Progresywne podejście Ericha Fromma do problemu ludzkiej egzystencji na tle psychoanalizy

Author: Lidia Lipka
Year of publication: 2013
Source: Show
Pages: 23-32
DOI Address:
PDF: ksm/18/ksm201302.pdf

Goethe wrote: „Mankind walks steadily forward, but the person remains the same”. Customs as a normative tradition ways of behavior are the important social community and have the power to unwritten laws. Are primarily trans­mitted orally or by imitation, once established are very slow to change. The article discusses the problem of looking at the reality of the two opposite poles.

Sartre’s Critique of Freud’s Conception of Emotions

Author: Marta Agata Chojnacka
Year of publication: 2016
Source: Show
Pages: 79-90
DOI Address:
PDF: kie/112/kie11206.pdf

The purpose of this article is to reconstruct Sartre’s critique of selected elements of Freud’s psychoanalysis as far as the emotions theory is concerned. I am analysing those assumptions of Freud’s teachings which became subjected to Sartre’s critique and why. I also point out the fact that some of the elements of psychoanalysis where emphasised by Sartre as important for the development of the emotions theory. My deliberations are based largely on Sartre’s Sketch for a Theory of the Emotion.

A Few Problems with Mouffe’s Agonistic Political Theory

Author: Monika Mazur-Bubak
Institution: Jagiellonian University
Year of publication: 2019
Source: Show
Pages: 307-318
DOI Address:
PDF: ppsy/48-2/ppsy2019207.pdf

The main goal of examining a single philosophical theory, connected with social and political disciplines, is not just to identify its incoherence or to restate the theory in a more elegant way. More important in that kind of investigation is to show its possible impact on people’s lives and the functioning of communities. Thus, it seems more reasonable to conduct a critical analysis of the possible consequences for a real society than to undertake a simple study of the argument’s logical consistency. The main aim of this paper is to introduce doubts about the thesis of Chantal Mouffe presented by her in Agonistics. Thinking the World Politically and Passion and Politics. Main hypothesis is that thinking about the “political” and “politics” with reference to enmity as well as claiming that the source of every political and social activity is antagonism, can provoke an attitude that social and political scenes are battlefields rather than an agora or the space of human interactions. First of all, the author provides the critical analysis and reconstruction of the most important claims connected with the “political”, which can have strong negative effects-i.e. brutalization and creating a negative basis for social relation. Then presents a few possible sources of thinking of “political” as a “competition” or rather “enmity”. The last part it is the critic of what Mouffe claims about reason why people get involve into politics, based on the psychological experiments and in result of this the author shows the importance of validity the high standards in politics, diplomacy and relation on the social level.

Transformacja czy transmisja? Edukacja humanistyczna wobec problemów „przeniesienia” w relacji pedagogicznej

Author: Wojciech Kruszelnicki
Institution: Dolnośląska Szkoła Wyższa we Wrocławiu
Year of publication: 2013
Source: Show
Pages: 42-61
DOI Address:
PDF: kie/94/kie9403.pdf

Transformation or Transmission? Humanities Education Facing the Problems of “Displacement” in Pedagogical Relation

In my paper I discuss in pedagogical context the mechanism which Freud referred to as “transference”, and expand this subject with pedagogically relevant commentaries of Jacques Lacan who has proposed to inscribe the Freudian concept of transference into the wider context of the functioning of the authority comprised by the problematic of knowledge as such. The aim of this examination is not only to draw attention to numerous psychoanalytical insights into man’s existence in culture that may enrich pedagogical reflection with new intellectual stimuli, but also to show both positive, and negative sides of the mechanism of transference in education (consisting respectively in facilitating the process of learning and debilitating it) and in this way consider from a different perspective the ambivalence of the teacher’s authority in the classroom.

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