Danielle P.

Dupa

Introduction

(Taubman, P. 2012) In his article entitled Disavowed Knowledge: Psychoanalysis,

Education, and Teaching, described the relationship between education and psychoanalysis as

having been from the beginning “neurotic.” Comparing the relationship to a marriage, in which

communication had broken down and the partners respectfully ignored one another, the

offspring, he wrote resembled “a bastard child… too sickly to thrive, too schizophrenic to realize

the inner split that ails them.” Could such a persistently troubled relationship really have had a

future? Especially one outside the normative arrangements presupposed by Bettelheim’s

analogy? If we consider the relationship between psychoanalysis and education, from today’s

standpoint, we might well include that its future was indeed bleak.

On the other hand, psychoanalysis is everywhere. It has, as (Bettelheim, 1969 cited by

Taubman, 2012) said in his eulogy for Freud, become “a whole climate of opinion.”

Psychoanalytic terms and ideas, such as “Freudan slip,” “Oedopal complex,:” “repression,”

“unconscious,” and “phallic,” circulate in public discourse, often in the service of humor or glib

remarks, but also in private conversations, when we talk about a friend represses his or her

feelings or pursues rejection, or about a colleagues unconscious aggression or a daughter’s

needs to separate from her mother.

Encyclopedia (2019) in their article stated that the relations between psychoanalysis and

philosophy are close, complex, and full of conflict. Freud, Lacan, and a few other writers

assuming a psychoanalytic viewpoint persistently situated themselves in relation to philosophy,

making use of it and explaining psychoanalytic terms by reference to it. For their part,

philosophers have regarded psychoanalysis with a mixture of fascination and suspicion, and

have subordinated it to the needs and objectives of philosophy, which has allowed them to

contest or reject it. The difficult relations between philosophy and psychoanalysis arise primarily

from the fact that both investigate the same field, human experience (including sexuality, life,
death, suffering, relations with the world in culture and work) but operate within this field

according to opposite principles, consciousness in the case of philosophy and the unconscious

in the case of psychoanalysis. The unconscious is expressed in everyday life but is especially

present during analysis, where transference and resistance occur.

According to a recent study conducted by the American Psychoanalytic Association’s

Task Force on Undergraduate Education (Taubman, 2012), university and college psychology

departments treat psychoanalysis as “desiccated and dead”. A search on the ERIC database

matching the terms “psychoanal” and “Freud” and “Lacan” with the terms “classrooms,”

“pedagogy,” “schools,” “teacher education,” and “curriculum” turned up for each pairing an

average of forty articles written between 1966 and 2008—less than ten a year.

The absence of psychoanalysis from discussions of teaching and education as well as from

teacher education programs is striking, but given its treatment by academic psychology and

education’s enthusiastic embrace of accountability and standards not surprising. The very

aspects of daily life that psychoanalytic considers—dreams, slips of the tongue, bungled

actions, unintended consequences, and ideas, actions, and feelings that seems to make no

sense or disturb us—today’s educational approaches ignore or pathologize. Psychoanalytic

theory and the knowledge it generates have been banished from schools, from teacher

education programs, and, with the exception of the few departments in humanities, from the

academy.

Thus, childhood plays a crucial role in the theory and practice of psychoanalysis.

Sigmund Freud associated childhood trauma with the joys and sorrows of adults, arguing that

childhood is a decisive factor in individual development and thus reveals human personalities

and culture, according to (Seligman, 2018)

Reflective Commentary

The criticisms of Freud's theory can be grouped into three general categories. First,

critics contend that Freud's theory is lacking in empirical evidence and relies too heavily on

therapeutic achievements, whereas others assert that even Freud's clinical data are flawed,

inaccurate, and selective at best. Second, the actual method or techniques involved in

psychoanalysis, such as Freud's ideas on the interpretation of dreams and the role of free

association, have been criticized. Finally, some critics assert that psychoanalysis is simply not a

science and many of the principles upon which it is based are inaccurate.

In order to assess the strengths of Freud's theory of psychoanalysis, one must take into

account a few of the characteristics that define a "great" theory of behavior or personality.

Among the many characteristics that people consider to be significant are that the theory

addresses its problem, can be applied practically, fits with other theories, and endures the test

of time. In addition, according to many philosophers of science, a good theory is testable,

generalizable, generates new theories and ideas, and is acknowledged by experts in the field.

Psychoanalysis undoubtedly meets several of these requirements. Even now, as the twenty-first

century, psychoanalysis is a viable treatment choice for those with mental diseases. Numerous

institutes, organizations, and conferences with a focus on psychoanalysis have been formed all

over the world, demonstrating its acceptance and appeal. It is apparent that the theory of

psychoanalysis has endured the test of time because it was novel and revolutionary. By far one

of the greatest strengths of psychoanalysis is that it is a very comprehensive theory.

Psychoanalysis, originally intended as a theory to explain therapeutic or psychological concepts,

explains the nature of human development and all aspects of mental functioning.

Despite the weaknesses of psychoanalysis, I believe that the many strengths of the

theory are extremely significant. Therefore, I maintain that psychoanalysis is a theory that

should not be disregarded. Because psychoanalysis was developed a century ago and is still
considered to be a credible and effective method of treating mental illnesses, I contend that at

least significant parts of the theory are accurate. Second, I believe that psychoanalysis is a

scientific theory due to the fact that it is falsifiable and has, in fact, been proven false because

other methods of treatment have been proven effective. Third, I believe that psychoanalysis is

comprehensive, can be applied in practical ways, and contains valid arguments. Finally, I

believe that psychoanalysis is a substantial theory of personality because it is directly

responsible for the development of additional psychological theories and hypotheses that

otherwise may have been missed. And lastly, it has contributed a lot in the field of education

and its curriculum. Psychoanalysis, brings out the importance or proper environment for the

education of children. The environment in the school and in the home should be such as to

reduce the chances of repression and increase the chances of sublimation. It should provide

opportunities for spontaneous and creative activities and for all sublimations. Psychoanalysis

has stressed the significance of play in the education of children. Play along with other natural

interests of children should determine the various curricular and co-curricular activities in the

school. This emphasis play has given rise to play therapy and play-way as important techniques

in the treatment of scholastic and emotional problems. One of the significant contributions,

however, is the understanding that psychoanalysis has imparted of ‘mal-adjustments’ in

children’s behavior and delinquencies in adolescence. Emotional conflicts due to defective inter-

personal relationships within the family, repression of the child’s between the unconscious

needs and the demand or reality have been highlighted as important causes without minimizing

the significance of the inadequate environmental conditions such as the broken home, poor

economic situations, bad neighborhood, inadequate school programs, lack of proper

recreational facilities and others.

Each of the peer commentators offers insightful and intriguing feedback. But I don't think

anyone can dispute the fact that psychoanalysis is a "wonderful" theory of human personality.

Psychoanalysis is undoubtedly a useful technique in practice especially in a four-cornered room

dealing with students with different personalities and thinking. I believe that Freud's and his

theory's outstanding accomplishments much exceed the numerous objections. I, along with

many other proponents of psychoanalysis and psychodynamic theory, wish that the theory of

psychoanalysis, despite the many complaints against it, be fully understood for its applicability

and significant impact on contemporary psychology as well as its use in the educational setting.

To conclude, we can say that much of what is progressive in new education can be traced to the

influence of psychoanalysis.

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References:

Tubman, P. (2012). Springer. Disavowed Knowledge: Psychoanalysis, Education, and

Teaching. Retrieved Date December 10, 2022. Retrieved From https://rb.gy/6apw8v

Zhang, W. (June, 2022). The significance of infant research for psychoanalysis. Humanit Soc

Sci Commun 9, 194 (2022). Retrieved Date December 10, 2022. Retrieved From

https://rb.gy/kbjsxp

Encyclopedia (2019). Philosophy and Psychoanalysis. Retrieved Date December 10, 2022.

Retrieved From https://rb.gy/hlbpg1