PT 161 Libido Theory in Freud
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
What Is Psychoanalytic Literary Criticism?1
2013 Spring issue FINAL.pdf_2011 Fall edition 4/17/13 12:18 PM Page 8 8 fort da (2013), 19 (1), 8-28 WHAT IS PSYCHOANALYTIC LITERARY CRITICISM?1 by Benjamin H. Ogden, Ph.D., and Thomas H. Ogden, M.D. The history of psychoanalytic literary criticism is as old as psychoanaly- sis, but it has undergone considerable change since Freud’s famous readings of Hamlet (1900), the novels of Dostoevsky (1928), and the story of Moses (1939). The methodology of psychoanalytic literary criticism introduced by Freud and adopted by most psychoanalysts and non-analysts through the greater part of the 20th century is founded on the idea that writers create sto- ries and characters that reflect their own unconscious psychology. A text is a mirror of the unconscious mind of the writer, much as dreams are creations of the unconscious mind that are disguised in order to escape repression (“censorship”), thus gaining access to preconscious and conscious aware- ness (our remembered dreams). Through readings of this sort, psychoana- lytic literary criticism brought established analytic formulations to bear on the text, for instance, constellations of feeling understandable in terms of the Oedipus complex, castration anxiety, the incest taboo, oral, anal, and phal- lic stages of psychosexual development, and the like. The best known, and most widely studied, early examples of this type of formulaic Freudian reading are Ernest Jones’s (1949) reading of Hamlet (in which he concludes that Hamlet is unable to fulfill his duty to kill his uncle because that murder is too closely linked in his repressed unconscious to his forbidden oedipal wishes to murder his father and marry his mother); and Marie Bonaparte’s (1933) study of Edgar Allen Poe, which owed much to Freud’s (1908) “Creative Writers and Day-dreaming.” As psychoanalytic theories of early childhood development grew more nuanced, so did the range of concepts that psychoanalysts used to decode lit- erary texts. -
Woolf, Freud, Forster, Stein
COLONIAL ANXIETY AND PRIMITIVISM IN MODERNIST FICTION: WOOLF, FREUD, FORSTER, STEIN by Marieke Kalkhove A thesis submitted to the Department of English In conformity with the requirements for the degree of Doctor of Philosophy Queen’s University Kingston, Ontario, Canada (March, 2013) Copyright ©Marieke Kalkhove, 2013 Abstract From W.H. Auden’s The Age of Anxiety to Sigmund Freud’s Civilization and Its Discontents, modernists have frequently attested to the anxiety permeating members of modern civilisation. While critics have treated anxiety as a consequence of the historical circumstances of the modernist period—two World Wars and the disintegration of European empires—my aim is to view anxiety in both a psychoanalytical and political light and investigate modernist anxiety as a narrative ploy that diagnoses the modern condition. Defining modernist anxiety as feelings of fear and alienation that reveal the uncanny relation between self and ideological state apparatuses which themselves suffer from trauma, perversion, and neurosis—I focus on the works of four key modernist writers—Sigmund Freud, Virginia Woolf, E.M. Forster, and Gertrude Stein. These authors have repeatedly constructed the mind as an open system, making the psyche one of the sites most vulnerable to the power of colonial ideology but also the modernist space par excellence to narrate the building and falling of empire. While the first part of my dissertation investigates the neurosis of post-war London in Woolf’s Mrs. Dalloway, the second part of my thesis discusses the perverse demands of the colonial system in Forster’s A Passage to India and Woolf’s The Waves, arguing that Woolf and Forster extend Freud’s understanding of repetition compulsion by demonstrating that the colonial system derives a “perverse” pleasure from repeating its own impossible demands. -
'Lacan for Beginners: Dora and Little Hans.' Summer 1998
LACAN FOR BEGINNERS Cormac Gallagher The two notes that follow formed the basis of a discussion with psychiatric and nursing colleagues in St Vincent's Hospital who at that time (1981) were rather skeptical about the clinical relevance of Lacan's work. They are reproduced here for the convenience of students who claim they still help clarify the way in which Lacan re-articulates Freud's case histories. The note on Dora is based on Intervention on transference (1951) which has since been translated into English. That on Hans gives a very condensed account of Lacan's exhaustive commentary on the case in the still untranslated seminar on 'La relation d'objeV (1956-1957). * * * * * HOW TO READ FREUD'S 'DORA1 The Fragment of an Analysis of a Case of Hysteria (1905) was Freud's first extended account of the process of a treatment using the psychoanalytic method; the first also in which he tried to deal with the question of his own position - the position of the analyst - in such a treatment. Here, for the first time in the literature, the problem of transference and counter-transference emerged as being of decisive importance in the success or failure of an analysis. The psychoanalytic method invites the patient to say whatever comes into his or her head without omitting anything or without trying consciously to organise the order in which the material is presented. It further instructs the analyst to adopt a position of listening with a neutral 'floating attention'. These two recommendations seem to set the stage for endless hours of aimless and pointless monologue by the patient. -
Engaging Lacan and Irigaray on "Thinking in Cases" As Psychoanalytic Pedagogy
Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 8-8-2020 From Case Study as Symptom to Case Study as Sinthome: Engaging Lacan and Irigaray on "Thinking in Cases" as Psychoanalytic Pedagogy Erica Freeman Follow this and additional works at: https://dsc.duq.edu/etd Part of the Continental Philosophy Commons, Other Arts and Humanities Commons, Other Psychiatry and Psychology Commons, Philosophy of Science Commons, and the Women's Studies Commons Recommended Citation Freeman, E. (2020). From Case Study as Symptom to Case Study as Sinthome: Engaging Lacan and Irigaray on "Thinking in Cases" as Psychoanalytic Pedagogy (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1911 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. FROM CASE STUDY AS SYMPTOM TO CASE STUDY AS SINTHOME: ENGAGING LACAN AND IRIGARAY ON “THINKING IN CASES” AS PSYCHOANALYTIC PEDAGOGY A Dissertation Submitted to McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Erica Schiller Freeman August 2020 Copyright by Erica S. Freeman 2020 FROM CASE STUDY AS SYMPTOM TO CASE STUDY AS SINTHOME: ENGAGING LACAN AND IRIGARAY ON “THINKING IN CASES” AS PSYCHOANALYTIC PEDAGOGY By Erica Schiller Freeman Approved May 6, 2020 ________________________________ ________________________________ Derek W. Hook, Ph.D. Suzanne Barnard, Ph.D. Associate Professor of Psychology Associate Professor of Psychology Committee Chair Committee Member ________________________________ ________________________________ Elizabeth Fein, Ph.D. -
DOSTOEVSKY and PSYCHOANALYSIS by Magda
DOSTOEVSKY AND PSYCHOANALYSIS by Magda Campbell, M.D.* New York University Dostoevsky's most complex personality, life full of events and the numerous heroes in his novels, each of whom alone is a psychological study in depth, per se, always fascinated psychiatrists, psychoanalysts, and psychologists. Ever since Freud's study on Dostoevsky which appeared in 1928, analytic papers have been written about this great writer himself, his work, his characters and even of the dreams described in his novels. I will limit my topic mainly to Freud's paper, for two reasons. First, it was one of the earliest and remains one of the most important. Second, it is most interesting how one intellectual giant wrote about another one. When Freud thinks as a psychologist, he gives a brilliant picture of Dostoevsky's personality and ex- plains some of the relationships existing between his life and the figures in his novels. When he writes as a moralist about Dostoevsky, he fails entirely. He fails, because of his lack of understanding of the struggling, suffering man, the Christian, the great Russian, who in his anguish was striving for ideals and searching for the meaning of life for himself, for Russia, for mankind. Dostoevsky was born 150 years ago; psychoanalysis began with. Freud some 70 years later. Psychoanalysis started as a method of investigating mental processes. Psychoanalytic theory, which arose from psychoanalysis, is concerned with both normal and abnormal mental development and functioning in man. Today, it has become part of human psycho- logy. Psychoanalysis has been called depth-psychology, because of its concern with the unconscious mental processes, which significantly influence and even determine man's thoughts, actions, and behavior in general. -
PT 161 Libido Theory in Freud E
Syllabus PT 161 Libido Theory in Freud E. Barz Fall 2017 Wed. 7:30-9:30 CMPS: 30 Clock Hours NYGSP: 2 Credits Course Description This course studies Freud’s papers on human sexuality and libido theory from the seduction theory to infantile sexuality, the perversions, transference love, and the concept of Eros as a binding force. Contemporary ideas are discussed in relation to Freud’s understanding of the part played by the libido in sexuality, civilization, and the binding of destructive forces. Objectives Students who complete this course successfully will be able to: • trace the development of the concept of libido in Freud’s thought from its origin to his final statement; • identify the significant differences between the “libido” as originally conceived and the “libido” as a part of the larger concept of “Eros” ; • discuss some of the clinical implications of the changes Freud made to his original concept, including the concepts of ego-libido, object-libido, and narcissism; • formulate some ideas on symptom formation, anxiety, and sublimation; and • raise some questions about Freud’s libido theory, on the basis of class discussions of some criticisms that have been raised and/or on the basis of other reading or experience. Course Requirements 1) Students will be expected to study the required readings before class and be prepared to discuss them. 2) A log of each class should be emailed to the instructor at [email protected] before the start of the next scheduled class. Logs are a private communication to Dr. Holmes, in which the student is invited to explore ideas and feelings about the readings and class discussion, as well as offer criticisms, questions, and relevant personal information. -
How Scientism Affected Freud's (Mis)Treatment of Dora's (Hy)Story Sue Ann Tatro Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1998 The eta iology of an argument: how scientism affected Freud's (mis)treatment of Dora's (hy)story Sue Ann Tatro Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Clinical Psychology Commons, History of Science, Technology, and Medicine Commons, Psychiatry and Psychology Commons, Rhetoric and Composition Commons, Speech and Rhetorical Studies Commons, and the Women's Studies Commons Recommended Citation Tatro, Sue Ann, "The ea tiology of an argument: how scientism affected Freud's (mis)treatment of Dora's (hy)story " (1998). Retrospective Theses and Dissertations. 12637. https://lib.dr.iastate.edu/rtd/12637 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality iUustrations and photographs, print bleedthrough, substandard margins, and improper aligmnent can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Anticipation: How Does Literature Create Its Limits Through Reading and Writing?
Anticipation: how does Literature Create its Limits through Reading and Writing? Schrans, D.*, Geerardyn, F.**, Matthys, W.** * Psychoanalytic Psychotherapist in private practice, François Benardstraat 42, 9000 Gent [email protected] – http://objeta.wordpress.com ** Ghent University, Faculty of Psychology and Educational Sciences, Department of Psychoanalysis and Consulting Psychology, Henri Dunantlaan 2, 9000 Gent [email protected] – [email protected] – http://www.psychoanalysis.ugent.be Abstract In this paper we elaborate Lacan's theory on courtly love to establish a link between literature, psychoanalytic practice and psychoanalytic theory. Lacan himself had already established the link between courtly love and psychoanalytic practice as a way of working through the mourning for the structural lack in the Symbolic order. As such, both can be seen as an anticipation of anticipation: not the object itself is anticipated, but rather the anticipation of this object. Through the use of Stiegler's (2010) reinterpretation of the concept of the pharmakon we understand psychoanalytic theory and literature in general as attempts to work through this mourning by creating an anamnesis, a “long circuit” of knowledge in which the creators are implied with their own subjectivity. An analysis of Graham Swift's novel Ever After and of Italo Calvino's novel If on a winter's night a traveler demonstrate how this principle applies to the processes of writing and reading. Keywords: literature, courtly love, psychoanalytic theory, pharmakon, epistemology 1 Introduction From its humble beginnings, psychoanalysis has always had a particular relationship with literature and writers. As early as 1900 Freud uses literary material to illustrate the principles of dream creation in The Interpretation of Dreams (Freud, 1953 [1900]). -
Oedipus —Myth, Reality and the Distribution of Guilt
Oedipus —Myth, Reality and the Distribution of Guilt: With special consideration of Oedipus at Colonus1 by Detelina Stoykova, M.A., M.A. The myth of Oedipus the King and the eponymous Oedipus complex has ignited our imagination with its mystifying power and dramatic expression as told by the ancient poets. As the myth has been retold and has endured through ancient times, so have its interpretations. However, the Oedipus complex is rarely included in our case formulations anymore, as if it had exhausted itself and became a cliché, more readily embraced by pop-culture than by scientific circles. Some authors have challenged its universality and central importance; others have noted a whole analysis can go without the emergence of Oedipal material, suggesting that there is deficit of Oedipus complex issues (O'Shaughnessy, 1989). Still others have gone as far as to revoke the complex from its eponymous bearer (Eisner, 1987; Steiner, 1985). If the cornerstone of psychoanalysis has become clinically insignificant, theoretically, it had become its Gordian knot to be untied from many different perspectives with far-reaching inferences. Freud saw Sophocles’ drama in a way that no one had seen it before—the significance of seeing the oracle’s wish as the unconscious wish, and myth as an emanation of unconscious dynamics, established a paradigm shift in our understanding of myth in general. Even though there is no single work defining the Oedipus concept, Freud elaborated on the structure and its universality throughout his work: The Interpretation of Dreams (1965); The Ego and the Id (1960); Totem and Taboo (1950); The Future of an Illusion (1927); and, Moses and Monotheism (1939). -
Totem, Taboo and the Concept of Law: Myth in Hart and Freud Jeanne L
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Washington University St. Louis: Open Scholarship Washington University Jurisprudence Review Volume 1 | Issue 1 2009 Totem, Taboo and the Concept of Law: Myth in Hart and Freud Jeanne L. Schroeder Follow this and additional works at: https://openscholarship.wustl.edu/law_jurisprudence Part of the Jurisprudence Commons Recommended Citation Jeanne L. Schroeder, Totem, Taboo and the Concept of Law: Myth in Hart and Freud, 1 Wash. U. Jur. Rev. 139 (2009). Available at: https://openscholarship.wustl.edu/law_jurisprudence/vol1/iss1/4 This Article 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 Jurisprudence Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. Totem, Taboo and the Concept of Law: Myth in Hart and Freud Jeanne L. Schroeder* A startling aspect of H.L.A. Hart’s The Concept of Law1 is just how profoundly it rests on imaginary anthropology. Hart suggests that the development of “secondary” rules of change, recognition, and adjudication to supplement “primary,” or substantive, rules of law is the process by which primitive societies evolve into modern ones. In fact, like the writers of Genesis, Hart actually modulates between two unconnected creation stories. According to one, the rule of law is created after the death of a conqueror, Rex I, to insure the succession of his idiot son, Rex II. In a second story, primitive society loses its direct relationship with primary laws and develops the secondary rules. -
Father Complex and Parricide in Andrei Bely's Petersburg Abstract
Father Complex and Parricide in Andrei Bely’s Petersburg Joel Janicki Intergrams 16.1(2015): http://benz.nchu.edu.tw/~intergrams/intergrams/161/161-janicki.pdf ISSN: 1683-4186 Abstract The vast Russian lands, seemingly boundless and anarchic, have long been governed by the iron hand of the Tsar and other more modern figures of absolute authority. The Russian ruler has been both feared and revered by his people, who have bestowed the epithet of «Батюшка» “little father” on him. The little father provides them with a sense of security against life’s uncertainties and protection against Russia’s numerous enemies. Peter the Great in particular set his imprint on Russian society and culture as founder of the modern Russian bureaucratic state and implacable agent who transformed Russia from a backward Asiatic hinterland into a powerful European state. The year 1905 marked a year of crisis for the Russian bureaucratic state and the authority of the Russian father figure. In his novel Petersburg (1916), Andrei Bely (1880-1934) presents a complex relationship between father, Apollon Apollonovich Ableukhov, and son, Nikolai Apollonovich, in the context of the chaos, violence and terrorist acts that afflicted the Russian capital in those revolutionary times. The father, a high-ranking official in the Russian government, finds himself at odds with his would-be assassin son. The present study proposes to examine the father-son relationship from several perspectives: the Apollonian-Dionysian dichotomy as outlined in Nietzsche’s Birth of Tragedy (1872) provides a framework to focus on the rigid rationalistic behavior of the father, and the dreams and obsessive patricidal thoughts that govern the son’s unconscious and subconscious mind. -
Writings on Art and Literature
MERIDIAN Crossing Aesthetics Werner Hamacher & David E. Wellbery Editors From The Standard Edition the Complete Psychological Works of Sigmund Freud, edited by Jam es Strachey Stanford University Press Stanford California WRITINGS ON ART AND LITERATURE Sigmund Freud with a Foreword by N eil Hertz Stanford University Press Stanford, California Reproduced by permission from James Strachey, ed., The Standard Edition o f the Complete Psychological Works o f Sigmund Freud, 24 vols. (London, 1953-74) For the Sigmund Freud text-. © 1997 by A. W. Freud et al. by arrangement with Mark Paterson For the translation and editorial apparatus: © 1997 by The Estate of Angela Harris by arrangement with Mark Paterson © 1997 by the Board of Trustees of the Leland Stanford Junior University for the selection of the anthology and the new Foreword Printed in the United States of America CIP data appear at the end of the book Last figure below indicates year of this printing: 09 08 07 06 05 04 03 02 01 Contents Foreword by N eil Hertz ix Note on This Edition xxi § Delusions and Dreams in Jensen’s Gradiva 3 § Psychopathic Characters on the Stage 87 § The Antithetical Meaning of Primal Words 94 § The Occurrence in Dreams of Material from Fairy Tales 101 § The Theme of the Three Caskets 109 § The Moses of Michelangelo 122 § Some Character-Types Met with in Psycho-analytic Work 151 § On Transience 176 § A Mythological Parallel to a Visual Obsession 180 viii Contents § A Childhood Recollection from Dichtung und Wahrheit 182 § The ‘Uncanny 193 § Dostoevsky and Parricide 234 § The Goethe Prize 256 § Medusas Head 264 Editors Notes 269 Works Cited 283 Foreword N e il H e r tz Werner Herzogs movie about Kaspar Hauser— Every Man for Himself and God Against All (1975)— begins with a mysterious tableau: Kaspar is shown in the gloomy cellar where he has been imprisoned throughout his childhood.