d. A lower case p with a spike at the top (see figure 4) is describe an orderly method of recording notes. interpreted to mean that the writer is argumentative. However, I subsequently developed a computer database to automate as in the case of the capital letter /, this formation was taught the note-taking process and eliminate die need for memoriz- in both the Mills and Palmer Method systems as the standard.
    [Show full text]
  • Freud: Memory and the Metapsychological Witch
    Freud: Memory and the Metapsychological Witch Manuel Batsch Thesis submitted for the degree of Doctor of Philosophy University College London 2015 I, Manuel Batsch confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Acknowledgements First and foremost, I would like to express my deep gratitude to my supervisors, Juliet Mitchell and Liz Allison for their excellent guidance and generous encouragement during this project. Thanks to their benevolent attention and intelligent advice, I was able to construct and structure my research question. Our supervision meetings were crucial steps in the writing of my thesis and they also remain in my memory as transformative existential moments. I was impressed by the accuracy with which they read and corrected my drafts, a process from which I learnt a great deal. Psychoanalysis and Feminism is an important book in my inner library and often, when I feel threatened by a kind of intellectual inertia, I just have to reread some of its passages to regain a pleasure for thoughts. The seminars and supervisions with Juliet Mitchell have always triggered the same pleasure and inspired in me a form of bravery in thinking. I have been working under the supervision of Liz Allison since my MSc dissertation and throughout these years she has given me the confidence to compose academic work in English. Amongst many other things, I owe to her my introduction to a completely new reading of Derrida. Our Bion reading group was also extremely helpful and had a significant impact on my understanding of metapsychology after Freud.
    [Show full text]
  • A Comparison of the Extroversion-Introversion Scale Of
    University of Nebraska at Omaha DigitalCommons@UNO Student Work 4-1993 A Comparison of the Extroversion-Introversion Scale of the Mvers- Briggs Type Indicator to the Handwriting Traits Which Indicate Extroversion or Introversion: A Graphology Validity Study Steven G. Bode University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Part of the Counseling Commons Recommended Citation Bode, Steven G., "A Comparison of the Extroversion-Introversion Scale of the Mvers-Briggs Type Indicator to the Handwriting Traits Which Indicate Extroversion or Introversion: A Graphology Validity Study" (1993). Student Work. 252. https://digitalcommons.unomaha.edu/studentwork/252 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. A Comparison of the Extroversion-Introversion Scale of the Mvers-Briggs Type Indicator to the Handwriting Traits Which Indicate Extroversion or Introversion: A Graphology Validity Study A Thesis Presented to the Department of Counseling and Guidance and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha by Steven G. Bode April, 1993 UMI Number: EP72898 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
    [Show full text]
  • The Legal Implications of Graphology
    Washington University Law Review Volume 75 Issue 3 January 1997 The Legal Implications of Graphology Julie A. Spohn Washington University School of Law Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Recommended Citation Julie A. Spohn, The Legal Implications of Graphology, 75 WASH. U. L. Q. 1307 (1997). Available at: https://openscholarship.wustl.edu/law_lawreview/vol75/iss3/6 This Note is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. THE LEGAL IMPLICATIONS OF GRAPHOLOGY I. INTRODUCTON Graphology, "the alleged science of divining personality from handwriting,"1 is for many American employers a tool for making various employment decisions. In recent years, American employers' use of graphology in employment decisions has increased.2 Today, about six thousand American companies report using graphology;3 however, this 1. Joe Nickell, A Brief History of Graphology, in THE WRITE STUFF: EVALUATIONS OF GRAPHOLOGY, THE STUDY OF HANDWRITING ANALYSIS 23, 23 (Barry L. Beyerstein & Dale F. Beyerstein eds., 1992). Writers sometimes use the term "graphology" interchangeably with "graphoanalysis" or "handwriting analysis." However, "graphoanalysis" refers only to the type of graphology practiced by Graphoanalysts, a trademarked name for graduates of Chicago's International Graphoanalysis Society. See id. at 21-22. This Note uses the term "graphology" to refer to graphology in general and to distinguish graphology from the handwriting analysis that questioned document examiners use to identify handwriting in forgeries and other cases.
    [Show full text]
  • Psyche and History in Shelley and Freud Brent Robida Clemson University, [email protected]
    Clemson University TigerPrints All Theses Theses 5-2009 Psyche and History in Shelley and Freud Brent Robida Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_theses Part of the English Language and Literature Commons Recommended Citation Robida, Brent, "Psyche and History in Shelley and Freud" (2009). All Theses. 576. https://tigerprints.clemson.edu/all_theses/576 This Thesis is brought to you for free and open access by the Theses at TigerPrints. It has been accepted for inclusion in All Theses by an authorized administrator of TigerPrints. For more information, please contact [email protected]. PSYCHE AND HISTORY IN SHELLEY AND FREUD A Thesis Presented to The Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Master of Arts English by Brent Robida May 2009 Accepted by: Dr. Brian McGrath, Committee Chair Dr. Lee Morrissey Dr. Art Young ABSTRACT The comfortable thought is over in our psychical relation to Percy Shelley and Sigmund Freud because the line of reasoning it invokes is chaotic, if only because trying to define psyche and history leads to chaotic conclusions, especially at the beginning of the twenty-first century. Shelley and Freud recognized this and were able to channel it into their art, myth, fable, allegory. The events of their lives, their History, produces itself from chaos (Freud writes across two World Wars, Shelley under the shadow of the French Revolution, Jacobin massacres and Napoleonic wars), which means its producer is chaotic, Divine Chaos, Miltonic Chaos, but chaos it still remains. There is no systematic order to their thought except that systematic order escapes all Thought, true thought, at least.
    [Show full text]
  • An Analysis of Existential Psychology Arthur Erwin Wolfgarth University of Nebraska at Omaha
    University of Nebraska at Omaha DigitalCommons@UNO Student Work 6-1961 An analysis of existential psychology Arthur Erwin Wolfgarth University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Part of the Psychology Commons Recommended Citation Wolfgarth, Arthur Erwin, "An analysis of existential psychology" (1961). Student Work. 125. https://digitalcommons.unomaha.edu/studentwork/125 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. AN ANALYSIS OF EXISTENTIAL. PSYCHOLOGY by Arthur Erwin Wolfgarth A Thesis Presented to the Graduate Faoulty of the Department of Psychology University of Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts June 1961 UMI Number: EP72773 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dtsssrtslioni Publishing UMI EP72773 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 PREFACE The purpose of this thesis is to trace the thread of existential psychological thought from its first system­ atic statements in Denmark through its expansion in Europe to its influence in contemporary thought in the United States, This study begins with S^ren Kierkegaard who cast existential expression into molds that have not broken to the present day.
    [Show full text]
  • UC Santa Cruz Electronic Theses and Dissertations
    UC Santa Cruz UC Santa Cruz Electronic Theses and Dissertations Title Derrida, Freud, Lacan: Resistances Permalink https://escholarship.org/uc/item/9p43t6nf Author Trumbull, Robert Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA SANTA CRUZ DERRIDA, FREUD, LACAN: RESISTANCES A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in HISTORY OF CONSCIOUSNESS with an emphasis in PHILOSOPHY by Robert Trumbull March 2012 The Dissertation of Robert Trumbull is approved: _____________________________ Professor David Marriott, Chair _____________________________ Distinguished Professor Emerita Teresa de Lauretis _____________________________ Distinguished Professor Emeritus David Hoy _____________________________ Assistant Professor Steven Miller ___________________________________ Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by Robert Trumbull 2012 Derrida, Freud, Lacan: Resistances Table of Contents Abstract iv Acknowledgements vi Introduction 1 Chapter 1: The “Other Logic” of Repetition: Derrida and Freud 14 Chapter 2: The Death Drive and “Repetitive Insistence”: Derrida and Lacan 51 Chapter 3: The Most Resistant Resistance: Derrida and Freud 97 Chapter 4: Ethics and the Deconstruction of the Law: Derrida and Lacan 146 Bibliography 201 iii Abstract Derrida, Freud, Lacan: Resistances Robert Trumbull, University of California, Santa Cruz This dissertation presents an attempt to work through Jacques Derrida’s sustained engagement with psychoanalysis—in particular, his writings on Freud and on Jacques Lacan—from one end of his work to the other. It elaborates a new critical reading of Derrida’s work organized around his repeated returns to the enigmatic figure of the death drive in Freud, one of the least considered aspects of Derrida’s thinking.
    [Show full text]