Introduction to Psycho-Analysis for Teachers. Slipcased with 8243.
Freud, Anna. Einführung in Die Psychoanalyse Für Pädagogen. Stuttgart und Leipzig: Hippokrates-Verlag, 1930.
8vo.; two pages of publishers advertisements in the rear; olive-green wrappers printed in dark green; spine sunned; small abrasion to upper panel.
(Boxed together with):
Freud, Anna. Introduction to Psychoanalysis for Teachers. Four lectures by Anna Freud. Translated by Barbara Low, author of “Psycho-Analysis: An Outline of the Freudian Theory.” These lectures were given before the teachers at the Children’s Centres of the City of Vienna. London: George Allen & Unwin Ltd., 1931.
8vo.; faint foxing to endpapers; orange cloth; spine stamped in black; orange dust-jacket.
First edition and English language edition of Freud’s second book, a compilation of four lectures delivered before the teachers at the Children’s Centres of the City of Vienna. The lectures, “Infantile Amnesia and the Oedipus Complex,” “The Infantile Instinct-Life,” “The Latency Period,” and “The Relation Between Psycho-Analysis and Pedagogy,” are driven by the idea that teachers of young children can better understand their pupils through psychoanalysis. Freud writes,
But the teacher who desires to learn more of the mental background [of individual children], and who would like to understand the differences between them and follow their slow development in the case of the individual child, may very possibly obtain information through the new science of psycho-analysis.
She acknowledges that this series of lectures is, simply, an introduction, and that teachers should take the initiative in learning as much as they can about psycho-analysis to be most effective. She also raises the previously unconsidered notion that children’s personalities are already very well-developed at a young age, and it is the teacher’s duty to nourish each child’s personal growth, rather than quash it.
There is to be discovered in each child a perfectly definite constellation of hopes and fears, dislikes and preferences, his own kind of jealousy and tenderness and his need of love or rejection of it. It is no question here of a teacher impressing her own individuality upon a still unformed being. She is moving among complex miniature personalities whom it is by no means easy to influence.
Anna Freud is known as the “guardian and defender” of the psychoanalytic tradition, and with good cause. Born in Vienna in 1895 to “the father of psychoanalysis” Sigmund Freud and his wife Martha, she moved with her family to London when she was in her twenties and completed her education there. In Vienna she had worked at the Vienna Training Institute and she was the founder and director of the Jackson Nursery in Vienna (1937-38). In London from 1938 on, she became a member of the London Institute of Psychoanalysis – with which she was affiliated until her death. She co-founded and directed the Hampstead Child Therapy Course and Clinic, London (1947-1982); and she ran a private psychoanalytic practice from 1938-1982. The recipient of many awards and honorary degrees, she was named Commander of the Order of the British Empire in 1967. She is the author of countless articles and nearly two dozen books on child psychoanalysis; Psychoanalysis for Teachers was her second published book. She died in London in 1982.
Barbara Low was a Freudian psychoanalyst who wrote, Psycho-Analysis: An Outline of the Freudian Theory. She comes from a family of mental health practitioners; her brother in-law was the psychologist David Eder.
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