The mysterious power of life (notice n° 413323)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02180cam a2200277 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250119111018.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ulivieri Stiozzi, Stefania |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | The mysterious power of life |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 12 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper explores the work of Sándor Ferenczi by relating his psychoanalytic conceptions to the educational themes that, although underlying, constitute an omnipresent pattern in his work. His sharp attention to the intertwining of intrapsychic dynamics, intersubjective relations and environmental influences lead Ferenczi to a reading of trauma as the outcome of a dysfunctional relational process, in which the contextual dimension plays a fundamental role from the earliest stages of the newborn’s life. This sensitivity is at the basis of a research on psychoanalytic technique that introduces creative modalities into the therapeutic relationship that, before and beyond the word, interrogate the analyst’s countertransference and its resonances experienced in contact with the patient’s unrepresentable core of trauma. His theories still maintain a topical relevance for the training of education and care professionals, calling them to reflect on their own affective dynamics and on the forms of feeling that orient their relationship towards the suffering of those who have lived through ‘borderline’ experiences. How to draw on its inspiration to develop learning from experience in a university setting? How can educators-in-training be supported to experience an insaturated learning that is nourished by an ethical-aesthetic framework, open to the languages of art and poetry, aimed at enhancing and refining their sensitivity and empathy? |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Psychoanalysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Creativity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Care |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Psychoanalysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Creativity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Care |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Cliopsy | o 31 | 1 | 2024-04-08 | p. 35-51 | 2100-0670 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-cliopsy-2024-1-page-35?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-cliopsy-2024-1-page-35?lang=en&redirect-ssocas=7080</a> |
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