How to Read Freud: A Critique of Recent Freud Scholarship

Coen, Stanley J.

doi:10.1177/000306518803600210

Cited by 4 publications

(1 citation statement)

References 10 publications

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“…There are, however, a number of significant contributions to rereading Freud that have influenced my approach to teaching The Interpretation of Dreams. Among those who have grappled with how to read Freud's writings productively are Ricoeur (1970), Holt (1989), Mahony (1982), Coen (1988), and Grinstein (1980). These are scholarly works, demonstrating in depth an empathic immersion in Freud's writings and emphasizing the complex relationship between Freud's personal history, the texts, and the reader.…”

Section: A R E V I E W O F R E L E Va N T L I T E R At U R E O N R E R E a D I N G F R E U D ' S W R I T I N G Smentioning

confidence: 99%

Studying The Interpretation of Dreams in the Company of Analytic Candidates

Levy

2009

J Am Psychoanal Assoc

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Seminars serve as an important, though undervalued, component of psychoanalytic education. The focus of this paper is on the teaching of Freud's The Interpretation of Dreams through a series of seminars presented to analytic candidates at the Toronto Psychoanalytic Institutes. This has been an essential book for introducing generations of candidates to the psychoanalytic concept of the mind and for shaping candidates' understanding and attitudes toward working with their patients' dreams. Four of Freud's basic dream concepts-(1) the method and its application to the exploration of the relationship between manifest and latent dream content, (2) the sources of dreams (day residues), (3) the dream-work, and (4) wish fulfillment-are critically studied in the seminars. Detailed discussion of these basic dream concepts among the candidates and with the teacher, as well as the candidates' feedback at the conclusion of the seminars, are summarized and discussed. Through the teaching and study within the seminar framework of the fundamentals of Freud's dream theory, a shared growth experience results for both teacher and candidates.

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Section: A R E V I E W O F R E L E Va N T L I T E R At U R E O N R E R E a D I N G F R E U D ' S W R I T I N G Smentioning

confidence: 99%

Studying The Interpretation of Dreams in the Company of Analytic Candidates

Levy

2009

J Am Psychoanal Assoc

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The Analyst’s Postgraduate Development—Rereading Freud and Working Theory Through

Fogel

Glick

1991

The Psychoanalytic Quarterly

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The authors believe that important aspects of a psychoanalyst's development can only be accomplished after the completion of training, that potential resistances to learning are not uncommon, and that the first five to ten postgraduate years are critical. A crucial acquisition of this developmental educational phase is a "theoretical identity," a personal theoretical synthesis which requires working through incompletely resolved transferences to Freud, to personal mentors and institutes, and to theory itself. The authors use the example of their own working through experiences while participating in a postgraduate Freud study group and show how a concurrent deepening of their theoretical identities contributed to their maturation as analysts and analytic teachers.

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Clinical Discussants as Psychoanalytic Readers

Coen

2000

J Am Psychoanal Assoc

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Psychoanalytic discussants of clinical papers face certain tasks, opportunities, and difficulties. To be willing to present and publish their analytic work for colleagues to study, analyst-authors and discussants need to expect that the other will respectfully complement his or her perspective. Discussants are encouraged to immerse themselves playfully in the affective force-field constituted between analysand and analyst within the process of the presentation. As discussants struggle to extricate themselves from this force-field, they contribute best by confining their understandings to the presentation process rather than trying to pin down the actual psychoanalytic situation. When this is done, discussants are under less pressure to inform presenters. This paper considers how discussants need to process their feeling responses to clinical papers so as to enhance rather than injure the analyst-author. This approach is illustrated with vignettes of the author's efforts as a clinical discussant to become a constructive psychoanalytic reader.

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How to Read Freud: A Critique of Recent Freud Scholarship

Cited by 4 publications

References 10 publications

Studying The Interpretation of Dreams in the Company of Analytic Candidates

Studying The Interpretation of Dreams in the Company of Analytic Candidates

The Analyst’s Postgraduate Development—Rereading Freud and Working Theory Through

Clinical Discussants as Psychoanalytic Readers

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