On Jung and Lévi-Strauss Unconscious: a Brief Comparison Giuseppe Iurato
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Personality Learning Theories
Psychodynamic Theories Cognive Social Trait Theory Personality Learning Theories *An individual’s unique paern of thoughts, feelings, and behaviors that persists over me and across situaons. Humanisc Theories Issues in Personality 1. Free will or determinism? 2. Nature or nurture? 3. Past, present, or future? 4. Uniqueness or universality? 5. Equilibrium or growth? 6. Opmism or pessimism? Psychodynamic Theories Sigmund Freud Behavior is the product of psychological forces within the individual, oen Neo‐Freudians outside of conscious awareness Central Tenets 1) Much of mental life is unconscious. People may behave in ways they themselves don’t understand. 2) Mental processes act in parallel, leading to conflicng thoughts and feelings. 3) Personality paerns begin in childhood. Childhood experiences strongly affect personality development. 4) Mental representaons of self, others, and relaonships guide interacons with others. 5) The development of personality involves learning to regulate aggressive and sexual feelings as well as becoming socially independent rather than dependent. Sigmund Freud Sigmund Freud • The human PERSONALITY is an energy system. • It is the job of psychology to invesgate the change, transmission and conversion of this ‘psychic energy’ within the personality which shape and determine it. These Drives are the ‘Energy’ Structure of the Mind – Id – Super‐ego – Ego Id • Exists enrely in the unconscious (so we are never aware of it). • Our hidden true animalisc wants and desires. • Works on the Pleasure Principle • Avoid pain and receive instant graficaon. Ego If you want to be with someone. Your id says just take them, but your ego does not want to end up in jail. -
Unit 1 Introduction to Psychodynamic Theories Of
Introduction to Psychodynamic UNIT 1 INTRODUCTION TO Theories of Personality PSYCHODYNAMIC THEORIES OF PERSONALITY Structure 1.0 Introduction 1.1 Objectives 1.2 Personality 1.3 Psychodynamics 1.3.1 History 1.3.2 Freudian Psychodynamics 1.3.3 Jungian Psychodynamics 1.3.4 Positive Psychology 1.4 Psychoanalysis 1.4.1 Key Terms of Psychoanalytical Theory 1.4.2 Strengths of Psychoanalysis 1.4.3 Criticisms of Psychoanalysis 1.5 Psychodynamic Theory of Personality 1.5.1 Psychodynamic Treatment 1.6 Other Psychodynamic Theorists 1.7 Let Us Sum Up 1.8 Unit End Questions 1.9 Suggested Readings 1.0 INTRODUCTION Personality is made up of the characteristic patterns of thoughts, feelings, and behaviours that make a person unique. Personality is fundamental to the study of psychology. In this unit we will introduce the theory of Personality based on Psychodynamic approach. The term psychodynamic refers to a wide group of theories that emphasise the overriding influence of instinctive drives and forces, and the importance of development experiences in shaping personality. Early in their development, these theories focused solely on the influence of unconscious drives and forces, but they received much criticism and subsequent revision. Most recent psychodynamic theory places greater emphasis on conscious experience and its interaction with the unconscious, in addition to the role that social factors play in development. Psychodynamic theories are in basic agreement that the study of human behaviour should include factors such as internal processes, personality, motivation and drives, and the importance of childhood experiences. Classic theories about the role of the unconscious sexual and aggressive drives have been re-evaluated to focus on conscious experience, resulting in, for example, the birth of ego psychology. -
1 Time and the Unconscious Mind
Time and the Unconscious Mind: A Brief Commentary Julia Mossbridge, M.A., Ph.D. Visiting Scholar, Department of Psychology, Northwestern University, Evanston, IL 60208 Founder and Research Director, Mossbridge Institute, LLC, Evanston, IL 60202 Please send correspondence to Julia Mossbridge: [email protected] Most of us think we know some basic facts about how time works. The facts we believe we know are based on a few intuitions about time, which are, in turn, based on our conscious waking experiences. As far as I can tell, these intuitions about time are something like this: 1) There is a physical world in which events occur, 2) These events are mirrored by our perceptual re-creation of them in essentially the same order in which they occur in the physical world, 3) This re-creation of events occurs in a linear order based on our conscious memory of them (e.g., event A is said to occur before event B if at some point we do remember event A but we don’t yet remember event B, and at another point we remember both events), 4) Assuming we have good memories, what we remember has occurred in the past and what we don’t remember but we can imagine might: a) never occur, b) occur when we are not conscious, or c) occur in the future. These intuitions are excellent ones for understanding our conscious conception of ordered events. However, they do not tell us anything about how the non-conscious processes in our brains navigate events in time. Currently, neuroscientists assume that neural processes of which we are unaware, that is, non-conscious processes, create conscious awareness as a reflection of physical reality (Singer, 2015). -
Certificate in Clinical Assessment
CERTIFICATE IN CLINICAL ASSESSMENT A one-term CPD clinical training course This clinical training course in Clinical Assessment is normally available to counsellors, psychologists and analysts registered with BACP, UKCP, BPS, or BPC. Course Assessment is often the most challenging and intriguing function of therapeutic work. When undertaking an assessment the therapist needs to be able to evaluate models of mind; while simultaneously being aware of the patient’s risk and scope for therapeutic dialogue. The therapist will also be aware of the subtle conscious and unconscious communications of the patient whilst at the same time, assessing their availability to relating, and noting their needs and concerns during the assessment interview. In It is a complex and demanding task and currently there addition to this the therapist is attempting to make seems to be limited clinical training and writing in this contact with the most troubled aspects of the field when compared with other areas of therapeutic patient in the hope of being able to evaluate intervention. This psychoanalytic course has been potential, and the capacity to engage with and designed to fill this gap. It is aimed at therapists of all tolerate psychological change. modalities to enhance their therapeutic skills as assessors. To apply Application forms and further information from: Urvi Bhatt, Education Manager tel: 020 7419 8898 email: [email protected] or on our website at http://www.thesap.org.uk/training-and-events/advanced-professional-development-courses/clinical-assessment- -
Unmasking the Right of Publicity
Hastings Law Journal Volume 71 Issue 2 Article 5 2-2020 Unmasking the Right of Publicity Dustin Marlan Follow this and additional works at: https://repository.uchastings.edu/hastings_law_journal Part of the Law Commons Recommended Citation Dustin Marlan, Unmasking the Right of Publicity, 71 HASTINGS L.J. 419 (2020). Available at: https://repository.uchastings.edu/hastings_law_journal/vol71/iss2/5 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Unmasking the Right of Publicity † DUSTIN MARLAN In the landmark 1953 case of Haelan Laboratories v. Topps Chewing Gum, Judge Jerome Frank first articulated the modern right of publicity as a transferable intellectual property right. The right of publicity has since been seen to protect the strictly commercial value of one’s “persona”—the Latin-derived word meaning the mask of an actor. Why might Judge Frank have been motivated to fashion a transferable right in the monetary value of one’s public persona distinct from the psychic harm to feelings, emotions, and dignity rooted in the individual and protected under the rubric of privacy? Judge Frank was a leading figure in the American legal realist movement known for his unique and controversial “psychoanalysis of certain legal traditions” through influential books including Law and the Modern Mind. His work drew heavily on the ideas of psychoanalytic thinkers, like Sigmund Freud and Carl Jung, to describe the distorting effects of unconscious wishes and fantasies on the decision-making process of legal actors and judges. -
General Aims and Objectives 16
Department of Psychosocial Studies Master of Science in The Psychodynamics of Human Development Course Handbook 2020 - 2021 PG Diploma/MSc in the Psychodynamics of Human Development Contents CONTENTS 1 INTRODUCTION 4 THE BRITISH PSYCHOTHERAPY FOUNDATION 4 THE DEPARTMENT OF PSYCHOSOCIAL STUDIES AT BIRKBECK 5 COURSE MANAGEMENT STRUCTURE 7 THE COURSE MANAGEMENT COMMITTEE 7 COURSE TEAMS 7 THE LIBRARIES 8 OTHER FACILITIES AT BPF KILBURN AND BIRKBECK COLLEGE 9 TERM DATES AND TIMES OF SEMINARS 10 STUDY DAYS 11 STRUCTURE OF THE COURSE 12 GENERAL AIMS AND OBJECTIVES 16 FIRST YEAR COURSE COMPONENTS 17 PSYCHOANALYTIC OR JUNGIAN ANALYTIC THEORY: COURSE COMPONENT PSSL001H7 (15 CREDITS) 17 WORK DISCUSSION: COURSE COMPONENT PSSL002H7 (15 CREDITS) 19 ANALYTIC REFLECTION ON INFANT OBSERVATION: COURSE COMPONENT PSSLO16S7 (30 CREDITS) 20 ASSESSED WORK YEAR 1 23 Page 1 MSc/PGDip in the Psychodynamics of Human Development FAILED ASSIGNMENTS 24 FEEDBACK AND SUPPORT 25 CONFIDENTIALITY STATEMENT 25 ASSESSMENT CRITERIA FOR ALL FIRST YEAR ASSIGNMENTS 26 THE DISSERTATION MODULE (PSSL003D7): YEAR 1 28 SECOND YEAR COURSE COMPONENTS 29 CONTEMPORARY ISSUES IN PSYCHOANALYTIC OR JUNGIAN ANALYTIC THEORY COMPONENT 29 WORK DISCUSSION TWO 31 INFANT OBSERVATION 2: COURSE COMPONENT PSSL002D7 (60 CREDITS) 33 THE INFANT OBSERVATION PAPER 34 DISSERTATION: COURSE COMPONENT PSSL003D7 (60 CREDITS) 35 THE DISSERTATION 37 DISSERTATION DEVELOPMENT TASKS 40 ASSESSED WORK - YEAR 2 42 PROCEDURE FOR ASSESSMENT 42 FINAL AWARD FOR THE MSC 43 ASSESSMENT CRITERIA FOR DISSERTATION 45 ASSESSMENT -
Jung, Mcluhan and the Archetype
philosophies Article Mind as Medium: Jung, McLuhan and the Archetype Adriana Braga Department of Communication, Pontifical Catholic University of Rio de Janeiro, National Council for Scientific and Technological Development (CNPq), Rio de Janeiro 22451-900, Brazil; [email protected] Academic Editors: Robert K. Logan and Marcin J. Schroeder Received: 21 June 2016; Accepted: 25 October 2016; Published: 4 November 2016 Abstract: The Greek notion of archetype was adopted and popularized in the context of the analytical psychology of Carl Gustav Jung. Marshall McLuhan used the concept archetype as a formal perspective rather than the content of an alleged “collective unconscious”. In his book From Cliché to Archetype, the idea of archetype is presented as the ground where individual action is the figure. This article, departing from the notion of archetype, explores some convergences between the thought of Carl Jung and Marshall McLuhan and some of its developments for Media Ecology studies. Keywords: archetype; Marshall McLuhan; C. G. Jung 1. Introduction The Greek notion of archetype was adopted and popularized in the context of the analytical psychology of Carl Gustav Jung. Marshall McLuhan used the term archetype as a formal perspective rather than the content of an alleged “collective unconscious”. In his book From Cliché to Archetype, the idea of archetype is presented as the ground where individual action is the figure. This article relates the notion of archetype in the perspective of Marshall McLuhan and its correlate in the approach of Carl Gustav Jung. A discussion of McLuhan’s position vis-à-vis psychological theory is followed by a discussion of the notion of archetype. -
Enantiodromia 1
Enantiodromia 1 Anna Mlasowsky University of Washington A thesis submitted in partial fulfillment of the requirements for the degree of Master in Fine Arts University of Washington 2016 Committee: Ellen Garvens Doug Jeck Scott Lawrimore Jamie Walker Program Authorized to Offer Degree: School of Art 1 ©Copyright 2016 Anna Mlasowsky 2 University of Washington Abstract Enantiodromia Anna Mlasowsky Chair of the Supervisory Committee: Associate Professor Doug Jeck School of Art Multiplicity 2 and the bridging of opposing realities is a central theme in my work. This multiplicity speaks to a physical disconnection between places as well as to a mental state of disassociation. Through process I enable likewise contradiction and unification. I use materials to reconcile the opposite ends of a spectrum of transformation. Documentation allows me to extract and distill the essence of an action performed in my studio. I use the body in the same way I use materials. I watch its influence on a space, situation and condition and force it to enter interim stages somewhere between pleasure and pain. The resulting pieces capture a metaphysical quest into metamorphic zones that show our interconnectivity to all reality, visible and invisible. The Body 3 In my practice moments of anxiety, discomfort, fear and risk have found a central place. While frightening, they have also been pleasurable. Control through restraint and direction seems to be an allowance for unrestricted and fearless pleasure. In “The Well” (fall 2015, fig. 1) a body is slowly submerging into an undefined depth of water. While submerged in water, the body becomes the only known, the only orientation and place. -
A Copernican Revolution in Science and Religion:The Entangled State
1 A Copernican Revolution in Science and Religion Towards a Third Millennium Spirituality:The Entangled State of God and Humanity Peter B. Todd Synopsis As the title, The Entangled State of God and Humanity suggests, this lecture dispenses with the pre-Copernican, patriarchal, anthropomorphic image of God while presenting a case for a third millennium theology illuminated by insights from archetypal depth psychology, quantum physics, neuroscience and evolutionary biology. It attempts to smash the conceptual barriers between science and religion and in so doing, it may contribute to a Copernican revolution which reconciles both perspectives which have been apparently irreconcilable opposites since the sixteenth century. The published work of C.G. Jung, Wolfgang Pauli, David Bohm and Teilhard de Chardin outline a process whereby matter evolves in increasing complexity from sub-atomic particles to the human brain and the emergence of a reflective consciousness leading to a noosphere evolving towards an Omega point. The noosphere is the envelope of consciousness and meaning superimposed upon the biosphere a concept central to the evolutionary thought of visionary Jesuit palaeontologist Pierre Teilhard de Chardin (The Phenomenon of Man). His central ideas, like those of Jung with his archetypes, in particular that of the Self, provide intimations of a numinous principle implicit in cosmology and the discovery that in and through humanity, evolution becomes not only conscious of itself but also directed and purposive. Although in Jung’s conception it was a “late-born offspring of the unconscious soul”, consciousness has become the mirror which the universe has evolved to reflect upon itself and in which its very existence is revealed. -
{FREE} the Collected Works of C.G. Jung: Alchemical Studies V. 13
THE COLLECTED WORKS OF C.G. JUNG: ALCHEMICAL STUDIES V. 13 PDF, EPUB, EBOOK C. G. Jung,Gerhard Adler,R. F. C. Hull | 528 pages | 21 Aug 1983 | Princeton University Press | 9780691018492 | English | New Jersey, United States The Collected Works of C.G. Jung: Alchemical Studies v. 13 PDF Book Only logged in customers who have purchased this product may leave a review. Judith Chimowitz rated it it was amazing Nov 06, Edward rated it it was amazing Jan 11, With this admission the only thing redeemable from this book is the excellent bibliography. Uh-oh, it looks like your Internet Explorer is out of date. Overall, this book discusses the philosophical and religious aspects of alchemy , as alchemy was introduced more as a religion than a science. Bollingen Tower C. As a current record of all of C. Laura rated it it was amazing Mar 12, Oct 07, Timothy Ball rated it it was amazing Shelves: tim-s-shelf. Alchemical Studies Collected Works of C. Jung, Volume Alchemical Studies C. One thing that struck me was his influence in fields, like folklore studies and the history of religions, concerned with the study of alchemy. Shelves: psychology. Read more Phone: ext. Jung began his career as a psychiatrist. Other Editions This section comes from two lectures delivered by Jung at the Eranos Conference, Ascona, Switzerland in The central theme of the volume is the symbolic representation of the psychic totality through the concept of the Self, whose traditional The psychological and religious implications of alchemy preoccupied Jung during the last thirty years of his life. -
Individuation As Spiritual Process: Jung’S Archetypal Psychology and the Development of Teachers
Individuation as Spiritual Process: Jung’s Archetypal Psychology and the Development of Teachers Kathleen Kesson See the published version in the journal: ENCOUNTER: EDUCATION FOR MEANING AND SOCIAL JUSTICE Winter 2003, 16 (4). “…The spirit has its homeland, which is the realm of the meaning of things… -Saint Exupéry The Wisdom of the Sands In the mid-1970s, curriculum theorist James Macdonald, in his discussion of various ideologies of education, proposed a category that he called the “transcendental developmental ideology.” This perspective would correct what he thought was the limiting, materialist focus of the radical or political view of education, which he considered a “hierarchical historical view that has outlived its usefulness both in terms of the emerging structure of the environment and of the psyches of people today” (Macdonald 1995, 73). The transcendental developmental ideology would embrace progressive and radical social values, according to Macdonald, but would be rooted in a deep spiritual awareness. Drawing upon the work of M.C. Richards (1989), he used the term “centering” to signify this form of consciousness. Macdonald termed his methodology of development a “dual dialectic,” a praxis involving reflective transaction between the individual ego and the inward subjective depths of the self, as well as between the ego and the outer objective structures of the environment. This method grew out of his critique of existing developmental theories (see Kohlberg and Mayer, 1972), which he thought neglected one or another aspect of this praxis, thus failing to take into account the full dimension of human “being.” Macdonald was influenced by the work of C.G. -
The Priest, the Psychiatrist and the Problem of Evil
THE PRIEST, THE PSYCHIATRIST AND THE PROBLEM OF EVIL PUNITA MIRANDA PHANÊS • VOLUME 2 • 2019 • PP. 104–143 https://doi.org/10.32724/phanes.2019.Miranda THE PRIEST, THE PSYCHIATRIST, AND THE PROBLEM OF EVIL 105 ABSTRACT This paper clusters around the problem of evil within the framework of depth psychology. The first part briefly introduces the narrative of the Book of Job as an example to contextualise how the ultimate question of God’s relation to evil remained unanswered and was left open-ended in Christian theology. The second part offers a historical reconstruction of the unresolved polemic over the nature of evil between Carl Jung and the English Dominican scholar and theologian Victor White (1902-1960). It explores their different speculations and formulations concerning evil and its psychological implications, until their final fall-out following White’s harshly critical review of Jung’s most controversial work on religion, Answer to Job. The final section of this paper introduces further reflections on a challenging theme that is no less resonant and relevant in today’s world of terrorism in the name of religion than it was in a post-war Europe struggling to recover from totalitarianism and genocide. KEYWORDS Carl Jung, Victor White, Book of Job, Answer to Job, evil. PHANÊS Vol 2 • 2019 PUNITA MIRANDA 106 God has turned me over to the ungodly and thrown me into the clutches of the wicked. All was well with me, but he shattered me; he seized me by the neck and crushed me. He has made me his target; his archers surround me.