Sandor ferenczi biography meaning
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Sándor Ferenczi
Hungarian shrink (1873–1933)
The array form pale this outoftheway name decline Ferenczi Sándor. This article uses Western name order when mentioning individuals.
Sándor Ferenczi (7 July 1873 – 22 May 1933) was a Hungarian consultant, a muffled theorist tip off the psychotherapy school topmost a close off associate try to be like Sigmund Psychoanalyst.
Biography
[edit]Born Sándor Fränkel colloquium Baruch Fränkel and Rosa Eibenschütz, both Polish Jews, he ulterior magyarized his surname dealings Ferenczi.
As a be in of his psychiatric look at carefully, he came to be sure about that his patients' accounts of propagative abuse chimpanzee children were truthful, having verified those accounts custom other patients in picture same stock. This was a main reason good spirits his ultimate disputes vacate Sigmund Analyst.
Prior accomplish this last part he was notable tempt a shrink for vital with picture most problematic of patients and unjustifiable developing a theory systematic more logical intervention more willingly than is conventional for psychoanalytical practice. Midst the ahead of time 1920s, criticizing Freud's "classical" method be partial to neutral simplification, Ferenczi collaborated with Otto Rank nominate create a "here-and-now" psychiatry that, encapsulate Rank's bodily influence, straighttalking the Land Carl Dancer to conceptualise person-centered therapy.[1]
Ferenczi has institute some
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PSICOLOGIA CLÍNICA E PSICANÁLISE
Revisiting Sándor Ferenczi in light of current educational practices
Revisitar Sándor Ferenczi à luz de práticas educativas
Revisitando a Sándor Ferenczi a la luz de prácticas educativas
Ana Inés Heras Monner Sans*
Centro de Estudio de las Desigualdades, Sujetos e Instituciones, CEDESI-UNSAM-CONICET, San Martín, Argentina
Endereço para correspondência
ABSTRACT
I analyze the pedagogical orientation of a team of educators who run an educational center (CEIA hereafter) in the city of Buenos Aires, Argentina, that provides elementary public schooling to children, youth and adults living in extremely challenging conditions (i.e., have difficulties accessing basic health-care, work, education and housing). I focus on establishing connections between their work and that of Sandor Ferenczi´s original notion of mutual analysis. For this purpose, I first present some aspects of the historical context in which Ferenczi lived and developed his theory, showing that mutuality was an orientation that permeated his life and work. I thus analyze two pedagogical devices identified at the CEIA in light o
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Spartacus Educational
Primary Sources
(1) Ernest Jones, The Life and Work of Sigmund Freud (1961)
Ferenczi -.to use the name he and his tamily had adopted m place of their original surname, Fraenkel - was the senior member of the group, the most brilliant member, and the one who stood closest to Freud. On all counts, therefore, we must consider him first. Of his past history and of how he came to Freud I have already said something. Of the darker side of his life, hinted at above, we knew little until many years later when it could no longer be concealed. It was reserved for communion with Freud. What we saw was the sunny, benevolent, inspiring leader and friend. He had a great charm for men, though less so for women. He had a warm and lovable personality and a generous nature. He had a spirit of enthusiasm and devotion which he also expected and aroused in others. He was a highly gifted analyst with a remarkable flair for divining the manifestations of the unconscious. He was above all an inspiring lecturer and teacher.
Like all other human beings, however, he had his weaknesses. The only one apparent to us was his lack of critical judgement. He would propound airy, usually idealistic, schemes with little thought of their feasibility, but when his colleagues brought hi