Analysis of an Ideologue Template

EDUC 604

Analysisof an Ideologue Template

Introductory Information

Ideologue’s Name

Sigmund Freud

Birth-Death Years

Sigmund Freud Was born in 1856 and died in 1939 at the age of 83.

Picture of Ideologue: Find a digital photo of the individual and paste it here.


Most Noted For

Sigmund Freud was best known for the development of psychoanalysis, atechnique through which an analyst would unpack the unconscious conflicys founded on the dreams, fantancies and free associations of his or her patients. On the same note, Freudcam eup with theories on child libido, the ego and sexuality among other topics, which formed some of the most significant or dominant academic concepts in the 20th century (Berg, 2003). Indeed, his innovative treatment of human dreams, actions and cultural artifacts as invariably having implicit symbolic significance have been found to be extraordinarily fruitful and have even gone ahead to have immense implications on varied fields such as anthropology, artistic creativity, appreciation, semiotics and psychology (Berg, 2003).

Ideologue Profile Report

Biographical Information: Include life experiences that impacted thoughts and impact on education.

As much as Sigmund Freud was considered a highly original thinker, he drew immense influence from varied factors that interconnected and overlapped with each other to shape the creation and development of his ideas and theories. Scholars have noted that Sigmund was a Freudian himself. One of the key things that affected or influenced his ideas was the environment within which he was brought up (Berg, 2003). It is worth noting that Freud’s father had two other sons from a previous marriage, one of whom used to play with Sigmund as they wereof the same age. Sigmund’s self-analysis, which is central to his masterpiece “The Interpretation of Dreams” emanated from the emotional crisis from which he suffered after his father died, coupled with a series of dreams that came up at that time. The analysis was a revelation to him that the admiration and love that he had wfor his father were blended with extremely contrasting feelings of hate and shame including what he called “ambivalence”. One of the most revealing aspects was the discovery that, as a youth, Freud often fantasized that his step-brotherwho was the same age as his mother wasjis father, as well as other indicators that cemented his conviction pertaining to the deep predisposing implication of this fantasy. Indeed, the fantansy implied that Freud wished that his real father was dead as he was a hindrance to the affections of his mother. Scholars note that the self-analysis formed the personal basis for the Oedipus complex theory.

In addition, it is noted that Sigmund was influenced by the contemporary scientific climate within which he lived and operated. It is worth noting that the biggest scientific figure of his time was Charles Darwin who, some years earlier had published “Origin of Species”. It goes without saying that the evolutionary doctrine made a radical alteration to the prevailing conception of man (Berg, 2003). Previously, human beings were seen as a virtually different from other members of the animal kingdom as a result of their possession of everlasting souls. However, the evolutionary doctrine cemented the idea that human beings were components of the natural order that was different from other animals only in the magnitude of structural complexity. This allowed for the treatment of human beings as objects that could be subjected to scientific investigation (Masson, 2003).

Further, Freud was influenced by the field of physics. It is noted that the later half of the 19th century experienced immense advances in modern physics that had been triggered by the devising of the energy conservation principle by Helmholz, a principle that states that the entire amount of energy incorporated in a particular physical system remains constant. Further, energy quanta can only be altered but not destroyed and that, as a consequence, in instances where energy is transferred from a particular part of the system to another, it has to reappear in another part. The application of this principle resulted in immense discoveries in other fields of physics that have caused huge changes in the modern world. It is well noted that Freud initially worked under Ernst Brucke who later publiched a book that propagated the view that every living thing is an energy system to which the principle of energy conservation is applied.

Beliefs on Education: Describe what beliefs were promoted about education.

While Sigmund’s theories were primarily on psychology, his beliefs in education can never be ignored. It is noted that he outlined a series of Psycho-sexual stages, each of which involve the satisfaction of libidinal desire that later play a fundamental role in adult personality. In instances where a particular stage is not appropriately completed, the individual would become fixated and later have his behavior and personality in adulthood influenced by the fixation (Masson, 2003). Further, his identification of components of consciousness underlined the manner in which children learn. He stated that all babies are at first dominated byy selfish, instinctual and unconscious urges pertaining to immediate gratification. As they try and fail to have all their whims met, they come up with realistic appreciation of the things that are possible and realistic. With time, babies also learn, internalize and, eventually, internalize the rules and values of their parents (Masson, 2003). The internalized rules form the foundation for developing the conscience of the child that struggles with perception of what is right or wrong and, therefore, regulate the urges for immediate gratification.

Impact on Education: How did this person’s beliefs and actions affect education?

Freud influenced the manner in which children are raised and educated. As a result of his teachings, there is a general acceptance of the fact that children have unconscious thoughts, psyches, as well as complicated emotional lives in which case individuals comprehend the necessity for offering positive reinforcements or encouragement to the young, listening to them, as well as hoolding their concerns in a serious manner (Weinstein, 2001). Further, his teachings cemented the idea that naughty children or even criminals do not necessarily have to be bad rather their behavior may have been predicated by some unresolved issues earlier on in their lives.

Others’ Criticisms: Summarize the criticisms of contemporaries, historians, and scholars.

Critics such as Wilheim Reich, Sandor Ferenczi, Otto Rank, Harry Stack Sullivan, Karen Horney and Erich Fromm questioned the efficacy of Freudian psychoanalysis and stated that the interpersonal element pertaining to the analyst-patient element is crucial (Weinstein, 2001). In addition, his theories have criticized as a result of the fact that they were carried out on a homogenous sample group, where the participants were exclusively upper-class Austrian women who were existing in sexualliy-repressed societies in late 19th century (Weinstein, 2001). This sample caused his concentration on sex as a determinant factor for personality to be too emphatic. Further, there are issues regarding the fact that such analysis would necessitate frequent sessions with a client over a number of years.

Your Critique: What ideas or actions do you support or reject?

I find the idea conduction of the conventional psychoanalysis a bit warped especially with regard to the fact that the therapist would distance himself from the client and would not even face him in the course of sessions. Indeed, it goes without saying that a patient would prefer a therapist who maintains eye contact and appears concerned with the issues he is talking about.

Reference List

List at least 3 references using proper APA format.

Berg, H. . (2003).&nbspFreud`s theory ant its use in literary and cultural studies: An introduction. Rochester (N.Y.: Camden House.

Masson, J. M. (2003).&nbspThe assault on truth: Freud`s suppression of the seduction theory. New York: Ballantine Books.

Weinstein, F. (2001).&nbspFreud, psychoanalysis, social theory: The unfulfilled promise. Albany, NY: State Univ. of New York Press.