谈艺术类高职院思政教育中的人文关怀与心理疏导

注重人文关怀和心理疏导,是高校思想政治教育工作应对当前大学生心理问题频发性与多样性的必然选择,我国高职类艺术院校学生思想状况不容乐观,说明思政教育存在有效性不足的问题,必须在思想政治教育中注重人文关怀和心理疏导,以提高思想政治工作的实效性。     

袁昌英对中西文化的选择与接受

袁昌英一生完成了大量的著译、评论及文学创作,这是以她深厚的理论知识、学贯中西的文化积累作为指导的。同时,她又以传统伦理道德观和自身的好恶,有选择地继承和接受中西文化,将精神分析学说、唯美主义和现代心理剧等现代西方文化介绍、传播到中国并在戏剧创作中借鉴和运用。     

记一以精神分析为背景的团体成长小组

精神分析是一对一的解决心理问题的疗法，而应用到团体成长中会是什么样子呢？在大学生的团体成长中充分贯彻发挥每一个体主体性的原则，再尽量少地给他们干预和指导。经过8次活动，每一个人的个性都得到了体现，并且在活动中也得到了成长。     

影响网络教育研究性学习的心理因素分析及对策

网络教育为研究性学习创设了良好的环境，但不良的心理因素制约影响着研究性学习的顺利开展。只有有效地消除影响研究性学习的不良心理，改革现有的学习和管理模式，突出教师的主导作用和学生的主体地位，才能实现研究性学习的目的，培养高素质的人才。     

Bon mots for bad thoughts

This article questions how the philosophy of Gilles Deleuze has been received and connected to the field of curriculum theory. In an effort to reconnect Deleuze-thought to its political force, this essay commences a series of arguments pertaining to the ways in which the revolutionary thought of Gilles Deleuze and Felix Guattari have been reterritorialized in all-too-conservative ways. Recommencing a connection to the political activism and radical psychoanalysis of Guattari, this essay aims to create a renewed image of Deleuze-thought for curriculum workers and arts-based theorists invested in rethinking the problems of representation to which much educational thought remains fundamentally committed.     

母与妻的悲歌——以心理分析学说解读《俄狄浦斯王》中的伊奥卡斯特(英文)

作为悲剧《俄狄浦斯王》中重要的女性角色,伊奥卡斯特的命运令人唏嘘不已。身为丈夫的母亲,儿子的妻子,她在挣扎中生存在悲苦中死去。索福克勒斯用伊奥卡斯特的惨剧展示命运之神的力量;伊奥卡斯特却用自己的悲歌隐射作者内心隐秘的欲望。借助佛洛依德的心理分析学说,尤其是人格结构理论与快乐现实原则,索福克勒斯藏匿于《俄狄浦斯王》文本之中伊奥卡斯特台词之后的人格及欲望可被部分的揭露出来。     

The sublime objects of education policy: quality,equity and ideology

Quality and equity are touchstones of education policy in the twenty-first century in a range of global contexts. On the surface, this seems fitting: after all, who could object to more quality and greater equity in education? Yet what do we mean by quality and equity, and how are they related? This paper draws on Lacanian psychoanalytic theory to argue that not only are quality and equity far more complex than education policy formulations typically imply, but also that despite their elevated place in policy debates they remain elusive, serving as sublime objects that function as sites for the investment of desire, while simultaneously covering over and compensating for the ultimate impossibility of a complete and harmonious society. The paper argues that it is a result of their occupying this empty place, and through their holding out the (illusive) promise of enjoyment, rather than as a consequence of their specific or intrinsic content, that sublime objects such as equity and quality exert their particular ideological force.     

The psychoanalytic view of teaching and learning, 1922–2002

Various psychoanalysts have written about the implications of psychoanalytic theory for teaching and learning. Although many curriculum scholars have offered their personal interpretations of the relevance of psychoanalytic theory to education, there is very little in the educational literature about what psychoanalysts themselves have had to say about the acts of teaching and learning since the rise (and, some would suggest, decline) of psychoanalysis over the last century. This study examines a wide range of educational themes that emerge from a reading of various psychoanalysts over the last eight decades. In general, the psychoanalysts argue that, in order to be existentially authentic, teaching and learning must involve the teacher and student in all their psychodynamic complexity as emotional and ethical beings. I also examine the psychodynamic concepts of transference, counter‐transference, and object relations in some depth because they have figured prominently in psychoanalytic discourse about education.     

文学阐释与心理分析 --钱钟书文学阐释思想研究之一

在钱钟书的文学阐释思想中,文学作品的"阐释循环"过程应包括心理分析,只有洞察"典型心理",才能更准确地理解字词的意义、了解作者的修辞、把握作品的宗旨、判断作品的内容。此种思想的依据是认定不同作者、不同时代甚至不同文化之间"心理攸同",这是钱钟书始终坚持的一个基本主张。钱钟书的这种文学阐释思想对于西方阐释学中关于"心理学解释"的争论具有启迪意义。