Psychoanalysis, psychology, and education

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Abstract

The primary purpose of the author's analysis was to satisfy his scientific curiosity. He was surprised to find that in the analysis nothing was thrust upon him which he was expected to accept. He was interested that the criterion of correctness of an interpretation was whether he felt or accepted it as true. He feels that a psychologist versed in psychoanalytic theory could reconstruct roughly a person's developmental experiences from a few samples of behavior, thought, and feeling. Psychoanalysis in its orthodox form is far too lengthy in time and expensive in money and energy to serve as a practical solution to the ills of personality development. Research must bend its energies to the discovery of short cuts in the resolutions of conflicts, drawing for this purpose on the contributions which psychoanalysis has already made to the understanding of this field. Another task for psychology is the exploration of means whereby insights gained by the experimenter from such diagnostic material can be utilized. No survey has indicated the extent to which personality conflicts are responsible for failures in education. Through techniques gained from psychoanalysis it will be possible to learn more about a person that can be found by the projective techniques. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1940 American Psychological Association.

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APA

Symonds, P. M. (1940). Psychoanalysis, psychology, and education. Journal of Abnormal and Social Psychology, 35(2), 139–149. https://doi.org/10.1037/h0053486

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