| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910826736203321 |
|
|
Autore |
Kradin Richard L. |
|
|
Titolo |
The parting of the ways : how esoteric Judaism and Christianity influenced the psychoanalytic theories of Sigmund Freud and Carl Jung / / Richard Kradin |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Boston, Massachussetts : , : Academic Studies Press, , 2016 |
|
©2016 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (255 p.) |
|
|
|
|
|
|
Collana |
|
Psychoanalysis and Jewish Life |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Psychoanalysis and religion |
Christianity - Psychological aspects |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Front matter -- Table of Contents -- Acknowledgements -- Preface -- Introduction -- Chapter 1. Sigmund Freud: "Godless Jew" -- Chapter 2. Carl Gustav Jung: A Preacher's Son. -- Chapter 3. Anatomy of Psyche, Anatomy of Soul -- Chapter 4. The Judeo-Christian Ethic -- Chapter 5. Boundaries: Discerning What Is Holy from What Is Profane -- Chapter 6. Law and Spirit -- Chapter 7. Mysticism: Word and Image. -- Chapter 8. God and the Unconscious -- Chapter 9. Revelation and Psychoanalysis -- Chapter 10. Eros and Sexuality -- Chapter 11. The Symbolic Realm -- Chapter 12. Dreams and Midrash -- Chapter 13. Transference: Personal or Not? -- Chapter 14. Trauma, Psychopathology, and Jewish Mysticism -- Chapter 15. Obsessionality and Historical Traumas -- Chapter 16. Master and Disciple -- Chapter 17. Losing Oneself: Narcissism and Bitul -- Chapter 18. Oedipus and Supersession -- Chapter 19. Psychoanalysis and Altered States -- Conclusion -- Figure Legends -- References -- Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
The Enlightenment signaled diminished popular reliance on the religious "cure of the soul," and witnessed the emergence of psychoanalysis. From its inception, Freud's psychoanalysis was accused of being a "Jewish science," and he countered by including non-Jewish Swiss psychiatrists in his movement. Carl Jung eventually broke with Freud due to differences concerning psychoanalytical theory and |
|
|
|
|
|
|
|
|
|
|
|
|
|
practice. This text explores the religious underpinnings of psychoanalysis, contrasting the textual and mystical traditions of Judaism with those of Christianity. It convincingly demonstrates that differences in the fundamental tenets of Judaism and Christianity have had a profound and continued influence on psychoanalysis. |
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910522559003321 |
|
|
Autore |
Galili Igal |
|
|
Titolo |
Scientific Knowledge as a Culture : The Pleasure of Understanding / / by Igal Galili |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
|
|
|
|
|
|
|
|
|
ISBN |
|
9783030802011 |
9783030802004 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2021.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (487 pages) |
|
|
|
|
|
|
Collana |
|
Science: Philosophy, History and Education, , 2520-8608 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Science - Study and teaching |
Education |
Science - History |
Science Education |
History of Science |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Part I. Conceptual Excursus -- 1 Understanding Classical Mechanics: A Dialogue with the Cartesian Theory of Motion -- 2 De Motu –The History of the Understanding of Motion, from Aristotle to Newton -- 3 Optical Image and Vision: From Pythagoras to Kepler -- 4 Inertial Force – The Unifying Concept -- 5 Weight Concept: From Aristotle to Newton and then to Einstein -- Part II Perspectives -- 6 Scientific Knowledge as a Culture – a Paradigm of Knowledge Representation for the Meaningful Teaching and Learning Science -- 7 Teaching Optics: A Historico-Philosophical Perspective -- 8 From Comparison between Scientists to Gaining Cultural Scientific Knowledge - Leonardo and Galileo -- 9 A Refined Account of Nature of Science -- 10 On the Power of Fine Arts |
|
|
|
|
|
|
|
|
|
|
|
Pictorial Imagery in Science Education -- 11 Epilogue – Discipline-Culture for the Pleasure of Understanding. |
|
|
|
|
|
|
Sommario/riassunto |
|
This book, in its first part, contains units of conceptual history of several topics of physics based on the research in physics education and research based articles with regard to several topics involved in teaching science in general and physics in particular. The second part of the book includes the framework used, the approach considering science knowledge as a special type of culture – discipline-culture. Within this approach, scientific knowledge is considered as comprised of a few inclusive fundamental theories each hierarchically structured in a triadic pattern: nucleus-body-periphery. While nucleus incorporates the basic principles and body comprises their implementations in the variety of laws, models, and experiments, periphery includes concepts at odds to the nucleus. This structure introduces knowledge in its conceptual variation thus converting disciplinary knowledge to cultural-disciplinary one. The approach draws on history and philosophy of science (HPS) necessary for meaningful learning of science. It is exemplified in several aspects regarding teaching physics, presenting history in classes, considering the special nature of science, and using artistic images in regular teaching. The revealed conceptual debate around the chosen topics clarifies the subject matter for school students and teachers encouraging construction of Cultural Content Knowledge. Often missed in teachers' preparation and common curriculum it helps genuine understanding of science thus providing remedy of students' misconceptions reported in educational research. |
|
|
|
|
|
|
|
| |