Psychoanalytic Pedagogy

from Wikipedia, the free encyclopedia

The psychoanalytical pedagogy deals with the application of the findings of psychoanalysis on education and pedagogy .

concept

Psychoanalytic pedagogy is understood to mean the application of psychoanalysis to everyday pedagogical life. The central assumption is that unconscious processes influence all educational relationships and must be taken into account in everyday educational life. Psychoanalytic pedagogy deals with internal psychological processes, relationships, developments and institutionalizations in a wide variety of pedagogical fields of practice. "Every pedagogy that considers the effectiveness of dynamic-unconscious processes is psychoanalytic pedagogy," defines Günther Bittner . Hans-Georg Trescher sees the pedagogical application of psychoanalysis - based on Sigmund Freud's “Junktim von Heilen und Forschen” - as a connection between “promoting and researching” or “educating and researching”. According to Trescher, psychoanalytic pedagogy is about the theoretical and practical design of suitable "pedagogical settings ". Psychoanalysis and pedagogy are fundamentally different in terms of place and time of their application as well as in terms of goal and method. While psychoanalytic procedures are based on the patient's inner, relational reality, educational practice is based on external reality. According to Anna Freud , it is the task of psychoanalytic pedagogy to find a middle way between the two extremes of too much education or control and too little education or neglect and to weigh up the appropriate relationship between drive satisfaction and drive restriction.

history

Beginnings

"Of all the applications of psychoanalysis, none has found so much interest, aroused so many hopes and consequently brought in as many capable employees as the one on the theory and practice of child rearing." (Sigmund Freud)

The beginning of psychoanalytic pedagogy can be classified around 1900. The connection of early childhood experiences and later mental illnesses was brought into the interest of psychology by Sigmund Freud . In 1902 Freud called the " Psychological Wednesday Society " into being. Pedagogical issues were also discussed at these meetings. Alfred Adler , the later founder of individual psychology , was among the first to give lectures on educational topics. In 1908, Sándor Ferenczi gave a lecture at the First International Psychoanalytic Congress entitled Psychoanalysis and Pedagogy . Initially practicing psychoanalysts who dealt theoretically with pedagogical issues, teachers, educators and other pedagogues soon found their way to psychoanalysis in the hope that pedagogical practice in kindergarten , school , social pedagogy, etc. a. to improve through psychoanalysis. Freud himself dealt only marginally with pedagogical questions, but followed the activities of the psychoanalytic educators with great benevolence. The “pioneers” of psychoanalytic education included August Aichhorn , Siegfried Bernfeld , Bruno Bettelheim , Anna Freud , Wilhelm Hoffer , Nelly Wolffheim , Heinrich Meng , Fritz Redl , and the Swiss Ernst Schneider , Oskar Pfister , Wilhelm Reich and Hans Zulliger .

Heyday

After the First World War and the collapse of the monarchy, psychoanalytic pedagogy was able to develop freely and became a new branch of psychoanalysis that was very popular. In the post-war period , neglect was a social problem and led to the establishment of children's homes. Children's homes that worked according to psychoanalytical-pedagogical concepts were, for example, Siegfried Bernfeld 's Baumgarten children's home , Hildegard and Max Levy-Suhl 's children's home in Amersfoort or the educational institutions in Oberhollabrunn and St. Andrä an der Traisen, which were run by August Aichhorn . Considerations were also made as to how psychoanalysis could be used for school pedagogy . Intellectual inhibitions ( learning disorders , learning difficulties, difficulties of understanding) were seen to be rooted in unconscious processes. Zulliger pointed out that positive transference is the condition for treating intellectual inhibitions. The work with the transference instead of the work on the transference (as is the case in the psychoanalytic cure) was therefore the focus of interest in psychoanalytic pedagogy. Redl drew attention to the practical problems faced by teachers faced with the effects of unconscious processes in children about which they had no specialist knowledge. He saw the achievement of psychoanalysis in providing teachers with practical analytical training, especially in terms of their own analysis. Erik Homburger-Erikson and others discussed the sexual curiosity and sex research of children, which school pedagogy should use with the help of psychoanalysis to support curiosity and create a “psychology of interest”. The Red Vienna at the beginning of the 1920s and the then Minister of Education Otto Glöckel created a politically favorable climate for the psychoanalytic pedagogy of Freud's students as well as for the pedagogues involved in the individual psychology of Alfred Adler. In this context, a large number of educational counseling centers was set up in Vienna. From the mid-1920s, the Vienna Psychoanalytical Association offered various courses for interested educators, led by Anna Freud, Wilhelm Hoffer and August Aichhorn. The "education of the educators" through psychoanalytical self-awareness was given high priority.

In 1926 the first journal for psychoanalytic pedagogy appeared . It was published by Heinrich Meng, Ernst Schneider and later also by Anna Freud, Hans Zulliger, Siegfried Bernfeld, August Aichhorn and Paul Federn . The journal existed until 1937. In the same year a symposium was held in Budapest under the title Revision of Psychoanalytic Pedagogy , at which new impulses for the cooperation between the two disciplines were to be given. At this point in time, disillusionment had already arisen with regard to the original hopes of being able to practice "neurosis prophylaxis" within the framework of psychoanalytical-pedagogical education and to prevent the occurrence of undesirable neurotic developments.

Time of fascism

By fascism in Austria and Germany, the pioneering days of Psychoanalytic Education came to an abrupt end, most of their protagonists were driven out or as Bruno Bettelheim or serious feathers in concentration camps detained. Reconnecting after the Nazi era was difficult because recognition could only be restored slowly. Many psychoanalytic educators had emigrated and were faced with the necessity of building a new existence for themselves - mainly in the Anglo-American area (such as Rudolf Ekstein ). In addition, it had become difficult in the meantime to do psychoanalytical work as a “layperson” without medical training. Therefore it was not possible to follow up on the engagement of the pre- and interwar period.

Post-war and present

In the 1960s, individuals and small groups began to rediscover psychoanalytic pedagogy. In 1964, for example, the anthology Psychoanalysis and Education (1964) was published, in which important articles from the journal for psychoanalytic pedagogy were republished. The interest of the 68 generation in psychoanalysis was also aroused during this time. In the context of anti-authoritarian education , classical psychoanalytic-educational authors were received, albeit one-sidedly and selectively, in order to argue against rigid and instinct-hostile educational styles. In the 1980s, there was a renewed engagement with psychoanalytic pedagogy and a systematic processing of the early psychoanalytic-pedagogical positions (among others by Hans Füchtner , Aloys Leber , Hans-Georg Trescher , Willy Rehm , Günther Bittner and Reinhard Fatke ). Due to the increased interest in psychoanalytic pedagogy, it became anchored in the university sector, and various associations and working groups have been established to this day. Hans-Georg Trescher and Christian Büttner founded the book series Psychoanalytic Pedagogy as editors . The yearbook for psychoanalytical pedagogy has also been published as a regular publication since 1989 .

Institutional anchoring

University area

Psychoanalytic pedagogy is represented in teaching and / or research at every fourth university educational institution in the German-speaking area (Germany, Austria, Switzerland, South Tyrol). Centers for psychoanalytic education are university locations such as Frankfurt / Main, Vienna (department of psychoanalytic education at the Institute for Educational Science at the University of Vienna under the direction of Wilfried Datler ), Berlin or Würzburg. In recent years some new locations have been added, including a. Hamburg, Darmstadt, Zurich and Innsbruck. Psychoanalytical pedagogy, however, is hardly anchored institutionally or curricularly at most universities.

Non-university area

Outside of the universities, psychoanalytic pedagogy was institutionalized e.g. B. in the Vienna Working Group on Psychoanalytic Education under the direction of Helmuth Figdor , which has set itself the goal of spreading and developing psychoanalytic education in research, theory and practice, or in the Frankfurt Working Group for Psychoanalytic Education . This was founded in 1983 by a group around Aloys Leber to offer psychoanalytical-pedagogical advanced training . Heads of the FAPP were u. a. Hans-Georg Trescher and Urte Finger-Trescher . While the Vienna Working Group for Psychoanalytic Pedagogy has its training focus on the three-year course to become a “Psychoanalytical-Pedagogical Educational Advisor”, the FAPP offers an equally long further training course to professionalize specialists in various fields of practice.

The symposium Psychoanalysis - Basic Science for Pedagogy as part of the Congress of the German Society for Educational Science (DGfE) in 1984 led to the foundation of the “Psychoanalytical Pedagogy” commission in the DGfE in 1993. Margret Dörr , Rolf Göppel , Volker Fröhlich and Wilfried Datler form the board of the commission.

Fields of practice

Psychoanalytic pedagogy uses the concepts of classical psychoanalysis such as the assumptions of personality theory or dealing with transference and countertransference and transfers these into an educational context.

The Scenic understanding about, developed by Alfred Lorenzer , was further developed by Aloys liver and his student Hans-Georg Trescher as an educational concept and implemented. The objective here is no longer the reconstruction and working through of the repressed scene as Lorenzer had created it, but a reflection of the conflict and direct support for the client. Leber continued the scenic understanding as a promotional dialogue.

Encouraging dialogue

According to Aloys Leber, the “promoting dialogue” consists of the components “hold” and “impose”. A dialectical interplay takes place between them in which “the psychoanalyst, like any helper who assumes appropriate professionalism, in a 'supportive dialogue' [approves] of his client that he overestimates him on one occasion and on another in his intentions and actions misunderstood, depending on what he is trying to stage with him and what role he assigns to him. He adjusts to the 'transference', but at the same time can distance himself from it inwardly and think about the perceived scenic design as well as his own emotional reactions. (...) Today we see the professionalism of the helping partner precisely in the fact that he can accept and also approve of the client as what he seeks to see and take in, while he himself ... does not seek his own satisfaction and problem relief in this professional relationship Leber compares the process of holding with the dialogue of an early mother-child relationship in which the child conveys its need to the mother and thus triggers reactions in the mother to meet these needs.

Responsible guilt

The concept developed by Helmuth Figdor , which entails a certain behavior in the exercise of interventions, describes a certain attitude of parents and educators to be able to answer for a frustration of the child’s everyday needs in inevitable everyday conflicts , because they the developmental needs of the child (loved oneself and to feel secure, to be respected and much more) nevertheless take into account and try to satisfy. In this way they can remain identified with the child even in conflict situations and offer him encouragement and consolation or compromise or substitute offers. Figdor emphasizes the importance of satisfying children's developmental needs because their oppression is reflected in repression and neurotic adaptation, which is reflected in future neurotic symptoms such as dissatisfaction with life, depression , sexual disorder or relationship problems and affect lability such as B. could express outbursts of anger, self-esteem problems, conflict avoidance, learning and performance inhibitions.

Practice forms

A typical field of practice in psychoanalytic education is z. B. the educational counseling . It is used to understand any upbringing difficulties and / or relationship problems within a family and to solve them together with the counselor. A psychoanalytical educational counselor tries to give the adults orientations for dealing with their children. The child analysis is sometimes mentioned as a practical form of Psychoanalytic Education. There are many different views and methods of obtaining interpretative material. Anna Freud and Melanie Klein represent contrary opinions , Hans Zulliger developed the interpretation-free play technique in child analysis.

Scientific theoretical discussion

The epistemological justification of psychoanalytic pedagogy is controversial, as it is not yet regarded as a science . It combines a large number of attempts to make the theory and practice of psychoanalysis useful for pedagogy. In the discussion about the justification, various positions can be presented: Sigmund Freud's statement speaks in favor of psychoanalytic pedagogy that psychoanalysis as a science should not be reduced to therapeutic purposes, which the representatives of psychoanalytic pedagogy refer to. In addition, Freud said that "the application of psychoanalysis to pedagogy, the education of the next generation ... is perhaps the most important thing of all that analysis does". Trescher assumes that psychoanalytic therapy is only one possible application of psychoanalysis and differentiates between psychoanalytic method and therapeutic procedure. He sees psychoanalytic pedagogy as a branch of psychoanalysis. Datler, on the other hand, sees education as an umbrella term and psychoanalysis as therapy as part of it. All psychoanalytic assistance would have the goal of continuing personal development in a positive direction and should therefore be viewed as educational. Reinhard Fatke in particular advocates delimitation of pedagogy. He deplores the loss of pedagogical self-image in connection with the openness to other sciences. The problem with psychoanalytic pedagogy lies in the fact that the purpose of pedagogical thinking and action can only arise from pedagogy and that psychoanalysis is not able to cover the knowledge and action interests of pedagogy. In his opinion, pedagogy can determine what benefit it can draw from psychoanalysis. Luise Winterhager-Schmid also sees the connection between psychoanalysis and pedagogy as problematic, as she sees psychoanalysis as the dominant method that requires total identification. She therefore speaks out against merging, but in favor of a partnership ("choosy love") in which both partners can exist independently. Volker Schmid also pleads for a cooperation in which both partners get involved, such as describing and examining educational processes from a psychoanalytical and pedagogical point of view or supervising work with educators. According to Körner, it is absolutely necessary to adhere to the conditions of the psychoanalytic (therapeutic) setting in order to be able to act psychoanalytically. Pedagogy can therefore only be combined with psychoanalysis in the form of supervision for educators by psychoanalysts. Karl-Josef Pazzini advocates a distinction between psychoanalysis and pedagogy: psychoanalysis is a setting of hearing, pedagogy one of observation. He sees a further reason for a demarcation in the psychoanalytic requirement not to make any moral evaluations that cannot be fulfilled in educational activity. Furthermore, the psychoanalytic setting enables an analysis, which comes about through the demarcation of psychoanalytic practice from everyday life. Such a demarcation is not given in education.

literature

  • Bittner, Günther; Ertle, Christoph (Ed.): Pedagogy and Psychoanalysis. Contributions to the history, theory and practice of an interdisciplinary cooperation . Königshausen and Neumann, Würzburg 1985
  • Datler, Wilfried; Gstach, Johannes; Wittenberg, Lutz: Individual psychological educational counseling and school pedagogy in Red Vienna in the interwar period . In: Zwiauer, Charlotte; Eichelberger, Harald (ed.): The child is discovered. Education experiments in Vienna in the interwar period . Picus, Vienna 2001, pp. 227–269
  • Fatke, Reinhard; Scarbath, Horst (ed.): Pioneers of psychoanalytic pedagogy . Peter Lang, Frankfurt / Main 1995, pp. 9-14
  • Freud, Sigmund (1913): The interest in psychoanalysis . In: Collected Works, Vol. VIII . Fischer, Frankfurt / Main 1999, pp. 389-420
  • Füchtner, Hans: Introduction to psychoanalytic pedagogy . Campus, Frankfurt / Main 1979
  • Jürgen Körner , Christiane Ludwig-Körner : Psychoanalytic social pedagogy. An introduction to four case stories . Lambertus, Freiburg im Breisgau 1997, ISBN 3-7841-0927-6 .
  • Muck, Mario; Trescher Hans-Georg (ed.): Basics of psychoanalytic pedagogy . Matthias Grünewald Verlag, Mainz 1993
  • Trescher, Hans-Georg: Theory and Practice of Psychoanalytic Pedagogy . Matthias Grünewald Verlag, Mainz 1985
  • Schrammel, Sabrina; Wininger, Michael: Psychoanalytic pedagogy in German-speaking educational science. Selected results of an empirical study on the situation of psychoanalytic pedagogy as an object of teaching and research in the university sector . In: Ahrbeck, Bernd u. a. (Ed.): The pedagogical case and the unconscious. Psychoanalytic Pedagogy in Case Reports . Yearbook for Psychoanalytic Pedagogy, Vol. 17. Psychosozial-Verlag, Giessen 2009, pp. 157–168

Web links

Wikisource: Journal of Psychoanalytic Education  - Sources and full texts

Individual evidence

  1. ↑ cit. in Muck, Mario; Trescher, Hans-Georg: Basics of psychoanalytic pedagogy . Psychosozial-Verlag, Giessen 1993, p. 69.
  2. ^ Freud, Sigmund (1925): Preface to the first edition . In: Aichhorn, August: Neglected youth. Psychoanalysis in Welfare Education . Hans Huber, Bern, Stuttgart, Toronto 1987, pp. 7-8
  3. ↑ Datler, Wilfried u. a .: On the institutionalization of psychoanalytic pedagogy in the 1980s and 1990s: The establishment of the “Psychoanalytic Pedagogy” commission in the German Society for Educational Science . In: XX Yearbook for Psychoanalytic Pedagogy 6 . Matthias-Grünewald-Verlag, Mainz 1994, pp. 132-161.
  4. ↑ Leber, Aloys: On the justification of the promoting dialogue in psychoanalytic pedagogy . In: Iben, Gerd: The Dialogic in Curative Education . Matthias Grünewald Verlag, Mainz 1991, p. 55.
  5. ↑ Figdor, Helmuth: How much education does a person need? In: Practice of Psychoanalytic Pedagogy II. Lectures and essays . Psychosozial-Verlag, Giessen 2001, p. 54f.
  6. ^ Freud, Sigmund (1933): New series of lectures for an introduction to psychoanalysis . In: Sigmund Freud study edition, Vol. I: Lectures for an introduction to psychoanalysis and the new series . Fischer, Frankfurt / Main 1975, p. 575.
  7. ↑ Fatke, Reinhard: Crumbs from the table of the rich? About the relationship between education and psychoanalysis from an educational point of view . In: Bittner, Günther; Ertle Christoph (Ed.): Pedagogy and Psychoanalysis . Königshausen and Neumann, Würzburg 1985, pp. 47-60.
  8. ↑ Winterhager-Schmid, Luise: Selective love - plea for a cooperative relationship between pedagogy, psychoanalysis and educational science . In Trescher, Hans-Georg; Büttner, Christian; Datler, Wilfried (Ed.): Yearbook for Psychoanalytic Pedagogy 4 . Matthias –Grünewald-Verlag, Mainz 1992, pp. 52–65.
  9. ↑ Schmid, Volker: Some critical comments on H. Figdor: Pedagogically applied psychoanalysis or psychoanalytic pedagogy ? In: Trescher, Hans-Georg; Büttner, Chistoph (Ed.): Yearbook for Psychoanalytic Pedagogy 2 . Matthias Grünewald Verlag, Mainz 1990, pp. 122-129.
  10. ↑ Körner, Jürgen; Ludwig-Körner, Christiane: Psychoanalytic pedagogy. An introduction to four case stories . Lambertus, Freiburg i.Br. 1997 ISBN 3-7841-0927-6
  11. ↑ Figdor, Helmuth: Scientific Theory Foundations of Psychoanalytic Pedagogy . In: Muck, Mario; Trescher Hans-Georg (Ed.): Fundamentals of psychoanalytic pedagogy . Psychosozial-Verlag, Giessen 1993, pp. 63-99.