Teaching FreudDiane Jonte-Pace As one of the first theorists to explore the unconscious fantasies, fears, and desires underlying religious ideas and practices, Freud con be considered one of the grandparents of the field of Religious Studies. Yet his legacy is deeply contested. How can Freud be taught in a climate of critique and controversy? The fourteen contributors to this volume, all recognized scholars of religion and psychoanalysis, describe how they address Freud's contested legacy; they "teach the debates." They go on to describe their courses on Freud and religion, their innovative pedagogical practices, and the creative ways they work with resistance. |
Contents
| 3 | |
Teaching Freud and Religion in Undergraduate Institutions Graduate Programs and Seminaries | 15 |
II Teaching Freud as Interpreter of Religious Texts and Practices | 77 |
III Teaching the Controversies | 163 |
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Adi Da analysis anti-Semitism Arlow Augustine Augustine's become believe biblical Christian Civilization classroom contemporary context course critical critique Crossan culture defense Discontents discussion dream interpretation edited essay example experience father feminist Frazer Freud and religion Freud's theory Freudian theory gender hermeneutics hero human ideas illusion intellectual Interpretation of Dreams issues James Jesus Jewish Jews Jonte-Pace Jung Kali's Child Kripal male meaning moral Moses and Monotheism mother murder mystical myth notion oceanic feeling Oedipus complex one's origins patient pedagogical Princeton psychical psycho psychoanalysis psychoanalytic study psychobiography psychological question Ramakrishna reality religious faith religious studies repressed Ricoeur ritual role Rolland Romain Rolland scholars scientific seminarians seminary sexual Sigmund Freud social society story Study of Religion superego symbolic teach Freud teacher Teaching the Controversies theological tion Totem and Taboo tradition Tylor unconscious undergraduate understand University Press Winnicott wish writing York