Making and Mistaking Reality: What is Emotional Education?     

Elspeth Crawford 《Interchange》2005,36(1-2):49-72

A central thesis of this paper is that the mind and its thought evolve out of the experience of the whole person in their unique surroundings. It attempts to articulate the meaning and value of Emotional Education, especially in its relation to thought processes. It shows the value of learning from the particular, and from awareness of feeling states. It shows how making emotional enquiry can change the nature of the thinking, reducing the need of the thinker, and involves experiencing while not-knowing as well as more usual rational approaches.Recent affirmations from neuroscience of the psychoanalytic picture of conscious awareness arising from unconscious emotional processes are noted. Systemic and emotional thought processes are described and illustrated.While the nature of unconscious choice is recognised as part of all thought process, the “use of self” is explored as a conscious means of influencing the nature of thinking, and the attributes of both person and context necessary to flourishing thought are contrasted with the human needs which produce mistaken thought. Some questions which have been asked by students in Emotional Education classes, about free will, abuse, and ethics are raised. I hope the gratitude to people who have shared their feelings in order to think and be thought about in “emotional thinking” is evident; it is very real to me.  相似文献   

霍尔顿·考尔菲德心理创伤的新精神分析研究     

杨峥 《科教文汇》2011,(19):85-87

霍尔顿是《麦田里的守望者》的主人公,本文利用温尼科特的客体关系理论对其进行了全新的精神分析研究,指出霍尔顿早期心理创伤的根源在于弟弟艾里的死使其过早地失去了一个＂足够好的照顾者＂,并且在寄宿学校的生活又使其失去了一个＂促进性环境＂,从而使他的自体发展出现了障碍。而最后回到妹妹菲比的身边,他又找回了他的＂足够好的照顾者＂和他的＂促进性环境＂,妹妹菲比充当了分析师的角色。  相似文献