The child’s ‘position’

Bar-Haim, Shaul

doi:10.4324/9781315270784-7

Cited by 2 publications

(4 citation statements)

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“…The main breakpoint between Anna Freud and Melanie Klein is well-known (Donaldson, 1996; Likierman, 1995; Viner, 1996), although its educational consequences are a less explored area in the contemporary psychoanalytical discourse. According to Bar-Haim (2017a), Anna Freud and Melanie Klein represented two different perceptions of childhood, which determined their opinion on the educational usefulness of psychoanalysis. The fundamental difference between these two psychoanalytic perspectives was rooted in their diverse conceptions concerning the formation of the superego.…”

Section: The Historical Relationship Of Psychoanalysis and Pedagogymentioning

confidence: 99%

“…In this Freudian framework, the immature superego made impossible to create a transference between the analyst and the child. Consequently, the function of the analyst is more educational than therapeutic because the analyst could not avoid becoming an authority representative to children (Bar-Haim, 2017a).…”

Section: The Historical Relationship Of Psychoanalysis and Pedagogymentioning

confidence: 99%

“…Furthermore, Klein attributed such mental functions—namely the paranoid-schizoid and the depressive positions—to children which could be activated in adulthood. Because of the nondevelopmental nature of the superego, children could undergo analysis as adults and it is possible to create a transference (Bar-Haim, 2017a).…”

Section: The Historical Relationship Of Psychoanalysis and Pedagogymentioning

confidence: 99%

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Problems and possibilities concerning the concept of psychoanalytic pedagogy in the light of the work of Susan Isaacs in the malting house school.

Szabó¹

2022

History of Psychology

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In the first decades of the 20th century, high hopes were raised of the adaptability of psychoanalysis into the pedagogical field. According to this new discourse, the possibilities of educational application became one of the most important research areas within the psychoanalytical community. However, several definitional and technical questions have remained unexplained. The aim of this article is to highlight the theoretical and methodological difficulties and opportunities regarding the concept of the so-called "psychoanalytically informed pedagogy" through the examination of the Malting House School, a unique and well-documented nursery in British educational history. This article focuses on Susan Isaacs' educational practice from 1924 until 1927 and its connection with psychoanalytic theory. Isaacs' critical reflections concerning her work at the Malting House School can offer a different perspective not just to the historical examination of psychoanalytic pedagogy, but generally to the scientific relationship between theory and practice.

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Section: The Historical Relationship Of Psychoanalysis and Pedagogymentioning

confidence: 99%

Section: The Historical Relationship Of Psychoanalysis and Pedagogymentioning

confidence: 99%

Section: The Historical Relationship Of Psychoanalysis and Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Problems and possibilities concerning the concept of psychoanalytic pedagogy in the light of the work of Susan Isaacs in the malting house school.

Szabó¹

2022

History of Psychology

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“…4On the roots of the dispute between Anna Freud and Klein before the war, see Shapira (2017a); Bar Haim (2017).…”

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confidence: 99%

A case for a “middle-way career” in the history of psychology: The work of pioneering psychoanalyst Marjorie Brierley in early 20th century Britain.

Shapira¹

2021

History of Psychology

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Historians often focus on the most famous or radical, prolific theoreticians among psychoanalysts, thereby at times reproducing the self-centered biases of their subjects rather than providing a useful critique. I offer instead a revisionist view of this history of psychology, arguing that we should pay more attention to a variety of middle-way actors who combined diverse forms of often-dismissed labor that included practice, editorial, and administrative work, and who tried to find a less rigid theoretical middle ground to toil. These middle-way actors were often women and although scholars have commented on the prominence of women in the early societies of psychoanalysis, we have not conducted adequate research on all these early active members and their roles. This article presents an example of such an actor, Marjorie Brierley (1893Brierley ( -1984, one of the first women psychoanalysts in Britain who made unique, yet unresearched, varied contributions-intellectual and non-intellectual-to the famous interwar debate on femininity and to organizational and clinical work. If we are to fully understand the establishment, cultivation, and maintenance of the flourishing field of psychoanalysis in the early 20th century, we must account for the work of women like her.

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The child’s ‘position’

Cited by 2 publications

References 1 publication

Problems and possibilities concerning the concept of psychoanalytic pedagogy in the light of the work of Susan Isaacs in the malting house school.

Problems and possibilities concerning the concept of psychoanalytic pedagogy in the light of the work of Susan Isaacs in the malting house school.

A case for a “middle-way career” in the history of psychology: The work of pioneering psychoanalyst Marjorie Brierley in early 20th century Britain.

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