Individuation

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Individuation ( Latin individuare , "to make indivisible / inseparable") describes the career of an individual . In the course of the individuation process of a person, the individual is completed. The process includes the development of one's own skills, abilities and opportunities for views, attitudes, opinions and perspectives. The aim of the process is a step-by-step awareness in order to recognize and realize oneself as something one's own and unique (I-becoming and self-becoming).

Individuation as a psychological concept

In the development of the human being, individuation is a step that has to be dealt with through a conflict . This conflict is about defying the norms and values ​​of others (e.g. parents) and finding one's own norms and values. In doing so, it is necessary to disappoint others' expectations, to violate prohibitions and to find one's own measure to overcome unhealthy adaptation . The result of this development step is shown as an inner representation and influences the organization of the personality . Depending on the quality and maturity of this inner representation, the inner structure of the person improves . It can be assumed that the processing options in later life are in need of further improvement.

Individuation according to Carl Gustav Jung

Quote (1933) by the psychoanalyst Carl Gustav Jung : “Individuation means: becoming an individual and, insofar as we understand individuality to be our innermost, ultimate and incomparable uniqueness, becoming one's own self . One could therefore translate ' individuation' as 'self-making' or ' self-realization '. "

Jung viewed the individuation process as a lifelong, incomplete process with a steady approach to a "distant goal", the self , for which death is the ultimate frontier. In doing so, he sets himself apart from the one-sided etiological (causal) thinking of Freud in favor of the unconscious , psychological final intentions with regard to integration and wholeness and joins the idea of Alfred Adler's finality .

On the way to individuation, people are constantly challenged to actively and consciously face new problems that arise and to answer for their decisions to themselves. Individuation means not to orientate oneself according to “what one should” or “what would be right in general”, but to listen inwardly to find out what the inner wholeness (the self) now here in this situation “of me or through me ”. Jung links individuation with human freedom and the feeling of dignity , by which the process of self-development is based and measured:

“One can ask here why it is desirable that a person should be individualized. It is not only desirable, but even essential, because by mixing the individual gets into a state of affairs and takes actions that make him disagree with himself. From every unconscious mixing and indivision there is a compulsion to be and act as one is not oneself. You can therefore neither agree on it, nor take responsibility for it. One feels in a degrading, unfree and unethical state (...) A release from this state only arises when one can act as one feels that one is. People have a feeling for this, at first perhaps dim and insecure, but with progressive development it becomes stronger and clearer (...) It must be recognized, however, that nothing is more difficult to bear than yourself. " (CG Jung 1928)

Individuation according to Milton H. Erickson

The American psychiatrist and psychotherapist Milton H. Erickson places particular emphasis on the individuality of each person in the hypnotherapy he has developed . For Erickson, the unconscious is an inexhaustible resource for creative self-healing, self-development and individuation.

Test theoretical survey of the level of development of the individuation

In order to be able to measure the level of development of individuation in adults, z. B. the PAFS-Q questionnaire (Personal Authority in the Family System Questionnaire by Bray, Williamson & Malone, 1984) was developed. It is built on the "personal authority in the family system". The self-becoming (individuation of the self) within the biological family (family of origin) is viewed as an "autonomy in relation". The individuation here refers to what happens within a family system with several generations. Essential elements of this process, the maturation of which provides information about the state of personal individuation, are balanced “give and take” between the generations and their reconciliation with one another. The “closing of unfinished business” (do not leave unresolved situations open) and demystifying (viewing from the perspective of reality) family histories are also essential components.

From a technical point of view, a good integration of the internal and external coherence of the multiple self and relationship schemas can be seen in direct relation with increasing differentiation or positioning in the family system of origin.

Individuation in Developmental Psychology

The psychoanalyst Margaret Mahler (1999) (also: Fred Pine, Anni Bergman) describes child development as a process that is characterized by detachment (detachment) and individuation (individuation process in developmental psychology ). She regards individuation as a sequence of developmental steps that lead out of the symbiotic fusion with the mother. The aim of this development is the development of individual characteristics in behavior and character. The phases in the course of this development process are tasks that mother and child have to master if the child's development is to lead to individuality.

In the model of ego development of Jane Loevinger individuation at level 5 starts (see below).

Philosophically and sociologically oriented views of individuation

Individuation according to Gilbert Simondon

The French philosopher Gilbert Simondon (1964/1989) described all forms of biological, psychological and social individuation. He combines information theory and Gestalt psychology and tries to look at and understand individuation as a whole as different forms of a single phenomenon.

Individuation according to Bernard Stiegler

The philosopher Bernard Stiegler describes individuation based on the work of Gilbert Simondon. In the form modified by Stiegler, it also takes into account ideas from Friedrich Nietzsche and Sigmund Freud .

For example, he criticizes what he believes to be wrong ideas that the individual is what opposes the group. Rather, as Simondon showed, “an individual is a process that does not cease to be what it is.” Stiegler also always regards psychological individuation as a “collective process”.

In technical terms, this collective individuation is only possible when each individual appropriates every single uniqueness / singularity that arises from the common pre-individual / pre-individual stock, as Simondon calls it. The forms of social organization emerge from the processes of psychological and collective individuation.

Even Kuno Lorenz does not see in his description of individuation as an isolated process of a single system . Individuation and socialization initially appear like two opposites / polarities. However, they can be viewed as two human development processes that are in mutual exchange. (Technically: two phases of a "dialogical anthropology").

Individuation as a didactic principle

The education teaching understands individuation as a didactic teaching principle , be seen as a unique person to which each individual adolescents and the educational process is to target accordingly to influence the given special facilities, interests, desires in terms of the development of a unique personality. In the further understanding that every learner is an individual and a social being at the same time, lives and grows up as an individual in a social environment , the didactic mandate of individuation has to be combined with the corresponding one of socialization , the integration into the structure of society. On the one hand, the child must learn to discover, live and assert its own abilities and interests. On the other hand, however, it must also find and fulfill its role, its tasks and obligations in the social network in which it moves. In the area of ​​traffic, for example, the following applies: “ Traffic education should promote both sides of the child's personality: The child must be enabled to move independently and confidently in traffic and to consistently pursue his or her traffic intentions. But it also has to learn to pay attention to others and their intentions, to show consideration and to share responsibility for themselves and others. "

In various, mainly practice-oriented publications, the principle of individuation is also described from the teacher's special point of view and given terms such as “ child orientation ”, “ student orientation ” or “ differentiation ”.

literature

  • Josef Goldbrunner: Individuation. Self-discovery and self-development. 3rd, unchanged edition. Erich Wewel Verlag, Freiburg i. Br. 1966, OCLC 7781375 . (with bibliography by CG Jungs; English: London 1955, New York 1956, Notre Dame 1964. Portuguese: São Paulo 1961. Spanish: Madrid 1962) ("The most objective and, in its clear analysis, the best presentation of the extensive work of Carl Gustav Jung." Viktor Emil von Gebsattel )
  • Kenneth F. Barber (Ed.): Individuation and identity in early modern philosophy. Descartes to Kant. State University of New York Press, Albany / New York State 1994.
  • Edmund Kösel: Didactic principles and postulates. In: The modeling of learning worlds. Volume I: The theory of subjective didactics. 4th edition. Balingen 2002, ISBN 3-8311-3224-0 .
  • Annemarie Seybold-Brunnhuber: Didactic principles of physical education (series of contributions to teaching and research in physical education. Volume 48). Hofmann, Schorndorf 1972.
  • Siegbert A. Warwitz: Didactic principles. In: Ders .: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Schneider, Baltmannsweiler 2009, pp. 69-72. ISBN 978-3-8340-0563-2 .

See also

Web links

Individual evidence

  1. Michael Ermann: Psychosomatic Medicine and Psychotherapy. A textbook on a psychoanalytic basis. 5th, revised edition. Verlag W. Kohlhammer, Stuttgart 2007, ISBN 978-3-17-019664-3 .
  2. CG Jung: Collected Works. 7, § 266, 404.
  3. Jung 1931, p. 114.
  4. “The unconscious is a pure natural process on the one hand without intention, but on the other hand with that potential directedness which is absolutely characteristic of every energetic process. If, however, the consciousness takes an active part and experiences every stage of the process and at least partially understands it, the next picture always starts at the higher level gained thereby, and this is how direction arises. ” Cf. CG Jung: The relationships between the self and the self Unconscious. Second part: the individuation. 4th edition. dtv, Munich, p. 116. According to Jung, this process is structured in the manner of an initiation path.
  5. ^ Franz, in: Jung (1968), p. 163.
  6. ^ Tewes Wischmann: The individuation process in the analytical psychology of CG Jung - an introduction. 2nd Edition. Heidelberg 2006.
  7. CG Jung: The relationships between the ego and the unconscious. Second part: the individuation. 4th edition. dtv, Munich, p. 110.
  8. ^ MH Erickson, EL Rossi: The February man. Personality and identity development in hypnosis. Junfermann, Paderborn 1991, ISBN 3-87387-033-9 .
  9. Susanne Biermair: Identity finding as a way to self-realization according to Erik H. Erikson. Federal Pedagogical Academy, 2005 (Styria / archive number: V65532)
  10. ^ A b Martin Schmidt, Ursula Schmid, Wolfgang Sierwald: Systemic family reconstruction and individuation in adults. ( Memento of June 7, 2007 in the Internet Archive ) In: Sabine Walper, Reinhard Pekrun (Ed.): Family and development: current perspectives in family psychology. Hogrefe, Göttingen et al. 2001, ISBN 3-8017-1420-9 , pp. 424-443.
  11. Margaret S. Mahler, Fred Pine, Anni Bergman: The psychic birth of man. Symbiosis and Individuation. Fischer, Frankfurt 1999, ISBN 3-596-26731-5 .
  12. Sources from: Project: Families in Development. UNI-Munich.
    • G. Masche, S. Walper (Ed.): Parent-Child Relationships in Adolescence and Early Adulthood: Developmental Processes, Influencing Factors and Consequences of Individuation. (= Journal for Family Research. Special Issue 3). Leske + Budrich, Opladen 2003, ISBN 3-8100-4059-2 .
    • G. Masche, S. Walper: Facets and functions of individuation: an introduction. In: G. Masche, S. Walper (Hrsg.): Parent-child relationships in adolescence and early adulthood: developmental processes, influencing factors and consequences of individuation. 2003, pp. 7-18.
    • S. Walper: Influences of attachment and individuation in relation to the mother on the mental state and social development of young people. In: G. Masche, S. Walper (Hrsg.): Parent-child relationships in adolescence and early adulthood: developmental processes, influencing factors and consequences of individuation. 2003, pp. 89-106.
    • S. Walper: Individuation in adolescence. In: J. Mansel, HM Griese, A. Scherr (Hrsg.): Theoriedefizite der Jugendforschung. Juventa, Weinheim 2003, pp. 119–143.
  13. ^ Gilbert Simondon: L'individu à la lumière des notions de forme et d'information. Dissertation in 2 parts. 1964/1989.
  14. ^ Gilbert Simondon: L'Individuation psychique et collective. 1964. (Aubier, 1989)
  15. Henning Schmidgen: Thinking technological and biological beings: Gilbert Simondon's philosophy of machines . ( Memento of the original from September 23, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Max Planck Institute for the History of Science, Berlin 2004. @1@ 2Template: Webachiv / IABot / www.csi.ensmp.fr
  16. ^ Bernhard Stiegler:  ( Page no longer available , search in web archives ) In: Le Monde diplomatique. No. 7380, June 11, 2004, p. 4, 411.@1@ 2Template: Toter Link / 72.30.186.56
  17. ^ Bernhard Stiegler: Temps et individuation technique, psychique, et collective dans l'oeuvre de Simondon. ( Memento from June 12, 2012 in the web archive archive.today ) In: Futur Antérieur. 19-20, 1993.
  18. Paola-Ludovika Coriando: Individuation and being single. Nietzsche - Leibniz - Aristotle. Klostermann, Frankfurt am Main 2003, ISBN 3-465-03246-2 .
  19. Kuno Lorenz (Ed.): Identity and Individuation. Stuttgart 1982.
  20. Kuno Lorenz: Introduction to philosophical anthropology. Darmstadt 1990, ISBN 3-534-04879-2 .
  21. Edmund Kösel: Didactic principles and postulates. In: The modeling of learning worlds. Volume I: The theory of subjective didactics. 4th edition. Balingen 2002
  22. ^ Siegbert A. Warwitz: The principle of individuation and socialization. In: Ders .: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Schneider, Baltmannsweiler 2009, p. 72.
  23. ^ Annemarie Seybold-Brunnhuber: Didactic principles of physical education (series of contributions to teaching and research in physical education. Volume 48). Hofmann, Schorndorf 1972.
  24. ^ Manfred Bönsch: Differentiation in school and teaching . Ehrenwirth, Munich 1995.