Lagos Carla Mantilla
Pontificia Universidad Católica del Perú.
Span J Psychol. 2007 May;10(1):189-98. doi: 10.1017/s1138741600006454.
This paper presents a comparison of two psychoanalytic models of how human beings learn to use their mental capacities to know meaningfully about the world. The first, Fonagy's model of mentalization, is concerned with the development of a self capable of reflecting upon its own and others' mental states, based on feelings, thoughts, intentions, and desires. The other, Bion's model of thinking, is about the way thoughts are dealt with by babies, facilitating the construction of a thinking apparatus within a framework of primitive ways of communication between mother and baby. The theories are compared along three axes: (a) an axis of the theoretical and philosophical backgrounds of the models; (b) an axis of the kind of evidence that supports them; and (c) the third axis of the technical implications of the ideas of each model. It is concluded that, although the models belong to different theoretical and epistemological traditions and are supported by different sorts of evidence, they may be located along the same developmental line using an intersubjective framework that maintains tension between the intersubjective and the intrapsychic domains of the mind.
本文对两种精神分析模型进行了比较，这两种模型探讨了人类如何学会运用其心理能力去有意义地认识世界。第一种是费纳吉的心理化模型，它关注的是一种自我的发展，这种自我能够基于情感、思想、意图和欲望来反思自身及他人的心理状态。另一种是比昂的思维模型，它探讨的是婴儿处理思想的方式，即在母婴之间原始交流方式的框架内促进思维机制的构建。这两种理论沿着三个轴进行比较：（a）模型的理论和哲学背景轴；（b）支持它们的证据类型轴；（c）每个模型观点的技术含义轴。结论是，尽管这两种模型属于不同的理论和认识论传统，且由不同类型的证据支持，但使用一个在心理的主体间领域和心理内部领域之间保持张力的主体间框架，它们可能处于同一条发展线上。
