Auchincloss E L, Kravis N M
Weill Medical College of Cornell University, New York, NY 10021, USA.
Int J Psychoanal. 2000 Aug;81 ( Pt 4):753-70. doi: 10.1516/0020757001600138.
The authors describe their experience teaching 'The Writings of Sigmund Freud' to undergraduates at Columbia College over a three-year period. The course focused on Freud's developing theory of the mind, his application of psychoanalytic theory to the study of culture, and the autobiographical and historical context in which the texts were written. The students entered the course intrigued by the controversy surrounding Freud. They immersed themselves in the intellectual task of understanding Freud's work while at the same time discovering its power to speak directly to their personal concerns. The students found in Freud a companion in the search for personal meaning in the 'great books' of the western canon. At a deeper level, they found in Freud an ally in the drama of coming-of-age, experienced in terms of separation and loss, concerns about normality and sexuality, the quest for autonomy and the search for identity. While interested in Freud's ideas about infantile sexuality, for the most part, they rejected the concept of the Oedipus complex. The authors present excerpts from the students' written work and classroom discussion. Their responses are explored in relation to the developmental tasks of adolescence.
作者描述了他们在三年时间里向哥伦比亚学院本科生教授“西格蒙德·弗洛伊德著作”课程的经历。该课程聚焦于弗洛伊德不断发展的心理理论、他将精神分析理论应用于文化研究，以及这些文本创作的自传体和历史背景。学生们带着对围绕弗洛伊德的争议的好奇进入这门课程。他们全身心投入到理解弗洛伊德作品的智力任务中，同时发现其作品能直接触及他们个人关切的力量。学生们在弗洛伊德身上找到了一位同伴，与之一同探寻西方经典“伟大著作”中的个人意义。在更深层次上，他们在弗洛伊德身上发现了一位成长之路上的盟友，这种成长体现在分离与失落、对正常与性的关切、对自主的追求以及对身份认同的探寻等方面。虽然学生们大多对弗洛伊德关于婴儿性欲的观点感兴趣，但他们拒绝接受俄狄浦斯情结的概念。作者呈现了学生书面作业和课堂讨论的节选内容。他们的回应结合青少年的发展任务进行了探讨。
