By Diane Jonte-Pace
As one of many first theorists to discover the subconscious fantasies, fears, and needs underlying spiritual principles and practices, Freud con be one of the grandparents of the sector of non secular stories. but his legacy is deeply contested. How can Freud learn in a weather of critique and controversy? The fourteen participants to this quantity, all famous students of faith and psychoanalysis, describe how they handle Freud's contested legacy; they "teach the debates." They move directly to describe their classes on Freud and faith, their cutting edge pedagogical practices, and the artistic methods they paintings with resistance.
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Extra resources for Teaching Freud
I particularly like Kieslowski's Decalogue 4 because of its length: at fifty-five minutes, it allows both a viewing and a preliminary discussion on the same day. 5 Freud and Jung as Critics of Religion With the second unit we turn from an interpretation of religion to a critique of religion. It is important to differentiate interpretation and critique: they are interrelated but separable. I began with interpretation rather than critique because I wanted the students to understand the theories before encountering 24 INSTITUTIONAL AND CURRICULAR CONTEXTS the critical challenges to religion that are likely to generate defensive reactions.
The other Freud: Religion, culture, and psychoanalysis. New York: Routledge. ). 1981. The master. Feminist Studies 7, no. 3: 407-16. Dundes, Alan. 1980. Interpreting folklore. Bloomington: Indiana University Press. Eliot, T. S. 1928/1988. Review of The future of an illusion. , edited by Norman Kiell. : International Universities Press. 32 INSTITUTIONAL AND CURRICULAR CONTEXTS Freud, Sigmund. 1953-1974. The standard edition of the complete psychological works of Sigmund Freud (hereafter SE), Volumes 1-24; translated and edited by James Strachey.
We discuss the dreamlike nonchronological narrative structure, the nightmare imagery, the intertwined themes of Eros and Thanatos, and the sense of "discontent" with civilization. Students understand clearly that Bunuel's imagery—for example, a man dragging a piano draped with a dead horse and two helpless priests— evokes Freud's sense of our "discontent" with civilization in general and with religion in particular. " A brief reading from Ricoeur's Freud and Philosophy (1970) is paired with David Miller's essay "Attack Upon Christendom!
Teaching Freud by Diane Jonte-Pace