By Deborah P. Britzman
Makes use of psychoanalytic theories of studying to discover modern matters in schooling.
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Additional info for After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning
In speaking of an innate conﬂict between love and hate, I am implying that the capacity both for love and for destructive impulses is, to some extent, constitutional, though varying individually in strength and interacting from the beginning with external conditions. (1957, 180) The confusion of love and hate exists from the beginning, and the raw combination of this primal or one can even say prehistoric, conﬂict is the material from which thinking is gradually made. Paradoxically, thinking is aroused from conﬂict and so carries traces of its own difﬁcult emergency.
Like Lyotard’s, Arendt’s suggestion for thinking education as crisis also is deceptively simple: 24 AFTER-EDUCATION Aside from these general reasons that would make it seem advisable for the layman to be concerned with trouble in ﬁelds about which, in the specialist sense he may know nothing (and this, since I am not a professional educator, is of course my case when I deal with a crisis in education), there is another even more cogent reason for his concerning himself with a critical situation in which he is not immediately involved.
5 By the time of the Controversies, both women had produced inﬂuential publications that shaped the very questions that child analysts would ask. Each had followers of her own approach: people who had been analyzed either by her or by Freud’s ﬁrst circle. If all of these details suggest rather established camps, it also was the case that at the time of the Controversies neither were their respective theories completed. But their doubts, when expressed, were jotted in the margins of their papers or confessed privately in letters to supporters.
After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning by Deborah P. Britzman