Psychoanalysis

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www.egs.edu Bracha L. Ettinger, Israeli-French psychoanalyst, painter, artist and feminist theorist, discussing her paintings, notebooks and work on the matrixial borderspace, trans-subjectivity, co-poiesis and trauma. She describes the relation between her artistic practice and psychoanalytic practice. Bracha L. Ettinger at a public open lecture for the students of the European Graduate School EGS, Media and Communication Studies department program, Saas-Fee, Switzerland, Europe, 2007 Born in Tel Aviv (and of Israeli and British nationality), Bracha L. Ettinger received her Ph.D. in Aesthetics of Art from the University of Paris VIII, a DEA in Psychoanalysis from the University of Paris VII, and an MA in Clinical Psychology from the Hebrew University of Jerusalem. She is the Marcel Duchamp Professor of Psychoanalysis and Art at the Media & Communications Division, European Graduate School (EGS), Saas-Fee. She lives in Paris. Bracha L. Ettinger presents an original theoretical exploration of shared affect and emergent expression, across the thresholds of identity and memory. Ettinger works through Lacan’s late works, the anti-Oedipal perspectives of Deleuze and Guattari, as well as object-relations theory to critique the phallocentrism of mainstream Lacanian theory and to rethink the masculine-feminine opposition. She replaces the phallic structure with a dimension of emergence, where objects, images, and meanings are glimpsed in their incipiency, before they are …

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On why we have dreams and the functions of dreaming

The psychology of dreams has been explained either with the psychoanalytic interpretation of dreams or with the psycho-physiological process of dreaming. Thus there are two distinct schools in the psychology of dreams – one school of thought believes in the relation between REM sleep and dreaming, the role of dreams in learning and as a result of random neural firings further leading to random images that may not have any significance; and the other school of thought believes that dreams occur as a result of unconscious and repressed impulses and could be explained with psychoanalytic symbolism and in turn also explain psychic phenomenon or even lead to understanding the causes of mental illnesses.

According to Freud, ‘dreams are the royal road to the unconscious’, in the sense that they could be analyzed in a way that will reveal the hidden impulses in the unconscious. Dreams may thus reveal who we ‘really’ are, what we ‘really’ want and how we want to attain these desires. Yet many contemporary psychologists have moved away from this ’semantic’ view of dreams that emphasize on repressed desires and ‘meanings’ of dreams, and have suggested that dreams occur simply due to random neural firings in the brain when the body is at rest and these random firings produce images in the brain.

There are several stages in sleep and the REM sleep is the final stage. Dreams are related to this REM (rapid eye movement) stage of sleep and we tend to have several dreams in one night although we forget almost all these images. We don’t act out these images because during the process of dreaming, the body undergoes temporary paralysis which is a protective or bodily defense mechanism against any external injury.

Dreams according to psychology is also a defense mechanism as all repressed desires which could have harmful effects on our psyche are released through the process of dreaming, so both physiologically and psychologically, dreams have defensive or protective functions helping in release of excessive stress, traumatic thoughts, repressed impulses as also protect the body from external injury. Dream recollection and control through the process of lucid dreaming and hypnosis as used more frequently by traditional psychotherapists are not too popular any more although these processes provide more insights into images in dreaming and how these could be evoked or elicited in psychotherapeutic sessions or could be remembered and interpreted to provide more access to the unconscious.

The physiology of REM stage of sleep may be able to provide answers as to why we dream of certain images yet this mechanism would be unable to explain exactly why these specific images occur. Some theories have suggested that certain repressed thoughts and desires or repeated occurrences could manifest in dreams through images. Sometimes trauma or any event with significant emotional value could lead to repetitive dreams with the same images. Considering existing literature, I suggest that dreams could have five principal functions – a clinical function of explaining mental illness, a cognitive function of aiding learning, an adaptive function of restoring body mechanisms, a cathartic function of releasing traumatic or repressed feelings and a defensive function of providing a protective shield to the mind and the body.

So dreams could actually be explained both from psychoanalytic and psycho-physiological perspectives. In fact we have to understand psychoanalysis and psycho-physiology and integrate findings about dreams from both these fields to reach a comprehensive understanding of these mental processes.

The five functions of dreams are given here and the basic thesis of a comprehensive dream theory should be based on all these five functions.

Clinical Function of Dreams - Some psychologists believe that dreams are closely related to mental illness and that many post traumatic dreams represent anxiety and prolonged or repetitive traumatic dreams could suggest initial symptoms of mental disorder or failed physiological functions in the body. In fact many mental illnesses could be traced back to certain dreams and we can even understand the roots or causes of mental illness by studying why certain dreams occur in certain people. The clinical value of dreams has been recognized in psychoanalysis although the full potential of this function has not been very clear in physiology. Further scientific research is required to understand the role of dreams in explaining, preventing or even curing mental or physical illnesses. Dreams could highlight issues of brain disorder, brain ailments and hormonal changes in the body and could have clinical value in identifying many diseases and abnormal conditions in the body.

Cognitive Function of Dreams - Dreams are useful in learning and scientific studies have proved that they play a cognitive role in children who have many more dreams and increased REM sleep than adults, thus children tend to learn while dreaming and dreaming and REM sleep could also have a positive effect on learning physical skills. This might explain how dreams could also provide insights into problems as solutions and many discoveries, inventions and novel ideas emerge in dreams. Dreams show various possibilities in our thought process and through permutations and combinations provide cognitive solutions to some of our life goals. Dreams could thus be very effective learning tools, help in self understanding and realization and improve and consolidate cognitive abilities.

Adaptive Function of Dreams - Dreams help us to adapt to our surroundings and although the evolutionary advantage of dreaming is not clear or has not been studied extensively, the fact that we continue to dream and even learn and defend ourselves through dreams makes dreaming an important part of our passive and active life. The adaptive function of dreams is however physiologically advantageous as it helps restore bodily mental and physical balance. Although this remains a controversial viewpoint, the complete psychological and physiological advantages of dreaming will have to be studied from an evolutionary perspective.

Cathartic Function of Dreams - Dreams are highly cathartic. They release stress, and through symbolic representation of images, purge out our fears, our impulses and urges and help us to confront our own mental lives. Dreams are more than the ‘royal road to the unconscious’, they are basic shields for our own defense and release. The thoughts and emotions that may be too dark, traumatic, shameful or dangerous for real life are manifested in dreams and help us to confront realities. Psychoanalytically dreams represent wish fulfillment and many images in dreams like elongated objects for example, are considered symbolic of sexual organs. It is however controversial whether all dreams are a type of wish fulfillment and some dreams could simply be a release of anxiety or completely the opposite of any wish fulfillment. If you repeatedly dream of your own injury or injury of close ones, you are simply releasing your unconscious anxiety through the dreams which in turn may help you to function better and be more cautious in reality.

Defensive Function of Dreams - This is related to the cathartic and adaptive functions of dreaming as when we release through catharsis, we also adapt to situations and this in turn provides a defense or protection for the mind and body to continue functioning without harm or hindrance. Although this concept is unpopular among many psychologists, dreams may have strong defensive functions. While we dream, the physiological changes in the body such as release of glycine, an amino acid highlight a defensive mechanism and both physical and mental irritations could be released through dreaming, providing in turn a shield for the body and mind. Dreams are thus not just the ‘royal road to the unconscious’, they are essential covers or shields to protect the mind or body against excess stress. Just like your boiling kettle has provisions to release excess steam, dreams too serve as a regulatory mechanism to release all excesses from the mind and body.

Dreams are finally mind’s excretions. The view that dreams have no evolutionary advantage and that they have no functions has been endorsed by many scientists, yet if we look deeper into the annals of psychology, the significance of dreams in explaining mental life cannot be overlooked. Only further research in physiology, imaging techniques and psychotherapy delving into the psychology of dreams would be able to tell us why we dream and whether dreams are rudimentary or regulatory.

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www.egs.edu Slavoj Žižek discussing Hegel in reference to Charlie Chaplins The Great Dictator, Leni Riefenstahl, fascism, the Nazi propaganda film Kolberg, Alfred Hitchcocks Vertigo, objectivity in film. He also spoke about Peter Sloterdijk and Jürgen Habermas as well as ethics, dignity, military technology, pharmonarcoleptic drugs, scientology and Ron Hubbard. Public open lecture for the students and faculty of the European Graduate School EGS Media and Communication Studies department program Saas-Fee, Switzerland. Slavoj Žižek is one of the most renowned philosophers working today. Taking Marxs injunction that philosophers must not only examine the world, but change it, his work borders on the evangelic. Standing astride critical theory, traditional philosophy, political and film theory and theoretical psychoanalysis, he is, in one sense the sole contemporary inheritor of Lacan, doing to Lacan what Lacan once did for Freud. Though at times accused of inconsistency, Žižek instead uses the philosophical tradition to constantly examine (and undermine) received truths. He has argued that it is not the role of the philosopher to act as the Big Other who tells us about the world, but rather it is the role of the thinker to challenge our own ideological assumptions. Slavoj Žižek is the International Director of the Birkbeck Institute for the Humanities, a professor of philosophy and psychoanalysis at the European Graduate School in Saas-Fee, Switzerland and a visiting …

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Dr. Karl Golling Excerpts of the lecture Introduction to Psychoanalysis… at the Sigmund Freud University Vienna 2010

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To many in both business and government, the triumph of the self is the ultimate expression of democracy, where power is truly moved into the hands of the people. Certainly the people may feel they are in charge, but are they really? The Century of the Self by Adam Curtis tells the untold and controversial story of the growth of the mass-consumer society. How is the all-consuming self created, by whom, and in whose interest? The Freud dynasty is at the heart of this compelling social history. Sigmund Freud, founder of psychoanalysis; Edward Bernays, who invented public relations; Anna Freud, Sigmund’s devoted daughter; and present-day PR guru and Sigmund’s great grandson, Matthew Freud. Sigmund Freud’s work into the bubbling and murky world of the subconscious changed the world. By introducing a technique to probe the unconscious mind, Freud provided useful tools for understanding the secret desires of the masses. Unwittingly, his work served as the precursor to a world full of political spin doctors, marketing moguls, and society’s belief that the pursuit of satisfaction and happiness is man’s ultimate goal. Part 1 – Happiness Machines Part one documents the story of the relationship between Sigmund Freud and his American nephew, Edward Bernays who invented ‘Public Relations’ in the 1920s, being the first person to take Freud’s ideas to manipulate the masses. He showed American corporations how they could make people want things they didn’t need by systematically linking …

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LEGGI QUI! – READ HERE! ==== ITALIANO ==== Video realizzato per l’esame di Teoria e Metodo dei Mass Media della Accademia di Belle Arti di Venezia, anno 2009. Il tema che ho scelto è il tema della psicanalisi e della paranoia, tutto in chiave leggermente ironica. TRAMA: Un uomo in terapia racconta al suo psicologo di un misterioso personaggio che sembra tormentarlo continuamente… ==== ENGLISH ==== Video realized for the final exam of Theory and Method of Mass Media of the Academy of Fine Arts of Venice, year 2009. The topic that I have chosen is the topic of the psychoanalysis and paranoia, in an ironical key. PLOT: During a therapy a man tells his psychologist of a mysterious character who seems to torment him continuously ====================== MUSICA DEI QUINTORIGO ====================== “The first time I nearly did not notice anything. It could be just the umpteenth paranoia, just a sensation. It was like if something was reading my thoughts, and it made it in order to underline the reasoning. Something touched me within! Outside, it just skimmed me. I began to preview exactly when HE would have perceived me. I noticed that determined reflections would surely have induced him to appear, and to pat me on the shoulder, in order to make fun of my logic. The day that I saw him, I remember, I was lost in thought. As soon as I realised it, I naturally felt touched by him… BETWEEN my THIGHS. He showed me his hand, like I could never have imagined it. Five thin coppers …

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Introduction: Maslow in the Big Apple

Abraham Maslow was born in New York in 1908 to poor, uneducated Russian immigrants. He was the oldest of seven children, and therefore pushed by his parents to succeed in education where they had not. Originally studying to be a lawyer, he found it to be of little interest and eventually shifted over to psychology where he excelled. Maslow went on to receive his PhD in Psychology at the University of Wisconsin, under the tutelage of Harry Harlow, famous for experimentation with rhesus monkeys and attachment behavior. After some time he returned to New York and began studying human sexuality. In addition to this study, during the years of teaching, he had the opportunity to meet many well-respected psychologists which further helped to shape his thoughts on the human needs. The final event which led Maslow to move in the humanistic direction came from the study of the development of the concept of “self-actualization”. It was this study that led Maslow to develop his famous Hierarchy of Needs Theory.[1]

Food for thought: What humans really need

Until Maslow began to develop his theories, most studies on human nature focused on biology, achievement or power to explain the forces that drive us.

Maslow postulated that there were five levels of basic needs that every human attempts to attain:

Externally-Satisfied Needs (basic needs that every individual must satisfy before they can progress).

1. Physiological – I’m hungry.

2. Safety – I’m scared.

Internally-Satisfied Needs (needs leading to enlightenment and understanding.

3. Social – I’m lonely.

4. Esteem – I can’t.

5. Self Actualization – I can!

In the 1970s, Maslow further split this hierarchy up into a total of eight levels:[2]

1) Physiological: hunger, thirst, bodily comforts, etc.;

2) Safety/security: out of danger;

3) Belonging and Love: affiliate with others, be accepted; and

4) Esteem: to achieve, be competent, gain approval and recognition.

5) Cognitive: to know, to understand, and explore; (new)

6) Aesthetic: symmetry, order, and beauty; (new)

7) Self-actualization: to find self-fulfillment and realize one’s potential; and

Self-transcendence: to connect to something beyond the ego or to help others find self-fulfillment and realize their potential. (new) (This concept is relatively new and many authors such as Dr. Stephen covey express similar views.)[3]

Another way to look at the Needs is to break it into “D-Needs” (Deficiency) and “B-Needs” (Being). Maslow believed that the deficiency needs, once satisfied ceased to be a driving force for the individual, and they were then free to move upward to developing themselves.

If we follow the traditional hierarchical form, we can see that each need forms the basis of the next need above it in the pyramid. Without these previous foundations, Maslow believed that it is impossible to move on to the next stage in the hierarchy.[4]

In spite of the fact that it is very well-known and intrinsically comforting, there seems to be little hard evidence that the theory actually applies to people in general. Even Maslow admitted to this.[5]

A learning experience

Maslow’s Hierarchy of Needs has had a dramatic influence on the field of education. Traditional beliefs regarding educational methodology have shifted to a more humanistic approach, with the focus on meeting the students’ basic needs in order to assist them to progress.

The most important goal in education is to learn, followed by developing an understanding of the material to retain it, and apply it in life. In order to do this, the students need to be motivated enough to work hard to achieve this goal. Without motivation to learn it is unlikely that the education will succeed to the extent that it is intended.

In order to maximize this motivational desire, the educators need to attend to the needs of the student. By understanding Maslow’s Hierarchy of Needs, teachers can work toward realizing the basic needs that develop the foundation for higher learning, or actualization.

Here is an example of how the school can meet the basic needs of the students:

If the school understands that in order to function at school, students need the basic physiological needs satisfied before they can absorb their studies, they may consider providing lunches if a great deal of the students do not have their own. This would then propel the learners to the next level. By fostering a trusting, safe environment, with a classroom social network, and providing praise in the form of positive reinforcement from the teachers, the students will be able to focus on their learning.[6]

A real example that has come up near the end of the 20th century with respect to this is the problems that have arisen due to the beliefs on “special education”. During the 70s and 80s when where the traditional beliefs of segregating children with special needs (physical, intellectual, or emotional) was employed in the school system anomalies arose that called into question these beliefs. It was believed that by placing these students in separate learning atmospheres they would be able to learn at a pace more appropriate to their abilities, receive special attention and eventually progress through the system to receive the same education at the end of the program. As it turns out, this did not happen and the children’s learning was hampered.[7]

Managing expectations

Focusing on such human needs for successful motivation can very easily be ported over to the business world and applied in the field of Management. In fact, Maslow himself became fascinated with the field of management and attempted to explain the ability of good managers to motivate their employees using a solid understanding of the Hierarch of Needs. He even went so far as to regularly visit a high-tech company in California to study the management practices in the 1960s. Maslow discovered that managers who treat their subordinates with trust and respect created an environment that promoted a better work situation and improved productivity.

Peter Drucker, the famous management guru has said that “Maslow’s contribution to management was a big one. He pointed out hat you have to have different personnel policies for different people in different situations for them to be truly effective.”[8]

Why ‘Y’?

Theories X and Y, as developed by Douglas McGregor fit very nicely into the Needs Theory. If humans are intrinsically searching for something to help propel them to the next level, and have an internal desire to progress, and give back to society, as is believed by the followers of “Theory Y”, then it goes to reason that the humanistic approach, as laid out by Maslow would assist these individuals in reaching their goals. If we believe that human nature responds best to a positive, nurturing atmosphere, then managers that hold the following beliefs with respect to their staff should be able to raise them up higher in an attempt to improve productivity, and the individual goals of the worker:

1. Employees view work as natural.

2. Commitment to goals leads to self-direction and self-control.

3. People will look for situations where they can receive accountability for their work.

4. Decision-making on various levels can be spread among the company and not be the sole responsibility of upper management.[9]

What’s ‘Humanism’ got to do, got to do with it?

Humanism is the “third force” in psychology, following the traditional studies of behaviorism and psychoanalysis. Maslow, Carl Rogers, Rolly May and many others helped to advance this way of looking at the human condition.

Humanism has a long history going back to the times of the Greek philosophers of the 6th century BC. It has come forward in time and developed into three broad categories: religious, secular, educational humanism. When people discuss “humanism” they generally mean the understanding of secular humanism.

“Humanism is a broad category of active ethical philosophies that affirm the dignity and worth of all people, based on the ability to determine right and wrong by appeal to universal human qualities— particularly rationality, common history, experience, and belief. Humanism is a component of a variety of more specific philosophical systems, and is also incorporated into some religious schools of thought.

Humanism entails a commitment to the search for truth and morality through human means in support of human interests. In focusing on the capacity for self-determination, humanism rejects transcendental justifications, such as a dependence on faith, the supernatural or divinely revealed texts. Humanists endorse universal morality based on the commonality of human nature, suggesting that solutions to our social and cultural problems cannot be parochial.”[10]

Humanists generally believe the following:[11]

1. Humanism is a philosophy focused upon human means for comprehending reality. Humanists make no claims to possess or have access to supposed transcendent knowledge.

2. Humanism is a philosophy of reason and science in the pursuit of knowledge. Therefore, when it comes to the question of the most valid means for acquiring knowledge of the world, Humanists reject arbitrary faith, authority, revelation, and altered states of consciousness.

3. Humanism is a philosophy of imagination. Humanists recognize that intuitive feelings, hunches, speculation, flashes of inspiration, emotion, altered states of consciousness, and even religious experience, while not valid means to acquire knowledge, remain useful sources of ideas that can lead us to new ways of looking at the world. These ideas, after they have been assessed rationally for their usefulness, can then be put to work, often as alternate approaches for solving problems.

4. Humanism is a philosophy for the here and now. Humanists regard human values as making sense only in the context of human life rather than in the promise of a supposed life after death.

5. Humanism is a philosophy of compassion. Humanist ethics is solely concerned with meeting human needs and answering human problems–for both the individual and society–and devotes no attention to the satisfaction of the desires of supposed theological entities.

6. Humanism is a realistic philosophy. Humanists recognize the existence of moral dilemmas and the need for careful consideration of immediate and future consequences in moral decision making.

7. Humanism is in tune with the science of today. Humanists therefore recognize that we live in a natural universe of great size and age that we evolved on this planet over a long period of time, that there is no compelling evidence for a separable “soul,” and that human beings have certain built-in needs that effectively form the basis for any human-oriented value system.

8. Humanism is in tune with today’s enlightened social thought. Humanists are committed to civil liberties, human rights, church-state separation, the extension of participatory democracy not only in government but in the workplace and education, an expansion of global consciousness and exchange of products and ideas internationally, and an open-ended approach to solving social problems, an approach that allows for the testing of new alternatives.

9. Humanism is in tune with new technological developments. Humanists are willing to take part in emerging scientific and technological discoveries in order to exercise their moral influence on these revolutions as they come about, especially in the interest of protecting the environment.

10. Humanism is, in sum, a philosophy for those in love with life. Humanists take responsibility for their own lives and relish the adventure of being part of new discoveries, seeking new knowledge, exploring new options. Instead of finding solace in prefabricated answers to the great questions of life, Humanists enjoy the open-endedness of a quest and the freedom of discovery that this entails.

What is holding us back?

If reaching the summit of the mountain of self-actualization were easy, everyone would be enlightened, happy, hard-working, creative, and wealthy. We would all strive to take responsibility for our actions, and attempt to improve the situation around us by developing new and unique ideas. Unfortunately, this is not happening. What is holding us back from reaching our “fully functional, healthy personality”?

I concur with Maslow that society and the education system are preventing individuals from reaching their full potential. Here is what Maslow has to say on the matter:

“The state of being without a system of values is psychopathogenic, we are learning. The human being needs a framework of values, a philosophy of life, a religion or religion-surrogate to live by and understand by, in about the same sense he needs sunlight, calcium or love. This I have called the “cognitive need to understand.” The value- illnesses which result from valuelessness are called variously anhedonia, anomie, apathy, amorality, hopelessness, cynicism, etc., and can become somatic illness as well. Historically, we are in a value interregnum in which all externally given value systems have proven failures (political, economic, religious, etc.) e.g., nothing is worth dying for. What man needs but doesn’t have, he seeks for unceasingly, and he becomes dangerously ready to jump at any hope, good or bad. The cure for this disease is obvious. We need a validated, usable system of human values that we can believe in and devote ourselves to (be willing to die for), because they are true rather than because we are exhorted to “believe and have faith.” Such an empirically based Weltanschauung seems now to be a real possibility, at least in theoretical outline.” [12]

If society is not instilling the proper values into the youth of today, they are unable to develop a healthy outlook on life. This will hamper their journey to self-actualization. The education system is also currently not providing the proper morals, and positive, nurturing environment for students in order for them to grow. The schools need to focus on the areas of Maslow’s Hierarchy of Needs that are deficient in the student body, nurture them, and help their students to excel in ways that go deeper than just good grades.

Summary: Change Your Socks, Change Your Attitude

In the contemporary business world, a product-centered business style is no longer successful. Companies must now, more than ever before, develop a consumer-centric approach to business. The market is demassifying, and this means that individual needs must be met.

In order for the education system to produce individuals that can reach the peak of Maslow’s pyramid, the schools should also take a similar approach and rather than focus on the product (education), they should instead focus on meeting the needs of the client (student). This will by no means be an easy task for it requires a tremendous amount of time and energy on the part of the supplier (schools), but the end results will produce a much more satisfied customer who is able to benefit from the interaction.

Maslow lists 10 points that educators and teachers ought to consider in order to change their style so as to move toward the self-actualization of the individual. A summary of these points can be found below:

1. Be true to yourself.

2. Do not be bound by your culture.

3. Discover your calling.

4. Life is precious.

5. Do not judge people.

6. See to the satisfaction of basic needs.

7. Take time to smell the roses.

8. Learn self-control.

9. Don’t sweat the little things.

10. Make the right decisions.

These can and should be applied to all aspects of life, from your private time, through education and even in the work environment in order to work toward improving yourself and society.

References

1. C. George Boeree, ‘Abraham Maslow, 1908-1970’, http://www.ship.edu/~cgboeree/maslow.html

2. Huitt, W. (2004). Maslow’s hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html.

3. Stephen R. Covey, ‘The 8th Habit, From Effectiveness to Greatness’, FranklinCovey Co., Free Press, 2004.

4. Wikipedia, ‘Maslow’s Hierarchy of Needs’, http://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs

5. Educational Psychology Interactive

6. Jones, Michael. “Maslow’s Hierarchy of Needs Can Lower Recidivism.” Corrections Today 66.4 (2004): 18–22.

7. Norman Kunc, ‘The Need to Belong:　Rediscovering Maslow’s Hierarchy of Needs’, Axis Consultation and Training Ltd,, [http://www.normemma.com/armaslow.htm], 1998.

8. Excerpted from Maslow on Management, by Abraham H. Maslow, with Deborah Stephens and Gary Heil, 1998.

9. Robbins, Stephen P., ‘Essentials of organizational behavior, eighth edition’, Pearson Education Inc., 2005, p50

10. Wikipedia definition for ‘humanism’, http://en.wikipedia.org/wiki/Humanism

11. Frederick Edwards, ‘What is Humanism?’, American Humanist Association, 1989, [http://www.jcn.com/humanism.php4]

12. Maslow, A., & Lowery, R. (Ed.). (1998). ‘Toward a psychology of being (3rd ed.)’, New York: Wiley & Sons.

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www.egs.edu Slavoj Žižek discussing Hegel in reference to Charlie Chaplins The Great Dictator, Leni Riefenstahl, fascism, the Nazi propaganda film Kolberg, Alfred Hitchcocks Vertigo, objectivity in film. He also spoke about Peter Sloterdijk and Jürgen Habermas as well as ethics, dignity, military technology, pharmonarcoleptic drugs, scientology and Ron Hubbard. Public open lecture for the students and faculty of the European Graduate School EGS Media and Communication Studies department program Saas-Fee, Switzerland. Slavoj Žižek is one of the most renowned philosophers working today. Taking Marxs injunction that philosophers must not only examine the world, but change it, his work borders on the evangelic. Standing astride critical theory, traditional philosophy, political and film theory and theoretical psychoanalysis, he is, in one sense the sole contemporary inheritor of Lacan, doing to Lacan what Lacan once did for Freud. Though at times accused of inconsistency, Žižek instead uses the philosophical tradition to constantly examine (and undermine) received truths. He has argued that it is not the role of the philosopher to act as the Big Other who tells us about the world, but rather it is the role of the thinker to challenge our own ideological assumptions. Slavoj Žižek is the International Director of the Birkbeck Institute for the Humanities, a professor of philosophy and psychoanalysis at the European Graduate School in Saas-Fee, Switzerland and a visiting …

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