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Aufstand gegen die Masse: die Chance des Individuums in der modernen Gesellschaft
In: Fischer-Taschenbücher
In: Geist und Psyche 42217
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Book(print)#51975
Die symbolischen Wunden: Pubertätsriten und der Neid des Mannes
In: Psyche des Kindes
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Dynamics of prejudice: a psychological and sociological study of veterans
In: Studies in prejudice
In: Social studies series 4
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Article(electronic)#12March 1, 1969
Death in Life: Survivors of Hiroshima, by Robert Jay Lifton
In: Political science quarterly: a nonpartisan journal devoted to the study and analysis of government, politics and international affairs ; PSQ, Volume 84, Issue 1, p. 145-147
ISSN: 1538-165X
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Article(print)#131969
Too many misfits in college: what Congress is told [excerpts from a statement before the Special subcommittee on education, U.S. House of representatives, Mar. 20, 1969, on the psychology of campus unrest]
In: U.S. news & world report, Volume 66, p. 61-63
ISSN: 0041-5537
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Article(electronic)#14March 1966
Violence: A Neglected Mode of Behavior
In: The annals of the American Academy of Political and Social Science, Volume 364, Issue 1, p. 50-59
ISSN: 1552-3349
Despite Freud's recognition of man's tendency towards aggression and violence, our educational system pro ceeds as if these tendencies exist neither in society nor in man. Therefore, our children do not receive any help from our schools in recognizing the omnipresence of the tendency to act with violence, nor in techniques for dealing with it in con structive ways. In the following paper, examples are presented on how education to learn to read, for example, could proceed much more successfully if our teachers would take cognizance of children's fascination with thoughts of violence and aggres sion, and teach them both to recognize this and to deal with it.
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Article(print)#151966
VIOLENCE: A NEGLECTED MODE OF BEHAVIOR
In: The annals of the American Academy of Political and Social Science, Volume 364, p. 50-59
ISSN: 0002-7162
Despite S. Freud's recognition of man's tendency towards aggression & violence, our educ'al system proceeds as if these tendencies exist neither in society nor in man. Therefore, our children do not receive any help from our Sch's in recognizing the omnipresence of the tendency to act with violence, nor in techniques for dealing with it in constructive ways. Examples are presented on how educ in reading, for example, could proceed much more successfully if our teachers would take cognizance of children's fascination with thoughts of violence & aggression, & teach them both to recognize this & to deal with it. HA.
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