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本文试图从理论上对心理教育可能出现的两种倾向进行总结与预防,它们表现为福柯之后的心理教育虚无化与亚隆之后的心理教育技术化、手段化——前者挖空了心理教育的基础,后者则以虚幻的满足使心理教育心性干瘪,而两者均可在弗洛伊德那里寻到理论资源的肇始与支撑。因此,回到弗洛伊德至关重要。回归并非简单的回复,而是于理论上澄清心理教育固已存在的现代与古典的划分,由此,使心理教育的性情滋养问题得以阐明。
This article tries to summarize and prevent theoretically the two kinds of tendencies that may emerge in psychoeducation, which are manifested in the post-Foucault psychological education and the technicalization and means of psycho-education after Yalong - the former hollowed out psychological education , While the latter unwinding psychological education with illusory satisfaction, and both can find the beginning and support of theoretical resources in Freud. Therefore, returning to Floyd is crucial. The regression is not a simple reply, but a theoretical clarification of the division of modernity and classicality that has existed in psychoeducation so as to clarify the issue of nourishment in psychological education.