1/15/2024 0 Comments Psychoanalysis of freud and adler![]() ![]() Retrieved from Licensed Under: Free for commercial and non commercial use. But what about children who cannot redirect their style of life or face up to the challenges they encounter? Image Source: “Two toddler playing letter cubes photo”. Rather, teachers must help children to connect with themselves, and then reach out to connect with others (Adler, 1931a). Adler believed that if teachers scold or criticize students who cannot connect with their teacher or their classmates, then the child will realize they were right to dislike school. 115 Adler, 1958)Īccording to Adler, it is the role of teachers to recognize the difficulties that children cannot overcome, and to “correct the mistakes of the parents.” An essential aspect of this “correction,” however, is that it must never be punitive. Almost since the beginnings of recorded history, however, the teacher has been in a peculiar position: he is facing pupils, children or adults, who do not expect that the thing they ought to learn is so simple. The teacher, professional or amateur, must teach the simple thing: love, and call it by its simple name: love. But what about love? Whether you want to call it support, encouragement, caring, motivation, or love, Adler was clear in terms of what he thought about the “peculiar position” held by teachers: School work is the child’s work, and it must take place within a communal setting (the classroom). So once again, we see the three life tasks coming into play. (though he did suggest that the child and the parents should never be told what it is), but he pointed out that a child’s ability to concentrate on school subjects is primarily dependent on the child’s interest in the teacher (Adler, 1930b). Adler did not dismiss the importance of I.Q. School work requires cooperation with both the teacher and the other students, and the ability to cooperate is probably more important than the child’s innate intellectual abilities. If not, the defects in their style of life become evident. If they have been raised well, they pass this test rather easily. School represents a new situation for a child. In other words, they become a more active and involved member of their community, society, and perhaps even the whole world. ![]() Thus, Adler turned his attention to school teachers.Īdler believed that a person is educated when it becomes clear that they have become more relevant to more people (Adler, 1958). Since this is something that happens within the family, the parents obviously cannot serve as part of the solution for this problem. A child who is unable to resolve life’s problems without the assistance of others will grow up to become a neurotic person demonstrating a dysfunctional style of life (Adler, 1913a/1963). We have already examined the importance of the mother’s role and that she needs to be supportive while making sure not to spoil the child. The emphasis in much of his work was on ensuring that children are brought up in the best way possible from the very beginning of life. Thus, Adler was particularly interested in child development, and also in the training of those responsible for raising children (typically, the parents, the rest of the family, and school teachers). Chapter 4: Adler – Individual Psychology Part 3: Child Development, Education and the Psychology of Women Child Development and EducationĪdler agreed with Freud that personality is basically set in the early childhood years.
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