PSYCHOANALYSIS for Teachers and Parents INTRODUCTORY LECTURES BY
ANNA FREUD TRANSLATED BY BARBARA LOW AUTHOR OF PSYCHOANALYSIS AN
OUTLINE OF THE FREUDIAN THEORY BEACON PRESS Beacon Hill BOSTON
These four lectures were given be fore the teachers at the
Childrens Centers of the City of Vienna. Contents LECTURE I
Infantile Amnesia and the Oedipus Complex n LECTURE II The
Infantile Instinct-Life 40 LECTURE III The Latency Period 64
LECTURE IV The Relation Between Psychoanalysis and Pedagogy 92
Index 115 PSYCHOANALYSIS for Teachers and Parents LECTURE I
Infantile Amnesia and the Oedipus Complex We are all aware that
practical teachers are still very suspicious and doubtful of psycho
analysis. When, therefore, in spite of this, you Hort teachers of
Vienna determined to have a short course of lectures from me, you
must somehow or other have received the impres sion that a closer
acquaintance with this new science might be able to afford you some
help The word Hort has been left in German, as it appears likely to
mislead if an English substitute were attempted. A quotation from
an account of a Hort has been included by way of explanation The
Hort is a kind of kindergarten, but particularly for children from
six to fourteen years of age. The kindergarten itself only takes
children up to six years or until school age. The children who come
to the Hort are the children of parents who go out to work. They
come daily and return to their parents in the evening. Here, in the
Hort, they prepare their school homework, occupy themselves with
light work or communal games, and are taken for outings by the Hort
workers. 12 PSYCHOANALYSIS FOR TEACHERS in your difficult work.
After you have listened to thefour lectures you will be able to
decide whether you were very wide of the mark in this supposition,
or whether I have been able to fulfill at least some of your
expectations. In one particular direction I have certainly nothing
new to oiler you. I should fail in my object if I attempted to tell
you anything about the behavior of schoolchildren and children of
these centers, since you are in this respect in a most advantageous
position. An immense amount of material passes through your hands
in your daily work, and teaches you to rec ognize very clearly the
whole range of the phenomena before you from the physically and
mentally retarded children, the obstinate, cowed, lying and
ill-treated children, to the brutal, aggressive and delinquent
ones. It is better not to attempt to give you a complete list, for
you might well point out to me a large number of omissions. But the
very situation that gives you such a complete knowledge of these
phenomena has its drawbacks. You are obliged, as the educa tors of
the children of these Horts just as you INFANTILE AMNESIA lg were
as teachers In the schools and In the kindergarten ceaselessly to
act. The life and movement In your classes or groups demand
constant interference on your part you are obliged to admonish,
discipline, keep in or der, employ, advise, and instruct the
children. The authorities above you would be greatly dissatisfied
if it suddenly occurred to you to withdraw to the position of a
passive observer. Thus it comes about that in the practice of your
profession you become acquainted with numberless visible
manifestations of childish behavior, but you are unable to arrange
sys tematically the phenomena before your eyes, nor can youtrace to
their original source the manifestations of the children on whom,
how ever, you are bound to react. Perhaps even more than the
opportunity for undisturbed observation you lack the power to make
a right classification and ex planation of the material you
possess, for such a classification demands very special knowl edge.
Let us assume for the moment that one of you among my audience is
specially inter ested in finding out why certain children in 14
PSYCHOANALYSIS FOR TEACHERS a particular group suffer from Inflamed
eyes or rickets...
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