Download A Psychotherapy for the People: Toward a Progressive by Lewis Aron PDF

By Lewis Aron

ISBN-10: 0415529999

ISBN-13: 9780415529990

How did psychoanalysis come to outline itself as being diverse from psychotherapy? How have racism, homophobia, misogyny and anti-Semitism converged within the production of psychotherapy and psychoanalysis? Is psychoanalysis psychotherapy? Is psychoanalysis a "Jewish science"?

Inspired through the revolutionary and humanistic origins of psychoanalysis, Lewis Aron and Karen Starr pursue Freud's demand psychoanalysis to be a "psychotherapy for the people." They current a cultural historical past targeting how psychoanalysis has regularly outlined itself on the subject of an "other." at the start, that different was once hypnosis and recommendation; later it used to be psychotherapy. The authors hint a sequence of binary oppositions, each one outlined hierarchically, that have plagued the heritage of psychoanalysis. Tracing reverberations of racism, anti-Semitism, misogyny, and homophobia, they exhibit that psychoanalysis, linked to phallic masculinity, penetration, heterosexuality, autonomy, and tradition, used to be outlined against advice and psychotherapy, that have been obvious as selling dependence, female passivity, and relationality. Aron and Starr deconstruct those dichotomies, prime the best way for a go back to Freud's revolutionary imaginative and prescient, within which psychoanalysis, outlined commonly and flexibly, is revitalized for a brand new era.

A Psychotherapy for the People might be of curiosity to psychotherapists, psychoanalysts, medical psychologists, psychiatrists--and their patients--and to these learning feminism, cultural reports and Judaism.

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Additional resources for A Psychotherapy for the People: Toward a Progressive Psychoanalysis

Example text

Psychoanalysts have too often approached the study of basic concepts without reference to the world beyond, as if applying an intrapsychic methodology or a oneperson psychology to their investigation, much as they traditionally studied the individual mind in isolation without attending to its social and interpersonal framework. When some, like Franz Alexander in the 1950s, tried to bring in the sociocultural-economic context, they were dismissed as attempting to bypass the scientific arguments.

With the proliferation of multiple theoretical models, psychoanalysis can only be defined in the context of a comparative methodology. We suggest that rather than teaching the either/or approach of psychoanalysis or “not psychoanalysis,” or psychoanalysis versus psychotherapy, or psychoanalysis versus “wild analysis,” all psychoanalysis be taught comparatively. We are not alone in arguing that psychoanalysis and psychoanalytic education should be more inclusive. But no one has systematically shown how psychoanalysis was defined in contrast to psychotherapy, or why the two have been viewed as incompatible and contradictory.

First, it is a compromise among a large faculty with multiple points of view, some of whom completely reject defining psychoanalysis by session frequency. The faculty agreed to live with a three session per week compromise for didactic purposes, so that students would not be caught up in faculty conflict. Second, in recent years, this compromise has allowed us to meet the criteria for accreditation by the Accreditation Council for Psychoanalytic Education (ACPE). We agreed that having such accreditation would be useful for our profession and that NYU Postdoc should support such accreditation, even if not all our faculty agreed with these definitions or criteria.

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