Winter 2001
This information effective for Winter 2001.
Check with instructor the first day of class for any changes.
Winter 2001
This information effective for Winter 2001.
Check with instructor the first day of class for any changes.
Instructor: Per F. Gjerde
Winter Quarter 2000
Background. This seminar evaluates the role of "culture" and "ethnicity" in shaping human lives. Many psychologists see the world as a mosaic of non-overlapping "cultures" and census-defined "ethnic" groups. But to bestow cultural communities and ethnic groups with internally homogeneous and externally distinguishing qualities is problematic in a world increasingly characterized by globalization, migration, and new transnational links.
Accordingly, the usefulness of the terms "culture" and "ethnicity "is being challenged. A major part of the class will therefore analyze the usefulness and meaning of these terms. For example, what is the "culture" of a Mexican migrant spending six months in the US and six months in Mexico? What is the cultural identity of Turks living in Germany versus Turks living in Turkey or Denmark?
Globalizing is occurring with accelerating speed, partly as a consequence of the rapid spread of capitalism and transnational media. These developments permit individuals - even in the most "remote" corners of the world - to explore very different ways of being. For some individuals, this exploration leads to migration; for others, it changes their "hometurf" behavior.
The first part of this course critically examines relations between culture and space, connections between culture and ethnicity, how images of "cultural selves" and "cultural others" are formed and "naturalized," and the impact of globalization on children's lives - in particular, how children are increasingly becoming the focus of political struggles over "cultural identity."
The second part examines how children and youth develop in various "cultures," including Chinese, Japanese, Korean, Mexican, Norwegian, and Islamic cultures. Psychological as well as anthropological readings are included.
The following six questions will be emphasized:
What is required by the students? At the beginning of the class, each student will be asked to write one single-spaced page outlining their ideas of culture and its relevance for developmental psychology. These descriptions will be circulated among all students and form the beginning of the class discussion.
During the quarter, each student will be asked to give a 15 minutes lecture on one of the class topics covered in the reader. Two students will lecture during each class meeting. The student lectures will focus on the readings, but the students are encouraged to add additional relevant material. I will help you find additional readings if necessary.
The student lectures will be followed by question-and-answer sessions and by group discussion involving the whole class. Each student will be expected to have read the relevant class readings and should be ready to be called upon to express his or her opinion. Finally, an individual appointment with me toward the end of the course is obligatory. The purpose of this meeting is to discuss your performance, your evaluation of the course, and your paper topic.
Finally, each student will write an eight-page double-spaced paper on a topic of interest and relevant to the overall purpose of the class. This paper is due at the end of the quarter.
This is a seminar and is recommended for students who are comfortable sharing their thoughts with others in a seminar setting. If you are not comfortable speaking up in class, or presenting your opinions in front of your classmates, you should not take this class.
Grading criteria: Class participation = 50%; Final paper = 50%
Winter 2001
Instructor: J. Neu
All volume references are to The Standard Edition of the Complete Psychological Works of Sigmund Freud (all 24 volumes of which are on reserve); separate references to the paperback editions and supplement are given where necessary. FR* refers to pages in The Freud Reader, ed. Peter Gay (Norton, 1989).
Studies on Hysteria: Standard Edition Vol. II, "Preliminary Communication," and cases of Anna O., Lucy R., and Katharina, pp. 3-47, 106-134.
("Preliminary Communication" in Supplement. Anna O. in FR*60-78.
Lucy R. in Supplement. Katharina in FR*78-86.)"The Neuro-Psychoses of Defence": SE Vol. III, pp. 45-61 (in Supplement).
The Complete Letters of Sigmund Freud to Wilhelm Fliess: 1887-1904, pp. 127-140.
"Project for a Scientific Psychology": SE Vol. 1, pp. 295-302, 347-359 (in Supplement).
Freud-Fliess Letters: pp. 116-127 and pp. 140-281.
The Interpretation of Dreams: SE Vol. IV, Chs. II, III, IV, V A, Db, VI A, B, C; SE Vol. V, Chs. VI I, VII B, C, E, F (Same chapters in paperback edition).
Fragment of an Analysis of a Case of Hysteria: SE Vol. VII, pp. 3-122.
(Dora in Penguin paperback)Recommended:
Erik Erikson, "Reality and Actuality"
Steven Marcus, "Freud and Dora: Story, History, Case History"
(Both included in C. Bernheimer and C. Kahane, eds., In Dora's Case: Freud-Hysteria-Feminism)Midterm
Three Essays on the Theory of Sexuality: SE Vol. VII, pp. 125-243 (FR*239-293).Recommended:
Thomas Nagel, "Sexual Perversion," in his Mortal Questions.
"Types of Onset of Neurosis": SE Vol. XII, pp. 231-238 (in Supplement).
"'Civilized' Sexual Morality and Modern Nervous Illness": SE Vol. IX, pp. 181-204 (in Supplement).
"On the Universal Tendency to Debasement in the Sphere of Love": SE Vol. XI, pp. 179-190 (FR*394-400).
"Character and Anal Eroticism": SE Vol. IX, pp. 167-175 (FR*293-297).
"Obsessive Actions and Religious Practices": SE Vol. IX, pp. 117-127 (FR*429-436).
Analysis of a Phobia in a Five-Year-Old Boy: SE Vol. X, pp. 5-149.
(Little Hans in Penguin paperback)Recommended:
Wolpe and Rachman, "Psychoanalytic Evidence: A Critique Based on Freud's Case of Little Hans," in Critical Essays on Psychoanalysis, ed. S. Rachman.
Notes Upon a Case of Obsessional Neurosis: SE Vol. X, pp. 153-250.
(Three Case Histories, pp. 15-102.)Recommended:
"Original Record": SE Vol. X, pp. 259-318 (FR*309-350).
"The Dynamics of the Transference": SE Vol. XII, pp. 99-108 (in Supplement).
"Remembering, Repeating and Working Through": SE Vol. XII, pp. 147-156 (in Suppl.).
"Observations on Transference Love": SE Vol. XII, pp. 159-171 (FR*378-387).Recommended:
Lévi-Strauss, "The Sorcerer and His Magic" and "The Effectiveness of Symbols," in his Structural Anthropology.
"Formulations on the Two Principles of Mental Functioning": SE Vol. XII, pp. 218-226 (FR*301-306).
"The Unconscious": SE Vol. XIV, pp. 166-204 (FR*572-584).
"Mourning and Melancholia": SE Vol. XIV, pp. 243-258 (FR*584-589).Recommended:
"On Narcissism": SE Vol. XIV, pp. 69-102 (FR*545-562).
Sartre, "Bad Faith," Part One, Ch. 2, in Being and Nothingness.
Totem and Taboo: SE Vol. XIII, Part IV (FR*481-514).
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Beyond the Pleasure Principle: SE Vol. XVIII, pp. 3-66 (FR*594-626).
The Ego and the Id: SE Vol. XIX, pp. 12-59 (FR*628-658).
"Anxiety and Instinctual Life": SE Vol. XXII, pp. 81-111. (New Introductory Lectures, Lecture XXXII; FR*773-783).
"Some Psychical Consequences of the Anatomical Distinction Between the Sexes": SE Vol. XIX, pp. 248-260 (FR*670-678).
"Femininity": SE Vol. XXII, pp. 112-135. (New Introductory Lectures, Lecture XXXIII.)
Civilization and Its Discontents: SE Vol. XXI, pp. 64-145 (FR*722-772).
Note: The above numbered topics do not correspond to either weeks or particular sessions - we will spend varying amounts of time on each. The list is meant to indicate only the order in which the topics will be treated. Also, while readings are recommended for topics after no. XVI, it is not to be expected that they will be reached in class. They are meant simply as a guide to independent reading for those who are interested.
It should be noted that the reading load for this course is quite heavy (averaging 200 pages a week) and that all of the required reading is by Freud. There is not much point in taking the course if you will not be able to do the reading.
There will be a midterm and a final examination.
Recommended Secondary Sources:
Richard Wollheim, Freud (Cambridge University Press).