David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 40 (5):606-620 (2008)
Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud in particular. Why would Wittgenstein have seen Freud as having some important things to say, even though he was sharply critical of Freud's claims to be scientific? The major issues to be considered in this paper are, in Section 1, the scientific status of Freud's work—was it science or was it more like philosophy than science; the analysis of dreams; rationality, and dreams and madness. Section 2 considers Freud and education, including the indignity of Freud's notion of 'the talking cure.' Section 3 considers psychoanalytic explanations not as theory but as a manner of speaking: 'une façon de parler.'.
|Keywords||Freud Wittgenstein psychoanalysis language dreaming scientific analysis|
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References found in this work BETA
Michel Foucault, Luther H. Martin, Huck Gutman & Patrick H. Hutton (eds.) (1988). Technologies of the Self: A Seminar with Michel Foucault. University of Massachusetts Press.
Ray Monk (1990). Ludwig Wittgenstein the Duty of Genius. Monograph Collection (Matt - Pseudo).
Christopher Janaway (1989). Self and World in Schopenhauer's Philosophy. Oxford University Press.
Frank Cioffi (1998). Wittgenstein on Freud and Frazer. Cambridge University Press.
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