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The Collected Clinical Works of Alfred Adler, Volume 5 - Journal Articles 1921-1926 PDF

237 Pages·2002·1.05 MB·English
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The Collected Clinical Works of Alfred Adler Volume 5 Journal Articles: 1921-1926 Talent & Occupation Crime & Revolution Philosophy of Living Alfred Adler New Translations by Gerald L. Liebenau Edited by Henry T. Stein, Ph.D. Classical Adlerian Translation Project © 2004 by Henry T. Stein, Ph.D. All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the editor. All inquiries should be sent to Henry T. Stein, Ph.D., Classical Adlerian Translation Project, 2565 Mayflower Lane, Bellingham, WA 98226. Tel (360) 647-5670 or email to [email protected] . Published 2004 by The Classical Adlerian Translation Project. Printed in the United States of America ISBN 0-9715645-5-8 Table of Contents Editor’s Preface 2004............................................................................................ iii About the Translator ............................................................................................. iv Chapter I: Chapter II: Chapter III: Chapter IV: Chapter V: Chapter VI: Chapter VII: Chapter VIII: Chapter IX: Chapter X: Chapter XI: Chapter XII: Chapter XIII: Chapter XIV: Chapter XV: Chapter XVI: Chapter XVII: Chapter XVIII: Chapter XIX: Chapter XX: Chapter XXI: Chapter XXII: Chapter XXIII: Chapter XXIV: Chapter XXV: Chapter XXVI: Chapter XXVII: Chapter XXVIII: Chapter XXIX: Chapter XXX Chapter XXXI: Chapter XXXII: Chapter XXXIII: Chapter XXXIV: Chapter XXXV: Where the Struggle Against Delinquency Should Begin [1921] ..............................................................1 Educational Guidance Center [1922] .....................................4 Introductions to Heilen und Bilden, Both Editions and Postscript [1922] .............................................................7 Danton, Marat, Robespierre: A Character Study [1923] .....12 Progress in Individual Psychology – Part I [1923] ..............16 The Capacity of the Human Psyche [1923] .........................25 The Dangers of Isolation [1923] ..........................................27 Individual Psychology and World View – I [1923] .............30 Punishment in Child Rearing[1924] ...................................32 Progress in Individual Psychology – Part II [1924] .............35 Change of Neurosis and Training in the Dream [1924] .......39 Psychic Causality [1924] .....................................................44 Neurosis and Crime [1924] ..................................................46 A Frequent Root of Sadism [1924] ......................................59 Critical Considerations on the Meaning of Life [1924] .......61 A Case of Melancholia [1924] .............................................65 Problem Children and Neurotic Adults [1924] ....................68 Individual Psychology and Worldview – II [1924] .............70 Marriage as a Mutual Task [1925] .......................................74 Unteachable Children or Unteachable Theory [1925] ........80 Inscriptions on the Human Spirit [1925] .............................82 Reports From Child Guidance Centers [1925] ....................86 Remarks on a Lecture by Prof. Max Adler at the Society for Individual Psychology [1925] .................89 Salvaging Mankind by Psychology [1925] ..........................92 Discussion on Paragraph 144, Legalizing Abortion [1925] .................................................96 On Neurosis and Talent [1925] ............................................99 Disturbances in Love Relationships [1926] .......................100 Psychological Attitude of Women Toward Sex [1926] .....112 Man’s Psychosexual Behavior [1926] ..............................119 Manifestations of Puberty [1926] ......................................125 Homosexuality [1926] .......................................................129 Sadism, Masochism, and Other Perversion [1926] ............137 Sexual Neurasthenia [1926] ...............................................146 Problem Children [1926] ...................................................151 Individual Psychology [1926] ............................................162 i Chapter XXXVI: Marriage as Responsibility [1926] .....................................170 Chapter XXXVII: The Function of the Mother [1926] ...................................173 Chapter XXXVIII: A Case of Fear of Cancer [1926] .......................................175 Chapter XXXIX: Chapter XL: Chapter XLI: Chapter XLII: Chapter XLIII: A Contribution to the Problem of Distance [1926] ............177 Neurosis and the Lie [1926] ...............................................180 Individual-Psychological Profile of a Compulsion Neurosis [1926] ......................................182 Occupational Aptitude and Occupational Interest [1926] ..............................................187 Individual Psychology – Its Significance in Treating Neurosis, in Upbringing, and for a Philosophy of Life [1926] ..................................................192 Index ..................................................................................199 Appendix A: “Basic Principles of Classical Adlerian Psychology” .........................................221 ii Editor’s Preface - 2004 Editor’s Preface - 2004 In forty-three articles published from 1921 to 1926, Adler illuminates the heights and depths of human nature. Reflecting his growing interest in the prevention of neurosis and crime, he addresses child guidance issues of problem children, punishment, delinquency, neurotic parents, and faulty education. After commenting on the challenges of puberty, and male and female sexuality, in “Marriage as a Mutual Task,” he offers timeless guidelines for developing a healthy partnership. His articles on neurosis, crime, depression, sadism, and masochism offer classic insights into the varieties of psychopathology, but again, his comments about homosexuality reflect the common bias of his time and culture. In “Danton, Marat, Robespierre: A Character Study,” Adler takes on the leading figures in the French Revolution, unveiling the personality dynamics that sparked a revolutionary spirit. His vision of the future and the direction of social evolution is crystallized in “Critical Considerations on the Meaning of Life” and “Individual Psychology and World View – Parts I & II.” In “Remarks on a Lecture by Prof. Max Adler” (A Viennese sociologist, not related to Alfred Adler), he speaks to a number of political issues, including Marxism. In his provocative article “Discussion on Paragraph 144, Legalizing Abortion,” Adler supports a woman’s right to terminate a pregnancy. This article about legalizing abortion champions a position considerably ahead of his time. He emphasizes the self-training purpose of dreaming in “Change of Neurosis and Training in the Dream.” Finally, in “On Neurosis and Talent,” he challenges widespread, common assumptions about talent and its development. Adler offers encouraging perspectives on occupational aptitude and interest. He emphasizes the importance of an optimistic world view and philosophy of living, and cautions us about the dangers of distance and isolation. Once again, Adler spreads his deep wisdom over an abundant range of topics. For readers unfamiliar with Adler’s ideas, a brief overview, titled “Basic Principles of Classical Adlerian Psychology,” is included in the appendix. Other comprehensive articles, titled “Classical Adlerian Theory and Practice” and “A Psychology of Democracy” have been published in Volumes 1 & 2 of The Collected Clinical Works of Alfred Adler. Studying all of the volumes in this series provides an essential perspective on the development of Adler’s theory. iii About the Translator About the Translator Gerald L. Liebenau Gerald L. Liebenau was born in Berlin, Germany. During World War II he served with the Office of Strategic Services as an interpreter and translator. He graduated from Yale University and embarked on a career with the Central Intelligence Agency. He is the translator of Nicholas Gonner's Luxemburgers in the New World, and Janusz Piekalkiewicz's World History of Espionage. He currently resides in Arlington, Virginia. iv Chapter I Where the Struggle Against Delinquency Should Begin1 2 [1921] This question should come as a surprise to most of those who struggle with this problem. The answer will be: everywhere! Wherever it appears! With all the means and with all the support available! With the help of parents, teachers, caregivers, and government authorities! It should be carried out in the context of attacking the depressed standard of life that exists among certain segments of the population in order to raiser moral standards. The fulfillment of these demands has been in order for some time. That parents are obligated to provide for the welfare of their children is self-evident. Schools watch not only over the progress of knowledge, but also guard standards of diligence and morals. With punishment and the threat of punishment, the state institutions and the juvenile courts extend the range of their authority, ensure an improved welfare system, and ameliorate the rough measures applied in penal institutions. A large number of private and public organizations are dedicated to serving these tasks. All the institutions point to their success; only the parents, the schools, and the public remain dissatisfied. If we add to this the numerous failures in upbringing that are a burden not so much to the public but only to the families, at least until such contrary persons reach maturity. At that point they become a burden to society as criminals, gamblers, alcoholics, as runaways, or as a neurotics; if we add the not so insignificant number of retrogrades, and those who join the ranks of delinquents as newcomers, it makes sense to ask at what point measures taken against delinquency should be increased. Increasing parent involvement would be gratifying but unproductive. Their lack of time and the sum of their prejudices would always be a barrier. Furthermore, there is neither an organization nor even a fraction of qualified personnel to undertake such a Sisyphean task. The legal system, juvenile courts, welfare organizations, and correction institutions are always brought into play after the trouble has started. Those caught up in these systems eventually find more or less favorable opportunities for making their way back into society. This then leaves the schools. As they are constituted today, they are almost powerless to engage in a struggle with delinquency. They are unable to stop the bad influence of the home and the streets. Compulsory universal school attendance by necessity leads to contacts with bad elements whose attraction under certain circumstances, to be explained later, is not insignificant. The means employed by the schools for enforcing their authority are exhausted with punishment, poor report cards, the assistance of helpless parents, and expulsion in cases of extensive and widely known misdeeds. Classroom loyalties and clever deception often deter the uncovering of delinquency. The contacts between teachers and their pupils is in most cases only superficial, and even if the teacher is clever enough to recognize the misdeeds, the causes remain a mystery to him. Neither his educational skills, his understanding of child psychology, nor the time available to him are sufficient to rush to the assistance of the failing child. It is easy to see, however, that the school is the only institution qualified to check delinquency, albeit, not in the form the schools are in today. It can also not be done by applying extreme measures. Schools embrace all children and keep them under their care for several hours a day. They accept them from their homes along with all their faults, which constantly arise again in school, leading to obvious problems. Schools administer a large number of people who are closer to problems concerning education than can be found in any other profession, and are staffed with personnel with easy access to the facilities that would further advance their professional education. Finally, it is in the most basic interest of the schools themselves, if they are to meet their responsibilities for upbringing and educating, not to let delinquency tarnish their successes in transforming children through education to becoming decent and cooperative human beings. There is one more factor known to every expert in this field that needs to be addressed. Delinquency begins with failure in school! Up to now the significance of this obvious fact is being totally misunderstood. It is generally believed that delinquency and neglecting school work go together. Furthermore, a wayward child's avoidance of school is quietly accepted as self-

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v. 5. Journal articles : 1921-1926
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