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Titlebook: Life Conduct in Modern Times; Karl Jaspers and Psy Matthias Bormuth Book 20061st edition Springer Science+Business Media B.V. 2006 Freud.Ma

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书目名称Life Conduct in Modern Times
副标题Karl Jaspers and Psy
编辑Matthias Bormuth
视频video
概述Interdisciplinary study between psychiatry, philosophy, sociology and cultural studies.Combination of systematic and historical viewpoints
图书封面Titlebook: Life Conduct in Modern Times; Karl Jaspers and Psy Matthias Bormuth Book 20061st edition Springer Science+Business Media B.V. 2006 Freud.Ma
描述We read, but we are also read by others. Interferences of these readings. Forcing someone to read himself as he is read (slavehood). Forcing the others to read me as I read myself (conquest). 1 Simone WeilKarl Jaspers was born in Oldenburg in 1883, grew up in a liberal-minded banker’s family, studied medicine and was granted a chair in philosophy at the Uni- 2 versity of Heidelberg in 1922. The decisive factor in this appointment was Jaspers’ 1919 monograph Psychology of World Views (Psychologie der Weltanschauungen), 3 which founded so-called ‘existence philosophy’. What is less known is that in 1913 Jaspers had already published an epoch-making methodological systematics, his General Psychopathology (Allgemeine Psychopathologie), which had established 4 him as an authority in the field of psychiatry in the German-speaking world. As a result of this as well as the fact that Jaspers addressed questions concerning physi- 5 sicians’ self-identity, Jaspers is now celebrated as one of the “classic figures of 6 medicine”.1 Weil (1990), pg. 134. 2 Karl Jaspers (1883-1969) worked as a psychiatrist in Heidelberg starting in 1909, and from 1914 on he held a position as a Privatdozent for ps
出版日期Book 20061st edition
关键词Freud; Marx; Sigmund Freud; psychoanalysis; theory of science
版次1
doihttps://doi.org/10.1007/1-4020-4765-7
isbn_softcover978-90-481-7188-0
isbn_ebook978-1-4020-4765-7
copyrightSpringer Science+Business Media B.V. 2006
The information of publication is updating

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tion: On the one hand culture is seen as crucial for an understanding of migration and minority issues, while on the other, the focus on culture is seen as a hindrance which leads to processes of ‘culturalization’ and ‘ethnization’ through which social inequalities are made invisible. Most prominent
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minant and widespread discourses about “integration” migrating subjects are viewed only as passive and as being driven—without subjectivity and without their own initiative in leading their life. A second argument points to a polarity in which the dominant view is capturing migrants. A polarity, whi
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, 1982; Danieli, 1980) or perpetrators (Bar-On, 1989). Though we may still find such aftereffects among the third generation, these are not clear-cut and extensive (Bar-On, 1994; Segev, 1992). The young can try to ignore its effects or to reconstruct it through history books, the media, or public di
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ection, and generalizability of findings (e.g., Solkoff, 1992). A critical backlash has also been evident (Roseman & Handle-man, 1993; Whiteman, 1993), even from among the children themselves (Peskin, 1981), against the penchant of the early Holocaust literature to formulate the transmission of deep
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