Theoretical Psychoanalysis Doctoral Programme.
Hist Psychol. 2022 Aug;25(3):272-289. doi: 10.1037/hop0000207. Epub 2021 Nov 29.
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. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
在 20 世纪的头几十年，人们对精神分析适应教学领域抱有很高的期望。根据这一新的论述，教育应用的可能性成为精神分析界最重要的研究领域之一。然而，仍有一些定义和技术问题尚未得到解释。本文旨在通过考察英国教育史上一所独特且有充分记录的幼儿园——麦芽屋学校，强调所谓的“精神分析教育学”这一概念在理论和方法上的困难和机遇。本文重点介绍了苏珊·艾萨克斯（Susan Isaacs）从 1924 年到 1927 年的教育实践及其与精神分析理论的联系。艾萨克斯（Isaacs）对麦芽屋学校工作的批判性反思不仅可以为精神分析教育学的历史考察提供一个不同的视角，而且可以为理论与实践之间的科学关系提供一个不同的视角。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
