LEADER 06074nam 22007095 450 001 9910255151503321 005 20220117012412.0 010 $a9783319260853 010 $a3319260855 024 7 $a10.1007/978-3-319-26085-3 035 $a(CKB)3710000000501125 035 $a(EBL)4085635 035 $a(DE-He213)978-3-319-26085-3 035 $a(MiAaPQ)EBC4085635 035 $a(EXLCZ)993710000000501125 100 $a20151107d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMelanie Klein $eEarly Analysis, Play, and the Question of Freedom /$fby Deborah P. Britzman 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (113 p.) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 300 $aDescription based upon print version of record. 311 08$a9783319260839 311 08$a3319260839 320 $aIncludes bibliographical references. 327 $aContents; 1 Preludes; Abstract; 1.1 Disquieting Imagination; 1.2 The Rough Drafts of Tiny Humanity; 1.3 Objects Are Closer Than They Appear; 1.4 Dilemmas of Introductions; 2 Affecting Psychoanalysis; Abstract; 2.1 Preconditions as Another Term for Origins; 2.2 An Education in Psychoanalysis; 2.3 Entrances and Exists; 2.4 Education as We Do Not Know It; 2.5 Prolepsis: 1927 Symposium on Child Analysis and the Fallout of Education; 3 The Early Education of Psychoanalysis; Abstract; 3.1 Attractions in the Making; 3.2 The Work of Libido; 3.3 Transference 327 $a3.4 Little Hans: The First Case of Child Analysis3.5 Klein's ``Development of a Child, Part One''; 4 Away from Education: Step-by-Step; Abstract; 4.1 A Change of Heart; 4.2 ``The Child's Resistance to Enlightenment'': Part Two; 4.3 Libido Goes to School; 4.4 What Is the Teacher To Do?; 4.5 ``Just Like Dreams''; 5 The Psychoanalytic Situation: Early Analysis and Its Theory of Play Technique; Abstract; 5.1 ``Forgets All Dreams'': The Early Clinic of Klein's Berlin Practice; 5.2 Anxiety as Deep-Seated; 5.3 ``I Don't Mind'': From Monotonous Games to Worries of Being Watched 327 $a5.4 ``There's Something About Life I Don't like'': Erna's Depression and the Mother's Body5.5 A World of Small Toys and Gigantic Feelings; 6 ``Everything Good and Bad'': Developing Depressive Position and Imagination; Abstract; 6.1 From Weaning and Loss to Symbolization of Mind; 6.2 Little ``Dick''; 6.3 ``Most of All, I'd Like to Put Mama in the Corner'': Opera Boy; 6.4 Psychotic States, Internal Persecutors, and the Depressive Position; 6.5 The Dispersal of Love and the Designated Mourner; 7 ``Six Degrees of Separation'': The Freud-Klein Controversies 1941--1945; Abstract 327 $a7.1 Education and Infancy7.2 Psychoanalytic Diaspora; 7.3 A Family Affair; 7.4 Drives Versus Object Relations; 7.5 Compromises; 8 ``If I Were You'': A Phantasy in Two Parts; Abstract; 8.1 Splitting of the Object and the Ego; 8.2 Boundless Transference; 8.3 Projective Identifications and the Changes of Identity; 8.4 ``To Bite the Hand that Feeds One'': Emotional Attitudes and the Urge for Reparation; 8.5 ``The Pain of Integration''; 9 Narratives of the Psychoanalytic Situation: On the Friendship of Mrs. K. and Richard; Abstract; 9.1 ``Go Right to the Depths'' 327 $a9.2 ``Do You Really Know What I Think? How Can You Really Know?'': Twenty-Fourth Session, Saturday9.3 ``Do Psycho-Analysts Go to Church?'': Fifty-Second Session, Sunday; 9.4 ``Must We Say Goodbye?'': The Sadness of Parting; 9.5 A Fortuitous Meeting: Richard's Recollections of the Analysis; References; Works by Melanie Klein; Other Works; Sources of Interest; Internet Resources; General References 330 $aThis volume introduces the psychoanalyst Melanie Klein to the general field of education and traces her theories of mental life as an emotional situation, through to problems of self/other relations in our own time. The case is made for Klein?s relevance and the difficulties her theories pose to the activities of learning and pedagogical relation.  Klein?s vocabulary?the paranoid/schizoid and depressive positions, phantasy, object relations, projective identification, anxiety, envy, and the urge for reparation and gratitude? are discussed in terms of their evolution and the designs of her main questions, all stemming from the problem of inhibition. Her contribution to an understanding of symbolization and the shift from concrete thinking to greater freedom of mind is analyzed. The essay develops the following questions: why is learning an emotional situation?  How did Klein?s life and larger history influence her views? What are her central theories of mental life? Why did Klein focus on anxiety and phantasies as making up the life of the mind? What is object relations theory? And, what does Klein?s model of the self proffer to contemporary education in schools and in universities? 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducational psychology 606 $aSchool psychology 606 $aEarly childhood education 606 $aLearning, Psychology of 606 $aEducational Psychology 606 $aSchool Psychology 606 $aEarly Childhood Education 606 $aInstructional Psychology 615 0$aEducational psychology. 615 0$aSchool psychology. 615 0$aEarly childhood education. 615 0$aLearning, Psychology of. 615 14$aEducational Psychology. 615 24$aSchool Psychology. 615 24$aEarly Childhood Education. 615 24$aInstructional Psychology. 676 $a618.928917 700 $aBritzman$b Deborah P$4aut$4http://id.loc.gov/vocabulary/relators/aut$0897899 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255151503321 996 $aMelanie Klein$92531887 997 $aUNINA