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Negative Consequences in the Multiple Places of Contemporary Life
A title that, in appearing provocative, suggests a contrast or a legitimate doubt. Is there, in a mind in progress, a well-formed psychic development? We learn that the mind is malformed due to traumatic experiences occurring at a young age, before the secondary process has developed. Thus Freud, after discovering trauma at Charcot's school, writes in a letter to Fliess on February 7, 1897, “my father was one of these perverts,” and later speaks of “fantasies” in another letter on September 21, 1897. Therefore, the distinction between primary and secondary processes is correct from a formal point of view and finds application in dreams and art, but it overlooks the importance of traumatic experiences, which can interfere with the development of the secondary process and lead to deformations of thought (the malformed mind) in borderline and schizophrenic pathology, to dissociation, described by Janet, rather than repression, always described by Freud. The contributions unravel towards the theme of subjectivity, which emerges from the most varied behaviors and their hidden “anomalies” of the quality of spirit: from the new forms of youth social discomfort to those parameters that, from disability, lead to isolating an intolerable and non-assimilable diversity. Guided by a psychoanalytic and empathetic approach of a philosophy of mind, reaching the heart of dialogical creation, we observe a thematic and problematic center around a Self that outlines the Other: the Subject. A multidisciplinary response, in a historical period where the lockdown petrified the subject, which opens the place for a possible relationship. In Appendix: Presentation by Paolo Migone of the text on the multiple code by Wilma Bucci.
Author:
Marco Bacciagaluppi Luigi Longhin
Negative Consequences in the Multiple Places of Contemporary Times
A title that, in appearing provocative, suggests a contrast or a legitimate doubt. Is there, in a mind in fieri, a well-formed psychic development? We learn that the mind is malformed due to traumatic experiences that occurred at a young age, that is, before the secondary process developed. Thus Freud, after discovering trauma at Charcot's school, writes in a letter to Fliess on February 7, 1897, “my father was one of these perverts,” and then speaks of “fantasies” in another letter on September 21, 1897. Therefore, the distinction between primary and secondary processes is correct from a formal point of view and finds application in dreams and art, but it overlooks the importance of traumatic experiences, which can interfere with the development of the secondary process and lead to deformations of thought (the malformed mind) in borderline and schizophrenic pathology, to dissociation, described by Janet, rather than to repression, always described by Freud. The contributions unravel towards the theme of subjectivity, which emerges from the most varied behaviors and their hidden “anomalies” of the quality of spirit: from the new forms of youth social discomfort to those parameters that, from disability, lead to enucleate an intolerable and non-assimilable diversity. Guided by a psychoanalytic and empathetic approach of a philosophy of mind, reaching the heart of dialogical creation, we observe a thematic and problematic center around a Self that outlines the Other: the Subject. A multidisciplinary response, in a historical period in which the lockdown petrified the subject, which opens the place of a possible relationship. In Appendix: Presentation by Paolo Migone of the text on Wilma Bucci's multiple code.
Luigi Longhin è psicoterapeuta di formazione psicoanalitica. Iscritto all’albo degli psicoterapeuti, è membro associato Opifer. Già docente di filosofia e storia nei licei, ha insegnato Epistemologia delle scienze umane e Psicologia dell’età evolutiva all’Ente Scuola Assistenti Educatori-ESAE e all’Università Bicocca di Milano. È autore di diversi libri e articoli scientifici. Fra essi, Psicoanalisi e potere (con Mazzei, Laterza, 1991); Alle origini del pensiero psicoanalitico (Borla, 1992), Insegnare oggi (con G. Magnoni, Borla, 1994); Temi e problemi in psicoanalisi; Sentieri della mente (entrambi con M. Mancia, Bollati Boringhieri), 1998 e 2001; per Florence Art: Il coniglio di Alice (con P. Fancini, 2002) la Qualità della mente (2008), Il benessere mentale (2010), Perché tanta violenza (2012); La mente emotiva (FrancoAngeli, 2116); per Mimesis La violenza (con M. Zani, 2017); I fondamenti epistemologici della psicoanalisi (2018).